Monthly Archives: March 2017

#WATWB Thank you SES Volunteers

Susan Scott and Debby Gies have alerted me to a new blog hop that aims to spread light, rather than negativity, across the world.

I thought this was a great opportunity to acknowledge the very generous work of the SES (State Emergency Service). These volunteers work tirelessly to give support to those who are affected by disasters such as cyclones, storms, floods, landslides, you name it.

This week has seen many in Queensland and New South Wales suffer from the disastrous effects of Cyclone Debbie which has wreaked havoc down much of the eastern coastline of Australia.

The SES volunteers have been there to assist people as the weather unleashed its fury, and in its aftermath.

While I am one of the fortunate ones who have not required their services personally, I greatly value the assistance they provide to our communities, and recognise the light that their generosity spreads in the world. Our communities would struggle to cope without their services. I find it hard to believe that the essential services these amazing people provide is done voluntarily.

Thank you, SES Volunteers, one and all, for your enormous generosity.

Susan Scott says:
Please join us if you would like to, and spread the word by adding your own personal story or some other enlightening event. Let’s set about diluting/dissolving the negativity around the world and bringing in the light. This is the link.

Are you ready to learn? A shout out for readilearn – Readilearn

About six months ago, not long after the launch of readilearn, I was invited by Dr Gulara Vincent to talk a little about it on her wonderful blog through which she provides support for writers as they find their inner voice. I thought you might be interested in finding out a little more about how readilearn came to be. Although I share the interview here, please click through to meet Gulara and read the interview on her blog.

Hi Norah, Welcome to my blog.

Thank you for inviting me. I am delighted to be here.

Norah, congratulations on the recent launch of your website. Tell us a little about readilearn.

Thank you. I am very excited about my new website. readilearn is a collection of early childhood teaching resources that I have written. Many of the resources I used, trialled if you like, in my own classroom. I had always thought about sharing them with others but, when I was teaching full time, didn’t have the time to present them professionally or even think about marketing them.

Norah, what makes your resources different? Why would people choose readilearn resources?

Continue reading at: Are you ready to learn? A shout out for readilearn – Readilearn

Is anybody watching?

This week at the Carrot Ranch Charli Mills challenged writers to consider audience, and to In 99 words (no more, no less) write about an audience. It can be broad or small, and gathered for any reason. How does your character react to an audience? Is the audience itself a character.

I have always considered audience important for children’s writing. Too often in school, writing is done simply for the teacher, to complete an exercise. It is read and marked (corrected) without any real concern for the writer and the writer’s purpose. That’s if, in fact, there was a purpose other than to complete the task set by the teacher.

However, it is possible to give children in school a sense of audience. They can write for the class as an audience, “publishing” their work to place in the book corner for independent self-selected reading. They can write for parents or other relatives and friends to mark special occasions such as Mother’s Day and Father’s Day, Christmas and Easter. They can write for younger siblings or buddies. Letters can be written to residents in nursing homes, characters in books, the principal, politicians, and the local newspaper. Diaries can be written and shared with teachers. Audiences can be found everywhere.

But an audience is not essential for every piece of writing. Sometimes we write just for ourselves. Sometimes even we are not an audience for our writing; when it is simply the act of writing, of expressing our thoughts that is important. Express, understand, release.  That can be all there is.

While I think this is less so for young children, as they move towards double figures they may like to have a private lockable diary in which to confide. As you would wish your privacy to be respected, so should theirs. This is not true for their online communication though.

There is the lovely saying  that includes the words “Dance like there’s nobody watching” and “Sing like there’s nobody listening”. The words are meant to be encouraging: “It doesn’t matter if you suck at it, just do it anyway.” I wonder why it doesn’t include the words:  “Write like there’s nobody reading.” Would you? Do you?

Recently I admired and envied my 5-year-old granddaughter’s uninhibited self-expression as she sang and danced her way through the shopping centre. She didn’t care if anyone was watching or not. She was in the moment, in flow, sharing her joy in simply being. This is not a characteristic unique to my granddaughter. I have observed the same exuberance in other children.

