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portable , mobile, flexible, fluid

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How did I explore with this material????*crunching* *folding* tearing* grabbing* ripping*making shapes*screwing up*scrunching       When we were first given the chance to explore with paper, there weren’t any scissors available. I felt a sudden glimpse of frustration, as I couldn’t cut a straight line and had to rip the paper un evenly. The ripped paper then evoked memories of my childhood when I used to do a lot of Paper Mache when I was young, especially for art projects in primary school, and for my party’s I would work with my mum to make piñata's. The feeling of frustration soon revealed a sense of happiness.

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How did I explore with this material????*crunching* *folding* tearing* grabbing* ripping*making shapes*screwing up*scrunching       When we were first given the chance to explore with paper, there weren’t any scissors available. I felt a sudden glimpse of frustration, as I couldn’t cut a straight line and had to rip the paper un evenly. The ripped paper then evoked memories of my childhood when I used to do a lot of Paper Mache when I was young, especially for art projects in primary school, and for my party’s I would work with my mum to make piñata's. The feeling of frustration soon revealed a sense of happiness.

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HOW DO MATERIALS INVITE OUR BODIES TO MOVE?   My questions in exploring MATERIALITY	Is paper waste? 	How do materials invite bodies to move?  	How do materials create Dialogue between children?	     How people view materials ( messy)?	How materials congregate children together? 	     How materials enhance children’s explorations and imaginations?	Does paper always have to produce an end product?	     How it connects children socially- through language, decision making?	How materials create story’s and tests our way of thinking and being?          	How can we honour materials in different settings/ weather change/location?	How materials can guide educators’ practice•	How material can deeply create connections that are wholesome and meaningful?

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HOW DO MATERIALS INVITE OUR BODIES TO MOVE?   My questions in exploring MATERIALITY	Is paper waste? 	How do materials invite bodies to move?  	How do materials create Dialogue between children?	     How people view materials ( messy)?	How materials congregate children together? 	     How materials enhance children’s explorations and imaginations?	Does paper always have to produce an end product?	     How it connects children socially- through language, decision making?	How materials create story’s and tests our way of thinking and being?          	How can we honour materials in different settings/ weather change/location?	How materials can guide educators’ practice•	How material can deeply create connections that are wholesome and meaningful?

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*MAGIC, DISCOVERY,WONDER,EXPLORATION,JOY,POSSIBILITIES,HAPPINESS,UNCERTAINTY,ENDLESS OPPORTUNITIES.

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In session 4 we were also exposed to the idea of “Junk playgrounds”. I attended to this idea with great curiosity and wonder. I love the idea that they are built with the intention to help foster children’s independence and creativity. After watching the video of the Junk playground in Wales, and Justine mentioning that there are adventure playgrounds that are around Melbourne, I was inspired to go out and experience one for myself. After session 6 on Friday I jumped on the train and headed to 'The Venny' in Kensington. As soon as I arrived it felt familiar, and I realised I had been once when I was little! This made this expedition even more meaningful to me!  The art on the floor, and inside the entrance building was bright and fluid, revealing emotions, fun and complex with great creativity.  When I entered the garden I felt a sense of magic cross over my body as it was full of cubby's, places to climb, places to explore and endless options to keep children busy. They even had guinea pigs and bunny rabbits! When I walked over to this cane nest cubby in a tree, it looked quite tricky to get into and I wondered how each child would get up there? Before I knew it a little girl raced over and started climbing with great strategy and concentration.Soon she was up in the nest with a big smile on her face.I chatted to a lady about the history of the place and found it so interesting to hear about the amazing place they keep up an running for children's imaginations to run wild, and for them to have the opportunity to just be kids! Here are some photos from my visit. I look forward to heading back! 

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In session 4 we were also exposed to the idea of “Junk playgrounds”. I attended to this idea with great curiosity and wonder. I love the idea that they are built with the intention to help foster children’s independence and creativity. After watching the video of the Junk playground in Wales, and Justine mentioning that there are adventure playgrounds that are around Melbourne, I was inspired to go out and experience one for myself. After session 6 on Friday I jumped on the train and headed to 'The Venny' in Kensington. As soon as I arrived it felt familiar, and I realised I had been once when I was little! This made this expedition even more meaningful to me!  The art on the floor, and inside the entrance building was bright and fluid, revealing emotions, fun and complex with great creativity.  When I entered the garden I felt a sense of magic cross over my body as it was full of cubby's, places to climb, places to explore and endless options to keep children busy. They even had guinea pigs and bunny rabbits! When I walked over to this cane nest cubby in a tree, it looked quite tricky to get into and I wondered how each child would get up there? Before I knew it a little girl raced over and started climbing with great strategy and concentration.Soon she was up in the nest with a big smile on her face.I chatted to a lady about the history of the place and found it so interesting to hear about the amazing place they keep up an running for children's imaginations to run wild, and for them to have the opportunity to just be kids! Here are some photos from my visit. I look forward to heading back! 

