Cézanne's Apples

Still Life of Apples and Biscuits, Paul Cézanne, 1880-82

Yesterday was Paul Cézanne's birthday.  We've been celebrating since last week with a lesson block on post-impressionism.  We began our studies with, Monet and the Impressionists for Kids by Carol Sabbeth.  This is a clever book with 21 activities for kids.


My goal was to expose A. to a form of art she hadn't seen before and inspire her with Cézanne's apples, Monet's lilies, and the dancers of Degas.  What happened was so much more...

We typically make time for art a few days per week with special projects like watercolor painting or sculpting with homemade play dough.  A. also enjoys drawing and coloring in her Main Lesson Books with beeswax crayons nearly every day to demonstrate her favorite part of a story, something we learned on a nature walk, or a new math concept (such as King Equal distributing jewels to the gnomes).  Until now, however, we haven't formally studied art or given it a regular place in our schedule.

A Sunday on La Grande Jatte, Georges Seurat, 1886

Last week we gave art top billing and sat down every morning with a new project.  We experimented with oil pastels and met five new artists.  A. learned to identify Cézanne's apples (he painted a lot of still-lifes on tipsy tabletops with fruit looking like it might roll right off the table), Monet's lilies (they look a lot like lotus flowers!), Degas' dancers (ballerinas stretching, yawing, twirling but never posing!), Gauguin's girls (Tahitian girls and tropical scenes often outlined in black), and Seurat's dots (he painted with small dots in a style called pointillism).  Yes, I know the "t' is Seurat is silent... but it's so much easier to remember when it rhymes!

Amelie's first still life (inspired by Cézanne)

We also moved piano to our morning session of school -- something else that I typically don't schedule but always encourage.  In the past my thought was to let her come to art and music on her own - especially piano - and not to push it.  She is only six after all.  But this week's change in our schedule really worked wonders.  

Moving the arts to our morning session breathed new life into our routine and fired up my girl's mind and heart so that the afternoon subjects were a breeze.  Studying the arts is not just about learning to paint or play, after all.  The arts, both visual and performing, actually enhance brain development in young children (read about it here).  It's such a shame that they're absent from so many schools today.  I suppose there's no time or money for the arts when we spend it all on test-taking though.

Bedroom at Arles, Vincent Van Gogh, 1888

The highlight of our lesson-block came Tuesday with a trip to San Francisco to see the de Young exhibit, Van Gogh, Gauguin, Cézanne and Beyond: Post-Impressionist Masterpieces from the Musée d’Orsay.  Standing inches from the original works mesmerized us both... and it was here that A. met my favorite artist, Van Gogh.  I thought the star of the exhibit was his Starry Night over the Rhone.  A. preferred his Bedroom at Arles and has since created a little masterpiece of her own bedroom using oil pastels. 

Cézanne is quoted as saying, “The day is coming when a single carrot, freshly observed, will set off a revolution.”  With the arts no longer present in school, who will start the revolution?  Will be become a world devoid of beauty and meaning?  I refuse to imagine that world.... so we're keeping the arts right where they belong -- as the first subject of the day.

Music, Math, Mapping, and More

With the holidays behind us, we're getting back into a steady rhythm at home.  We started the morning with a little music.  Like her dad, A. loves composing her own...

Figuring out the notes...

writing them down...

& putting it all together.

Then, instead of hitting the books right away this morning, we went for a little adventure...

   We found a heart shaped hollow in a tree...

... and a heart shaped rock.

We walked by a little stream, smelled pine needles, listened to the sound of the water...

... and built a fairy house.  

When we got home, it was time for some math.  We've been working on what we're calling "doubles."  (2+2, 3+3, 4+4, etc.)  A. has them committed to memory through eleven now -- so I thought I'd try something new.  I gave her some division and multiplication problems based in the knowledge she's already acquired.  I thought maybe since she knows four plus four, she can figure out eight divided by two and four times two.  It worked like a charm all the way through twenty.  

We've also been working on word families and spelling.  Instead of just writing her words again and again (that would be boring!), we have make-believe spelling bees.  I gave her thirty-two words today (some from the Second Grade No Excuse List, others from the Fry's 300 Instant Sight Words, others just easy word family words like rain, train, and plain.)  She only missed two.  I think that really says something about the importance of keeping it fun. 

Where's Mama Wind?

