Sharing With You How To Grow Spirulina Tips and Tricks For Aquaponics System
For more infomation >> Man pleads for stolen dog's return - Duration: 2:20. 
For more infomation >> Rob Lowe's Requirements for a New Assistant - Duration: 2:45. 
For more infomation >> Windows Subsystem for Linux: Architectural Overview - Duration: 21:18. 
For more infomation >> Kylie Jenner gives a sneak peek at her 'Thick' collection for store - Duration: 2:51. 
For more infomation >> C# Fundamentals for Absolute Beginners: 03 Creating Your First C# Program - Duration: 12:24. 
For more infomation >> Kylie Jenner gets measurements done for wax figure - Duration: 1:56. 
For more infomation >> Emma Willis pictured out for first time with Trixie Grace - Duration: 2:00. 
For more infomation >> Taylor Swift's powerful 2016 Grammys speech recited by young girls - Duration: 2:17. 
SHOWER IN YOUR SUIT (Dusje med dress)
We'll get the water out of your hood.
It's pooling up in my boot.
In your boot...!
I saw something black inside.
Let's have a peek.
It's a note!
Something red!
All I can see is arms.
There are very small letters.
"Put on the suit..."
-It's this here. -Is that the suit?
Wow, there are two suits.
And it says something else:
"Put on the suit..."
"...wash your hair in the shower."
The innovative aspect here is that drama, design and music is given so much focus
that it takes up fully half of the entire study program.
This is quite different from earlier programs.
Many people were sceptical about transitioning
from the broad, universal pre-school education
to a narrower one, in which one had to omit something to make space for other things.
What initially came to mind as we began planning everything,
was how this liberated the students from
being so concerned with doing things "correctly".
We agreed early on
to put emphasis on surrealism and turning the world upside down.
Within the playfulness arising from surrealism turning the world upside down,
one is liberated from "right and wrong" thinking.
Another element that we very much wanted to teach the students,
was working with kick-offs
– creating situations which fostered expectations
and the desire to start working on something.
And then it was the teachers' task to inspire them,
and how might we best inspire them?
We introduced two figures named Klaus and Klaus
who came in through the window in the middle of a class session.
They started measuring shoe sizes and having the students stand at attention.
They were on a mission to research e.g. the sound of a tomato
at a very advanced level of research.
And then eventually climbed back out of the window.
The combination of Reggio's way of thinking
surprising the children and creating energy,
and use art, our personal artistic experiences,
as sources of ideas and inspiration for doing these kick-off meetings.
We noticed during the course of the first year, when it was time for exams,
that we got answers to much more than we were expecting to get.
Have they during this first year
become capable of imagining things, opening up and wondering about things?
And how in the world can we do this for an audience?
And can they bring it to life? Both aspects were important to us.
Working with insight as a central theme during the second year,
we measured things in different ways using specific tests along the way.
This also included a major final performance event
at which they would host the entire class from the pre-school education program
and create something based on the given guidelines.
They had to demonstrate insight into space, greeting their guests,
*artistic effects, artistic devices* and all the resources with which we had been working in the areas
of music, drama and design.
Our motto for the third year of study was:
"There are things you have to do, little one," *Kavring
"otherwise you're not a human being, just a piece of dirt."
Astrid Lindgren from The Brothers Lionheart.
The third year of study became a year with emphasis on courage.
Much courage was required.
We exposed the students to going out into the world, having projects, real...
It was tough for a lot of them.
The final exam is at a museum.
They are to create an informative program with a duration of 45-60 minutes
for a group of children.
They have practised being interactive with children.
Not just creating a performance which children watch,
but actually getting the children involved in their production.
Why is that...?
But, I don't have any tea.
There were many frustrations along the way.
But, dealing with frustrations is part of daring to do things and being brave.
They actually go hand in hand.
Being a brave pre-school teacher
means liberating yourself from what everyone else thinks you should do.
There were periods during our studies when we would ask critical questions
about why we had to do the tasks we were doing.
The monologue exam in drama
was an exam about which I was somewhat doubtful.
Why should I write a monologue and perform it?
What is the educational value in that?
The Angle Project we had to go through,
is something I also recall being a bit sceptical about.
But we took much joy from the end result when we were finished.