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Paper, you are static and still when used for words, but soon become fluid when fingers and wind entangles with you,

So smooth and gentle to stroke, yet you can become sharp and piercing like a knife when suddenly your edges meet fingertips.

You remind me of an actor as for one moment your crisp body can be used to store thousands of words, feelings and ideas, yet in a split second you can morph into the sky, as your body is bent, folded and prepared to take on a new life as a paper aeroplane.

Forever changing, evolving, becoming, whatever will you be next?

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After some inspiration from reading 'Encounters with Materials in Early Childhood Education'- Veronica Pacini-Ketchabaw,Sylvia Kind, Laurie L.M.Kocher, I asked myself some reflective questions such as - what if we think about paper with its own movements, own histories and possibilities? What if we think about paper with potential to move us as we work with it?

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After some inspiration from reading 'Encounters with Materials in Early Childhood Education'- Veronica Pacini-Ketchabaw,Sylvia Kind, Laurie L.M.Kocher, I asked myself some reflective questions such as - what if we think about paper with its own movements, own histories and possibilities? What if we think about paper with potential to move us as we work with it?

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This then evoked a play memory for me as growing up when I would watch my Dad read the newspaper, I would see the photos in articles of people, and wonder if those people thought about their picture in the newspaper, where it would travel, and how people would use the newspaper. I thought about people using newspaper to be scrunched and put in an open fire place when you light kindling, I thought about newspaper being shredded for animals to use in their cages eg: - guinea pigs, rabbits, and I also thought about newspaper travelling through the world as rubbish and litter when the news is done and dusted. Where would it travel to next? What would its existence continue and in what way?
When I was little I wondered if my photo would ever be taken in the newspaper, and if my face would be used on paper mache, or enter the oceans without purpose. This material  revealed a curious inquiry for myself, and I still do have those thoughts when I See anyone reading the newspaper.

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Experimenting with stencils and paint

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Bubblewrap- something I use when I feel anxious, to distract my mind and focus.

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I enjoyed imprinting with the bubble wrap and paint, it felt therapeutic and fun!

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I enjoyed imprinting with the bubble wrap and paint, it felt therapeutic and fun!

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In session 4, we were asked to think of a 'PLAY' memory, thinking about how we spent most of our days growing up. I was able to share with my peer circle group that I had an amazing, mysterious, lush green garden, filled with fruit trees, veggies, bright coloured flowers, a fish pond, a home made cubby house, a sand pit, and my favourite place of all, my garden. In each of the garden beds we had my  Dad placed rocks, and everyday I would rush outside and  look forward to turning over the rocks, and finding special, yet at times dangerous and different insects. We would often find "clippers"( our made up name for earwigs) and my dad would worn me not to get to close as if I got pinched, I would never forget that feeling. I carried a plastic container around with me always and would fill up my container with grass, leaves, dirt, water and make homes for the insects I would find. I was fascinated by the unknown, as each time I turned over the rock, I might of found a bunch of worms, or suddenly come across a dangerous red back spider. These memories evoked happiness, excitement, and that fluttery tummy feeling. To represent this memory that spoke to me deeply, I drew a sketch of how I remembered the bugs I would find.

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Bugs in the garden

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After reading  Anne Pelo's book - The Language of Art: Inquiry based studio explorations in Early childhood settings; I was inspired by reading about ways in which we can introduce new materials to children, as well as the important language we should use in an art studio. I often find myself saying " that looks great, tell me about it?" yet I sound like a broken record and want to think of new meaningful and inventive ways of making children feel appreciated, and there artwork respected and noticed.

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After reading  Anne Pelo's book - The Language of Art: Inquiry based studio explorations in Early childhood settings; I was inspired by reading about ways in which we can introduce new materials to children, as well as the important language we should use in an art studio. I often find myself saying " that looks great, tell me about it?" yet I sound like a broken record and want to think of new meaningful and inventive ways of making children feel appreciated, and there artwork respected and noticed.

