Les Pommes

I have a penchant for apples - particularly fresh, organic apples. Who can resist a trip to a local orchard, this time of year? In class, we have already read a few read-alouds on the topic (both fiction and non-fiction), and the children made a number of relevant and detailed connections. Thinking that the "real deal" might be an object of interest, I stopped on the side of the road one morning, and collected these beauties. They had literally dropped onto the shoulder of road, waiting for me to harvest and take into school.

 

 

While the children were participating in their French lesson, I set-up the apple themed "provocation" at the atelier. I hoped that it would be enough of an invitation...

To play.

To explore.

To observe.

To create.

The children were so excited. They pulled out chairs and called to classmates. They observed. They all picked up their apple and made it a tactile experience. Some smelled it. It is not that they had never seen, touched or even smelled an apple before. It was just the first time that a basket of apples had appeared at the atelier. With oil pastels. Without instructions!?!

There were some questions directed at me. There is this dance that we do...

The children:  What are we supposed to do?
Me: What do you notice?
The children: There are some red crayons.
Me: What do you notice?

Some picked up the pastel and applied it to paper. Some applied it to the apple! Now that, I never saw coming! In one case, the apple itself was used as a tool to apply scarlet red oil pastel onto the paper in order to replicate the apple!

This display of vibrant junior kindergarten art stands out on it own, and makes a stunning statement. And while I know that these apples (like our sunflowers) don't have a long shelf life, I sense that the "wonder" of these apples; these objects from nature, will persist. And while I feel that there is a place for direct instruction in the classroom, there is also a place for promoting inquiry and creativity.

 

We're so glad you visited the atelier.

Mellow in Yellow

 

The childrens' "Yellow Collage" is proudly on display.

This story began on the first day of school. I have supervision duty at the front of the school as the big yellow buses roll in. For many of our JKs, riding the school bus for the first time is an important milestone! And, as with all rights, there are also responsibilities. We discussed the rules of riding the bus, and read stories (fiction & non-fiction) centred around buses. The dramatic play centre featured a pop-up bus. The colour yellow became very popular! The children were finding it everywhere.

Fast forward one morning in the backyard: one of our JK friends asked when we were going to have "Show & Tell" already?!  I tend to lean more towards a theme or purpose, and a set of criteria that the JKs can talk about in their "presentation". And as I was waiting to be inspired for the theme of our first "Show & Share", someone said they wanted to bring in their yellow bus from home. Aha! Yellow. How about a yellow collage? (OK, I'll admit it. It was a little more teacher directed than child directed :)

I drafted the letter up and sent home the request for children to bring in a yellow object (that they could part with). As the fascinating and treasured items rolled in, I asked questions that would prompt the oral communication at circle. The children were so proud!

Parents, thank you very much for your help.

 

What is it?

What colour is it?

What is used for? (The function.)

What size is it? (Comparing its size to something else.)

What is it made of? (Plastic? Wood? Metal? Cotton? etc.) 

 

As we moved around the circle, we would thank our friend for bringing their object in, and it joined the other yellow items on the atelier. The large table was piled high with treasures of yellow after the first day. The children were committed to bringing in their treasures all week long, and I enjoyed reading the messages from home, in the note-totes. The pile grew!

 

As a class, we gatherered around the atelier and brainstormed ideas about how we could attach the items to the piece of white peg board that migrated from my garage to our class. We observed the varying shades of yellow and the children made note that the piece of peg board was white. Something had to be done about that! This was a collage of yellow, afterall. Indeed, we needed a yellow background. What could we do? We added yellow paint to glue, and each took turns painting yellow crepe paper onto the board. This was an important part of the design process.

Layer # 1 :     White pegboard was covered with yellow

 

The artists concluded that all the flat yellow items should go on first. The yellow construction paper, sand paper, packages, napkins and photos of yellow objects were glued over any remaining white spots, and layers began to develop. They were having fun! Think "layers".

Layer # 2:   Flat pieces were added as background

 

Each material offered a different tactile experience and creative inspiration in the hands and imagination of the children. Again, think "layers".  In small groups, they were beckoned to the atelier to place their items on the collage. With my glue gun in hand, these items took up permanent residency on the collage.

Layer # 3:   3-Dimensional objects were added

 

 

Layer #4: Additional items were added 

 

This beautiful and collaborative piece of art was created by the JKs, layer by layer. The positioning (balance) of the items was child directed, and the multi-step process was completed by their hands. (*With the exception of the handling of the glue gun.) This piece exemplifies an appreciation for the aesthetics of seemingly disconnected items, and creativity. It models how a group of children (who were strangers a few short weeks ago) worked together towards a common goal.

 

Thank you families, for sending in the items that found their place at our atelier! 

Sunny Days & Flowers

 

This story begins with my attempt to bring nature into the classroom. The vase of fresh cut flowers (which you may remember from our intake interview) sat at the atelier until they started to wilt. Inevitably, their time was up. Wait. I could still salvage the sunflowers! And so they sat; with heads that were beginning to sag, at the nature table. Coupled with blank paper and chunky pastels, the "provocation" emerged. And the children came...

 

 

My interpretation of a "provocation" is an inviting presentation of materials, to which there is no exact or predetermined outcome. It is an invitation.

 

To play.

To explore.

To observe.

To create.

