Category Archives: Flash fiction

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.

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.

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.

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.

Who’s on the move?

This week at the Carrot Ranch, Charli Mills raised the subject of migration and challenged writers to In 99 words (no more, no less) write a migration story.

Although Charli always provides suggestions, she also permits writers to go where the prompt leads, allowing their thoughts to migrate in whichever direction they choose. This is good for me as my thoughts always bring me back to early childhood education and, if I can somehow squeeze it in, butterflies.

Migration is a part of human history. We are told that humans originated in Africa, and that migration out of Africa began about 60 000 years ago (well, that’s one of the stories). That we are now spread across the world is no mean feat, particularly when we acknowledge that most of the migration occurred before the industrial age, long before steam ships and ocean liners, before motor cars and air travel.

But migration continues still, and our countries and cities become home to those whose lives began far away and who share different cultural traditions. The purpose of the National Geographic Society’s Genographic Project is to discover more about our shared genetic heritage. In an early childhood classroom, we, too, can discover how much we have in common and learn to appreciate our differences.

Whoever you are.

Mem Fox’s beautiful book Whoever You Are is great for encouraging children to recognise, respect, and  appreciate each other, similarities and differences included.

mem-fox-im-australian-too

This year sees Mem publish another beautiful book I’m Australian Too which shows appreciation for everyone who is part of our wonderful multi-cultural Australia. (Follow the links to both books and you can listen to her read them too!)

A number of readilearn resources support teachers in developing an appreciation for everyone’s heritage, including a history unit which helps children learn more about their own family history and traditions, and the histories and traditions of their classmates’ families.

Just as amazing as stories of human migration, are those of animal migration. I was surprised when I first heard of the migration of monarch butterflies from Canada to Mexico in the autumn, and back again in spring, a distance of over 4800 miles or almost 8000 kilometres. What a long flight for a butterfly, I thought, the poor butterfly’s wings must be ragged by the end of the journey. But the round trip involves at least four generations.

And although monarch butterflies are native to North America, they are now part of the Australian landscape, having arrived, possibly during the gold rushes of the mid-1800s.

Even longer, twice as long in fact, than the monarch’s migratory flight, is that of a dragonfly which, also over four generations, makes a complete circuit of the Indian Ocean – almost 1000 miles or about 16 000 kilometres. The story of how this tiny insect’s epic journey was discovered is fascinating. Who knows what one may discover when wonder is mixed with observation.

There’s obviously plenty of diversity from which to draw inspiration for a migration story. I’ve chosen to write a story set a little bit closer to home. I hope you like it.

Please pop over to Charli’s post to see where the prompt has taken other writers.

Adventurous plans

His bag was packed. He was ready. He stopped at the door for one last look, then stepped outside, pulling it closed behind him. At that moment, he was certain; he would never return. There was nothing for him here. Exotic places and untold adventures awaited. At the stop, he hailed a bus and climbed aboard. “Where are you off to?” asked the driver. “I’m on an adventure,” he said, tendering a fistful of plastic coins. “But only if you take me with you,” said his out-of-breath mother, smiling. “Okay,” he said. The driver winked as she climbed aboard.

Thank you

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

P.S. I’m excited to announce the launch of a new app for beginning readers created by my son, Robert. If you know anyone with young children who may be interested, please let them know about Word Zoo, available now in the App Store.

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Who’s watching?

This week in her fascinating post at the Carrot Ranch Charli Mills challenged writers to In 99 words (no more, no less) write a story that includes a watcher.

153

From the moment of birth children are watchers, learning from their observations of the world around them – objects, people, actions, interactions. The adage “Do what I say, not what I do” holds little significance for young children. They may do what you say, but they are more likely to mirror what you do. For this reason, it is important to model the behaviours you wish children to emulate; for example, kindness, patience, empathy, truthfulness, tolerance, understanding. You need to be the type of human being you wish them to be. Example is a powerful teacher.

Dorothy Law Nolte summed it up in her poem Children Learn What They Live.

Watching is also important to teachers, especially early childhood teachers who spend a lot of time observing children to discover more about their learning needs. Learning in this sense is not confined to the academic. It involves regard for the whole person, especially social-emotional development. So much of what we learn about getting along with others is learned in the early years. While the teachers are watching the children, the children are watching them.

Thank you to my wonderful students, and their lovely Mum who made this for me!

Thank you to my wonderful students, and their lovely Mum who made this for me!