There She is!

Then it was time for some Social Studies.  Last session we learned the four directions using the wind and a naturally dyed silk ribbon streamer that we found on Esty at the Tan Family's amazing shop, Syrendell.

With that knowledge intact, we started a cartography project today inspired by our Oak Meadow first grade curriculum.  A. created a map of her bedroom using the four directions to accurately depict the placement of her furniture and other big objects in her room.  Next week we'll expand her map to include the whole house.  Once she's successfully mapped our home, we'll expand to include the neighborhood, the whole town, the state, the country, and then the world!  

I think this geography lesson also has a deeper meaning.  Home is where all adventures, great and small, begin.  And when our foundation there is solid, there's no limit to where we might go.

Om Gnomes

Five little gnomes went out one day...

... over the hills and far away.

Mother Gnome said, "Om, Om, Om, Om."

But only four little gnomes came home.

 Four little gnomes went out one day,

Over the hills and far away.

Mother Gnome said,

"Om, Om, Om, Om."

But only three little gnomes cam home.

 

Three little gnomes went out one day,

Over the hills and far away.

Mother Gnome said,

"Om, Om, Om, Om."

But only two little gnomes came home.

Two little gnomes went out one day,

 Over the hills and far away.

Mother Gnome said,

"Om, Om, Om, Om."

But only one little gnome came home.

One little gnome went out one day,

Over the hills and far away.

Mother Gnome said,

"Om, Om, Om, Om."

But no little gnomes came home.

Mother Gnome went out one day, over the hills and far away.  

Mother Gnome said, "Om, Om, Om, Om...."

... and all of Mother Gnome's gnomes came home!

Gnomes by LittleRedWhimsy on Etsy

... a little shop for little people with big imaginations!

Summer's Song

Outside the wildflowers of spring have dropped away into the golden hills of summer.  Leaves have grown full, gardens have grown abundant, and the busy-ness of spring has faded into summer's slow song.  American poet William Carlos Williams wrote, "In summer, the song sings itself."

The Summer Solstice came and went and now, after reaching her full strength, the sun is journeying away from us again.  Like the outside world, our inner world also moves in seasons rising and falling, growing and fading, always transforming and becoming.  This season of warmth and rest is a time for recognizing completions; for laying down what we've finished or what no longer serves us.  Here at Om School, we've said goodbye to Kindergarten and are relaxing into the next step of our journey.

We finished the year with Y for yogini and Z for Zigongosaurus, a genus of sauropod dinosaur from the Middle-Late Jurassic age of Zigong, China.  While the learning never stops, we've also laid down my formal lesson plans for summer and have been enjoying unstructured learning.  Our schedule includes a new adventure with our meditation center, Spirit Rock, where the children's sangha has just begun.  Last week, A. enjoyed making new friends in the K-6 class and I enjoyed the adult sitting group and Jack Kornfield's dharma talk,  Turning of the Seasons.

For our June mindfulness unit, Summer's Song, we relaxed into the turning of the seasons; listened to nature as she slowed down; and let go of things we'd completed.  As summer continues, we'll bring conscious attention to the smells and tastes that are so different now than the rest of the year.  We'll listen to the cicadas and notice how white clouds dot the bright blue sky.  We'll keep a science journal of native birds, read books, and make lemonade.  We'll watch the sun set and smile as she dips behind the mountain.  Most of all, we'll listen as summer sings her song.

What are you doing to connect with your kids this summer?  What are you doing to connect with nature?  I'd love to hear your plans and ideas...

Music, Math, & a Wise Heart

Today was a math and music day so I set my mind to seeing numbers everywhere this morning.  In the process, a Social Studies lesson cropped up organically and reminded me that real wisdom is greater than knowledge.  

This week our Riverdog Farm veggie box contained about ten mandarin oranges. I noticed this morning that they were beginning to look mushy so we started the day with math.  First we counted the oranges -- ten.  Then I sliced them each in half -- twenty.  Only six halves fit on our cutting board and this created a great illustration of the number six as 3+3 and 3x2.  I juiced and Amelie handed the halves to me... this is subtraction.  Six pieces minus one piece equals five pieces. 

To a young one, making juice by hand demonstrates the amount of labor that goes into bringing just one glass to the table.  As we were juicing, I was reminded of a passage from Touching the Earth by Thich Nhat Hanh and our Social Studies lesson began.

