Today we listened to The Marriage of Figaro, by composer Wolfgang Amadeus Mozart. The children quickly identified it as happy-sounding music. When we got up to move to the music, there were smiles all around, and the dancing was upbeat and faster than when we had responded to 'scary' music such as Night on Bald Mountain by Mussorgsky, or 'sad' music such Borodin's Nocturne from String Quartet No. 2 in D Major. which accompanies this version of the story of The Little Match Girl The children talked about what the music made them think about and while listening together, they used whiteboards and pens to respond with mark-making. During smaller group sessions the children once again listened to the music, and chose a colour that they felt best represented the music; something that represented 'happy' to them. Finally, they again shared what the music made them think about and feel, and then drew while listening. The responses tended to be party-related, to match the lively and happy-sounding music.
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We had such fun yesterday in the snow at school . It was a beautiful sunny day, and the snow was a lovely 'dry' powdery texture. As you can see from the photographs, there was lots of exploration to be done. I loved the sense of wonder they children exhibited as they investigated. As we continue to consider 'music all around us' we felt it might be an appropriate time for the children to both create and play their own instruments using everyday objects. We first watched a short video clip of a trio of child musicians; one playing the banjo, one the violin, and one the guitar. We talked about what we could hear and noticed that each of the instruments had strings which the musicians plucked in order to produce musical sounds. We looked at a real guitar and the children saw that it had a hole cut into it, with strings positioned over the hole. We then showed the children a couple of stringed 'instruments' we had prepared, made out of shoe boxes and rubber bands. The children had fun playing the home made guitars, experimenting with the sounds they could make by plucking the rubber band 'strings'. The stringed 'instruments' are now in class for children to experiment with whenever they choose. Later on in the week, we watched a clip of another instrument, the maraca. In the clip we watched, the musician demonstrates a surprising number of ways this simple instrument can be used to create different sounds. Then it was time for the children to make their own maracas. I first showed the group the plastic bottles we had collected, along with a variety of different items that they might choose to put inside to produce sound, including beans, rice, corn and pasta. I demonstrated how to put the different 'ingredients' inside, before putting the lid on tightly and then shaking so we could hear the different sounds that each item made. We tried singing 'Twinkle Twinkle Little Star' while I shook the homemade maraca in time to the music. The children were then invited to each create their own instrument. First they experimented with putting a handful of one item inside their bottle to hear what it sounded like, and then repeating with each of the others. Each child then chose the item, or combination of items, that they most liked the sound of, before trying out their new maraca. Finally, each child chose a coloured piece of tissue paper to wrap around their bottle and paint over with glue, resulting in beautiful looking instruments. Now the collection of maracas are in the classroom, and can be used when we are singing, during music lessons and can also be used to keep the beat when reading books that include a rhythmic pattern, such as 'Brown Bear, Brown Bear' or 'Incy Wincy Spider'. As I mentioned last week, this week saw the introduction of our new inquiry, music inspires and is inspired by thoughts and feelings. More information about this inquiry can be found by clicking on the 'Unit of Inquiry' tab at the top of this blog. We began with a little musical provocation. We played the audio only to a trailer (or preview) of the musical STOMP. We did not show the movie, so the children only heard the sound through the speakers. We then went through a, slightly adapted, thinking routine whereby each child shared what they could hear, what they thought about the audio clip and then how it made them feel. (The original thinking routine is 'see, think, wonder', but this slightly adapted version made more sense under the circumstance.) I noted down their responses as they gave them. Doing this not only means we can refer back to them at a later date, but also gives a sense that the children's thinking and ideas are important. The children said they could hear:
They thought:
The music made them feel:
The children were then invited to draw a picture of what they thought they could hear, or what they thought might be happening. The pictures they drew were of drums, people dancing, and people clapping. The following day we once more played the clip of the STOMP trailer, but this time we showed the images as well enjoying the audio. The children were fascinated to see that the music was made in unconventional ways. Brooms, basketballs, empty garbage bags and sticks are among the many items used to create music to which the STOMP artists dance. I would encourage you to look at the clip yourselves at home, and talk with your child about what they can see and hear. After watching several times, the children were invited to explore a range of everyday objects and to make their own music using them, as can be seen below. This learning engagement was very popular, and we have been interested to note that some children are finding everyday objects when outdoors, and using them to make music of their own accord. It is for sure something we need to continue to allow the children to experiment with as the inquiry progresses. This exploration of commonplace items meant that when, later in the week, we took the children outdoors to see what kind of everyday 'music' we could hear, we found they were much more aware of ambient sounds such as birdsong, creaky doors, the sound of feet shuffling through leaves, and the sound of a broom sweeping the ground. Below you can see some of the items we found which on our walk. You can support your child's learning at home by paying attention to the sounds around you, taking the time to bring attention them and talking about what you hear. It would also be helpful if you found time to simply enjoy listening to music together, whether when out and about in the car, or at home.
