The document describes a project where children at a nursery school created self-portraits. The children used various materials like paper, clay, and wire to represent their faces and features. They described what they looked like and what characteristics they wanted to highlight in their portraits, such as the color of their eyes, shape of their nose, or style of their hair. The teachers accompanied the children and documented the process and final self-portraits. The children enjoyed exploring different artistic mediums and learning new techniques to represent themselves.
Julie Belanger created several ceramic pieces including an Ocean Wave Bowl, Chinese Tea Sipping Cup, Decorated Bird House and Blue Jay Bird. She used techniques like slab building, pinch pots, and carving with tools. Her pieces were inspired by nature, history and bringing joy to others. She took care with details and colors to represent meaningful symbols in her artwork.
1) The document is a collection of descriptions by Julie Belanger of various ceramic pieces she has created, including a rustic wooden-looking candle holder, a pumpkin face pitcher, a personal accessories bowl, and others.
2) For each piece, Julie provides details on her creative process and techniques, such as using pin tools to create patterns, rolling clay to form shapes, and combining pieces.
3) She also shares personal stories and inspirations behind some of the pieces, drawing from memories of places she has visited or people in her life.
Tuition Classes that start in Evening & gets over at Night, poses great threats for Young Girls. Here's Neha who attended Evening Tuition Classes, the Danger she faced & the Resolution she found.
https://tutstu.com/blogs/2017/09/Think-Evening-Coaching-Classes-Are-Safe-For-Your-Daughter
The document describes the process of preparing and beginning to paint a toy dragon. It details using a garnet paper to remove pencil lines, planning to attach the head with PVA glue, and starting to paint the toy green and blue. The author is pleased to see the toy taking shape but worried the head may break off. Next steps are to finish painting and complete the toy.
This document is a photo essay about equality and inclusive education for people with disabilities. It features interviews and artwork from students in a vocational diploma program for people with intellectual disabilities at the Reykjavík School of Visual Art. However, the school is quitting the program. The photo essay celebrates the students' work and experiences gaining skills, knowledge, independence, and friendship through inclusive education opportunities.
Mr. Jo is worried because his daughter Sari has not returned home yet. When Sari and her friends arrive, Mr. Jo is relieved. However, tensions arise when Mr. Bagus, who claims to be Sari's biological father, confronts Mr. Jo. Mr. Bagus accuses Mr. Jo of kidnapping Sari years ago. This leads to an argument between the two men. Sari then reveals that although Mr. Bagus is her biological father, she considers Mr. Jo, who has cared for her, to be her true father. Sari chooses to stay with Mr. Jo, leaving Mr. Bagus regretting his past absence from her life.
An Official Wacky Boolprop Challenge: Chapter 8Rflong7
The Sims 2 Official Wacky Boolprop Challenge- by the Boolprop group. I'm not even to the second generation and I've got 8 chapters... Oh, what a slow player I am.
I hope you don't mind, I have to pause so much with so many Sims.I wish I was daring enough to let them do their own thing. XD
Julie Belanger created several ceramic pieces including an Ocean Wave Bowl, Chinese Tea Sipping Cup, Decorated Bird House and Blue Jay Bird. She used techniques like slab building, pinch pots, and carving with tools. Her pieces were inspired by nature, history and bringing joy to others. She took care with details and colors to represent meaningful symbols in her artwork.
1) The document is a collection of descriptions by Julie Belanger of various ceramic pieces she has created, including a rustic wooden-looking candle holder, a pumpkin face pitcher, a personal accessories bowl, and others.
2) For each piece, Julie provides details on her creative process and techniques, such as using pin tools to create patterns, rolling clay to form shapes, and combining pieces.
3) She also shares personal stories and inspirations behind some of the pieces, drawing from memories of places she has visited or people in her life.
Tuition Classes that start in Evening & gets over at Night, poses great threats for Young Girls. Here's Neha who attended Evening Tuition Classes, the Danger she faced & the Resolution she found.
https://tutstu.com/blogs/2017/09/Think-Evening-Coaching-Classes-Are-Safe-For-Your-Daughter
The document describes the process of preparing and beginning to paint a toy dragon. It details using a garnet paper to remove pencil lines, planning to attach the head with PVA glue, and starting to paint the toy green and blue. The author is pleased to see the toy taking shape but worried the head may break off. Next steps are to finish painting and complete the toy.
This document is a photo essay about equality and inclusive education for people with disabilities. It features interviews and artwork from students in a vocational diploma program for people with intellectual disabilities at the Reykjavík School of Visual Art. However, the school is quitting the program. The photo essay celebrates the students' work and experiences gaining skills, knowledge, independence, and friendship through inclusive education opportunities.