Most often the children’s behaviour draws smiles from passing adults; but what would the reaction be if it were an adult singing and dancing through the shopping centre? The occurrence, at least with such enthusiasm, is much less common. Breaking into song and dance may seem normal in musicals but doesn’t generally happen in real life.

How would you respond? Would you smile, ignore, or hasten away?

I was fascinated by some videos I came across when I Googled “Dance like nobody’s watching”. Here’s one:

Children seem to vacillate through stages of “Watch me!” and “Don’t look at me!”, from pride to embarrassment.

I think it is that embarrassment that kicks in with writing, as it does with most other things. We learn to compare ourselves with others, and generally find ourselves lacking,  If only we realised those “more confident” others probably feel the same.

Or we might be reluctant to share out of fear of what others may think? Elizabeth Gilbert makes a good point in her book Big Magic: Creative Living Beyond Fear. She says,

“Recognizing that people’s reactions don’t belong to you is the only sane way to create. If people enjoy what you’ve created, terrific. If people ignore what you’ve created, too bad. If people misunderstand what you’ve created, don’t sweat it. And what if people absolutely hate what you’ve created? What if people attack you with savage vitriol, and insult your intelligence, and malign your motives, and drag your good name through the mud? Just smile sweetly and suggest – as politely as you possibly can – that they go make their own fucking art. Then stubbornly continue making yours.” 

Gilbert says that we shouldn’t take “art” too seriously and quotes Tom Waits who once told her:

 “You know, artists—we take it so seriously. And we get so freaked out about it, and we think that what we’re doing is so deadly important. But really, as a songwriter, the only thing I do is make jewelry for the inside of people’s minds. That’s it.”

 

I shared Elizabeth Gilbert’s TED Talk Your elusive creative genius in a previous post Whose idea is it anyway? over three years ago, but it is worth sharing again. With over 12 million views, I know I’m not the only one to find it worthy.

 

So, I’ve gone from audience to creativity. But what is creativity for, if not for audience? If your writing or artwork is not created to share with an audience; is the lack of an audience still uppermost in your mind as you create? Audience or no audience, self or other, how does it influence the process and product? Can you sing or dance without an audience, at least of self?

For my flash story, I’m going back to the carefree days of childhood when life was fun and there was not a care in the world, and you danced and sang, whether anyone was watching or not. Really?

The joy of childhood

The cool grass teased her toes and the breeze tugged at her skirt, begging her to dance. She flung wide her arms to embrace the world as she lifted her face to the skies.  They smiled approval and she began to sway. Her fingertips tingled with expectation as her gentle hum intensified, summoning the music of the spheres to play for her. And play they did. She twirled and swirled to their rhythm singing her own melody in perfect harmony. Suddenly she was done. She clapped her hands to silence the orchestra and went back to her sandpit friends.

Thank you for being my audience. I appreciate your feedback. Please share your thoughts.

Delivery – just in time for Easter! – Readilearn

 

Many children around the world eagerly await the arrival of the Easter Bunny and his delivery of coloured, candy, or chocolate eggs or toys. The Easter Bunny has been delivering his gifts for more than three hundred years.

When Europeans arrived in Australia a little over two hundred years ago, they not only brought the Easter Bunny tradition, they brought real rabbits as a food source and for hunting. Cute little rabbits, you may say, but the rabbits were quick to breed. Without any natural predators, they soon became widespread, and created an enormous environmental problem. They contributed to the destruction of habitats and the loss of native animals and plants. They also became a serious problem for farmers.

One of the animals that suffered as a result of the introduced species is the bilby, a now vulnerable marsupial, native to the deserts of Central Australia. The cute bilby with its long rabbit-like ears and cute face is considered a possible native substitute for the Easter Bunny in Australia.  Chocolate makers and other organisations used the idea of an Easter Bilby to draw attention to its plight and to the Save the Bilby Fund, established to help its survival. (Check out the Save the Bilby Fund’s free education resources.)

