Term 3 Week 3 Learning Focus

Students have been developing an understanding that stories contain important messages. We are continuing to develop students understanding of stories and how stories can communicate important messages about the environment for our future.

The children have been responding in a range of ways investigating the stories of the rainforest, ocean and the desert. They have been illustrating the forest, sketching roots and branches of trees, looking at the light-boxes to investigate how light filters through the forest to create beautiful imagery. Others have been engaged in creating undergrowth of the rainforest from natural materials. Children are using their drawings of the ocean and their engagement with the overhead projector to spark their ideas for story-telling. They have been using materials to create desert scenery and creatures. We have used literature to provoke the children’s thinking and have observed rich discussions and deep wonderings as they respond to the range of materials and provocations we have placed out for them to engage in.

In maths, the children have been continuing to build their knowledge of Place Value by using number charts, MAB Blocks and bundling sticks. Students have also begun exploring partitioning and chunking numbers when counting.

Dance Movement Therapy Classes

This was also our first week of Dance Movement Therapy Classes with guest teacher Vikki Blanche. Dance Movement Therapy offers expressive movement experiences that engage body, mind and emotion.

The dance section of the class is vibrant and energetic; teaching the children the name of their body parts through tapping each body part to the rhythm of the music. There are a couple of things at work here. It locates the child in their body and along with naming the body part has been shown to build body-spatial awareness. Spatial awareness has been associated with the successful uptake of maths. Rhythm, on the other hand, has been used by indigenous cultures since ancient times, to create co-hesion in groups. The rhythmic beating of a drum or a track of music promotes group cohesion as all members fall into a similar dyanmic of movement.

The movement section refers to expressive movement, self-initiated by the child. Music is played and a theme of “winter” is given. The children are invited to explore this theme through the use of their body and feelings in response to the music. This is termed, “Authentic Movement” and it expresses personality and reveals the inner experience of a child.

The mindfulness section leads to the ability to meditate and has two main purposes:

it builds inward stillness so that a child is able to remain physically at repose – calm, centred, alert and aware. Over time it gently extends a child’s ability to remain focused on a single point of attention. The ability to hold focus for extended periods of time is associated with the most effective uptake of learning.