Not doing much

Sometimes I think, when I look over this blog, that we've squashed a lot into our travels...but there are days when we do lots of 'normal' stuff - like we'd do at home, only we're doing it in Spain. The Man of the House (MOTH) and I have, by the last leg of our journey, recognised the importance of breathing and reflection time and if you're travelling with small people for a substantial length of time, this is something we'd recommend.

At home, we aim for an un-aptly termed 'project based homeschooling' (PBHS)  approach (inspired by the philosophy of Lori Pickett), which encourages reflection and extension of experiences and ideas through long, concentrated sessions of play and creative exploration. This was something I had optimistically hoped to continue while on our journey.

It has been somewhat challenging.

But, in the past few weeks, where we've tried for a more 'day on - day off' approach, bought some paints, more paper and other crafty things, and the concept of PBHS, and all the creativity that comes with it, has emerged a little. There isn't so much concentrated focus on one particular area (aside from Master A's life-time project of trains and now planes/rockets and Master T's 'big boats' and 'Gala' (Dali's muse)), but lots of processing is definitely evident.

So what do we do all day, in Spain, when not out and about?

• We go to the supermarket and look at (and try) food, books, and household items that Spain offers.
• We do the everyday stuff of cleaning, laundry etc, sampling Spanish detergents and tools.
• The MOTH works on his next project.
• We work with play dough, draw, paint and model.

Master T presents his turtle, the other two have been making bowls and food 'for winter' - perhaps inspired by a visit to the archaeology museum?

• We talk about stuff we've done and what we want to do. Meals can easily stretch out for more than an hour with discussions.
• We reminisce about home, our friends and family.
• We reminisce about this adventure.
• We build - boats, trains, planes, houses that incorporate all sorts of aspects of things we've seen, heard and experienced.

Tama and his 'big boat'

All the children have disappeared into a tent

• We watch a little bit of children's television in Spanish.
• We watch the Soccer World Cup with Daddy.

Nail biting stuff!

• We kick a ball around outside our apartment.

• We read and look at books.
• We craft and create bringing in all sorts of elements (kiwi, origami, rockets)

Master A and his kiwi burrow on a plane that can be a rocket ship in an emergency.

• Sometimes we go for walks.

A Sunday morning stroll around Castro-Urdiales

• We rest...

Master T, took creativity and rest to a whole new level...

• We probably annoy our neighbours with our loud shouting and noisy toys/games.
• We think about and plan out things to do when we get home. (And I anticipate/hope that the things we've seen and done will creep out over the next five years...stay tuned)

To this extent, Miss K has been talking about collecting fabric, while on our trip, to make a quilt. It's to be our first quilt project but we haven't been able to get to fabric/craft stores (that is we can't seem to find any).

So... we're asking friends both at home and abroad to search their fabric stashes and see if they have an 'international' bit of cotton cloth, about 20 x 20cm that they could send our way. Embellish it if you like; sew your name or country or add some lace to it -hopefully our 'World Piece Blanket' will come to life!

Leave a comment if you're able to contribute and I'll email you our home address.

Buenos noches from us lot and muchos besos!

Baskets of knowledge

When I sat down to write this post, I was going to muse over learning styles and the importance of role modelling (with a dreary explanation as to an absence of blog-presence over this last school term).

But something better happened.

How the post started:

 I wanted to share where I had been the last few months:
 

These last few months (entire school term for those at school), I've been shrouded in cloak of single-minded-ness as I bumbled through a work contract and readied our whare (house) for sale. I took little time to 'stock take' how I was feeling, how things were going home school-wise, and forgot to make time for me. 

Where the post was going

Because I'd been so busy being a good worker and 'mum', I'd forgotten to recharge my batteries. This week, I've pushed aside everything in the evenings to work on a crochet project I've been wanting to try for months. I'm a novice when it comes to crochet, I only learnt this January, but I am fully addicted. Miss K was watching me flit round the rounds of the basket and lamented that she couldn't crochet.

So I offered to teach her.

First hurdle (simply holding the hook), she lost it.

We tried again.

Next hurdle (holding the yarn), she lost it.

We persevered.

Third hurdle (making a chain) the plot was completely gone.

At this point I'm not entirely sure if it's my teaching style or her learning style that isn't compatible. We talked about 'trying' and practice (I've already had to restart the base of the basket about four times!), but she's not really open to it. We leave crochet for now.