This week I have uploaded some new Easter resources featuring bilbies. I hope you and your children enjoy them.

Continue reading: Delivery – just in time for Easter! – Readilearn

Can you imagine a world without The Arts?

Salvador Dalí [Public domain], via Wikimedia Commons

How much time do you think should be devoted to the creative arts in school? How much time do you think is spent on creative arts in school? Is it a match?

The arts include such things as:

  • Visual Arts
  • Drama
  • Music
  • Dance

Educational policies promote The Arts for their potential to develop creativity and critical thinking. For example, the rationale for The Arts in the Australian Curriculum states that

“The arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential.”

Creativity and critical thinking are mentioned first in the aims.

How do The Arts contribute to our world?

If nothing else, they add beauty to uplift and inspire. In many ways, they are time capsules, carrying stories from the past through our present and into the future. While I am neither artist nor art connoisseur, I see the value in each form and the importance of sharing them with younger generations.  I also consider it important for young children to have freedom to explore each of the arts as a medium of self-expression.

I have shared some thoughts about each of the arts in previous posts, including

Let’s Dance!

image courtesy of openclipart.org

I’ve got the music in me!

Imagine that!

and introduced you to some amazing illustrators including Jeannie Baker, Kim Michelle Toft, Narelle Oliver, Helene Magisson. Today I have received two beautiful picture books illustrated by the very talented Muza Ulasowski who I’ll be interviewing later this year.

At the Carrot Ranch this week Charli Mills challenges us to consider what a nation may be like if art was gone. The picture she creates of a possible “post-truth era dystopian” future is not pretty. I’m not into dystopian futures where “everything is unpleasant or bad”. Tell me, we’re not there yet, are we?

Although The Arts get a good rap in the Australian Curriculum, and other curricula too I’m sure, many teachers grumble that time for creativity and the arts is pushed out as schools focus on the formal tests that pit school against school, state against state, and country against country.

Hopefully that situation is not as dire in early childhood situations. Fortunately, young children are constantly exposed to some aspects of the visual arts through beautifully illustrated picture books. Hopefully they also enjoy copious amounts of music, song, and movement each day, and lots of time for imaginative play. How much more than that, and how much time for self-expression, may vary from school to school and teacher to teacher.

Involvement in art programs can also be therapeutic, giving children opportunities for quiet, almost meditative times, in which they can turn off their brains for a little while, relax, and express themselves.

For Marnie, a character I have been developing through responses to Charli’s flash fiction prompts, art is more than just a release. Art classes with her favourite teacher Miss R., who sees and encourages the possibilities and potential that lie within, offer her welcome respites from the harshness of her reality.

I introduced this notion in a flash piece Safety, and extended the idea in a longer piece The story behind brown paint.

In this response to Charli’s prompt to In 99 words (no more, no less) go down the rabbit hole to a place where art is not allowed. It could be a small story or a dystopian vision. Is there a power struggle over art? Would the general public miss it? Is the end of art a natural evolution? I have considered what it might be like for Marnie should her should she be robbed of her treasured art class. I hope you enjoy it.

No Art

She’d survived! In just minutes, art class with Miss R. Without Art today, she’d be somewhere else; anywhere. Or nowhere. Breathing deeply, imagining sunshine and calm waters, as Miss R. taught, helped quell the warmth rising from her feet, threatening to explode her heart and head. Somehow she’d avoided Brucie and his bully mates, escaping their lunchtime taunts. Now Art: sanctuary. Suddenly, tears obliterated hope as she read: “No Art today. Classes cancelled.” Where was that white rabbit with a hole down which she could disappear?

Later, during class, Miss R. asked, “Has anyone seen Marnie?” Brucie just smirked.

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Author Spotlight: Karen Tyrrell – Readilearn

Read all about award-winning author Karen Tyrrell and her empowering book for children – Song Bird Superhero; just in time for the National Day of Action Against Bullying and Violence.

With today being the National Day of Action against Bullying and Violence in Australia, today is the perfect day to introduce you to author Karen Tyrrell.

