Category Archives: Creativity

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.

Shaping the future #myfirstpostrevisited

Almost every week since Charli Mills at Carrot Ranch Communications challenged writers with her first flash fiction prompt in 2014, I have written a 99-word story in response. Sometimes an idea forms quickly, like a cup of instant coffee. Other times the prompt needs to percolate interminably, before the flavour is rich enough to share.

This is one of those weeks.

In her wonderful post, Charli writes about the changing desert of Utah that she refers to as Mars, so different is the landscape from that of her beloved mountainous northern states.

Charli, a historian, seeks clues to lives past and finds traces from different times. “Life is like multiple disconnected plays that share the same stage over and over,” she muses.

She finds remnants of slag and uses it as an analogy to life, her life, and its changes, many forced upon her like the heat of a smelter and says that, “We are slag forged in the fires …, and want to fully transform into something of beauty and purpose.

She concludes her post by challenging writers to “In 99 words (no more, no less) include slag in a story. Slag is a glass-like by-product of smelting or refining ore. Slag is also used in making glass or can result from melting glass. It can be industrious or artistic. Go where the prompt leads.”

I was lost. How could I possibly tie a challenge like that into the educational focus of my blog? As usual, my thoughts scattered. I guess that makes me a scatterbrain. But I am a scatterbrain with focus, looking for ideas everywhere, trying for the proper fit. Sometimes I’m surprised where I find inspiration.

A fellow participant in Charli’s challenges is Sarah Brentyn who blogs at Lemon Shark Reef. Sarah, who posted a piece called Transformation, also quoted Charli’s words about slag and transformation, and shared a tweet of her own from August 2016:

Interesting to me is that August 2016 is when readilearn, my website of early childhood teaching resources, launched; and my first readilearn blog post was published. That was almost three years to the day after my first post here on NorahColvin.com.

I could say that blogging has been a bit of a trial by fire, and that I too have, through both projects, endeavoured to create something of “beauty and purpose”, with NorahColvin forging the way for readilearn. No doubt a lot of slag has been manufactured and either shared or discarded in the process.

On her other blog Lemon Shark (she’s got two, I’ve got two), Sarah recently invited me through her post My New Blog Scares me #MyFirstPostRevisited to share my first blog post. She provided me with some rules to follow, so in this post, I will do my best to follow two sets of rules, Sarah’s and Charli. Or not. Rules are meant to be broken. Aren’t they?

I apologise for the length of this post which is really three rolled into one! Feel free to skip over or speed read any section you wish.

This is my very first post from 15 August 2013:

“Welcome to my blog. This is a whole new adventure for me and I am excited about where it may lead. I hope you will be inclined to pop in from time to time to share my journey and offer some encouragement along the way.

Since education is my life a good deal of what I write will focus on my thoughts and ideas about education and learning. Check out my poem Education is on the “Education is” tab to see how different I believe education and schooling to be. I would love to hear the ways in which you may or may not agree with me. I am in for a bit of education myself as I explore this new world (to me) of blogging and I know there are many wonderful teachers out there ready to teach me what I need to know.

When the student is ready the teacher appears.”

I am ready.

Let the adventure begin!”

The post drew six comments (five from family and friends, one unknown from the blogosphere) and no likes.

Three years later, on 23 August 2016, I published my first readilearn blog post:

“Hi, welcome to readilearn, a new website of early childhood teaching resources.

I’m Norah Colvin, founder of readilearn and writer of all readilearn materials. I’m excited to be able to share them with you, and hope you find them useful in your early childhood classroom.

After making the decision to be a teacher at age ten, my focus has never wavered.  I have spent most of my life thinking, reading, discussing and learning about education. I have always been involved in education in some way, whether as classroom teacher, support teacher, home educator, private tutor, play group leader, or simply parent and grandparent.

I am passionate about young children and their learning.

I plan to post on this blog about once a week, usually on a Friday, but that may vary from time to time. Through the blog I will keep you updated with information about new resources I add to the site, provide teaching suggestions, and discuss topics relevant to early childhood educators. I also invite you to follow my other blog NorahColvin.com, and join in the conversation there.

I believe strongly in the value of community and our ability to learn from each other. I welcome your feedback. If there are any topics that you would especially like me to address, suggestions for improvements to existing resources, or ideas for new ones, please let me know.

In this post I will simply invite you to explore the readilearn website to see what is available. You may register for free to download a variety of free resources, or subscribe to access all resources. I am particularly excited about the range of interactive resources I have available. I hope you are too.”

The post drew comments from three lovely supporters of this blog, including both Charli and Sarah who rate a big mention in this post. Thank you, lovely ladies, for your ongoing encouragement and support without which I wouldn’t have made it through those first three years.

It then became obvious to me. Isn’t this our role as teachers – to shape, to sculpt, to mould, and to help each child shine by appreciating their uniqueness, polishing their strengths and abilities, and encouraging each to turn their best side to the world?

