The Prek 3 Classes have emabarked on a project. The children started talking about “statues” a few months ago when I had them working on a collaborative wire sculpture in the studio. Their excitement about seeing sculptures and statues in Washington, DC got the classroom teachers and I planning a trip to the National Sculpture Garden. They already “owned” the sculptures in their neighborhoods and parks, we were curious on how they would own sculptures in a formal DC space. This documentation sheds some light and reflection on the ongoing experiences.
“From seeds” comes from a conversation that came about today when I was in the SWS garden harvesting vegetables and flowers to paint with Caleb, Franklin, and Boaz (PreK children).
The act of picking the produce or herbs or flowers develops a shared anticipation, as each child waits their turn to cut, pluck, or support a friend who is cutting.
It’s exciting, the bees are buzzing, the wind blows, the sun shines, or maybe it is raining. It is an act made with care. It is filled with sound and touch and friends.
Placing each tender newly harvested item onto a tray or basket to bring back to the art studio, there is a glee and a joy.
Once we have happily skipped back inside to the studio, the work of looking
and collaboratively choosing just the right pallette of paint for each piece of nature becomes a debate.
No, it’s purple.
Well maybe purple brown.
Where is that?
As a group, this act of looking, observing, debating, and choosing goes on for each pepper, tomato, zinnia, or radish.
It is slow.
It is purposeful.
It is a task that connects the children deeply to each nature item, even if they didn’t pick it. It connects each child to one another as they help, shout, whisper, and cajole their friend who is choosing a paint, that no, it really should be a light green for the stem.
After this beautiful experience of harvesting, and collaboratively choosing a pallette of paint, each child gets to choose what they want to paint.
Since they themselves pulled the radish from the dirt, passed the radish from hand to hand while choosing a tub of paint that matches it, and then carried it all to the table…what happened next was a natural act.
These small children, PreK children, naturally understood the beauty and nuances and began to paint.
The Trail of Tears Bean on the vine gestured.
It was silent.
This is more than painting a still life.
This is connecting to life.
This week as millions marched world wide to stop climate change and met to discuss the health and future of our planet, I am struck by the importance of these small connecting moments in the garden with our young SWS caretakers of the urban garden at the entrance to our school.
Please read the conversation below. It speaks to a child’s understanding of interconnectedness, of consumerism, and in the end…that it all comes “from the seed.”
We had this conversation outside, hands in the earth by the radish bed.
I wonder, if I did not take them out, if SWS did not have the vision and will to place a garden at the entrance to our school, if parents and staff did not have the passion and energy to volunteer and create and upkeep this plot, if our FoodPrints program did not exist, if the teachers did not have the values to get the kids in the mess and the dirt and the seeds…
would the conversation had ended at “…food comes from the store”?
It is science, it is art, it is literacy, it is nutrition, but it is oh so much more.
These acts of engagement and connection are acts of activism. They are acts of expression. They are acts of discovery. They are acts of joy.
Better than “dust to dust,”
our young children are expressing that human existence is “From the Seeds, From the Seeds.”
Please watch this 3 minute video. It is a love letter. This is the poem by Kathy Jetnil-Kijiner of the Marshall Islands that brought down the house at the UN Climate Summit today. It is moving in a way that you wouldn’t believe.
Dear Matafele (a love letter to a child)
Please linger in the garden with your child, or volunteer to cook, harvest, plant and water at SWS, in your community, or wherever you live.
Get a little dirty.
March, sing, dance, research, talk, touch, create.
Every small act.
We truly are interconnected.
We are all
(Thank you to Boaz, Franklin, and Caleb who inspired this post.)
It’s winter so it is to be expected.
This year is likely to be the coldest Washington, DC has perhaps ever experienced.
look like lamps.
The snowflakes look like stars.”
–Maya, PreSchool 3
For me, it is thrilling in the context of the work I do with children. This isn’t a slushy kinda cold season, this year it is frost and sparkle and whiteness from ice, snow, and salt that changes the entire space both inside and out. It is felt from toes to nose.
I recently watched an interview of Carla Rinaldi, one of the visionaries who helped develop the pre-primary schools in Reggio Emilia, Italy.
