Category Archives: Materials

Ideas Travelling and Co-Creating with Paper

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By Rachel Nelson

In my class ‘Program Development for Infants and Toddlers’ we started by reading “Drawing Together” by Sylvia Kind and Gabriela Neves (2016). Together as a group, we set up the tables forming a long straight line and laying out the paper. A classmate and I went hunting and gathering materials for a provocation, while the others found a soft gentle video to play in the background. The video was of bright fall colours oranges, reds, and greens running through a river filled with rocks that had weathered many storms. We had nature items in the center of the table along with beautiful drawing materials such as charcoal and wooden pencil crayons, we started to draw what came to us from this provocation; thoughtful materials that stimulated curiosities. Our thoughts as a class were “how can we sustain this inquiry and continue art on this giant piece of paper?”

I asked to bring this to my centre and continue with the children. Giving this project new ideas and curiosities. How would the children react to a paper that had art on it already? Would they add to it? Would they want a fresh untouched piece of paper? Would they crumple the leaves? Would they be curious about why there was nature inside the class with crayons? What new ideas could the children bring with this provocation?

Over the weeks at my practicum the children experienced many provocations with this paper, we started by using it on the tables and eventually it was taped up on the wall. It became a part of our classroom. The children experienced using paint brushes with water, witnessing how paper dries and the different textures it creates, pencil crayons and markers being left out unprovoked so the children could choose if they wanted to make art during free play, painting with their hands and feet, reading by the paper, and many conversations with other educators on ideas around the paper. This paper became alive with university students’ stories and children’s stories. It was a place for free expression of art, and no expectations on how it should look or a final product.

The materials were woven together between classes to sustain this inquiry, flowing to and from my centre and university, I had to let go of my expectations of what the paper should look like and release the urge to guide the children. My actions have an impact on how the children learn, and this was a big learning curve to just allow what’s happening to happen, even if the paper gets torn, messy, and stomped on. Letting go of my expectations for children’s processes, the beauty was right in front of me exploding on this piece of paper. BC ELF (Government of BC, 2019) states, “how can each child contribute their gifts in relationship with adults and other children” (p.73). Each child had a different way of connecting to the paper and with each other. We extended art over months, adding layers of curiosity and stories to the paper.

References

Government of British Columbia (2019). British Columbia Early Learning Framework. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Kind, S. & Neves, G. (2016). Drawing Together. The Early Childhood Educator, Winter, 27-29.

Stones, leaves, & chalk pastels

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By Rita Huang

This morning, our pedagogist Antje arrived in front of our classroom to visit with us. The two of us walked down the road to a stone area, which is located at the end of a parking lot in our neighboring daycare program. The parking lot belongs to the train company and is a shared space in this community. There is a little wooden box with children’s books. Anyone is welcome to grab books from this little box and sit down on rocks or benches.

We spent time in this rock area
To see what we could do or create
We took a few minutes to stand under the rain
It brought energy and calmed us down
Time passed fast, leaves fell down from trees
We are almost at the end of the fall

I said, “ If we are only looking at the rocks, we won’t feel time changing, even thousands and thousands of years. However, when we see leaves as they lay down on the rocks, we know time is changing.” We illustrated this idea in this way with the stones and leaves:

This library area is open to their neighbourhood. Antje shared an idea from one of my classmates: “I wonder what would happen if we put the BC Early Learning Framework here?” I was inspired by this idea. Perhaps we could offer a blog or a memory notebook beside the library, and share one of the Principles from Early Learning Framework, which uses the environment as the third teacher. People from this community and neighbourhood are welcome to sit down and spend time to share their thoughts on the blog or note book.

We decided to bring rocks from the stone pile to the centre, along with fallen leaves that we found on our way back. We moved the stones and leaves to the centre’s backyard. Children dressed for the rain and came with muddy bodies. We invited the children to sit around a table and told stories about this project to the children. We were going to play with chalk pastels, rocks, and leaves on a large sheet of paper. I was curious, ‘ What might the children create and how might they build a relationship with those fresh materials?’ We wouldn’t know at the beginning. I noticed some children saw the chalk pastels as a gift and chose their favourite colours and had fun on paper.

Thanks for reading!

References:
Government of BC. (2019) British Columbia early learning framework. Victoria, BC: Queen’s Printer.

