Wow, it has been a looooong time since I last blogged.
I will start from today though, from now, November 12th, 2020.
And right now, I can share that it is not only possible to connect and create virtually with 3-6 year old humans in the Atelier, it is meaningful, compassionate, and inspiring.
There is still opening and closing rituals, music, stories, provocations, and just like being in person, there is sustained time where there is a flow of constructing, experimenting, and expressing (with music flowing and me, not talking.) And there is still Reggio Inspired Projects and the possibilities of expressing understandings in 100 Languages.
We began the school year with the provocation of Monarch butterflies and as they emerged and began their migration to Michoacán, Mexico, we moved from local to global. We moved from the simplicity that all living things migrate to the complexities of human migration.
Here is some documentation to connect you to the rigor, depth, and joy of our weekly one hour Atelier LIVE with Ms McLean.
To end this post, I leave you with a link and a quote.
Rafael Lozano-Hemmer is an extraordinary Mexican artist who uses technologies to create art about human connection. In 2019, I took both PreK classes to his interactive exhibit that connected human heartbeats and fingerprints to beautiful pulsing lights and waves. It was transformative.
He recently creating mind blowing art interactions at the US/Mexican border.
If you have 17 minutes to spare, watching this video by Art 21, Rafael Lozano Hemmer “Borderlands” will surely move you. I hope it will also give you perspective on the importance of the thinking and doing that children manifest in the Atelier. Children, in fact, imagined, like Hemmer, ways to connect people, despite the complexities of pandemics or borders.
What Hemmer has imagined and created is not so different than Delilah or Aliya, both in PreK4
“There is art on the ground on both sides of the wall, and people can talk about it through the tunnel.” Delilah
“”I made a big chair in the Middle of the wall so the kids from both countries can sit together to talk or read books. Kids holding hands together and dancing I also draw a tree house with a balloon and a big bear.” Aliya B., PreK4
“The purpose of art is to lay bare the questions that have been concealed by the answers.” — James Baldwin
I hope you will engage through leaving comments, wonderings, or connections below. In gratitude.
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.
Every year children begin in advance creating lanterns that transform the environment on the awaited day.
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.
In the studio, the annual Solstice Ceremony and Ritual occurs.
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.
Scarlet’s ice art : “I see glass, water made of ice.” Joe Joe, PreSchool3 The world is felt, explored, observed, and yes EXPRESSED.
“The years are changing. They go by so fast.”
And I for one am listening. This is the definition of school. What’s yours?
On Friday, February 5th, we arrived at school knowing that a huge snowstorm was coming our way. The Federal government was on leave and DC Schools were closing at noon.
On that same Friday, as anticipation grew, and flakes of snow began to fall, Swatantar Mann, the assistant teacher in room 9 arranged for a friend, Ms. Clare, to visit the Kindergarten classes.
Clare came to share the stories within the movements of indian dance.
Despite the heightened mood all around, the children were transformed with scarves, fabrics, and Swatantars jewels & beads and mesmerized by the calm and mystic stories of Ganesha, Shiva, Hanuman and more.
moving fiercely without making a sound, and using the eyes to become a character were just some of the exercises.It was just so beautiful to watch the calm and concentrated effort that went into each movement.
And then it was noon.
It took over an hour to drive 7 miles home as the city evacuated. By evening the world around us was eerily quiet and postcard quaint with glittering snow everywhere. When Saturday morning arrived, we knew for sure that “Snowmageddon” arrived.
In complete agreement with the 100 languages:
angels were made in the middle of the street,
the environment was explored,
home made bread was baked and soup was made,
my husband and I sang as we shoveled, and we danced to entice our little dog to go outside. My daughter (who leaves for Brazil on Tuesday where it is 95 degrees) and I created a Snow Goddess sculpture.
In a few days, when I become fatigued and annoyed by trying to negotiate getting to and from work, parking spaces, and the grocery store, I hope I will look at the smiling Goddess on our front lawn and remember the smell of freshly baked brownies in the oven and the feeling of contentment as I wrote this post.