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WAYS TO INCORPORATE LIGHT INTO THE CLASSROOM:
- Light boxes
- Projectors
- Candles (scented/supervised)
- Fairy lights
- Cellophane on windows
- Reflecting light off objects

Exploring light in class today made me think about the White Night Festival in the city. At night, the buildings in the city are lit up with different imagery with the use of projectors and light. It brings a magical feel to the atmosphere.
From here I thought about how easily light can be manipulated to look and represent in different ways. I think we take light for granted sometimes and don't fully appreciate its versatility and opportunities it brings in everyday life. Light is more than just for seeing - it creates feelings, atmospheres, creations and life.

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What If - White Night Melbourne 2018 - official video

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Exploring the paper materials provided in class, I thought to myself “what can this paper represent? How can it be turned into something else? What shapes and movement can I make?” From this, I began creating.
(Photos are below)
PAPER SHAKER:
My first thought was to make a paper shaker. I collected a few different paper materials and put them into a paper bag to make my shaker. I then reassessed the materials and thought about other things I could create.
BRACELET:
I create a bracelet from newspaper and circle cardboard pieces. Jewellery was something I always liked creating as a child (bit fancy).
LAYERED CAKE:
I used my imagination and made a pretend layered cake from paper and the circle cardboard pieces. This made me feel relaxed and was a therapeutic activity to stack the items without causing them to fall.

During this process I wanted to explore and elaborate with the materials provided and ask myself questions as to how this was impacting me and my learning. I realised that there are multiple ways we can use paper that can trigger our imagination, creativity, artistic feelings and expression.
How did using this paper make me feel? Was I calm and content? Or did the creation process frustrate me in any way? As I ponder these questions in this moment, I find myself feeling child-like and pleased. Unpacking and playing with paper forms has reminded me of my childhood, which has flooded my body with feelings of joy, contentment and curiosity.

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Thinking back to class, we briefly discussed the Reggio Emilia philosophy. This is a philosophy that really resonates with me and is something that I believe in and follow in my personal philosophy. For several years I have worked at a Reggio Emilia inspired centre, which is where I have learnt all about the philosophy and how to use it in everyday practices. As paper can be many forms, I believe this philosophy is a great one to reflect on paper, as Reggio is all about recycling, sustainability and use of natural materials. If we think of ‘paper’ as cardboard, newspaper, card, magazines, etc. we can introduce that philosophy of recycling materials, which in itself creates materiality and purpose in more ways than one. Not only can this be used for a visual arts benefit, the learning found through play, recycling and sustainability is also enhanced. Not to mention allowing the material to act as one of the three teachers in Reggio’s approach to learning.

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Loris Malaguzzi Center, Reggio Emilia, recycled paper, 2016

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I wanted to focus more on the movements of paper and how this made me feel. As I played with the paper, I moved it in all different ways. I bent it, folded it, scrunched it, flattened it, fanned it, weaved it and the list goes on. To me, I felt all senses of calming and contentment, however when the paper was scrunched and became texturised, I felt a slight level of frustration, anxiety and uneasiness. I believe this was because the paper was no longer perfect - it was bruised and battled, which aged the paper. Why did it make me feel this way? Why all this negativity and judgement? Maybe because it was a representation of looking at myself when I feel scrunched up and battled against, exposing all the negative emotions that come to the surface. Here is where I remember a question I had read in one of the class readings by Pacini-Ketchabaw (2017), which was “how do we get to know paper in other ways, in surprising ways?” and now I understand – this is what was meant. I suddenly thought to myself “woah... this is getting deep.”

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THOUGHTS:
- Messy play vs. Aesthetic play: how do these two differ and offer different learning?
- Links to Reggio Emilia in terms of the environment being the 'third teacher' - does this incorporate messy play?
- What is the importance of messy play? Why should it be incorporated into the curriculum?
- How do loose parts make me feel? What emotion is involved?
- How does this reflect my philosophy?