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Fire Pit

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Squashed, rolled, pressed my finger imprints, smelt its earthy smell, listened to the squeaky, squelchy sounds, watched my fingers slip across its surface when I added water.

I enjoyed feeling its versatile body change through my fingers with the strength and force I applied.

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After reading chapter 5 from  'Encounters with Materials in Early Childhood Education'- Veronica Pacini-Ketchabaw,Sylvia Kind, Laurie L.M.Kocher- I was totally inspired after reading the Ecologies of practice, when an educator brings children into an atrium  to dance with children, using clay and ice to choreograph a dance. Before they begin dancing, the children are thinking with the clay, using multiple modes of engagement with the material to feel its properties and accustom their senses with its body. The ice and clay are entangled with bodies and then music is played to heighten and improve the experience, allowing children to deeply engage with the sounds, materials and their bodies. I loved reading this and was so excited to share this with my work colleague. I asked if it is something we could involve our group of children with, and it was a gigantic big yes! Here are some images from our like minded experience with clay.

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After reading chapter 5 from  'Encounters with Materials in Early Childhood Education'- Veronica Pacini-Ketchabaw,Sylvia Kind, Laurie L.M.Kocher- I was totally inspired after reading the Ecologies of practice, when an educator brings children into an atrium  to dance with children, using clay and ice to choreograph a dance. Before they begin dancing, the children are thinking with the clay, using multiple modes of engagement with the material to feel its properties and accustom their senses with its body. The ice and clay are entangled with bodies and then music is played to heighten and improve the experience, allowing children to deeply engage with the sounds, materials and their bodies. I loved reading this and was so excited to share this with my work colleague. I asked if it is something we could involve our group of children with, and it was a gigantic big yes! Here are some images from our like minded experience with clay.

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There are three girls in my class who spend almost the whole day in our art space, entangling with materials, and letting their creative and energetic flow bounce off each other. Sometimes they power through drawings and paintings, and they want to do another so quickly without really engaging with their first piece. By reading Anne Pelo's suggestions about slowing down children's art work and introducing materials properly and in a meaningful way, it inspired me to use this language with the children when attuning to their explorations with art materials. One little girl painted a circle on the page and was ready to take it off and put it on the drying rack. It was the perfect opportunity to put into action some of the language I had learned. " I can see you have explored with a circle shape, is there any other shapes or materials you could add to your work before you put it up to dry? This then got her thinking and soon she grabbed some nearby charcoal and started to add some lines to her art. I was so happy I could put this learning in action! Thanks Anne Pelo!

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There are three girls in my class who spend almost the whole day in our art space, entangling with materials, and letting their creative and energetic flow bounce off each other. Sometimes they power through drawings and paintings, and they want to do another so quickly without really engaging with their first piece. By reading Anne Pelo's suggestions about slowing down children's art work and introducing materials properly and in a meaningful way, it inspired me to use this language with the children when attuning to their explorations with art materials. One little girl painted a circle on the page and was ready to take it off and put it on the drying rack. It was the perfect opportunity to put into action some of the language I had learned. " I can see you have explored with a circle shape, is there any other shapes or materials you could add to your work before you put it up to dry? This then got her thinking and soon she grabbed some nearby charcoal and started to add some lines to her art. I was so happy I could put this learning in action! Thanks Anne Pelo!

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On reflection from an interesting conversation in my peer group around loose parts/materials, I tried to explain that I love the idea of loose parts, fludity, creativity and the unknown, yet when they are exposed and displayed for children to use in " dump" piles as Justine informed me, that is something that makes me feel uneasy and cloudy. I strongly believe that children should have adequate space to explore, create and be with materials and loose parts, but in the way they are displayed must be respectful to the individual materials, otherwise in my opinion they don’t seem to be valued in the beginning, therefore there respect won’t be valued throughout their encounters with children.

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On reflection from an interesting conversation in my peer group around loose parts/materials, I tried to explain that I love the idea of loose parts, fludity, creativity and the unknown, yet when they are exposed and displayed for children to use in " dump" piles as Justine informed me, that is something that makes me feel uneasy and cloudy. I strongly believe that children should have adequate space to explore, create and be with materials and loose parts, but in the way they are displayed must be respectful to the individual materials, otherwise in my opinion they don’t seem to be valued in the beginning, therefore there respect won’t be valued throughout their encounters with children.