 

And the children were curious.  They were already drawn toward the flowers that had sat there in my pottery mug. When they saw the blank paper and the pastels on display in my wooden thrift store find, they asked me if they could use them. Absolutely! Pull up a chair. Get comfortable. I casually asked questions to draw their attention to parts of the plant and colours observed. Without any instruction, they got to "work".

 

"I see straight lines and curved lines,"

 observed one child, making a connection to the form drawing that they had practiced earlier.

"I chose these colours to make it look pretty. Like a real one."

 

"I had to make spaces when making the leaves (petals),"

remarked another child indicating their observation and developing spatial sense.

 

One child observed a few petals drop to the table when it got knocked. The artist then touched them and asked if they could put them on the picture. Absolutely! How could you do that? And so the glue sticks made their appearance at the table. I remembered a part bottle of "old school" yellow glue in the cupboard and we used it instead, with a paint brush to help with the process. 

 

"This looks like a sunflower. The petals make it nice and neat."

 

This artist didn't feel that their picture was complete, and wanted something to glue onto their work. There weren't any petals available at the time. Hmmm? What could we use? Aha. A jar of sunflower seeds "magically" appeared. What are these? Discussion ensued, and the picture evolved. Petals were added the following day, when more had dropped from their sagging heads. Mixed media and 3-dimensional art is emerging from this artist without direct instruction!

 

For me, this is a reminder that the children are not "empty vessels" waiting to be filled with knowledge and wonder. They are naturally curious about the world around them, and their knowledge is expanded upon through joyful and meaningful experiences.

 

We read a story about the life cycle of the sunflower, and the children have shared their sunflower "sightings". I look forward to adding more of their pictures and documenting their learning on our bulletin board. Right now, I'm off to Home Hardware to get a bag of sunflower seeds....

 

If you have (or acquire) a large sunflower head that you could send in (once the flowers/seeds dry), I'm betting that the children would love to try their hand at extracting the seeds, and observing the beauty of another variety of sunflower.

 

Thank you for dropping by and visiting the atelier! 

Wonderful Beginnings...A Brief Glimpse

What a pleasure it is to start each moring, greeting eager and happy faces, as they clamber down the steps of their big yellow bus to greet me each moring. It has also been a joy to observe their independence and confidence grow these last few weeks as new routines are introduced and adopted.

The children are now pairing up and making the trek to the kindergarten yard. Independence is surely developing and their bags line up under our classroom window. In the yard, they play and explore. This is the work of kindergarden. In fact, one morning I heard one of our little friends declare (after they stood for O'Canada on the loud speaker), "O.K.  Let's get back to work!" Truly, play is the WORK of these 3 and 4 year olds!

The following bulletin board is a means of documenting their skills of independence and celebrating their progress. These are milestones that I feel are not to be underestimated. Your little people are taking ownership and accountability, and we applaud their efforts! These little steps are developmentally appropriate for this age.

 

Our "We Are Independent" bulletin board will be added to

in the coming days and weeks.

 

 

Note-totes are handed into the bin daily...

 

Jackets and bags are placed in cubbies...

 

 

Indoor shoes are donned, as muddy boots and shoes are arranged neatly...

 

 

Throughout this process, there is a buzz of excitement!

 

 

Snack has been a routine in progress. Rotational snacks were interrupting the natural rhythm of our morning. I have opted to have the children eat snack at the tables all together (as I have in years past), first thing in the morning. *May I put a plug in here again for a single snack that is not packaged or processed food? Also, water is a perfect cleansing and nourishing midmoring drink.*      I have found that this time provides opportunity for the children to socialize and settle into the classroom environment. And as poetry, rhymes and chants are an integral part of the programme, we start with a meal time rhyme.

 

In order for me to set-up their discovery centres and "provocations" for learning, the children are getting into the routine of cleaning their own snack area prior to circle in the morning. They have really taken to this responsibility. It is a pleasure to see them comfortable and confident, performing these simple domestic tasks. I feel that they see this "work" and themselves, as part of a cohesive unit that is contributing towards a shared outcome.

 

Following snack, the children are getting into a routine of coming down to the carpet and getting their own white-board and marker. I have found that not all JKs are yet developmentally ready for the rigors of printing and letter making, and so they practice the art of "Form Drawing".

 

This week, the children were trying their hand at making a straight line (starting from the top) and a curved line (starting from the top) in a left to right progression. This is a small task the children seemed to enjoy. The left to right progression is an imitation of writing, yet to come. As well, the formation of forms from top to bottom is good practice. Spatial sense is developing. Curved and straight lines are found in letters and number. I have also found that form drawing (pre-writing) on the boards makes risk taking a little easier for hesitant writers and exact writers, as their forms can be easily erased and is not permanent.

 

 

 

In other routines we have explored several rhymes, songs and chants in English, during the first 10 days of school. Aswell, the children have met with their collaborative French teachers (*20 minutes per day/on a 5 day rotational schedule): Mr. Smith, Mme. Govenlock, Mme. Merriam and Mme. Kouassi. Each of these gifted teachers bring their own expertise (and accent) to the classroom through French instruction. As their time with your children increases, you will hear more!

 

While numeracy and literacy and play are consistent components of our morning, the routines shared in this post are intended to give you a glimpse into the first weeks of school. As I write this post on a few of our morning routines, my fingers are already itching to record additional experiences that have had an impact on the childrens' learning. These await another post(s).

 

Thanks for dropping in. We welcome your visits to our atelier!