Swish … twirl … swish … twirl. Waving the scarf side to side enables Emily to learn directional tracking as she visually tracks her scarf’s movement. As Nora swooshes and moves her scarf from left to right and alternates between her right and left hands, she learns how to cross the midline of her body, which is seminal to our pre-reading and pre-writing skill. Nature, without fails. always offers us opportunities to wonder. We pause to notice repeating ripples appearing in concentric circles form at the surface of a water body in nature. Concentric means the circles all share the same center, but have different radii. We think the ripples take place when something hits the surface of the water. Building-up our shared understanding of the concept of patterns, we seize upon teachable moments that arise in our everyday moments. Vivaan demonstrates his understanding of patterns by describing and filling in missing elements. Nora elaborates a musical pattern by exhibiting ascending and descending melodies. Similarly, Brooks engages various manipulatives or tools such as his voice and hands to systematically develop ideas about pattern. We believe that patterns empower us understand change and things that happen over time. But it is also a key step in the process of us learning basic math concepts. Studies too supports cognitive, motor skills, and enhances overall motor function. We ask ourselves what patterns actually means to us at this juncture. Nora describes it is repeating. Fides responds by sharing his wondering whether the pattern ends at some point. When he is further asked what he thinks of the above. He mentions I think it never ends. When we repeat elements, the intervals between those repetitions can create a sense of rhythm. We extend our understanding by including our clapping hands to create rhythm in the spacing between notes, effectively making these silent gaps. We further our understanding of the rhythm by being outdoors to listen to the sound of the raindrops. What exactly is our brain working on when we practice rhythmic patterns? It requires the ability to retain and integral temporal information. The brain areas activated include the auditory-motor systems, and pre motor cortex. Vivaan comments different sounds make different shapes within our bodies. Sound is energy, and our bodies respond with movement - sometimes on a micro scale (a tap of a finger), sometimes through the whole body (we dance). The above explanation is clearly projected on the two-dimensional representations. The relationships of sound to mark making are visible through circles are around me (left - Vivaan) and sea (right - Felix). The learning exercise and resources explore how we can use sound to create energy, rhythm, and movement which transform through our body and through the drawing material into mark making.
This time round we bring in music rhythm sticks to come up with own individuals' rhythmic patterns. Brooks explores the range about loud and quiet or fast and slow. Understanding the versatility of rhythm sticks, Felix displays a consistent tapping rhythm. Rhythm too nurtures our abilities to splitting up words into their sounds. In other words, it is known as segmenting. Segmenting in phonics is an ability to separate a word into its sounds. Practically speaking, to segment the word dog, Vivaan splits it into its three phonemes - d-o-g . Kindest,
Children & Friends.
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