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Paper making is something I have been curious about, but never tried to investigate.I decided to research and found that paper has become a sophisticated science. Once a tree is cut down, it goes to a mill where it is debarked and then chipped into tiny fragments by a series of whirling blades. These fragments are then “cooked” in a vat with water and several chemicals, including caustic soda and sodium sulfate, to make a gooey slurry known as pulp. In the final stages, additives such as starch, China clay, talc and calcium carbonate are added to the pulp to improve the strength and brightness of the paper. Then the pulp is bleached to a white colour using water and chlorine before being pressed into rolls and dried.    source- https://www.ecology.com/2011/09/10/paper-chase/

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* Live in the world in multiple ways
*Evoke memories
*Narrate stories
*Invite actions
*Communicate meanings
*They live, speak, gesture and call to us
* They help us to invent, create and experiment.

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In session 6 I had a reflective conversation with Justine on Loris Malaguzzi's approach. We spoke about the importance of educators taking time to watch, learn and be with children. We spoke about many educators being to quick to judge on interests  example; such as a child picking up a dinosaur, and then educators immediately thinking that that child has a strong interest in dinosaurs, therefore we need to set up a dinosaur space to accommodate that child's interest. It is so important that we sit, watch, and provide children with materials and space to generate new understandings, foster their own interests, and allow them to be. I know myself have been to quick to judge in situations where I have observed children's play, therefore I have taken on board our discussion to be patient and allow enough time for children create their own learning identity and will remind myself of this when I am watching children become activated in their world.

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The children helped to set up the clay studio with sheets on the floor, small mounds of clay placed around, and then the ice trays emptied. The music I chose was slow progressive psy, and as I played the music, I watched the children’s hands press, squish, pinch, throw, scrape, slice, engrave, carve, transform and move their bodies with the clay and Ice. A lot of the children found pleasure in hiding the ice blocks in the middle of their blob of clay. Feeling and watching the clay slowly become slimy and versatile between their fingertips. Some children made microphones with the clay; others pretended it was poo! Imaginations ran wild, and it was an amazing experience that captured children’s movements in a rhythmic range of ways. I will definitely be introducing this idea again with different genres of music, to watch how the children think with the materials!

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when having a chance to engage with the clay, I was looking through a socio material perspective ( Journeys,2015) which is when you see that the social and material worlds are mutually transformative, and that materials play an active part in shaping learning. I could feel that the clay was activated and that it became a partner through my play and exploration. Kind(2010,pg 125) states that ' the clay becomes a partner in the creative process, an object of encounter, rather then a medium for re-presenting thought' and I couldn't agree more.

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When using the clay, I thought about where Justine had sourced it from? Justine shared with another student that she had picked it up from Northcote pottery supplies. I needed to go deeper to find out where the clay had ACTUALLY come from. I checked out their website and couldn’t find further information, so I gave them a call and spoke to a lady who told me they got their clay from Bendigo ( Dja Dja Wurrung & Taungurung Country). I then started thinking about place, and how that was once the clays home. When thinking deeper, I got sad thinking about the clay being taken away from country, and if its home felt damaged or lost. After learning Indigenous knowledges through some previous units, as well as having a strong connection to Annette Sax a Taungurung Woman through our Kinder program at Clare court, we talk to the children about looking after country, and only taking from country, what we can give back. It made me think, what if I returned to Bendigo with some clay, and used it out on country, on its home, where it was from? My thinking might seem silly, yet I felt emotion seeping from the clay, and wanted to think about how it can be looked after and acknowledged as not only a material, but an agent that takes an active part in shaping our learning.

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https://art21.org/read/gabriel-orozco-thinking-with-clay/
Orozco’s way of thinking with clay generated new thoughts and inquiry for my thinking.  He says “When an object has a logic on its own, it starts to talk of many other things. It’s not that it represents anything, but it represents its own reason to exist, in a way, as a material—as clay, terra cotta, in relation with bricks, in relation with construction, with pottery, with many things, and the body. Then it’s representing the movement that makes the shape. On its own, it has a finish and a reason that somehow justifies that it exists".
Through our exploration with clay, it has now changed my perception and understanding of not only its texture and ability, but its important life and value within our materiality world.

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Today for our last exploration we finished off with light. Although it was a short and sweet chance to explore light, It really resonated with me and I felt like this was a beautiful send off from our journey of material exploration. As soon as I entered the room, the bright, shiny arrangement of loose parts, paper and craft materials made me smile.The colours and materials were aesthetically pleasing, and soon I noticed the roof and the unusual unique patterned projections, which gave me a warm fuzzy feeling and an eagerness to try create my own.

