Eleanora Eden on fri 23 apr 10
Oh, this reminds me so much of Sylvia Ashton-Warner's book "Teacher".
It is one of my all time favorites. She was a teacher of Maori children
in the back country of New Zealand, married to another teacher, raising
a large family, trying to make space to do her art. Must have been in the=
'50s.
Ashton-Warner wrote a few other books. Enjoyed everything I got my
hands on.
Eleanora
>"In the Early World", is on my short list of my favorite books in the
>world. it is the story of a young teacher who is assigned to a small, one
>room school in the New Zealand bush.. Written , by the teacher, it is an
>incredible, yet incredibly simple, inspiring account of how he and his
>students use craft: making pottery, batik, poetry, etc, to learn about art=
,
>writing, science, math etc. it is about curiosity, resourcefulness and a
>crafts based education.
>It is very inspiring, and a lovely book, full of the children's creative
>work and learning process.
>Here's a link and also the review from a New Zealand source.
>I found a used copy in Powell's bookstore in Portland over 20 years ago an=
d
>it is one of my most valued reads.
>The following is reprinted from the linked page
>
>"In the early world"
>
>Elwyn S. Richardson
>
>Although In the Early World was first published in the 1960s it is as
>relevant now as it was then. Integrated curriculum, values education, the
>arts, inquiry learning, philosophy, and creative thinking are all part of
>the story told in this remarkable book.
>
>"New Zealand's reputation for innovative and creative educators has depend=
ed
>on the courage and wisdom of teachers like Elwyn Richardson. In the Early
>World is a story about learning, told by a teacher who believed passionate=
ly
>that creative thinking and intellectual growth are inextricably linked.
>
>"It is timely in the 21st century to recapture teaching as an art. In the
>Early World inspires teachers to take risks, to contemplate values and
>philosophies as central to the learning-teaching process and to adapt
>prescribed curriculum to the children's own desire to explore, inquire and
>create."
>Centre for Professional Inquiry, Auckland College of Education
>
>In the Early World is one of the great books about New Zealand education a=
nd
>is unique in presenting creativity at the centre of children's learning.
>
>http://www.nzcer.org.nz/default.php?products_id=3D179
--
Bellows Falls Vermont
www.eleanoraeden.com
phil on fri 23 apr 10
Hi Stephani,
Below...amid...jus' a little...
----- Original Message -----
From: "Stephani Stephenson"
> oh haha, i am replying to my own post. ah well an antidote to boredomn is
> the ability to have a conversation 'among' one's self, yes?
I know the feeling...
> Elwtn Richardson wasn't really employing any new 'teaching methods'.
> he found him self in a tiny school way out in the boonies.
> probably a dozen students, of all ages.
...wish I could have been there...
> his approach was hands on. his gift was an ability to challenge the kids =
,
guide the kids and yet let them not only solve the problems but engage in
forming,and sharing the the questions and processes as well as the
solutions.
These were country farm kids for the most part, and there was no art supply
store anywhere.
Sounds good.
When I was in grammarschool, and, then, unfortunately, hi-school...one was
never allowed to 'solve' any sort of 'problem', the problem of school
itself, particularly.
The curriculum consisted of ways for internalizing varied introjections of
insoluable problems, untill one was overcome by that, or those, and became
them, ensuring a good return for stockholders and managers of of paxil,
viagra, sris, stds, est, hmos, iras, irs, du, nsa, bs, ncic, thorazine,
suvs, polyester, melamine, etc.
> In order to make pots, they had to figure out how to make a good
> claybody,
> one that would form and fire well. The kids and the teacher together
> devised ways to measure and test soil and clay bodies. enter math and
> science, as well as problem solving.
Yes...when emblematic Methods have an actual applicability, it is far
happier, healthier and more engauging.
> they made test pots, etc, etc. then they figured out the best ways to mak=
e
> successful pots,how to make tools to help them form and decorate the pots=
,
> as well as exploring expressive aspects of the medium of clay.
> the same thing for a kiln. they had to figure out how to fire the pots,
> etc. etc
I am very surprised this was allowed.
Where was the bored-of-regents? Too drunk or coked and whored out to notice=
?
Usually they peek in once in a while, no?
> When they wrote, they also illustrated, and when they illustrated, they
> made
> printing stamps and learned how to batik their stories, as well as write
> and
> tell them.