She says, “School is an expression of the vision and values of a community.”
School as an EXPRESSION of vision and values.
This idea resonates deeply with me. In fact, since hearing this phrase I have co-opted it as my definition of school and my practice in the Atelier (and community) at SWS.
It allows me to quickly reflect and re-shift during the day. I can reflect, “Do my deeds, actions, and interactions express my values right now?”
What a treasure these words are.
So much of the planning and discourse at SWS is centered on an expression of values.
On December 20th, 2013 SWS celebrated Winter Solstice. This is a special ritual in our school. It is anticipated, talked about, and I am pretty sure will be a memory when the children leave our school.
This year, children made photo transfers on recycled glass jars. The preparation and process was enthralling.
For the youngest children, it is difficult to explore how the light changes, the gradual creeping darkness is not apparent to them yet. Their memories of late summer evenings of light is difficult for them to remember.
So how did I explore with the 3 year olds? I made a cave.
And in this cave (like a bear) we went. In this dark cozy place I read a book about light rituals around the world. Quickly each child became excited to talk about Christmas or Chanukah. I then introduced a very hard concept for the youngest children in our school. I asked each to hold the lantern and make a wish or say something kind about SOMEONE ELSE.
At first it was really hard. “I wish for my Mom to buy me _____” was an oft heard phrase.
With some support and further questioning children began to think of others near and dear.
Peyton: I wish my mommy has a good day.
Liam: I wish Santa brings my mommy and daddy presents.
Scarlett: I wish for mommy and daddy to play with me.
Lincoln: I love Nate.
Nate: I wish my family don’t get sick.
Winter, a hibernating time, is an optimal season to help children reflect in new ways. It is an ideal time to develop and practice capacities to broaden their thoughts.
The shared experience in the “cave” gave time and care to thinking about seasonal changes to a 3 and 4 year old’s world in a relevant way.
Sinatra: Its scary when there’s no light. When it’s dark you need light. A ghost might be hiding. So the light makes you not scared.
The day of Solstice is almost epic in scope at SWS. It is shear beauty and light.
It started this year with an all-school community meeting with songs of light and love, with children sharing what light means to them.
Everyone is in pajamas and the smell of pancakes, waffles, bacon, and maple syrup eminates.
There is almost a reverence when the children join hands to make wishes, dance, give wishes, and receive a small pendant/symbol which reminds them that they are indeed a shining star in the universe. That they are connected and interconnected to each other, the community, their families, the natural elements, and the greater world
This year, when children returned after two weeks of holiday, the cold weather increased.
I continued the exploration of these great changes with the children, all the children.
In this fashion of learning, the one day iconic snowman picture is not what happens.
What happens is the expression of the culture and values of SWS.
Theories are developed. Materials become metaphors for the changing landscape all around. The cold is not just viewed from the inside as spectator.
Winter, Solstice &
The earth turns and gives the sun to other places and gives the snow to Washington, D.C.
You have special things like cinnamon rolls and apple cider.
On the shortest day, when it’s dark, you give love and you are nice.
The sun goes to Chinatown. The earth tilts away. It feels freezing.
The winter is white and you have to put on your snow jacket, your snow boots, your snow mittens, and your snow hat. In the summer you just go out and play!
We make lanterns.
People put up wreaths on their doors. So when people walk by they can see the door is decorated.
-Myles T., PreK
We stay happy by playing inside. –Anias, PreK
Yeah, like we play Pass the Bean Ball. –Melin
On Winter Solstice you go in pajamas and celebrate the night and the sun.
And my Dad makes turkey meatballs for Winter Solstice. Does your family make turkey meatballs for Winter Solstice?
In the summer the plants come back to life.
-Bryce B., PreK
People decorate their homes with light.
Every year me and my family gather ‘round and sing the Holly Song.
Some family traditions are different then others.If you are British you celebrate Chanukah. If you are not British you celebrate Christmas or Kawnzaa.
I celebrate all the Jewish Holidays, like Chanukah. I’m Jewish not British.
People don’t put up regular lights like light- bulbs. They put up lights that are beautiful.
“The years are changing. They go by so fast.”