Two more Mother’s Day drawings

Palimpsest 4

Otto's Janna portrait
Portrait of Janna

When Otto had finished his portrait of Andy
he put his pen to his lips and murmured
Hmm… what will I do now?
Half sitting on my lap
he looked at me and said
Want me to draw you?
I nodded, Yes.
He pointed to the chair
where Andy had been sitting
and said, 
Sit over there.
He set me in a pose
one hand on a hip
the other leaning on the table.
Like this, he said
showing me how.
Then drew me
in a standing pose and asked
is it  okay to put you in an Essendon jumper?
(That’s the team I barrack for
His team is St Kilda).
As he started to add more objects
he hesitated
and asked
Do you want  me to draw you 
here?
(at his house)
or at your house?
Before I could answer
he decided
to put me in my house.
In the big room. 

Dining table and chairs
a rug on the floor
a sideboard with
a bowl of round
wooden balls
and a jar of
pens and pencils
a lamp with
a plugged in cord
Fraser’s high chair
two shaggy dogs
one black
called Callan
one white
that’s Danny
a cat called Norah
a light overhead
a rocking chair
two couches with
people
a window
with  a 
puppet doll
hanging from the latch
a vine outside
an overhead light.

And a palimpsest
of an upside down
faded cat

showing through
from the back.

Palimpsest 5

Otto's bird
A bird

The dots
surrounding the bird are
from an earlier drawing
on another piece of paper.
They have bled through
onto this drawing.

palimpsest
ˈpalɪm(p)sɛst/
noun
– a manuscript or piece of writing material on which later writing has been superimposed on effaced earlier writing.

– something reused or altered but still bearing visible traces of its earlier form.

More Mother’s Day Palimpsests

Palimpsest 3

  • palimpsest
    ˈpalɪm(p)sɛst/
    noun
    – a manuscript or piece of writing material on which later writing has been superimposed on effaced earlier writing.
    – something reused or altered but still bearing visible traces of its earlier form.

Otto's Andy portrait
Portrait Andy

Otto sat on my lap while he drew this portrait of Andy – Grandpa. He observed his subject carefully to make sure that he included specific details, including the pointy beanie on his head, spiky hair, moustache and beard plaid shirt with collar. Andy showed Otto that drawing the stripes of the shirt with a curve showed how they go around the body. To the side, Andy also drew a sample hat showing the ribs of the wool and the rim of the hat. An earlier drawing on the back of the paper shows through and becomes part of the final drawing

 

Pirates – Part 1

Nudging Ned

a-sams-drawing

For many weeks Ned and Richard were playing pirates together. The day Richard said, quite politely, ‘Walk the plank, Ned’, things changed. Ned stamped his foot, got red in the face, and stormed off to the cubby house, shouting. ‘I’m the captain, Richard!’.

Ned refused to be in Richard’s story – the one where Richard was the captain. I had been watching this drama unfolding, aware that Ned always assumed the role of captain, and that Richard was getting a bit sick of being the pirate who always ended up in the shark-infested water.

I couldn’t help them work it out that day. I tried to help them find other ways to tell their stories.
‘You could paint or draw a picture about your pirate story.’
‘I can’t paint a pirate.’
‘You could each tell me the story that you’re thinking about, and I could write it down, and we could act it out at mat time.’

Richard was the first one to tell me a story.

‘There’s only Ned and Richard. There’s only two people. It’s about Ned and Richard. Ned and Richard fight with the swords and I’m the goodie and Ned is the baddie. There was a sea and I pushed him into the sea and I made him walk the plank.’

At mat time, Richard asked Ned to be the pirate who walked the plank. Ned shook his head, ‘No’, so Richard chose someone else. Ned wasn’t ready to take on that role – not in dramatic storyplay, and not as a character in Richard’s story. He as watched another child acted his part – a baddie being pushed into the sea. Continue reading

The day we found cat poo in the sandpit.

This post is in response to the Child Care Collection Online Course – “Potty” Story 1 http://www.naeyc.org/tyc/poop-machine , and “Potty” Story 2. Define “potty.” Define “scientific thinking.”

At kindergarten one day we had to warn everyone not to go into the sandpit until we had dealt with the overnight offering left there by one of the neighbourhood cats.

I was annoyed that we were still having to deal with this problem because the promised sand pit cover hadn’t arrived yet, but I did what I always try to do when these kind of problems arise. I paused, assessed the situation, and then set about fixing it as quickly and calmly as possible. At the same time I watched and listened to see how  the children were responding. I sensed a heightened level of excitement as the word ‘poo’ spread through the group.

There’s dog poo in the sandpit!
Where? Show me! 
Ooh!
Yuck!
Errgh!
Pooh!
My cat did a poo in our sandpit.
Mine too! Mum said we’ll have to get a cover for it.
(I sigh)
Let’s make a sign. Come on!

We put the signs up near the sandpit, and no-one went into the sandpit until it was safe to do so.

dog-poo-1In the sandpit.
Dog Poo

dog-poo-3
Poo

Throughout the year making signs had become an integral part of the program. These children knew how to make signs to warn, control, direct, make announcements, and advertise.They had learned the art of using words, images and symbols to get their messages across in simple and direct ways.

these-children-are-bricoleurs-copy

A 68-word story

Sorry for the poor quality of the reproduced drawing. I hope you get the idea how Tyler used the drawing to help process his thinking.

And there was the day Tyler asked me if he could ‘do a play’.

Sure, I’ll just go and get my writing book and a pen. 

Tyler fetched a large sheet of drawing paper, and the red, blue, green, black, and pink markers. He placed these side-by-side on the table, and said:

Captain Planet gave some rings, with diamond rings, to little kids.

While I was writing Tyler started his drawing. Up in the top right hand corner of the paper he used the blue marker to draw Captain Planet. Then he started on the rings, which he placed on either side of Captain Planet, and as he drew he said,

A red diamond on it.

A pink diamond.

A blue diamond.

Now, there’s two more.

Now let’s see – green, I think.

Now, one more.

Blue – water.

Red is fire.

The pink one’s heart.

The green one’s …

I’ll just make up a name for green.

The Black one’s wind.

I’ll just call green, earth.

 I need to draw the little kids.

Red is fire.

Now, what was the second one?

Heart Continue reading

Drawing

Sharing a link:

WHAT CAN WE LEARN FROM CHILDREN’S DRAWINGS?

http://theconversation.com/what-can-we-learn-from-childrens-drawings-64527

Things that make an impression on them loom large on the page.

another drawing milestone is reached as children start to anchor their drawings on the page, where previously their objects had floated randomly in space.

They draw in baselines and skylines, usually thin lines of green grass and blue sky, as they try to represent the world they see around them.

drawing-23-1

Drawing, anon, aged 5

Image © Janet McLean