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1. How is light different from our other inquiries?

it is not considered a ‘material’

it is something that can be generated easily rather then using other materials or objects to create it

it can be created anywhere and at any time

2. what is light capable/not capable of?

it is capable of changing

moved in different directions

reflected

made at any time and practically anywhere

it is incapable of being 3D

angles being changed

3. how does light respond to other materials in it’s environment?

it can be reflected

disappeared easily

https://www.123rf.com/photo_60695502_light-and-shadow-pattern-on-floor.html

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Introduction.
This is one of the topics, out of all of them that I was most confused about because my initial thoughts were: How is light a material? How can we make light moveable? How can we change it?

1. what does it mean to ‘listen with light?’

listening does not necessarily mean that we must listen with our ears, but with our eyes, touch and all the other senses

2. how does light give us opportunity to think with shadows?

light can be changed into shadows which is explored in the idea of lightness and darkness and how darkness is linked to shadows, how we can change or manipulate the shape of shadows by using different objects, our bodies, shapes and mirrors.

3. What do shadow/transparency teach us about light?

How we can manipulate light and shadows and the ‘material’ or ‘texture’ of the light. How does it feel to us? How does light differ from darkness in the way that it feels?

4. how might we ‘think with light’

thinking with light means thinking with a material that we cannot feel per se to ‘normal’ materials, but how a different way of thinking through something that we cannot feel, how can we think this way about other things or objects?

5. where does light come from/what makes it?

light comes from the sun, it can reflected off mirrors and is changeable

6. What can we see with light?

we can see reflections

colours of the rainbow

colours within the light such as yellow or white

we can see darkness within light

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Week 3- Clay Reading- ' Clay stories: Contemporary Indigenous Ceramics from remote Australia'.

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Week 3- Clay Reading- ' Clay stories: Contemporary Indigenous Ceramics from remote Australia'.

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1. How do materials connect us to place?

the freedom to express ourselves however we like and with clay this is easily manipulated

2. how can we support and provide opportunities for children to tell a story through materials?

as educators we have to encourage children to express themselves freely through the manipulation of materials and we can therefore allow children to lead their own learning, as long as they do not hurt others or themselves in the process.

https://artguide.com.au/clay-stories-contemporary-indigenous-ceramics-from-remote-australia

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Here I will be introducing what I think/feel about Clay.

When I touch the clay it can easily be moveable if you put pressure or force on it, when you initially pick up the clay it feels cold and semi-hard but also warms up to your hards once you put force onto it. It reminds of how when I was in primary school and how much I loved working with clay. I loved it because you could change it into anything you like and it can become whatever you want. Clay has many stories because it can be moulded into anything and pushed back together. This clay could’ve been of any size and shape previously to when I had it. It feels different to past inquiries because it focuses on a more mainstream type of material and can be easily changed because of the elasticity.  I am attached to it because it is ever changing and you can manoeuvre it however you like. I am repelled by some properties such as the initial stiffness of the clay, the gritty feeling it leaves your hands after you’ve touched it and the smell.

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Week 2- Junk/loose parts. Reflective questions

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Week 2- Junk/loose parts. Reflective questions

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1. how does the idea of materiality fit with the idea of playwark and loose parts?

Materiality is anything that is an object or a material and loose parts/junk fit into this category, although it is not the norm when people think about materials to think of junk and loose parts, but because of this children love exploring with these ideas more because they become more autonomous and they get think for themselves and become advocates in their own learning. children want to create their own opinions through multiple opinions from different people.

2. How do you marry the idea of the ‘beautiful’ with loose parts and junk?

I see ‘beautiful’ as a starting point for junk/loose parts because it still is a narrow-minded view of this topic because it touches on aspects of how children can learn through loose parts and junk. I believe that loose parts and junk should be in a broader concepts outside the classroom where it mostly student lead

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Week 2- Junk/loose parts. Reading, 'Beautiful Stuff'

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Week 2- Junk/loose parts. Reading, 'Beautiful Stuff'

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In this reading I see that many children are making things out of nature, plastic, newspaper, ribbons, paint, shells and blocks.

I also see that many children are making or building blocks

Children in this article have been documented about their learning and what I find interesting is that every child builds or creates something different with what seems to be different textiles and materials. Not once in this reading have I seen a teacher include themselves in the documentation as it seems to be child-lead. but what I would love more to be explored in this reading is risk and how a child can use materials as a way of managing and exploring risk, instead of a child sitting in the classroom at a desk and creating small sculptors, how can materials be explored in a bigger scale?

https://www.youclevermonkey.com/2014/07/beautiful-stuff-project.html

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Week 2: Junk/loose parts. Histories of the material

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Week 2: Junk/loose parts. Histories of the material

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Junk was previously, usually, parts of a bigger-picture. For example: a piece of wood may of been apart of a shed or cubby-house, the pieces may be broken or scratched. during this week there were many different types of junk such as wood, metals, newspapers and different sorts of plastic materials. these kinds of junk mainly can have short-term uses. Plastic straws were used to sip drink, but now are used to be cut into pieces. this is when I think to myself, how can children be interested in these materials/objects?