At the end of the week we will take a break from our current Unit of Inquiry. We will re-visit it at several points throughout the rest of the school year, as we feel it is important to continue to touch base on how our health and well-being shape our relationships, learning and growth. Most recently, as you know, we have focusing on ways to become happy and healthy, taking our cues from the 10 Keys to Happiness as set out by the Action for Happiness initiative. So far we have looked at
We then tried a mindful eating exercise. The children were told they were going to be like Spiderman, who has super-senses. To make it interesting, we used a single chocolate chip as the food of choice. I demonstrated how to first look carefully at the tiny piece of chocolate, examining its shape, colour and size. Then I brought it to my nose and smelled it. Finally, I showed how to chew it slowly and mindfully to really savour the taste. When it was time for the children to eat mindfully, again we were impressed by how seriously they took it; first looking, then smelling and finally tasting slowly, purposefully and mindfully. Of course it was exciting because it was a tiny piece of chocolate, but this activity can also be very effectively done with a raisin, as it has an interesting texture to look at and feel with both the hand and the tongue. This morning we continued our journey of being 'aware' of the world around us by going for a walk outside. We took time to look up into the branches of the trees above us, and notice the beautiful colours of the autumn leaves. The children were then asked to collect leaves that were of interest to them, whether due to their shape, their colour or their size. We also made sure to notice what it felt like to walk through the thick carpet of leaves, and also what it sounded like when our feet crunched and swished through them. When we got back to the classroom, the children were asked to draw a picture of themselves and then use the real leaves we had collected to create a collage, as if the leaves were falling down around them. It would be most beneficial to the children if families are able to take time to encourage them be aware, or mindful, in some small way. This could be through mindful eating, or simply taking the time to stop and really notice the colours on a tree or flower, or to smell the bubbles in a bubble bath before stepping in, for example.
One focus related to language and literacy for Owlets/PS1 is to 'Describe people, places, things and events that are familiar'. This week we chose to use the opportunity of the children's monthly self-portrait drawing to focus on this learning goal. We began by singing the ever-popular Heads, Shoulders, Knees and Toes song; in doing so naming many body parts including facial features. We made sure to speed up in the final round, for extra fun! We then passed around a mirror for the children to peek at their own faces. Each child was asked to share what they could see. There were a variety of responses including:
It was then the children's turn to draw their own faces. They very much enjoy looking at their faces in the mirror, and often practise making different facial expressions, before deciding on which one they would like to capture in their drawing. By looking closely at their reflections in a mirror each month, children examine their eyes, nose, mouth, teeth, eyebrows, ears, eyelashes and hair, and notice how they fit together to make the face. On this occasion especially, they were first encouraged to talk about and describe what they could see in the mirror, before then being asked to draw. Once the children begin drawing their monthly self portrait, they are given no prompting by adults. In this way over a year the drawings tell the story of each child's developing motor skill development, as well as their increasing attention to detail. This week was so beautiful on campus. The temperature was perfect, the autumn light was just gorgeous and all the trees appeared to be doing their best to change colour and shed their leaves in one week. It made for fabulous outdoor play sessions. One particular day the children arrived outdoors to find a giant pile of leaves had been left for them to explore. It truly looked to be a joyous experience, jumping in the leaves, running through them and throwing them in the air to let them shower down. Most of the children explored the leaf pile on this day, however, it was hard to get many photographs because of the constant movement! Many thanks to Ms Nadia for the pictures below which although do not show every child, do give a sense of the fun that was had. One current focus for us in maths in PS1 is sequencing, particularly becoming familiar with and understanding language including 'before', 'then', 'next' and 'after'. We felt a fun way to use this language in a practical and authentic way might be to follow step by step instructions for food preparation. We settled with something as simple as possible; making a sandwich. To begin with I went through the steps one by one with the children, creating my own sandwich.
Then (after washing of hands) it was time for the children to make their own sandwiches following the same sequence.
We followed up (on more than one occasion) with looking at the sequence for washing our hands before eating, after outdoor play or after using the toilet:
It would be fantastic if the children could practice both saying (in your home language) and using this hand washing sequence at home. It would also be very beneficial if when doing anything else that involves a sequence with your child, you try to ensure you are using the same terminology in your home language (before, next, then, after, first). Our second line of inquiry centres around ways to become happy and healthy. The teachers felt that an effective way to focus on how we can be happy would be to take time over several weeks to consider the 10 keys to happiness from the inspiring Action for Happiness initiative. The first key to increased happiness is giving -doing things for others. The Action for Happiness site states "When we give to others it activates areas of the brain associated with pleasure, social connection and trust. Altruistic behaviour releases endorphins in the brain and boosts happiness for us as well as the people we help." First we read the Julia Donaldson book, The Spiffiest Giant in Town (alternatively known as The Smartest Giant in Town). We talked about how the giant over time gives away his smart new clothes to his animal friends, to help them out. We noticed how the giant seems happy (he is smiling) each time he does something for a friend. We then explained to the children that we would also be trying to do something for others, by making some treats in class, and then giving them away to our families. We explained that we were going to make a batch of chocolate cornflakes treats together, and that then each child would make and decorate their own individual treats to take home and give away. First we looked at the recipe together. Then I showed each of the ingredients to the children before weighing them out. They especially enjoyed smelling the honey and the melted chocolate! Each child took turns stirring the bowl to ensure that all the ingredients were well and truly mixed, and especially to make sure that all the cornflakes were covered in chocolate. Then one by one each child took turns to carefully spoon some of the mixture into two cupcake cases... Before choosing 4 treats (either M&Ms or mini-marshmallows) to decorate the 'cakes' with. On an entirely different note, this week we took advantage of the beautiful autumn weather to go outside to discover and collect some of the fabulous natural treasures that are to be found right now on the ground on campus. We took a basket with us and within ten minutes the children had filled it with hundreds of shiny chestnuts. They were very interesting to see some that were still partially encased in their spiky outer shell, and that one even had two chestnuts inside; twins! As you can see from the pictures below, we had a lovely time. We will endeavor to find interesting ways to use our bounty after the break. Wishing you all a wonderful October break. See you back at school on the morning of Monday 21st October.