Mr. Jo is worried because his daughter Sari has not returned home yet. When Sari and her friends arrive, Mr. Jo is relieved. However, tensions arise when Mr. Bagus, who claims to be Sari's biological father, confronts Mr. Jo. Mr. Bagus accuses Mr. Jo of kidnapping Sari years ago. This leads to an argument between the two men. Sari then reveals that although Mr. Bagus is her biological father, she considers Mr. Jo, who has cared for her, to be her true father. Sari chooses to stay with Mr. Jo, leaving Mr. Bagus regretting his past absence from her life.
An Official Wacky Boolprop Challenge: Chapter 8Rflong7
The Sims 2 Official Wacky Boolprop Challenge- by the Boolprop group. I'm not even to the second generation and I've got 8 chapters... Oh, what a slow player I am.
I hope you don't mind, I have to pause so much with so many Sims.I wish I was daring enough to let them do their own thing. XD
The document summarizes the speaker's activities sanding, painting, and getting ideas for crafting a pig figure. It states that the speaker finished sanding dowels and the face and back of a pig figure. They then started painting the pig's face and back pink but may need to add another coat. The speaker discusses needing to be careful not to paint the edges when attaching the pieces and getting an idea to use felt instead of paint for features like the nose.
The document summarizes the speaker's activities sanding, painting, and crafting parts of a wooden pig figure over the course of one day. They sanded dowels and the pig's face and back. They then started painting the pig's face and back pink using red and white paint, but may paint it again if it is still light in color. They also got an idea to make the pig's nose and possibly tail from felt instead of painting it.
The document tells the story of a boy who struggled in school due to vision problems but found alternative ways to learn and pursue his interests in English, music, and computers. When his classmates made fun of him for not being able to see the board or finish exams, he began attending school half-days and studying independently. He taught himself English by speaking to foreigners and listening to tapes. He practiced the piano for long hours despite physical difficulties. Through perseverance and finding helpful teachers, he was able to improve his skills. He learned to use screen readers and the internet to continue his education. He encourages others that if one door closes, to draw a window for yourself and find alternative paths.
This document appears to be a collection of notes, drawings, and reflections from a student. It includes descriptions of the student's personality and interests, such as enjoying climbing trees, asking questions, and trying new things. The student discusses challenges with handwriting, concentration, and remembering details from lessons. They take pride in accomplishments like having a fable published and winning competitions. The notes also provide insights into how the student prepares and studies for different subjects like history, science, and math.
This document provides details and reflections from an artist on various art projects and creative explorations they undertook. It describes finding inspiration from past artworks, searching through collections of supplies, and experimenting with different materials and techniques. Specific projects discussed include small collages using cross-stitch floss, drawings using both hands, assemblages made from found objects, and abstract interpretations of the beach using textures. The artist reflects on the influences of family members on their identity and love of color, experimenting with different styles and materials, and continually searching for new creative sparks.
Isabella created a puppet named Donette in the shape of a donut with pink icing and tie-dye colors. She chose a donut because she loves food, especially donuts, and found creating the puppet to be a fun experience. Isabella learned that puppets are more than just models and can be used to tell exciting stories, and that the creative process should be about having fun rather than following strict rules.
The story is about a boy named Jorgito who becomes very angry at his friend Pedrito for humiliating him in front of his friends. Jorgito tells his father that he wants bad things to happen to Pedrito and even wants him to get sick. His father takes Jorgito to the garden and has him throw pieces of coal at a white shirt hanging on the clothesline, representing throwing bad thoughts at Pedrito. After Jorgito tires himself out throwing coal, his father shows him that he has gotten completely covered in coal from the bad thoughts. The father explains that the bad thoughts Jorgito wished on Pedrito instead came back to dirty him. He teaches Jorgito to be careful of his thoughts
The document is a collection of short essays written by elementary school students about different body parts and what they can do. Some of the essays describe how the students' hands help them do activities like write, play sports, hold things. Other essays discuss what the students' eyes, ears, feet, arms, and mouth allow them to see, hear, walk, do, and say. The students provide examples of how their various body parts help them in school, at home, and at play.
The document is a collection of short essays written by elementary school students about different body parts and what they can do. Some of the essays describe how the students can see with their eyes, talk with their mouth, run with their feet, play sports with their hands and arms, and more. The students provide specific examples of activities they enjoy doing with each body part.
Raja loses his pencil and searches for it with his father's help. The narrator remembers losing pencils as a child and the lengths he went to in order to avoid his strict father's punishment. Desperate to replace his lost pencil, he trades his father's old papers and his math notebook for money to buy a new pencil from the local shop. However, the pencil is unsharpened so he borrows a rusted blade to sharpen it, mimicking how his father prepared pencils. He hopes to pass off the replacement as his original pencil to avoid further scolding.