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Week 2- Junk/loose parts. Plas Madoc (Adventure playground). 

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Week 2- Junk/loose parts. Plas Madoc (Adventure playground). 

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My first thoughts towards this imagine is that it would be so much fun as a child to play in this playground and I wonder if there would be many possible hazards in this playgrounds and if the staff would let the children take upon these risks or remove the risks themselves? Children love to bend the rules and see how far things can take them, so how would that work in this setting? This makes me think how can we let children explore and be themselves in this space and allow them to respect the boundaries but also let them further their exploration?

https://www.theguardian.com/lifeandstyle/2014/may/10/perfect-childrens-playground-the-land-plas-madoc-wales

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Here I will be introducing the idea of junk and loose parts and adding questions.

Junk is considered to be something that is not of use anymore, but use to have value, something scrap, something old and had a one-use value, the exact definition is 'something of poor quality, little meaning, worth or significance'. The history of junk is never ending, most junk seem to have a one-use value to it, we tend to use things in our lives that are of one or little use and the discard it and for some reason it is therefore considered to be 'junk'. When I initially hear that we were doing the Junk inquiry this week I was confused as I thought 'why would we use junk as teachers?' I thought 'what happens if a child hurts themselves?' and 'how can I create some autonomy if they were to play with junk?'

https://www.merriam-webster.com/dictionary/junk

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Week 1- Anslem Kiefer and my future professional practice

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Week 1- Anslem Kiefer and my future professional practice

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Anselm Kiefer was an artist that focused on different materials to show mostly themes of trauma experienced by societies and rebirth and renewal in life. One of his most famous sculptors was a big stack of books with different types of paper and materials. He used materials such as straw, ash, clay, lead and shellac. He is well-known for depicting taboo and controversial issues from history, ideas and themes.
Chidlren must have a range of different materials and of different types of the same materials so that children can effectively explore and learn, we must support them in a way so that we can encourage them to take calculated risks and for the child to make their own opinions by giving them lots of different opinions
https://www.wikiwand.com/en/Anselm_Kiefer

https://en.wikipedia.org/wiki/Anselm_Kiefer#List_of_Works
http://fxreflects.blogspot.com/2009/03/anselm-kiefers-books.html

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Week 1- Paper. 'Histories and tensions surrounding paper'

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Week 1- Paper. 'Histories and tensions surrounding paper'

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I wanted to explore the ideas of paper and histories in this paragraphs.

Some of the paper's histories that I am familiar with is that paper is something that has changed the discourses of the way humans live. Paper can provide facts, truths, lies, news, scandals, information, stories, documentation. The idea that recycled paper use to provide a different reality for something or someone. The histories of paper go as far back as the early Chinese empire, which paper was made out of 'plant-like fibres'. Because of the invention of paper during this time (105 AD), it made the country easier to govern.

In relation to the materials that we have in class, some materials that I have explored are mostly paper, plastic bubble wrap, straws. All these materials came from factories and previously to this, all these materials were once apart of nature. It makes me wonder that everything that we touch use to be apart of nature whether it was an object or an animal.

These materials have become an important way of learning through feeling, hearing and touching and how children can learn from these experiences.

https://en.wikibooks.org/wiki/Papermaking/History_of_paper

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Week 1- Paper: Reading 'The relationship between documentation and assessment'

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Week 1- Paper: Reading 'The relationship between documentation and assessment'

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In this reading I wanted to link how assessment and documentation can link to this paper inquiry.
Documentation is seen as something that takes place at the end of an experience and seen as an overall reflection, but for Reggio Emilia documentation is taken throughout the learning discourse and maintains relationships among families, children and Educators and involves both the child and the teacher as learners in the process. Within documentation we need to get children to understand the 'why's, how's and what's?' As each child asks the people around them for answers, they are asking not because they want an answer but because they want to develop their own answer from the multiple perspectives that they are given.
The child is like the 'researcher' and it is easy to decline this idea if adults are quick to answer and with certainty. If a child asks 'it's raining because God is crying', we could reject this thought easily and tell them it's not God, but the clouds. How can we encourage children to make theories as explanations? Humanity has developed through our search for reason. How can I as a pre-service teacher not only accept what a child believes what a piece of paper is capable of, how it can be manipulated, pulled apart and played with? How can I explain to a child a different reason as to what the piece of paper can do when the child plays with it, that is different from other educators and parents' perspectives?

https://www.reggioalliance.org/downloads/relationship:rinaldi.pdf