But children’s observations are not confined to the home or classroom. They are constantly watching the behaviour of others, learning about interactions and what is, and is not, acceptable. The responsibility for developing the kind of world citizens we want lies not solely with parents and teachers. We must all be mindful of the influence our actions may have upon the expanding world knowledge of those around us. That’s not to say we should be perfect. (Thank goodness, or I’d have been shot long ago!) We just need to be aware that little eyes (and big eyes) are watching and learning.

The way new situations are approached can vary according to personality as much as to the behaviour that has been observed in similar circumstances. Sometimes the expectation seems to be that, if children are put with a whole bunch of other kids their age, they will make friends easily. But that is no more likely than if a bunch of people my age were thrown together. Some of us are outgoing and feel comfortable talking with unknown others. Some like to observe for a while to determine an approach with which we may feel more comfortable.  Some require support to venture into unknown territory.

For my response to Charli’s prompt, I have written about a little one, hurt in the past and now facing a new situation, hesitant to make the first move. When children are taught to be accepting of and friendly towards others, reluctance can turn into confidence. I hope it works.

Friends

He stood at the periphery, silently observing, calculating their disposition, weighing his chances. Were they friend or foe? Appearances could be deceiving, as could his gut reaction.

They seemed harmless enough; but his sweaty palms, throbbing temples, and churning belly turned his legs to jelly. Even breathing was a struggle.

He became aware of someone tugging his shirt. Though unsure if she was talking or mouthing, he understood, “Would you like to play?”

His head would neither nod nor shake, but she led him by the hand anyway.

“Hey, everyone! This is Amir,” she announced.

“Hi Amir!” they chorused.

Thank you

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

Of puddles and rainbows

wonder-socrates

In her beautiful picture book Once Upon a Picture Sally Swain asks readers to wonder about famous artworks by Renoir, Klee, Van Gogh, and Rousseau.

once-upon-a-picture

I am very much in favour of wonder, and have written about it before in

Is it any wonder? about reclaiming your right to wonder;

Breathe – a sense of wonder! about watching nature close-up with live butterfly kits in the classroom;

Wondering in the everyday reminds us to pause and observe our surroundings; and

Noticing and Wondering: Kicking off and supporting enquiry shares a post in which Aaron Eden on Edunautics, Exploring a World of Learning questions whether there could be any skills more important than noticing and wondering.

questioning-einstein

This week Charli Mills at the Carrot Ranch got me wondering about rainbow puddles with her flash fiction prompt to In 99 words (no more, no less) write a story about a rainbow in a puddle. Is it a silver lining of sorts or a false reflection? Think about what it might mean or convey. Simple science? Hope? Or the doom of humankind? Create action or character reflection.

I wasn’t sure if rainbows would be seen in puddles that weren’t coated with oil, but it did make me wonder.

Pierre-Auguste Renoir The Umbrellas ca. 1881-86

Pierre-Auguste Renoir The Umbrellas ca. 1881-86

Sally Swain invites readers to wonder about the girl with the hoop in Renoir’s painting “The Umbrellas”. Swain asks, “What does she want to do? Play?” and illustrates her thoughts with pictures of the girl playing in the muddy puddles that are inevitable on a rainy day. There is not a hint of rainbow though.

Rainbows are common in works for children.

rainbow-fish

There is the beautiful series of Rainbow Fish books by Marcus Pfister with a simple message about the joy of sharing, of making oneself happy by making others happy too.

There are songs such as Somewhere Over the Rainbow” sung by Judy Garland in her role as Dorothy in the movie version of The Wizard of Oz, and Sing a Rainbow.

Rainbows are also popular for helping children learn maths facts and colours.

Of course, there is the science of rainbows too; but before the science comes the wonder: looking at rainbows in the sky, and wondering.

rainbow-wonder

When I was a kid we loved playing with the hose or in the sprinkler. Depending on the angle of the water and the sun, we could make our own rainbows, we didn’t need to wait for rain.

sprinkler-926779_1920

This got me thinking of children who might go for years without seeing rain, or therefore a rainbow, and how exciting their first sighting might be. I have combined a few of these ideas in my flash. I hope you enjoy it.

Of puddles and rainbows

For children of the drought who had never seen rain, the gush when the pipe from the bore burst a seam was a rare opportunity for water play and unexpected learning. While Dad and his Station Hand worked to repair the hole, the children danced in puddles under the cooling spray.

“Look at the colours,” a child exclaimed, trying to capture each one. The men paused to smile at the children’s delight, remembering their own childhood glee. Mum watched from the verandah – without their precious resource, there’d be no washing off mud or cooking the dinner that night.

Thank you

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