This session made me think about my philosophy as a pre-service teacher and what I believe in. Reflecting on my own practice, I am a perfectionist and like things to be neat and tidy. But how does this impact my students? Is this to benefit them or to just benefit myself? Thinking about loose parts and messy play gives me feelings of anxiety and frustration, as it triggers my OCD. But how can I overcome this negative way of thinking so that I can allow my students to engage in messy play and use loose parts? Is there a way I could kill two birds with one stone, incorporating these things into the curriculum without making myself feel anxious? Maybe this picture leads a clue...

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I found the online reading by Pelo (2016) very interesting. As I heavily believe in and follow the Reggio Emilia approach, it was intriguing to me to read about it in more depth, relating to art. I was particularly interested in the section of the book that spoke about how learning the qualities and characteristics of an art medium is seen the same as learning the alphabet (Pelo, 2016). It begins to express how when children are learning and discovering new things about art and materials, it is seen as the equivalent learning of the alphabet. I think this is because you first need to experience something and understand all of its possibilities to then be able to identify its purpose. This was definitely an idea that made me think.
- Is this why loose parts are so important?
- Can loose parts be understood and therefore learnt and used by a child?
- Do I need to learn this alphabet myself before judging it?

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A video I found online that explores the link between the Reggio Emilia philosophy and the implementation of loose parts. This made me think of ideas to add into my future classroom.

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Incorporating Loose Parts in the Early Childhood Classroom to Promote STEAM

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In class reflective practice questions:
How does the idea of materiality fit with the idea of Play work and loose parts?
I believe the idea of materiality is being able to understand, use, explore and investigate what is available in places of play work and loose parts. Play work and loose parts is all about taking advantage of whatever resources and/or materials are around and available and using them in a way that promotes learning, development, happiness and most of all, fun. Being able to appreciate those resources and materials brings in the importance of materiality and ultimately creates the paradigm of a sociomaterial perspective - that there is more to life than just humans. Non-human others, such as loose parts, give children the skills to explore, discover and investigate, overall providing them with skills they will use in the future.
How do you marry the idea of 'beautiful' with loose parts and junk?
To me, I don't see loose parts and junk as 'beautiful.' I see confusion, frustration, anxiety and clutter. But I ask myself, how can I shift this opinion so that I can incorporate the benefit of loose parts, junk and messy play into my classroom? This is a question I will have to  further research to determine an answer.
Once class had ended and I began pondering this question; I thought to myself "wait a minute! I do incorporate loose parts into my classroom!" As I currently work in the industry, I thought about my current room set up, and realised that I do allow loose parts and junk into the classroom - in the construction and art areas! In the construction area, I like to provide the children with different shaped and sized blocks/pipes/sticks/panels/wood, different materials and textures, and different colours and forms - that is loose parts! Additionally, our art table is full of different loose parts, such as pipe cleaners, popsicle sticks, paper, cardboard, glue, leaves, twigs, flowers, pine cones and the list goes on. Maybe I need to start paying more attention to loose parts and junk after all.
(Photos are of other areas in the classroom that incorporate loose parts)

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Limelight Projection Mapping, 2018, What If - White Night Melbourne, online video, viewed 12th August, <https://www.youtube.com/watch?v=F1lzhKnFZQk>

Orbach, N., 2016,

Loris Malaguzzi Center, Reggio Emilia Recycled Paper, online video, viewed 23rd July <https://www.youtube.com/watch?v=CYMW8K8ELpk>

Pacini-Ketchabaw, V., Kind, S. & Kocher, L., 2017, Encounters with materials in early childhood education, Routledge, New York, p24&63, viewed 28th July <http://wallaby.vu.edu.au:2048/login?url=https://www.taylorfrancis.com/books/9781315743257/chapters/10.4324/9781315743257-2>

Pelo, A., 2016, The language of art : inquiry-based studio practices in early childhood settings, 2nd edn, Redleaf Press, St Paul, MN, p17&120, viewed 31st July <https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378&ppg=30>.