This thought was further confirmed by a recent comment on an older post in which Anita Ferreri said that we teachers must try to pay it forward. Yes, that’s part of it too. We shape lives, hearts, and minds, as we work to create the future we wish to see.  We pay it forward, not only for each individual, but through them to the unknown future. The ripple effect is a mighty powerful thing. Never underestimate the effect of one thought, one word, one action

So, thank you Charli, Sarah, and Anita, I am mixing up the thoughts, ideas, and challenges that your words have inspired, and (hopefully) refining them to mould something just a little artistic with both beauty and purpose. I hope you enjoy it.

The artist

They, each with a single colour, used packaged accessories to form identical sets of flat, life-less shapes. He worked by hand, collecting and incorporating their slag, as he explored the properties of his clump of multi-coloured dough. They proudly displayed neat rows of unimaginative templated shapes. With humble satisfaction, he regarded his creation with its countless possibilities. Each time they started again, they repeated the same familiar fail-safe patterns. Each time he began anew, exploring, seeking, discovering the dormant, hidden potential, sculpting to allow uniqueness to shine. They remained stuck in what is. He focused on creating the future.

Oh, I almost forgot. One of Sarah’s rules was to tag five people to carry on her #myfirstpostrevisited challenge. Um, well, I did say that rules are meant to be broken. If you have read thus far, thank you, and consider yourself tagged. If you would like to join in the blog hop and wish to do a little better at following the rules than I have, please pop over to Sarah’s post. I would love to read your first posts. Please leave a link, if you wish, or not, in the comments.

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

Time for rhyme – Readilearn

Yesterday, 2 March was Dr Seuss’s birthday. How did you celebrate? Did you read a favourite Dr Seuss story – maybe even more than just one or two? Which is your favourite?

Children love the rhythmic, rhyming stories written by Theodor Seuss Geisel who was born in 1904. (A question for your children – how old would he be if he was still alive today?)

Having fun with rhyme is a great way for children to learn about the sounds of language.

In the beginning, the rhymes can be real or nonsense words, as are many employed by Dr Seuss, training the ear to hear. Children are delighted when they discover pairs of words that rhyme. It is great when parents and teachers share their excitement of discovery too.

Like those of Dr Seuss, many stories and poems for young children are written in rhyme. The rhyme is pleasant to the ear, and encourages children to join in with the reading or telling, using meaning and sound to predict the next rhyming word.

When children are ready, familiar rhyming texts are often the first they read independently, using a combination of memory and print. How many children do you know who first started reading with a Dr Seuss book; such as The Cat in the Hat, Fox in Socks, One Fish Two Fish, Ten Apples Up On Top, or any other favourite.

For my part in the celebration, I joined in with a challenge extended by Vivian Kirkfield to write a story in 50 words. The reason behind the 50 word challenge is that, although the total word count of Green Eggs and Ham is over 700, only 50 unique words were used. (Some of your children may like to check if that is so. How could they do it?)

I decided to write a rhyming nonsense story in exactly 50 words (title not included). I hope you and your children enjoy it.

Lucky Duck

Duck.

Old Duck.

Couldn’t see –

Lost his glasses by the tree.

Continue reading at: Time for rhyme – Readilearn

Number combinations – Readilearn

number-combinations-for-norahcolvin

Mathematics is all around us. We use it every day for a wide range of purposes; from deciding on the sequence in which we dress ourselves, to calculating how much time we have available for an activity.

Number is just one component of mathematics but the ability to use it confidently and competently is essential to life in the 21st century; from managing one’s finances, to calculating time and distance, to knowing how many followers one has on social media.

The views that people hold of themselves as mathematicians, and their attitudes to mathematics in general, are formed early in life. It is important that we early childhood teachers provide children with mathematical experiences that are meaningful, engaging, and in context.

readilearn mathematics activities are designed to support you in doing so by providing a range of digital and printable resources that encourage mathematical thinking and discussion alongside hands-on experiences. It is important to provide children with a variety of learning contexts to encourage the development of “I can do it” attitude to number and maths.

Number combinations

A child’s ability to count is sometimes seen as an early indicator of ability with numbers. However, an understanding of number requires far more than

 

Continue reading at: Number combinations – Readilearn

Storytelling with author Michael Rosen – Readilearn

 

In this post I introduce you to Michael Rosen, the storyteller.  Michael’s story Going on a Bear Hunt many be more familiar to you than his name. But Michael Rosen is a storyteller extraordinaire and his website is a treasure trove to explore*.

*Note: Not all of Michael’s stories and videos are suitable for early childhood. Please preview them before presenting them to students.

One of my favourites of Michael’s stories is Chocolate Cake. Please follow the link to view it on his website.

In the story from when he was a boy, Michael sneaks downstairs in the middle of the night and eats all of the remaining chocolate cake, leaving not a skerrick for a lunchtime treat. If only he’d been able to restrain himself, then he would have had a treat as well.

Michael tells the humorous story with expressive voice and face. Children laugh out loud as they recognise themselves in the story, if only they dared (or did they?); and beg for it to be retold, often spontaneously joining in with the telling.