That evening, I race through and complete my basket. It's lopsided. Somewhere I added in too many stitches (ah the importance of counting and sitting in good light). I take a photo to show my effort, then undo it and show photo and unwound basket to the kids the next morning. Miss K is astounded that I'd done what looked like an 'ok' basket, but started again.

(I apologise for the quality of the photo, but you get the idea... it was supposed to look more like this one)

I explain it's not so much about the perfection of the finished product, but learning how to do it that is really interesting. I start off on the rounds again.

This evening, after careful scrutiny I conclude that I've done it inside out! - not that it matters too much with crochet...

While we haven't revisited the crochet 'lesson', I've persevered with my project and the house has become a hub of woollen activity. Miss K has pulled out her knitting needles and is busy making 'nest strands' for her 'Wild Aotearoa' production she wants to put on (she saw a local production of 'Cats' in the weekend)... and that's another post. Master A is doing full-body string games with yarn and the wee tot (turning one next week) LOVES the big balls of chunky wool to unwind and play in. (For those still thinking in 'educational terms', tick boxes for co-ordination, patience, perseverance, mathematics, logic and science and technology).

What I wasn't expecting:

And here's where good ol' serendipity went and manifested itself right into this post!

In the last weeks of the school term, the MOTH was involved in the Class 5 play at Te Ra, where he has been teaching. The play (most excellent) enacted many Maori myths, including the retrieval of the three baskets of knowledge by Tane. I liked the idea of my 'basket' sort of tied up with the idea of knowledge building/sharing and went online in search of the myth. There are many versions, but I liked this one, particularly this discussion:

To some it is a metaphor for the ideal life, a journey of striving for knowledge and education and enlightenment, to become better people...But it is more. It is also a metaphor for the archetypal inner journey of the mystic, as he or she travels inwards, seeking always to find unity with the universe, and to become one with his or her concept or knowing of Io or God or the Supreme Being or the Way...

 

In creating and thinking about this funny little basket I'm crafting, I am reminded of the truths that home-schooling teaches me and that I need reminding of. When I strive for knowledge, when I model different ways of being in environments, interacting with materials and people, and seeking my peace/place in the world, I am guiding my children as they create and fill their baskets of knowledge. When I fill my basket, I can better fill theirs because a calm, content and peaceful Mum is most conducive to learning.

 

What we do all day is less about the 'outputs' of the kids, and so much more about all the 'input', we as a whanau (family) contribute.

 Now to finish this project (finishing... a lesson I definitely need to revisit!)

Thomas Edison and Picasso

I assume that the activities that go on in our house are not new to the converted and are probably carried out by the curious about homeschooling, but that's kind of  the point...you don't have to a home educator to channel Thomas Edison or Picasso and get nice and messy! So what did we do today?

The Science Bit...

Akira manipulates gloop

GLOOP!

We recently acquired (by this I mean bought as a result of my bag-a-book bargain addiction) an early 'chapter book' about Thomas Edison as a young boy. This has sparked discussion about history (in particular steam trains and transport) and a healthy interest in experiments, laboratories and science in general. Pulling out one of our 'things to make' books I found a recipe for 'gloop'. Keilani perused the same book and discovered a 'volcano', so this morning became a bit of a 'science' morning, although our kids called it 'making stuff'.

If you haven't tried making gloop, it's fascinating. It involves measuring and mixing (maths - tick) and discovering what happens with 'collodials' (that's the science bit).

To Make: Mix together -1 cup of cornflour 1/2 cup of water and a drop of food colouring, then experiment stirring it fast, running it through your fingers and banging it. It's not too hard to clean up and diluting it with water means it does wash away OK. Lots of messy fun.

We are currently building our volcano with salt dough pushed around a plastic bottle. Just waiting for the dough to dry, which might take a wee while given current weather conditions! We'll keep you posted as this develops.

Building the volcano

The Arty Bit

Since homeschooling Keilani had been expressing a real reluctance to draw. After some discussion, it emerged that she didn't like drawing because she 'couldn't draw real' and other people's drawings were better than hers. She had been quite an avid painter (painting her face and entire body at kindergarten once in khaki green - she was being a dinosaur) and I was curious if talking about and looking at other styles of painting and art might encourage that creativity again. We came across a book in the library called The boy who bit Picasso.  After thoroughly enjoying the account, we've found some other books about Picasso and Keilani is fascinated by him and his work.