Karen is an award-winning author who writes books to empower kids (and adults) and help them live strong and be resilient.  After many years of classroom teaching experience, she continues to educate through sharing her own story of resilience as a survivor of bullying, through her words on the page, and through her workshops for adults that deal with writing, marketing, and funding, in addition to empowerment. She presents workshops for children in schools, libraries, and other creative spaces. With her flair for costuming and performance, she always conducts entertaining sessions with a splash of fun staring in her own scripted pantomimes.

In her first book Me and Her: A Memoir of Madness Karen tells of the bullying she experienced as a teacher, and of her remarkable survival story. Her second, Me and Him: A Guide to Recovery tells of the important role of her husband as support on her journey back to health.

From there Karen has gone on to write a number of children’s books, including Bailey Beats the Blah and  STOP the Bully, both of which are endorsed by Kids Helpline. She won an RADF (Regional Arts Development Fund) grant for her picture book Harry Helps Grandpa Remember about memory loss and strategies for remembering.

Karen’s three Junior Fiction novels Jo-Kin Battles the ItJo-Kin vs Lord Terra, and Song Bird Superhero share positive messages of self-belief, resilience, team building, problem solving and STEM science; each with a good dose of humour included.

It is Song Bird Superhero, a book for readers of about 7 – 10 years, that Karen and I are discussing today.

 

Continue reading at: Author Spotlight: Karen Tyrrell – Readilearn

Safety in friendship

With Australia’s National Day of Action against Bullying and Violence occurring  this Friday 17 March and Harmony Day next Tuesday 21 March, it is timely to consider what we can do to ensure our schools and communities are safe places; places where everyone is included, diversity is appreciated, and others are treated with compassion and respect.

I recently wrote about the importance of teaching children strategies for making friends and getting along with others.  As for children in any class, these strategies would be very useful for Marnie and others in her class. Marnie, a girl who is abused at home and bullied at school, is a character I have been developing intermittently over the past few years in response to Charli’s flash fiction challenges at the Carrot Ranch. I haven’t written about her recently as the gaps widened and the inconsistencies grew and I felt I needed to give her more attention than time allowed.

You may wonder how I got here from the current flash fiction prompt by Charli Mills to In 99 words (no more, no less) write a honeymoon story. But my mind will wander.

Sometimes, when children are having difficulty settling in and making friends at school, are being bullied, or are bullying, it is easier to point the finger, allocate blame, and attempt to place the responsibility for a solution on others. Firstly, I think we, as a society, need to realise that we share responsibility. Secondly, we need to be the type of person we want others to be: compassionate, kind, accepting, welcoming, respectful. Thirdly, we need to teach the attitudes and behaviours we wish to encourage and make it very clear what is and is not acceptable; including “Bullying.No Way!”

We are not always aware of the circumstances in which children are living or the situations to which they are exposed which may impact upon their ability to learn or to fit in. I wondered why Marnie might be abused at home. Although I knew her parents were abusive, I hadn’t before considered why they might be so. Charli’s honeymoon prompt led me to thinking about young teenage parents, who “had” to get married and take on the responsibility of caring for a child when they were hardly more than children themselves. I thought about broken dreams, lost opportunities, and definitely no honeymoon. Such was life for many in years not long ago.

Blaming is easy. Mending is more difficult. Safety and respect are essential. I’d love to know what you think.

Honeymoon dreams

Marnie sat on the bed, legs drawn up, chin pressed into her knees, hands over her ears. “Stop it! Stop it!” she screamed inside. Why was it always like this? Why couldn’t they just get over it? Or leave? She’d leave; if only she had somewhere to go. She quivered as the familiar scenario played out. Hurts and accusations unleashed: “Fault”. “Tricked”. “Honeymoon”. “Bastard”. Marnie knew: she was their bastard problem. He’d storm out. She’d sob into her wine on the couch. Quiet would reign, but briefly.  Marnie knew he’d be into her later, and she? She’d do nothing.

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Remember to catch up with Karen Tyrrell who writes about empowerment in my interview on the readilearn blog this Friday.