Six stories about six different teenagers:
Pamela - Will she survive her date with a stranger?
Rachel - She won't let anything stop her from going to the prom, not even a baby.
Ryan - He finally got a date with one of the most popular girls in school, but will she give him what he's expecting to get from her?
Andrea - People keep talking about her and Jerry which is making her feel very uncomfortable. Should she sacrifice her friendship to end the gossip?
Judy - Bob bosses her around and treats her like dirt. Should she stay with him or find someone new?
Whitney - Jerome has been taking her for granted and she's sick of it. She found someone else who treats her better, but will it last?
Find out what happens to these six teenagers in these amazing short stories.
Mihaela is a polymer clay artist who teaches tutorials on creating Christmas-inspired polymer clay jewelry pieces, such as festive earrings. The tutorial walks through the steps of conditioning different colors of polymer clay and rolling them into logs to twist together for a marble effect. The clay is then textured with stamps, and gold wax and leaf are applied before cutting, baking, and assembling the earrings with jump rings and ear wires. Mihaela encourages visiting her YouTube channel for more clay inspiration.
Kiana worked hard on her family's farm to prove herself to her father, who wanted a son to help with farm work. Though she received good grades and helped with chores, her father did not appreciate her efforts. Kiana cried in her room until her mother comforted her. Kiana was then asked to represent her school in a beauty pageant. On the day of the parade, Kiana was surprised and happy to see that her father had come to support her with a sign. After she won a trophy, her father told her that he wanted a daughter, not a son.
UniquleU Events by Sheila began in 2003 hosting children's parties out of the founder's garage. Over the past decade, the business has grown to host over 100 events and provide custom gifts and boxes. The founder found her passion for creativity through experiences in school and sees giving back to the community as an important part of the business. Testimonials show how UniquleU's unique and personalized style have made events memorable for clients. The business continues to improve and the founder is excited to see where it will go in the future.
1) Jane is a 15-year-old girl who is tired of her monotonous life and wants more freedom, while Alfred is a boy who enjoys experimenting but has no friends.
2) One day at school, Jane hears strange noises coming from a classroom and discovers Alfred working on an experiment. They introduce themselves and bond over not having friends.
3) Alfred has an idea for them to do activities they enjoy - like Jane horseback riding and Alfred experimenting - to show others their talents and strengths in hopes of gaining acceptance and respect. They work together to create a magic perfume.
Wanted to be an architect, studied languages,
became a graphic designer, translated a lot of books,
all the while driven by love for the culinary arts.
It’s been a long & eventful road...
The document provides instructions for making traditional paper dolls, toys, and crafts from several European countries, including Bulgaria, Italy, Spain, Greece, Romania, and Poland. It includes step-by-step guides with diagrams on how to make paper dolls, puppets, boats, musical instruments, and more using inexpensive and recyclable materials like paper, cardboard, straw, and wood. The goal is to learn about different cultural traditions while engaging in hands-on creative activities.
The document is a process essay describing how the author sketched a granite mortar and pestle kitchen utensil over the course of an hour. The author was fascinated by the antiquated appearance of the mortar and pestle. They arranged their workspace and gathered supplies before sketching the utensil from different perspectives using various pencils. The author paid close attention to texture, shadows, and stains to make the sketch appear realistic. Completing the sketch improved the author's drawing skills and they felt exhausted but content with the results.
The document summarizes the process of sketching a granite mortar and pestle from different perspectives over the course of an hour. The author noticed the antiquated kitchen utensil and was fascinated by its natural color and texture. They arranged their workspace and gathered supplies before carefully observing and sketching the mortar and pestle outline, paying attention to shadows to depict three-dimensional form. Multiple corrections were made to improve the texture and indicate staining, using shading to represent different lighting. Completing the detailed sketch took effort but improved the author's drawing skills.
The document summarizes the process of sketching a granite mortar and pestle from different perspectives over the course of an hour. The author noticed the antiquated kitchen utensil and was fascinated by its natural color and texture. They arranged their workspace and gathered supplies before carefully observing and sketching the mortar and pestle outline, paying attention to shadows to depict three-dimensional form. Multiple corrections were made to improve the texture and indicate staining, using shading to represent different lighting. Completing the detailed sketch took effort but improved the author's drawing skills.
Telling.
Telling how our school operates and works: what we are doing, which educational principles are the foundation of our professional style.
Telling the parents “how” and “why” their children are happy when they are at school. What they discover, what they learn.
But telling could be difficult.
It takes time.
And there’s always lack of time.