Tedeschi, M., & Crivellaro, S., 2012, BEPS Reggio Emilia Study Tour 2012, online blog, viewed 12th August, <http://bepsreggiotour.blogspot.com/2012/04/wonders-of-learning-auditorium-tuesday.html>

ThePinguEpisodes, 2011, Pingu Theme Song, online video, viewed 5th August, <https://www.youtube.com/watch?time_continue=2&v=aYNXqKaZWR4>

Wehrell-Grabowski, D., 2018,

Incorporating Loose Parts in the Early Childhood Classroom to Promote STEAM, online video, viewed 31st July, <https://www.youtube.com/watch?v=Xk9wGZdq04o>

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These images show how we manipulated light with different resources and materials to change the overall effect and appearance of its reflection.
This exploration made me feel excited, because these types of light activities aren't available as often as they should be. Playing around with different materials to manipulate light showcased how influential light can be and how differently it can impact an atmosphere and emotions.

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REFLECTION:
- Slippery
- Smooth
- Silky
- Soft yet hard
- Gooey yet firm
- Manipulative
- Versatile
- Unstructured yet structured
- Lumpy
- Rich
- Cold
- Sticky yet wet

When exploring clay, it made me reflect back to using clay a child, which then reminded me of the show Pingu! I used to love watching Pingu as a child and I remember this is what sparked a small interest in clay when I was a child. Every time we would go to the $2 Shop I would ask my dad to buy me some clay so I could model my own Pingu at home and create my own imaginative show!

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The Sun Never Says by Hafez

Even after all this time
the sun never says to the earth,
“You owe me.”

Look what happens with
a love like that,
it lights the whole sky.

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CLAY - How Do I Use It?
Reflecting back on clay, I thought about how I present it in my classroom setting. Below I have included a photo of the clay table at my work. As I am familiar with clay and its properties, I think it is a material that is a great alternative to play-dough for children to explore and create with. The textural properties of clay provide sensory, cognitive, imaginative and fine motor benefits.

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Class Critical Conversation:
Found most surprising in your material inquires?
Clay has been the most surprising material for me thus far, as I never deeply thought about the complexity and depth that clay can provide to learning and development. Its versatility is great for children to discover, explore, create, visualise and manipulate. I never thought about the possibilities of using clay that a child might see (like the ones I discovered through class exploration).

Which material has resonated with you the most and why?
Loose parts has resonated with me the most, as I was challenged to think about how important 'junk' and 'messy play' is from a child's perspective. Even though it may not be satisfactory and pleasurable to me, I need to see past my own perceptions and let children explore their own ideas. I have learnt that this is where the magic happens.

How have these investigations changed the way you think, look and respond to materials? And how does this translate into your future practices?
Overall the main element I have taken from this unit thus far is not to underestimate materials and their capabilities to create learning and development in not only early childhood, but in life. I've learnt how signification exposure to materials is and the importance of just being with materials and exploring. Therefore, in my future classroom, I would like to allow my students the opportunity to explore and investigate as many materials as possible and not think about the messiness or unaesthetic appearance - it's all about the personal journey and perspectives that are made.

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Its textures, forms, abilities, versatility, possibilities and properties.

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"One of many things we learned in our atrium, river, and forest studios is that clay ecologies force educators and children to think. To hesitate. To feel. To notice. To question. These ecologies demand close attention, nourishment, and situated competences. They remind us that not everything is a human construction, that there is no norm, and that each piece of clay acts differently" (Pacini-Ketchabaw, 2016, p63).

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"Graziella Brighenti, an educator in Reggio Emilia, has said that materials have a right to be listened to and understood, that they have the power to invoke in us our own experiences" (Pelo, 2017, p120).

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"Light is the right dialogue is a sophisticated language

We are constantly looking for the reflection children ask, explicity or not explicitly. Documentation is a suitcase of experiences, past and present, they help the adult make decisions of what has been thought, done or said, they should be reflected with the child"
(Tedeschi & Crivellaro, 2012).

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Its forms, abilities, variations and possibilities to be manipulated.

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Linking back to our NGV visit. Showcasing how light reflects off different materials, its properties, movements, abilities to change objects, and versatility.

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Linking to our Assessment 2. The glitter shaker we made is a great example of how light can add emotion to objects, change how the eye portrays motions, adds colour and vibrancy and also how light heightens other items/objects/elements.