I also read somewhere that homeschooling parents should worry less about buying books for their children, and invest in books for themselves that inspire them. By exploring what you are interested in will encourage children to see and learn from that enthusiasm for your interest/passion (a thinly veiled justification for book acquiring). They might not want to do the same thing, but as a 'tour guide' you make the offering. I love art and creating. I borrowed the Usborne Complete Book of Art Ideas from the library (added it to my wish list on book depository). Keilani has pointed out several things she wants to try (hurrah) and I think it might be fun to try at least one new art medium a week, or fortnight, or month... maybe...

Artists at work

This week we tried blow painting. Wet watercolour paper with water (available really cheaply at the 'Gold Store' or the 1-2-3 dollar shop), drop food colouring onto paper (highly recommend pouring the colouring into small containers and using an eye-dropper after several near messy accidents), and using straw, blow colour about. We're also going to try with diluted water colours.

Keilani likened her efforts today to that of Picasso - YAY :-)

After being arty and scientific, we had a play date and went to ballet - tick boxes for 'socialisation' and 'culture and physical education'.

By the way... we just got to the bit in the book where we learn... Thomas Edison was homeschooled!

Where the Wild Things Are

Before anyone thinks that homeschooling looks easy and that I'm some kind of super mum, there are days when it's chaotic, messy and downright tiring. There are days when I think I'm sinking in household mess, work, noisy and erratic children and I wonder what the heck I am doing. This week has been rather full of them and I wondered if the 'honeymoon' is over.

Our Tiny Tot (TT about to turn 8 months) has taken to 3am grizzles and comfort feeding for HOURS. This seems to have coincided with a flurry of work on a short term contract, higher stress levels and Mummy absentee-ism for a few hours here and there over the past two weeks. Our regular rhythm as been completely thwarted. Until today I thought the kids were turning into 'Wild Things'. Major rumpuses have suddenly become the norm...and then I realise, it's me. I'm snappy, sound sensitive and intolerant. I'm tired.

Homeschooling is teaching me about the rhythms of life. I'm reminded that I need to look after me, get some time out and get to bed early so I can help 'hold' the days better with the kids. As I look over our weekly journal, I see that the days that flow better are the ones where there is a sense structure, 'outputs' (be that  a page in a work book, a letter for a friend or a painting) and connectedness. For now, this is what the children need. It's a juggle with work and baby, but with a few minor adjustments, reflection on the fun stuff, it is doable...

Reflecting on the fun stuff... yes, we are learning!

Flats on tour

We have been focusing on remembering to include and record things for our flat travellers from Paris. We haven't had any of our flats come home yet from overseas, but this week we received an email from Paris with photos of Akiras 'wekas' and Keilani's 'hairy caterpillar'. I'm also doing an exchange with the Mum of the family. One of the flats came to gym with Akira and they helped with the salt dough creations we made on Wednesday.

Salt Dough

Salt dough items have been created for the shop. We learnt about mixing and measuring, ,ratio (one cup salt to two cups of flour), changes when mixing things, and mass and volume (big fat things take longer to cook through), not to mention creativity and fine motor skills! Next step painting!

I also made a few alphabet letters. When they dried, Keilani began to manipulate and put them into alphabetical order. She then asked me to make the whole alphabet. Jennifer Hallissy talks about this in her book The Write Start (both her book and her blog are inspirational). 3D interaction with letters (and numbers) are a great way of reinforcing and engaging children on their literacy journey.

Mail Bag

Our children LOVE getting mail. They love checking the mail box, so if you are in the mood for exchanging letters, we have willing recipients. Akira has been particularly busy this year, sending pictures to unsuspecting friends here and in Australia and receiving lots of exciting mail. Today he recieved a three page letter from Aunty Jo sent (which is now carefully pasted in his scrap book). Yesterday, creative Aunty Jo's postcard jigsaw puzzle from Oz arrived for Keilani (Akira's arrived last week. They were sent the same day. We put the week long delay down to the Aussie post :-)) There is something magical about getting a tactile item in the letter box and it helps reinforce writing skills and appreciation for the time and energy it takes to write and post something.

Memories are made of this

Tuesday's rain fall resulted in buckets of water on our deck. Keilani and Akira went panning for gold on their summer holiday down to the Westcoast (South Island). It's obvious they enjoyed the experience as they spontaneously renacted panning for gold for a long time in our buckets of water on Wednesday.

And you know, living with the Wild Things isn't too bad... if  I don't roar my terrible roar too much ;-)