Telling means using a lot of words.
And we think that “a lot of words” doesn’t
necessarily means “explain”.
That’s why we used photographs.
These photos show some of the moments daily school-life is made of. They also show the children’s faces.
Instants and faces that can explain the way we work, our style.
The teachers team of the Nursery School “Gobetti” in Ferrara
Cosa pensano i bambini del sole? Cosa sanno? Come raccontarglelo? Un progetto per la Scuola Primaria a cura di Isabella Guidi in collaborazione con il Liceo Scientifico A. Roiti di Ferrara e il Dipartimento di Fisica dell'Università di Ferrara.
The document summarizes the speaker's activities sanding, painting, and getting ideas for crafting a pig figure. It states that the speaker finished sanding dowels and the face and back of a pig figure. They then started painting the pig's face and back pink but may need to add another coat. The speaker discusses needing to be careful not to paint the edges when attaching the pieces and getting an idea to use felt instead of paint for features like the nose.
The document summarizes the speaker's activities sanding, painting, and crafting parts of a wooden pig figure over the course of one day. They sanded dowels and the pig's face and back. They then started painting the pig's face and back pink using red and white paint, but may paint it again if it is still light in color. They also got an idea to make the pig's nose and possibly tail from felt instead of painting it.
The document tells the story of a boy who struggled in school due to vision problems but found alternative ways to learn and pursue his interests in English, music, and computers. When his classmates made fun of him for not being able to see the board or finish exams, he began attending school half-days and studying independently. He taught himself English by speaking to foreigners and listening to tapes. He practiced the piano for long hours despite physical difficulties. Through perseverance and finding helpful teachers, he was able to improve his skills. He learned to use screen readers and the internet to continue his education. He encourages others that if one door closes, to draw a window for yourself and find alternative paths.
This document appears to be a collection of notes, drawings, and reflections from a student. It includes descriptions of the student's personality and interests, such as enjoying climbing trees, asking questions, and trying new things. The student discusses challenges with handwriting, concentration, and remembering details from lessons. They take pride in accomplishments like having a fable published and winning competitions. The notes also provide insights into how the student prepares and studies for different subjects like history, science, and math.
This document provides details and reflections from an artist on various art projects and creative explorations they undertook. It describes finding inspiration from past artworks, searching through collections of supplies, and experimenting with different materials and techniques. Specific projects discussed include small collages using cross-stitch floss, drawings using both hands, assemblages made from found objects, and abstract interpretations of the beach using textures. The artist reflects on the influences of family members on their identity and love of color, experimenting with different styles and materials, and continually searching for new creative sparks.
Isabella created a puppet named Donette in the shape of a donut with pink icing and tie-dye colors. She chose a donut because she loves food, especially donuts, and found creating the puppet to be a fun experience. Isabella learned that puppets are more than just models and can be used to tell exciting stories, and that the creative process should be about having fun rather than following strict rules.
The story is about a boy named Jorgito who becomes very angry at his friend Pedrito for humiliating him in front of his friends. Jorgito tells his father that he wants bad things to happen to Pedrito and even wants him to get sick. His father takes Jorgito to the garden and has him throw pieces of coal at a white shirt hanging on the clothesline, representing throwing bad thoughts at Pedrito. After Jorgito tires himself out throwing coal, his father shows him that he has gotten completely covered in coal from the bad thoughts. The father explains that the bad thoughts Jorgito wished on Pedrito instead came back to dirty him. He teaches Jorgito to be careful of his thoughts
The document is a collection of short essays written by elementary school students about different body parts and what they can do. Some of the essays describe how the students' hands help them do activities like write, play sports, hold things. Other essays discuss what the students' eyes, ears, feet, arms, and mouth allow them to see, hear, walk, do, and say. The students provide examples of how their various body parts help them in school, at home, and at play.
The document is a collection of short essays written by elementary school students about different body parts and what they can do. Some of the essays describe how the students can see with their eyes, talk with their mouth, run with their feet, play sports with their hands and arms, and more. The students provide specific examples of activities they enjoy doing with each body part.
Raja loses his pencil and searches for it with his father's help. The narrator remembers losing pencils as a child and the lengths he went to in order to avoid his strict father's punishment. Desperate to replace his lost pencil, he trades his father's old papers and his math notebook for money to buy a new pencil from the local shop. However, the pencil is unsharpened so he borrows a rusted blade to sharpen it, mimicking how his father prepared pencils. He hopes to pass off the replacement as his original pencil to avoid further scolding.
Six stories about six different teenagers:
Pamela - Will she survive her date with a stranger?
Rachel - She won't let anything stop her from going to the prom, not even a baby.
