Now this is not about what you might think... it's not at about how to get preschoolers to share, or the dialogue about if they should be sharing or not. This is about sharing our adult knowledge and experiences. It is also an important part of the Original Learning Approach. I know that I have learned so much from others - sometimes it has been their expertise that I have listened to, read or interacted with some other way, and I acknowledge this at the start of my book on
A #GrammarOfDrawing project together with Roberta Pucci and Nona Orbach. This post is written by Roberta - it can be found in Swedish and English in this location, and in Italian and Hebrew. During winter seeds, in their protective casing, have all the nourishment they need, all they need to do is slowly absorb water so they are ready to sprout in spring. I would like to invite you to celebrate this life circle with a creative activity. It can also represent a kind of collect
By Nona Orbach for #GrammarOfDrawing - translated into Swedish by Suzanne Axelsson and into Italian by Roberta Pucci. A phenomenological observation in search of the blueprint. Looking at a short video a few times can help us notice more and more details about the creator. We can try to write down actions and verbs: what are they doing? 2.6 toddler is holding a pencil sharpener in his left hand. A plastic container with pencil leftovers is on the table between his body and th
This post was written by Roberta Pucci as a part of the #GrammarofDrawing project together with Nona Orbach and myself. A Swedish translation can be found here after the English. The links to translations in Italian and Hebrew can be found at the bottom. They are in almost every home, school and backpack. They are attractive and easy to use. It is not necessary to “draw something”, that is representing something recognizable (just a reminder for those who get stuck with I can
This post is a part of the #GrammarOfDrawing project together with Nona Orbach and Roberta Pucci. In this blogpost you will find the English and Swedish versions as well as Portuguese by Adriana Hollenbeck.
For Hebrew (translated by Nona) For Italian (translated by Roberta) Image taken of a group of children collaborating to colour in an old scribble that no-one claimed. Recycling and giving new life to previous scribbles. “It took me four years to paint like Raphael, but a l
Post by Nona Orbach as part of the #GrammarOfDrawing project. 🇬🇧.🇸🇪.🇧🇷/🇵🇹 Here you can read in English, Swedish (Suzanne Axelsson) and Portuguese (Adriana Hollenbeck) follow the links for other languages Hebrew (Nona Orbach) Italian (Roberta Pucci) Spanish (Simonetta Cittadini) Toddlers and young children learn about the world through their bodies; they explore through the senses and are motivated by the urge to discover motor, sensory and emotional pleasure. They do
The post is available in here in English, Swedish ( Suzanne) and Portuguese (Adriana Hollenbeck) Text by Suzanne Axelsson and Roberta Pucci, images Roberta Pucci for the project #grammarofdrawing Hebrew by Nona Orbach Italian by Roberta Pucci Spanish by Simonetta Cittadini A Flower Provocation Have a look at the photo above: it shows a set-up or “provocation” that is sometimes offered to children in preschools, generally associated with the Reggio approach. What is your first
By Roberta Pucci and Michele Ferri Swedish translation located after the English text. In early life, the process of drawing naturally unfolds according to consequential phases: it is an organic, archetypal development that just needs a welcoming environment, respectful of individual paces. But what about adults, especially those who stopped drawing a long time ago? Is it still possible to restart drawing just for the sake of it, without performance-anxiety about the outcome?
Nona Orbach - author/Hebrew translation 🇬🇧🇮🇱 Suzanne Axelsson - English editor/Swedish translation 🇬🇧🇸🇪 Roberta Pucci - Italian translation 🇮🇹 In this version you can access the text in English and Swedish. photo: Nizan Sedler The Genesis of a line 🇬🇧 Toddlers first lines are formed by chance from a sensory-motor need. They notice and discover that their body movements can leave a mark in substances. Video by Jasmin Berman Photo: Gili Bandersky Photo: Ruth Hillel