Hand-gripped Materials

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Posted on 2021-12-02 by michael3

I’m reflecting on the experience last night at the Collaborative Dialogue Event (ECPN’s put on). The story of Kozue especially on the little children’s grip of ‘things’ they bring to the day care in her experience. She lists several things they bring, and small stones is one of them. Tonight, I’m thinking, that if I was a child again, and had the choice, I would have brought a small pencil (or like stylo-instrument, be it a crayon, pastel, pen). I have had a fettish for these objects since I can remember, and it is not surprising my desk and art studio are cluttered with these materials (evocative objects–so I decided to scan my gripping the pencil as if that is my child’s hand at a toddler age)- I think of adults or older peers prying against the will of the child in many instances, even my own, where something inside one’s hand is forcibly removed because the child doesn’t want to give it up. That was part of Kozue’s realization of having a “relationship with the stone” which she has shared on a prior blog post here and she shared her written story at the Event last night online.

Now, what takes this all further in my query, is not that I am a ‘collector’ of such stylo-like things and love what they can do in terms of their marking the world, the sidewalk, the blackboard, the whiteboard, the paper, etc. but I have on several occasions made paintings in experimental series where I draw, color, and paint realistically a stylo object, a pencil crayon, a pastel, a felt-tipped child’s marker. In fact in the current show at NIA starting this Sat.-Sun. (for the Nanaimo Artwalk) you’ll see at least two of my paintings where I included such an object. Okay, that’s interesting enough. But what really came out tonight, from the unconscious to conscious, was that “I am a pencil crayon.” Yeah, all those objects truly are “me” and they are what and how I want to be handled in the world–artistically, as I and many of us would handle a pencil crayon (or any stylo objective I’ve mentioned above). Wow! There’s a lot there to mine. But, let’s also not forget the stones, as a theme for this artist residency and Kozue’s story, in hand–and, now in her son’s hand. As she told us last night that her son “took the stone” –her stone. What part of her did he take, and apparently has still hidden, even from his mom?

Hand-Gripping Small Pencil by R. Michael Fisher (c) 2021 – photo from scanner

Collaborative Dialogue: Of Stones and Community-in-the-Making

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Dear all,

With much delight we are sharing some traces from our Collaborative Dialogue event from December 1st, 2021. We look forward to continuing this series in the New Year and welcome your ideas for future events. In the meantime, to continue thinking with each other, we invite you to share your reflections as a response to this post.

Thank you for attending the Collaborative Dialogue #3- Thinking Education through Art(s). Using the music of the stones and the symbols of candles, an environment was created in which we, as educators could reflect, investigate and be provoked to deepen our understandings of others, of materials and of our world. We are grateful for the opportunity of having artist R. Michael Fisher join us last night and to open the conversation on how we can be curious to think with, question with and trust with, the arts / artists / pedagogists / children / educators / mentors / the non –  human world and materials. You can view Michael’s online exhibition here: https://galleries.lakeheadu.ca/r-michael-fisher.html

Kozue shared of her relationship with the stone she picked and wondered about when the children come to us, holding a stone, a gummie candy, a toy, and their genuine relationship to this object. She reminded us to take notice of how a stone feels in hands, what it looks like, to think of our connection to the stone.  

Rita shared her observations of what can happen when we ask the question of “what relationship will the children build, what will they create, when they can investigate and experiment with materials in a way that are meaningful the them?” She reminded us to consider how materials are presented. How do this invite experimentation and curiosity? To notice the contrast of colour between stones and leaves, the contrast of time. 

Jennifer shared stories of neighborhood walks that take the children past the stone pile in their community. She brought in the voice of a child who excitedly shares on these walks: “That’s my neighborhood!”

In one break out room the discussion was on the inter-relationship of humans and natural environments. How can I encourage children to recognize that humans and the natural world are connected and mutually dependent on one another? (to read further questions, see page 90 of ELF). Only through ongoing inquiry of our connections to nature, to objects, can we engage with the children in their journey of “recognizing that humans and the natural world are connected and mutually dependent on each other”. (ELF pg.84)

Best and thanks to you all,
Cheryl & Antje & Juliet

https://viuvideos.viu.ca/id/0_bcue4l68

Consider this inquiry into the stones. How did the protagonists engage in the process of pedagogical narration?