Ryan - He finally got a date with one of the most popular girls in school, but will she give him what he's expecting to get from her?
Andrea - People keep talking about her and Jerry which is making her feel very uncomfortable. Should she sacrifice her friendship to end the gossip?
Judy - Bob bosses her around and treats her like dirt. Should she stay with him or find someone new?
Whitney - Jerome has been taking her for granted and she's sick of it. She found someone else who treats her better, but will it last?
Find out what happens to these six teenagers in these amazing short stories.
Mihaela is a polymer clay artist who teaches tutorials on creating Christmas-inspired polymer clay jewelry pieces, such as festive earrings. The tutorial walks through the steps of conditioning different colors of polymer clay and rolling them into logs to twist together for a marble effect. The clay is then textured with stamps, and gold wax and leaf are applied before cutting, baking, and assembling the earrings with jump rings and ear wires. Mihaela encourages visiting her YouTube channel for more clay inspiration.
Kiana worked hard on her family's farm to prove herself to her father, who wanted a son to help with farm work. Though she received good grades and helped with chores, her father did not appreciate her efforts. Kiana cried in her room until her mother comforted her. Kiana was then asked to represent her school in a beauty pageant. On the day of the parade, Kiana was surprised and happy to see that her father had come to support her with a sign. After she won a trophy, her father told her that he wanted a daughter, not a son.
UniquleU Events by Sheila began in 2003 hosting children's parties out of the founder's garage. Over the past decade, the business has grown to host over 100 events and provide custom gifts and boxes. The founder found her passion for creativity through experiences in school and sees giving back to the community as an important part of the business. Testimonials show how UniquleU's unique and personalized style have made events memorable for clients. The business continues to improve and the founder is excited to see where it will go in the future.
1) Jane is a 15-year-old girl who is tired of her monotonous life and wants more freedom, while Alfred is a boy who enjoys experimenting but has no friends.
2) One day at school, Jane hears strange noises coming from a classroom and discovers Alfred working on an experiment. They introduce themselves and bond over not having friends.
3) Alfred has an idea for them to do activities they enjoy - like Jane horseback riding and Alfred experimenting - to show others their talents and strengths in hopes of gaining acceptance and respect. They work together to create a magic perfume.
Wanted to be an architect, studied languages,
became a graphic designer, translated a lot of books,
all the while driven by love for the culinary arts.
It’s been a long & eventful road...
The document provides instructions for making traditional paper dolls, toys, and crafts from several European countries, including Bulgaria, Italy, Spain, Greece, Romania, and Poland. It includes step-by-step guides with diagrams on how to make paper dolls, puppets, boats, musical instruments, and more using inexpensive and recyclable materials like paper, cardboard, straw, and wood. The goal is to learn about different cultural traditions while engaging in hands-on creative activities.
The document is a process essay describing how the author sketched a granite mortar and pestle kitchen utensil over the course of an hour. The author was fascinated by the antiquated appearance of the mortar and pestle. They arranged their workspace and gathered supplies before sketching the utensil from different perspectives using various pencils. The author paid close attention to texture, shadows, and stains to make the sketch appear realistic. Completing the sketch improved the author's drawing skills and they felt exhausted but content with the results.
The document summarizes the process of sketching a granite mortar and pestle from different perspectives over the course of an hour. The author noticed the antiquated kitchen utensil and was fascinated by its natural color and texture. They arranged their workspace and gathered supplies before carefully observing and sketching the mortar and pestle outline, paying attention to shadows to depict three-dimensional form. Multiple corrections were made to improve the texture and indicate staining, using shading to represent different lighting. Completing the detailed sketch took effort but improved the author's drawing skills.
The document summarizes the process of sketching a granite mortar and pestle from different perspectives over the course of an hour. The author noticed the antiquated kitchen utensil and was fascinated by its natural color and texture. They arranged their workspace and gathered supplies before carefully observing and sketching the mortar and pestle outline, paying attention to shadows to depict three-dimensional form. Multiple corrections were made to improve the texture and indicate staining, using shading to represent different lighting. Completing the detailed sketch took effort but improved the author's drawing skills.
Telling.
Telling how our school operates and works: what we are doing, which educational principles are the foundation of our professional style.
Telling the parents “how” and “why” their children are happy when they are at school. What they discover, what they learn.
But telling could be difficult.
It takes time.
And there’s always lack of time.
Telling means using a lot of words.
And we think that “a lot of words” doesn’t
necessarily means “explain”.
That’s why we used photographs.
These photos show some of the moments daily school-life is made of. They also show the children’s faces.
Instants and faces that can explain the way we work, our style.