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Light makes me think about movement with shapes and patterns, with projections of shadows forming story's and games. Again this material has evoked a play memory for me, as when I was young I would love projecting shadows onto my wall with a torch or from the shine of my reading lamp. I would make different types of animals, my favourite being the aardvark. I am an only child, so I spent a lot of time exploring with my imagination, making up games and taking on the role of many different voices in my made up games. This is something that would wind me down before I went to sleep.

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Today in class I thought about colour, shine, projection, blending, transforming, direction, un tangible, yet tangible materials used to enhance our exploration experience. I had fun, and I was intrigued on how my hands and mind wanted to explore the light interactions with the other materials we have explored with over the last few weeks. I enjoyed layering materials and watching to see if colours would change or become enhanced with my movements. I was able to explore the physical properties such as texture and shape, but it also sent my inspiration into further investigating how light can be so important to us in a range of ways...

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My busy life never allows me to stop for long enough to explore a certain topic or material ( unless for uni of course) so with an opportunity to learn more about light, I thought about how it affects me in a personal way. Each night before I go to sleep I put on my electric oil diffuser which projects a beautiful arrangement of blue, pink, purple, green and red  light in rotation with the essential oil scented steam. Immediately with this acting as a lamp, I feel calm and distracted and ready to relax. I did some research and found some interesting facts about  different coloured lights.

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My busy life never allows me to stop for long enough to explore a certain topic or material ( unless for uni of course) so with an opportunity to learn more about light, I thought about how it affects me in a personal way. Each night before I go to sleep I put on my electric oil diffuser which projects a beautiful arrangement of blue, pink, purple, green and red  light in rotation with the essential oil scented steam. Immediately with this acting as a lamp, I feel calm and distracted and ready to relax. I did some research and found some interesting facts about  different coloured lights.

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*Exposure to blue light during the day can give us some extra energy and make us more alert, but at night time it can become a problem. Exposure to blue light from smartphones and laptops in the hours before bedtime suppresses our bodies’ production of the sleep-inducing hormone melatonin, which can make it hard for us to drift off to sleep. ( note taken- as I often take awhile to drift off to sleep)
* Red light is ideal for evenings because it has a low colour temperature, far lower than regular sunlight. Switching to natural red light in the evenings can help your body ease into its sleep cycle more naturally. ( I couldn't help myself on the way home from uni, I stopped off at an op shop and what an absolute perfect purchase I made that fits so well into this research??! A beautiful red shell light! I cannot wait to try tonight!!!!

http://mentalfloss.com/article/88046/6-ways-light-can-affect-your-emotions

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Today in class I spoke to Justine about my familiarity with the light projector as we have used it recently with an exploration of microbes in My Kinder group at Clare Court. I printed off different versions/types of microbes and projected them onto the wall, inviting children to immerse and entangle their bodies and movements, tracing patterns and exploring the possibilities light can produce. Now that I have a greater appreciation for light, loose parts, and paper through our exploration of these materials over the last few weeks, I am going to set back up the projector and provide an assortment of materials that will be aesthetically inviting, activate curiosity and embed further inquiry into our Kinder days!

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What an exciting, wondrous, tactile, and aesthetically pleasing journey I have been on over the last few weeks. Materiality is something I have been interested in, yet not so confident in putting into action. I now feel as though I had 'complexified' (Journeys 2015) these amazing ways to explore, and have finally broken down the walls to allow me to feel like I can have confidence in embedding and creating a whole new level of fun and exploration for children and myself! The most important elements I took away from this unit, is to provide enough time, space and patience for children to really explore each material, and don't be so quick to believe children aren't interested...it takes time to build appreciation and even trust, even with a material. It has been such a fun unit thanks to you Justine! Hopefully we cross paths again! :)  

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What an exciting, wondrous, tactile, and aesthetically pleasing journey I have been on over the last few weeks. Materiality is something I have been interested in, yet not so confident in putting into action. I now feel as though I had 'complexified' (Journeys 2015) these amazing ways to explore, and have finally broken down the walls to allow me to feel like I can have confidence in embedding and creating a whole new level of fun and exploration for children and myself! The most important elements I took away from this unit, is to provide enough time, space and patience for children to really explore each material, and don't be so quick to believe children aren't interested...it takes time to build appreciation and even trust, even with a material. It has been such a fun unit thanks to you Justine! Hopefully we cross paths again! :)  