"Looking into my bowl of rice, I see clearly that this is the gift of the earth and the sky.  I see the rice field, the vegetable garden, the sunshine, rain, manure, and the hard work of the farmer.  I see the beautiful fields of golden wheat, the one who reaps the harvest, who threshes the grain, who makes the bread.  I see the beans sown in the earth becoming the beanstalk.  I see the apple orchard, the plum orchard, the tomato garden, and the workers who are cultivating the plants.  I see the bees and butterflies going from flower to flower collecting pollen to make sweet honey for me to eat.  I can see that every element of the cosmos has contributed to making this apple or this plum that I am holding in my hand or this leaf of steamed vegetable that I am dipping into the soy sauce.  My heart is full of gratitude and happiness."

I asked Amelie to think about all of the work that went into bringing these oranges to us and we talked while we squeezed.  "Looking deeply into our golden orange juice, what do you see?"  "I see the the seed that grew into a tree!"

The world is full of people who have accumulated information; however, a person who thinks with their mind and heart in alignment is a gem and often a real asset to our global community. Integrating core subjects helps develop a wise heart and honors the whole child. This encourages our kids to honor themselves and the world around them.  Since Kindergarten is a time for developmental play, awe and wonder, the last thing we want to do is override the senses, over-pressure a young mind, or put to much emphasis on the intellectual process.  If a child is directed into academic thinking too often and too soon, we risk getting them stuck up there in their head. 

One way we keep it fresh and fun is by making music.  Piano is a regular part of our curriculum and the benefits of music on the mind and body have been recognized since the days of the great Greek philosophers. Plato said music “gives soul to the universe, wings to the mind, flight to the imagination, a charm to sadness, gaiety and life to everything.” Visual and performing arts have a way of tapping into that part of us that is more than mind and, at the same time, music begins with math. 

According to the PBS Independent Lens documentary, Music from the Inside Out, A 1997 study by Rauscher and Shaw revealed that preschoolers who studied piano performed 34 percent better in spatial and temporal reasoning ability than preschoolers who spent the same amount of time learning to use computers. Preschoolers who took singing and keyboard lessons scored 80 percent higher on puzzle tests than students at the same preschool who did not have music lessons.

After Circle Time, we moved right into piano practice and got her mind working in sequences, repeating patterns, and thinking forwards and backwards.  Then it was time for her lesson and a little socialization with her music teacher.  The focus today was learning about intervals. Up and down the keys she went naming notes, repeating patterns, accessing both sides of her brain, and lighting up that part of us that is more than mind.

Back home, we reviewed the four processes of math with an art project and used watercolors to paint brightly colored sets of bugs.  This was great quality time together and we both enjoyed painting and then using colored markers to write out the math sentences. Three ladybugs plus three ladybugs plus three ladybugs equals nine ladybugs.  This emphasized what we'd done in the morning with our oranges.

After playtime and dinner it was time for cookie math.  Three rows of cookies with three cookies in each row equals nine cookies.  Add one more row and you've got three times four.  Our cookie math was another repetition of what we'd done this morning with oranges and before bed we added the finished product to her portfolio and reviewed the equations one more time. 

While the art supplies were out we returned to today's Social Studies lesson, Looking Deeply into the Orange Juice.  I asked Amelie to think back to this morning and draw all of the things she can see looking deeply.  She drew the tree with oranges, an orange falling from the tree, the veggie box they came in, the halved oranges, the compost bowl, a hand-squeezer, a half-full pitcher, and a glass with a straw.  She numbered the steps one through eight which told me that her math hat was still on and that she's still thinking in sequences.

Kids don't need to sit at a desk for hours memorizing math facts on a worksheet to become good at math.  Boring a child with written work isn't going to spark their curiosity in the subject and, from my experience, is likely to turn them away from it for good. Too often we praise dry academics and test scores over actual learning and overlook the inner-lives of our children.  When we include and integrate art and music with other core subjects, our kid's inner light turns on.  This nurtures both compassion and creativity rather than just intellect or memorization. 

I agree with Einstein.  Imagination is more important than knowledge... but greater than the imagination is the content of one's heart.  This can't be measured by standardized testing and it is the one thing most central to the continuation of a humane society.  Before we send our young learners out into the world, let's make sure they are ready.  The first step is honoring the whole child.