The teachers team of the Nursery School “Gobetti” in Ferrara
Cosa pensano i bambini del sole? Cosa sanno? Come raccontarglelo? Un progetto per la Scuola Primaria a cura di Isabella Guidi in collaborazione con il Liceo Scientifico A. Roiti di Ferrara e il Dipartimento di Fisica dell'Università di Ferrara.
I bambini della scuola elementare Doro di Ferrara raccontano attraverso i loro disegni la storia di Steave, volontario camerunense del servizio civile internazionale che li ha accompagnati per un anno scolastico.
Steave ha svolto un anno di “Servizio civile regionale per adulti stranieri” presso l’area Integrazione alunni stranieri dell’Istituzione dei Servizi educativi, scolastici e per le famiglie del Comune di Ferrara.
A project of art education which took place in a nursery school (Micronido Dorè) in the town of Argenta (FERRARA):
Many researches point out how crucial is the “aesthetic dimension of children's experience” as well as education projects designed to make children experience new media to communicate their feelings and thoughts.
The document summarizes an exhibition at the Comune di Piacenza about nursery schools. It describes various activities that children engage in at nursery schools, such as playing outdoors, exploring water, interacting with nature, using their imagination, and storytelling. It also mentions that playing together is more interesting than playing alone, as children can discover, share ideas, and learn from one another. The exhibition was created with input from educators and parents to showcase the educational experiences and activities provided at nursery schools.
The slideshows we present are a synthesis of a photo exhibition about Nursery Schools of the city of Piacenza. The exhibition was a result of a training for teachers about documentation material communication.
How can we communicate education professionals’ considerations to a non-professional audience?
How to avoid any sort of educational jargon?
It’s been a challenge to communicate years of experience in early childhood education, pedagocic quality of services, education policies and much more through a synthetic, effective and above all accessibile documentation.
This is the reason for which we’ve carefully considered our language, for there’s a close relationship between the way we talk about the world and the way we think about the world: digging into words, cleaning them from any abused technical term help us to re-think our job.
Children and the way we engage with them.
We simply described what happens in Nursery Schools in the town of Piacenza.
www.infanziaineuropa.eu
Quanto è grande il mondo: le cose che facciamo con loro- 2/2Infanzia In Europa
La documentazione che presentiamo fa riferimento alla mostra fotografica dedicata ai nidi d'infanzia comunali di Piacenza, allestita presso il Palazzo Farnese nel novembre 2010.
Ci è parso utile proporre una documentazione sintetica , di questa mostra per alcune sue caratteristiche particolari:
E’ nata come risultato concreto di un percorso formativo* rivolto alle educatrici dei nidi comunali di Piacenza sul tema della documentazione educativa. Come era possibile tradurre operativamente, cioè in un prodotto comunicativo definito e rivolto a un pubblico di non addetti ai lavori, almeno alcune delle riflessioni condivise?
La sfida era davvero impegnativa: anni di esperienza, significato di una politica dell’ente locale, qualità pedagogica del servizio, e tanto altro ancora, da raccogliere in una sintesi efficace e soprattutto comprensibile.
Si è lavorato soprattutto sul linguaggio, pensando e toccando con mano che c’è una stretta relazione tra i modi di raccontare le cose e i modi di pensarle; che scavare intorno e dentro alle parole, ripulirle delle incrostazioni di genericità e tecnicismi abusati è una splendida occasione per ripensare il nostro modo di pensare”. Nello specifico “il bambino” e il modo di intendere il nostro rapporto col bambino.
Cosa succede se alle ” formule pedagogiche” sostituiamo pensieri più organizzati e confrontabili?
Di qui un’idea di mostra e una sua realizzazione tra le tante possibili.
Invano si cercherebbero nella mostra, non solo nella sintesi che presentiamo che pure ne riproduce fedelmente il senso e lo spirito, parole come progetto pedagogico, attività, obiettivo, psicomotricità...
Quanto è grande il mondo: i bambini che incontriamo - 1/2Infanzia In Europa
La documentazione che presentiamo fa riferimento alla mostra fotografica dedicata ai nidi d'infanzia comunali di Piacenza, allestita presso il Palazzo Farnese nel novembre 2010.
Ci è parso utile proporre una documentazione sintetica , di questa mostra per alcune sue caratteristiche particolari:
E’ nata come risultato concreto di un percorso formativo* rivolto alle educatrici dei nidi comunali di Piacenza sul tema della documentazione educativa. Come era possibile tradurre operativamente, cioè in un prodotto comunicativo definito e rivolto a un pubblico di non addetti ai lavori, almeno alcune delle riflessioni condivise?