How sweet!
> yet it was all pretty unassuming and unfolds in a refreshingly natural
> way.
> the other thing that unfolds beautifully in Richardson's narrative, is
> how
> the children interacted. because they were also teaching each other, not
> just doing what the teacher sai, but taking on tasks and responsibilitie=
s
> for other's learning, not just their own. so there is wonderful
> development
> of leadership, communication, sharing , listening, all of it.
...about what Human Beings would be doing, if not prevented by over-meddlin=
g
and over-management.
> Stephani Stephenson
Nice to hear...
Love,
Phil
L v
Stephani Stephenson on fri 23 apr 10
"In the Early World", is on my short list of my favorite books in the
world. it is the story of a young teacher who is assigned to a small, one=
=3D
room school in the New Zealand bush.. Written , by the teacher, it is an
incredible, yet incredibly simple, inspiring account of how he and his
students use craft: making pottery, batik, poetry, etc, to learn about ar=
=3D
t,
writing, science, math etc. it is about curiosity, resourcefulness and =
=3D
a
crafts based education.
It is very inspiring, and a lovely book, full of the children's creative
work and learning process.
Here's a link and also the review from a New Zealand source.
I found a used copy in Powell's bookstore in Portland over 20 years ago a=
=3D
nd
it is one of my most valued reads.
The following is reprinted from the linked page
"In the early world"
Elwyn S. Richardson
Although In the Early World was first published in the 1960s it is as
relevant now as it was then. Integrated curriculum, values education, the=
=3D
arts, inquiry learning, philosophy, and creative thinking are all part of=
=3D
the story told in this remarkable book.
"New Zealand's reputation for innovative and creative educators has depen=
=3D
ded
on the courage and wisdom of teachers like Elwyn Richardson. In the Early=
=3D
World is a story about learning, told by a teacher who believed passionat=
=3D
ely
that creative thinking and intellectual growth are inextricably linked.
"It is timely in the 21st century to recapture teaching as an art. In the=
=3D
Early World inspires teachers to take risks, to contemplate values and
philosophies as central to the learning-teaching process and to adapt
prescribed curriculum to the children's own desire to explore, inquire an=
=3D
d
create."
Centre for Professional Inquiry, Auckland College of Education
In the Early World is one of the great books about New Zealand education =
=3D
and
is unique in presenting creativity at the centre of children's learning.
http://www.nzcer.org.nz/default.php?products_id=3D3D179
Stephani Stephenson on fri 23 apr 10
oh haha, i am replying to my own post. ah well an antidote to boredomn is=
=3D
the ability to have a conversation 'among' one's self, yes?
Elwtn Richardson wasn't really employing any new 'teaching methods'.=3D20
he found him self in a tiny school way out in the boonies.
probably a dozen students, of all ages.=3D20
his approach was hands on. his gift was an ability to challenge the kids =
=3D
,
guide the kids and yet let them not only solve the problems but engage i=
=3D
n=3D20
forming,and sharing the the questions and processes as well as the sol=
=3D
utions.
These were country farm kids for the most part, and there was no art supp=
=3D
ly
store anywhere.
In order to make pots, they had to figure out how to make a good claybo=
=3D
dy,
one that would form and fire well. The kids and the teacher together
devised ways to measure and test soil and clay bodies. enter math and
science, as well as problem solving.
they made test pots, etc, etc. then they figured out the best ways to mak=
=3D
e
successful pots,how to make tools to help them form and decorate the pots=
=3D
,
as well as exploring expressive aspects of the medium of clay.
the same thing for a kiln. they had to figure out how to fire the pots,
etc. etc
When they wrote, they also illustrated, and when they illustrated, they m=
=3D
ade
printing stamps and learned how to batik their stories, as well as write =
=3D
and
tell them.=3D20
yet it was all pretty unassuming and unfolds in a refreshingly natural wa=
=3D
y.
the other thing that unfolds beautifully in Richardson's narrative, is =
=3D
how
the children interacted. because they were also teaching each other, not
just doing what the teacher sai, but taking on tasks and responsibilitie=
=3D
s=3D20
for other's learning, not just their own. so there is wonderful developme=
=3D
nt
of leadership, communication, sharing , listening, all of it.
Stephani Stephenson
| |
|