Now that I'm out working in this profession,
I'm grateful because I have learned to trust myself
and my competence. I wasn't aware that that was what we were doing.
Based on my perspective,
we were very enriched by the artistic aspect of the education we got.
There was a big difference from when we started and barely dared to open our mouths
to eventually daring to stand on stage and be the focus of everyone's attention.
When you feel free and comfortable enough to dare to try out new things,
it takes you to totally different places
than when you are afraid and locked into thinking "we have to stick to the old ways".
When this line of study was created, we sat together and prepared study plans
because we wanted to collaborate and take an interdisciplinary approach.
But in order to be interdisciplinary, each discipline must be good in its own right.
You must know what is distinct about subjects if you are to integrate them.
These fundamental skills and professional training are important.
It is more our way of doing things, that is different.
My experiences from interdisciplinary work in the past was somewhat mixed.
It was difficult to integrate them, and certain subjects tended to get prioritised.
ad some music? * We just turned on the music, in a way.
We'll do a song here, or we'll play some xylophone there...
So it became challenging. But, it was a very positive challenge.
We played with ideas together and discovered new approaches.
It's not about being interdisciplinary no matter what,
but we do see that it is of significance to the profession.
They will continue with an education, which requires this.
One realises that they will benefit from it.
And when we feel that it is part of a greater whole,
and get extra joy when we see things...
We would have never achieved this with my discipline alone.
verb?* I would have never taken things to this level,
if this had only been based on design skills, for example.
I realised that subjects such as drama and design
helped me to loosen the bonds
that were restricting my own creativity.
became*? Music becomes more playful. And I find it very important
that these students which we send out to the pre-schools take this with them.
Art and play are so closely inter-connected,
that it is difficult to distinguish them.
*a pleasurable element They have an element of pleasantness, but not in the sense that it is simple
or that it just happens all on its own.
It requires that the adults who are in the pre-school
have competence in this field,
which enables them to see the value of what the children are making and doing,
and can give feedback, ask the right questions and see the point of it all.
It's about having a life passion.
A passion to realise oneself in relation to others.
By way of the esthetic learning processes, we develop ourselves
as well as contributing to the development of the world.
*In my opinion? As I see things, the esthetic learning processes are absolutely vital.
There are so many aspects within the disciplines that are essential
and which relate to individual, social and cultural elements.
relates* We can often fall into the trap of becoming too instrumental as relates to art studies
and think that art is good for everything else other than being a subject of study.
The greatest value of art studies to the children is the here and now.
The knowledge and the learning which the children encounter in the pre-school,
this must surely be a cornucopia.
It is so important that one be allowed to express oneself via all channels.
Children need this. And therefore they must encounter adults who have this knowledge,
and who understand how important it is.
Being an educator is not a technical profession.
It is a genuine and people-oriented profession in which the arts are critical.
Indeed, they are vital.
Our 5-year-old daughter goes to a pre-school where two teachers have art backgrounds.
They have been out on sick leave during periods,
and we have perceived this as having negative consequences
for our daughter's problem-solving skills at home.
So art studies are very important
in order to provide us with the perspectives one needs
for solving everyday challenges in a productive manner.
The ideal educator, in my opinion,
has a solid foundation in education.
Education should include knowledge of all developmental phases,
while being equally rooted in the arts, because it is all inter-connected.
Another artist who has inspired us, is the performance artist, Kurt Johannessen.
We have repeatedly seen him being immensely appealing to the children.
He has a surreal air about him.
And he also has a childlike nature,
which causes children to feel a very strong connection to him.
"Go into the forest, dig a hole and yell into it. Cover the hole up."
-Maybe something will happen! -Yes, maybe it will.
He also has some books, which he calls "exercises".
There are many exercises, which one should do.
Exercises in creativity.
That is how we view it, at any rate.
And many of the students take these exercises with them
and continue working with them once they are out in the pre-schools.
"Take off your socks. Wiggle your toes. Feel the nature."
After doing these exercises for a while,
and getting these little notes with exercises,
the children began making their own exercises.
Then a boy suddenly said: "Imagine showering with your suit on!"
Don't go!
No, stay here!
Stay with me!
Farewell!
Đăng ký:
Đăng Nhận xét (Atom)
Không có nhận xét nào:
Đăng nhận xét