La sfida era davvero impegnativa: anni di esperienza, significato di una politica dell’ente locale, qualità pedagogica del servizio, e tanto altro ancora, da raccogliere in una sintesi efficace e soprattutto comprensibile.
Si è lavorato soprattutto sul linguaggio, pensando e toccando con mano che c’è una stretta relazione tra i modi di raccontare le cose e i modi di pensarle; che scavare intorno e dentro alle parole, ripulirle delle incrostazioni di genericità e tecnicismi abusati è una splendida occasione per ripensare il nostro modo di pensare”. Nello specifico “il bambino” e il modo di intendere il nostro rapporto col bambino.
Cosa succede se alle ” formule pedagogiche” sostituiamo pensieri più organizzati e confrontabili?
Di qui un’idea di mostra e una sua realizzazione tra le tante possibili.
Invano si cercherebbero nella mostra, non solo nella sintesi che presentiamo che pure ne riproduce fedelmente il senso e lo spirito, parole come progetto pedagogico, attività, obiettivo, psicomotricità...
Filippo was a plump child who lived in a large house in Ferrara, Italy with his family. He enjoyed exploring the wide garden behind his house, which was full of roses, trees, and flowers. Filippo also liked accompanying his mother to the market, where he was fascinated by the colorful fruits, vegetables, fish, and shells. As an adult, Filippo became a painter and often depicted themes from his childhood like flowers, fruits, vegetables, and seashells that reminded him of time spent with his family and exploring nature.
1. Coordinamento n° 3 Scuola dell’infanzia Casa del Bambino School Year 2009-2010 A gallery of self-portraits An educational documentation by Chiara Pertili and Angela Polato Teachers at Casa del Bambino Municipal Nursery School, Ferrara Comune di Ferrara
2. “ When my hands want to create something, there's just no stopping them. Pablo Picasso
3. An introduction There is a developmental path in signs and colours that children use to tell about not only the things, but also the people, which surround them. Gradually figuration becomes complete without leaving aside invention: what children draw is the world as they see and imagine it. But what happens when they tell about themselves, when they pause in front of the mirror which makes their first portrait almost real? Discovering one’s face and its features can turn into an exciting game, finding out that we are similar and yet so different to our mates.
4. It’s about themselves that they start to tell with signs, sometimes related to a primitive caricature. Children “load” those characteristics that seem to belong more to them, and the images – firstly built with the eyes and then with traits and colours – take on increasingly unmistakable similarities. The experience we present here is a little bit about all this: about an identity that took shape in the deep construction of the self, so defined that it can be “played and told”; about the adults who accompanied and supported children; and about children who have explored and surprisingly handled so many forms of narration.
5. “ My nose is like a triangle because there is a straight thing in the middle, then there are the nostrils where the boogers are. Under my ears there is a “fleshy bit” and my hair is straight. Inside my head there is also my brain where the ideas are. I used paper and I made the brain with all the ideas in many different colours: blue, a bit of gold and other colours. I had a lot of fun making my little bow.
6. “ I’m nice, I’m a little boy and my eyes are happy because they smile. I built my portrait with clay, I smashed it so much on the table to make a ball that I wedged in the cardboard roll. I put the pebbles around the tube because it was too heavy and it fell down, but with the pebbles it didn’t. The nose and the eyes always fell so I had to glue them.
7. “ My face is red and sweaty, with drops falling down when I play rugby. When I was copying my image in the mirror I did it “more” better. First I looked then I shut my eyes and imagined how my sculpture was. I used wood, nails, brushes, enamel to fix the colour. I learned how to use the hammer and the nails but above all to make drawings by building creatively with wood.
8. “ I have a cut on my lips and it hurts. My face is different than Francesca’s because she has got different hair than mine, mine is very long and straight but the fringe is too much on one eye. I liked very much painting the tissue paper on the balloon and gluing my hair so black and straight. I put a nice bow on the hair and a pink veil like the princesses’.
9. “ My face is round and the eyes are round and tiny. I built it with glue and paper and I put some hair. Then I put the dress with the veil, then beans and then flowers. It’s so nice.
10. “ My face is round and when it turns it’s crooked. I bended the green iron wire until it became my face. So I learned that, now, if my dad wants to make me do something, I can also use the pliers as I did with Angela.
11. “ I feel sleepy. My face looks a bit angry, I want long hair. I used brown plasticine and I did the curls with a pencil. I put the crockery fragments we found in the courtyard. It was nice to make my portrait.
12. “ I have a face that is always smiling and the thing I like the most is the eyes. I used paper and I learned to stick the glitter with glue. I liked working with all these things.