After a few repetitions, children are confident enough to retell the story independently, imitating many of Michael’s humorous gestures and intonations.

Listening to Michael tell stories is a great way to encourage the development of expression, in both telling and reading stories.

Suggestions for using the story:

Continue reading at: Storytelling with author Michael Rosen – Readilearn

I love poems – Readilearn

I love poems. Children do too. Poetry is a great way of introducing children to the joy of language, as well as to features such as rhythm, rhyme, alliteration, similes and metaphors. What is taught through poetry can be as simple or as complex as required by the ages of the children or your teaching purpose.

One of the great benefits of teaching young children through poetry is the fun aspect. It’s enjoyable for teachers and students alike and, when children innovate on poems to create poems of their own, very motivating.

With St Valentine’s Day not far away it is timely to read and write love poems. One of my favourite poems for writing with young children is based on the traditional camping song I love the mountains. I was taught the poem by the amazing literacy educator Bill Martin Jr at a reading conference in the 1980s, and used it with every group of children I taught thereafter. I have previously written about that on my other blog here.

The repetitive structure and easy melody invites children to join in and is easy for children to use in writing poems of their own, whether they are emergent, beginning, or advanced writers.  The poems can be completed using pictures or words.

This is one of my favourite versions of the song.

Continue reading: I love poems – Readilearn

What do you create?

symbol

I am a fan of creativity. I like to develop my own creativity, and I like to encourage the development of creativity in others.

One thing I always loved about teaching was the opportunity it gave me to be creative: writing stories, units of work, and lessons plans to interest and excite the children about learning. It is this love that drives me to write my blog posts each week, and to create new early childhood teaching resources for readilearn nearly every week.

Just as exciting was the opportunity to support the development of children’s thinking, imagination, and creativity. I am more in favour of treating children as individuals, than as one of a homogeneous group from which any difference is considered an aberration.  After all, imagination and creative thinking are what inspire and drive improvement, innovation and progress.

I affirm my belief in the power of creativity in my tagline: ‘Create the possibilities . . .’, a tagline I previously used for an independent school I was establishing.

create-the-possibilities

Preceding both was my first independent undertaking: Create-A-Way.  Create-A-Way provided a richer educational and social setting for my young daughter than what was generally available, allowed me to share my educational philosophy and knowledge, and provided the same rich learning opportunities for other children and their parents. The development of imagination and creativity was a focus.

Guiding parents in play sessions for parents and children.

Guiding parents in play sessions for parents and children.

One of the things I love most about responding to the weekly flash fiction challenges set by Charli Mills at the Carrot Ranch is the additional opportunity to engage in something creative and to hone my writing skills. The supportive environment of a welcoming community makes it a safe and enjoyable experience. There is something affirming about belonging to a community of other creatives, online or in -person.

karen

On Saturday I, along with a whole bunch of other women creatives, attended an excellent Book Marketing Masterclass conducted by authorpreneur Karen Tyrrell. (I am looking forward to interviewing Karen for the Author Spotlight series on readilearn in March.) The class was attended by writers of a variety of genres; including memoir, romance, science fiction, fantasy, YA, and picture books.

One of the attendees Chrissy Byers has created a lovely picture book The Magic in Boxes which “aims to capture the imagination of young readers and inspire creative play.”

the-magic-of-boxes

Not only does the book suggest ways of stimulating creativity using recycled materials such as cardboard boxes, the book is made from recycled paper. I think that’s pretty awesome. It’s a beautiful book with a wonderful aim.

lemons and grapefruit

For a little more on creativity; in a previous post, Are you a lemon or a grapefruit? I shared ten articles about creativity. They are still relevant and worthy of a read if you haven’t yet done so.

I also shared one of my favourite TED talks by Sir Ken Robinson How schools kill creativity. If yours is not yet one of the over 41 million views, I urge you to watch it. As well as sharing a very important message, Ken is hugely entertaining.

I hope I have convinced you of the importance and power of creativity. I thank Charli and her flash fiction prompt for the opportunity of revisiting some of my favourite articles and talks about creativity. This week her challenge is to “In 99 words (no more, no less) write a story using the theme, “women create.” It can be art, sewing, ideas, babies. What is at the heart of women as creators? Go where the prompt takes you.”

I’m a woman, and I create, and education is in my heart.

In response to Charli’s challenge, I thought I’d get a little dirty. I hope you like it.

Prize pies

“Life’s not on a plate. It’s what you create.”

Two little girls in their Sunday best

Snuck outside when they should have been at rest;

Splashed in the puddles, laughed in the rain,

Shared mud pies and murky champagne.

 

Two young girls with flour in their hair

Climbed on the bench from the back of a chair;

Opened up the cupboards, emptied out the shelves,

Less in the bowl and more on themselves.

 

Two young women watching TV

Decide master chefs are what they will be;

Enter the contest, invent new pies,

Wow the judges and win the prize.

thank-you-1200x757

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