As we move into our second line of inquiry, ways to become happy and healthy, we are beginning to consider the concept of balance. As we work on developing an understanding of what it means to live a balanced life we may, among other things, look at trying to ensure we are balanced in what we eat, that we make safe and healthy choices, and also consider the need to reflect on balance in the type of activities we choose to take part in. When it is our daily 'quiet time' for example (when the children take a short nap) we often talk about how just as it is important that we exercise our bodies and brains, it is also important that we take time to rest and to let our bodies and our brains relax. This week we began by considering the importance of making time not only for high-energy activities, but also the need to include quieter, more reflective moments in our lives. We started inside the classroom by taking three deep breaths to help our brains and bodies feel calm and ready for the day. We looked out of the window and talked about what we could see. We noticed the beautiful flowers in our classroom, and everybody shared their favourite colour of flower. We then took the children outside to sit under the trees as we did last week. We looked up into the branches of the trees, and all around us to really try to notice what we could see. The children pointed out grass, leaves, trees, and birds. Each child was then given a clipboard with paper, and access to plenty of different coloured crayons. We spent about 30 minutes outdoors, with the children drawing either what they could see around them, or simply drawing whatever they felt inspired to do. It was a very calm and reflective session. Whenever possible, we will continue to intersperse more active sessions with more tranquil, or relaxed ones. During this Unit of Inquiry, one of the concepts we are focusing on is the idea of belonging. This has been ideal as we learn what it means to be a community, and as we develop an understanding of how we want our own community to be. This has also meant working on the ideas of sharing, turn taking, and inclusiveness. This week, we read Dino Duckling, by Alison Murray. Differences are celebrated in this lovely picture book. Dino Duckling is worried that he doesn't quite fit in with his family. His duckling brothers and sisters look very different from him. Mama Duck is adamant however; "Scales or feathers, big or small, we're a family and there's room for us all." We made connections between Dino Duckling's family and our class community. We noticed that we don't all look the same, and yet we all belong to the same special group; our class. To reinforce the idea of belonging and also of inclusion, we played a game outside using hoops. As long as there was music, the children were encouraged to keep moving about on the grass. When the music stopped however, they were asked to quickly find a hoop, and step inside. At first it was easy as there were enough hoops for each person. As time went on however, we began to remove hoops one by one. Now the children had to share hoops in order to ensure they were each standing inside one. They were encouraged to help each other, so that everyone was included. By the end of the game, there was only one hoop left, and all the children needed to work together to squeeze inside. We followed up the group game, with a challenge that required children to work in partnership with one other person in order to succeed. In pairs each child was given one wooden spoon or spatula. The object of the game was to move five pompoms from the floor into a basket, using only one spoon each, and no hands. This involved a lot of concentration, several attempts and lots of giggling. We have noticed that the last few weeks of focusing on sharing, turn taking, being caring and developing a sense of belonging are paying off. We are beginning to see the children resolving minor disagreements over toys on their own, and also beginning to work together, rather than simply playing alongside each other. The children in the photograph below chose to work together to play a colour game, taking turns, and ensuring fair play as a group, without the need for adult help. Today we celebrated Peace Day at school. This year's Peace Day is dedicated as Climate Action for Peace. As you will be aware, last week we found out how paper comes from trees. We talked about how trees are important in providing food for us and other animals, and also discussed the fact that many animals use trees as a habitat. Accordingly, we pledged to reduce our use of paper towels, in an effort to reduce the number of trees that need to be cut down. Using a special technique:
Today we were invited to share our pledge with the wider TIS community. We first took the opportunity to go outside and lie down under the trees, listen to some peaceful music, read peace-related books and to appreciate the lovely trees. We were able to reflect on how special, and important trees are. We then met up with Grade 11 students. The children shared their pledge to use fewer paper towels with the older students. Each student was then given a white cloth 'flag' with their pledge written on and, with help from their Grade 11 'buddy', they attached it to a rope, which was then strung up between the trees as a visual reminder. Next, each buddy group was given an origami dove, symbolizing peace, (kindly made by the Grade 9 students for us all), which they then hung from trees in the park. We will continue to reinforce the idea of creating a more peaceful and safe world for animals and people by trying to reduce the amount of paper we use, specifically paper-towels. |
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