13. “ When I look at myself I want to burst out laughing because I see my little tooth going a little bit out of my mouth. I liked it very much when we used the hammer, I never do it with my dad because he says that he’s afraid that I smash my finger, but it didn’t happen at school. It was difficult to paint the base because the colour slipped away. I would like to hammer nails every day.
14. “ We helped David, I gave him the paper bits to make the head and he glued them. “ I helped him to put another layer of glue, he was happy because he loves us. “ Dadi!
15. “ My face is smiling, it’s happy; I’m a bit reddish on the cheeks and I have red lips. I used glued tissue paper on the balloon to make my face. I had never used a balloon that way, I had just used it at parties.
16. “ My face in the mirror looks different than this because this is a drawing and that is real. My eyebrows is what I prefer because they are very black. I fixed the chain tiding a white thread. With the hammer I hammered nails for the first time and I liked it. It was hard to fix the hair on the iron wire. I learned to behave like an artist because I used all the arts I like.
17. “ Between my eyes I have a scar that a baby shark did to me in Morocco, under the water, when I was with my cousin. On top of my mouth I have a line that belongs to my face. There were a lot of things to choose to make my portrait. I used green paper and I wanted the tie because my dad wears it. I liked to be in a closed space while my friends were playing and were coming to see what I was doing.
18. “ I have a nice forelock that always goes on my eyes. I did it with clay, to make the face I smashed it and it was hard, to make the ponytail I used the garlic-squeezer that I had never used before. The thing I liked the most is that Chiara let me sew with the needle and I sew by myself my tissue handkerchief and the buttons, a blue one and an orange one, the favourite colours of my dad and mum.
19. “ I have a round face with round eyes and a lot of short hair. I did it with wood and to fix the wood I used the nails and the hammer, and the glue to stick the eyes. I liked a lot using the hammer because I already could do it already, because my dad lets me hammer nails.
20. “ I have brown eyes and my hair is like nobody has because I have a forelock: the one on the front side is brown and the other, that is behind, is golden and I call it golden-brown. I liked to be on my own working with Chiara, it was hard to hammer the nail to keep the iron wire base fixed to the tablet. It’s nice to work with the iron wire, everything was funny. We made the mouth and I wanted to put a fruit in it.
21. “ I have an happy face and I like the eyes very much, they are a nice light colour. To build my face I glued tissue paper on the balloon. I really liked putting glitter on the t-shirt and the bow with the ribbon for the forelock.
22. “ I made myself a smiling mouth because Luigi did something that made me laugh. I liked making my face alone with Chiara because we came up with a nice game. The most difficult thing was to maintain the ball still while I was painting on it.
23. “ I have long and a bit dark hair. I like ears very much because I can hear sounds and noises through them. I made my face with folded paper, buttons and tissue. In the ear I put the sounds I hear.
24. “ I smile because my friends always make me laugh. I like my hair because I can always put the hairgrip. I used the iron wire to make the face and I put the eyes first. It was difficult to put the nose, but not the other parts. I couldn’t put the ears because Angela didn’t manage to remove the bridge from the hairgrip I wanted to use and the ears were too big and so I didn’t put them. I liked more to do the hairgrip with the beads and the flower you don’t eat.
25. I took a brick and around I put something like plasticine and the eyes were in the brick where I wedged two shells with some black on it. I liked the shells so much that I glued them on the fabric. “ On my face there is a mole on one cheek and one on my mouth, and my cheeks are a little bit plump.
26. I made the one with paper and not with the balloon. I used some black pieces that I cut in the shape of the eyebrows, I did the eyes with a brown round and a black point. I did the mouth with a piece in the middle that seems the tooth, I did it with a piece of paper that really looks like the lips. I found out that the head keeps standing if I glue it on a cardboard. “ I have black and brown eyes, the nose is black in the little holes and then I have red lips and my face is all pink.
27. “ My hair is really black. I liked to build because we painted, it took me a long time because we had a lot to do and we had to wait for the pieces to dry. I learned how to create things, that means to do nice things.
28. “ I have a mouth that always smiles because I always play. My face is round and my skin is very white. I blew up a balloon, first I painted it and then covered with paper. It was hard to hammer the iron to make the nose and to bend it but I managed to do it with the hammer. It was easier with the ears because I used two buttons.
29. “ I feel beautiful because my face is beautiful. I painted my face with a brush. On the table with the buttons on it I found some earrings that I glued to make the eyes. I painted my hairdo and I kept the plaint tight while Chiara was doing it. I put the pompon, my dress and my necklace.
30. Paper, metal, wood, clay, polystyrene, papier-mâché, tissue, pebbles, shells, beads: we use everything.
31. The content is intended for educational use only, any different use is banned. The total or partial reproduction is forbidden. With the collaboration of Raccontinfanzia Documentation Centre