Aurora School - Marigold and Gladiola 2023/2024

Dialogue with Place Marigold and Gladiola 2023-2024

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“We are and we need to be convinced of this - in an ecosystem...

Our organism, our morality, our culture, our feelings are connected to the environment, to the universe, to the world. And therein lies the web of our life” - Loris Malaguzzi 2

Dialogue with Place Dialogue with Place has taken our children, teachers, and school community on a wonderful learning journey of rich deep inquiry and collaboration.​What did the teachers as well as the children feel important about ‘Place’? ​ This was the beginning of our project, and the question that ignited the different pathways classes took. Through observation, listening, being present and slowing down to enable ideas to grow, the children and teachers became researchers together, forming a profound bond with their place, unearthing its hidden treasures, and celebrating its rich stories.​ I kept reflecting throughout this year’s project on Tūrangawaewae, one of the most well-known and powerful Māori concepts​, tūranga (standing place), and waewae (feet). It is often translated as ‘a place to stand’. Tūrangawaewae are places where we feel especially empowered and connected. They are our foundation, our place in the world, our home. Our outer world and inner world:​ During this journey, the children found their place to stand, metaphorically, nurturing a lifelong love for learning and a deep appreciation for the many places we can call home.​ Dialogue with Place has not ended; I believe it will continue to evolve and grow with each child throughout their life. ​ Ms Penny Pedagogista​ 3

Marigold as your Place of Wonder and First Friendship Dialogue with PLACE through the lenses of relationships and connections... environments, materials and people I’d like to believe that Marigold became the place of wonder, curiosity, new connections and first friendships within Aurora. ​ Every day was an opportunity for new discoveries, whether exploring nature, new corners of the school, engaging in hands-on invitations, and discovering new concepts.​ From ‘I’ to ‘us’, Marigold children began to experience the joy of being in a group, contributing their unique perspectives, and learning from each other. ​They became a family; a community of learners with a strong sense of belonging and well-being​.

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Ms. Olesia​

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Early Material Encounters Early Material Encounters is an invitation to invent, create, and experiment.

Through experimentation, we discover how something works by relations among the parts of assemblages - structures, flows, and connections.

By testing new and unpredictable mixes of bodies, forces, and materials, experimentation invites invention.

The process of inquiry into the unknown is embedded in the experimentation of experience with all its unpredictable connections.

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The children approached paint with a sense of uncertainty, taking time to develop a relationship with it. Initially using paintbrushes to make marks, we noticed over time how the children’s confidence and curiosity grew. They were gradually enjoying the textures on their hands and feet, and delighting in the discovery of using other tools to leave unique imprints and marks.

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Place through Shadows and Projections The interplay between physical space and shadows contribute to a fascinating dialogue with our visual perceptions and experiences.

Shadows add depth, contrast, and a sense of dimensionality to our environment, influencing the way we perceive and interact with the spaces around us.

During the year, we have had many opportunities to experience the wonder of play with light, shadow, and projections.

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The children's curiosity and exploration of light and shadow are a testament to the importance of self-discovery and understanding the world around them.

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The Rhythm that Bonds, Empowers, and Inspires

It all began with an exploration of sound.

The children delighted in experimenting with sticks, spoons, tapping them on different objects and discovering the unique sounds they produced. Intrigued by their interest and curiosity, we introduced drums and sticks into the classroom.

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The tradition of playing drums in Vietnam during the New Lunar Year serves as a meaningful connection to the place we are fortunate to call home. ​ 22

It symbolizes an ongoing dialogue that we engage in, celebrating shared heritage and the vibrant spirit of the community. ​ Through the language of drumbeats, we came together, embracing the power of music to strengthen our bonds and create a harmonious collective experience as a community.​ The powerful rhythms of drumming, shared among friends and families, fostered a deep sense of trust. ​ In this harmonious environment, new connections were forged, enabling meaningful relationships to blossom.​ Together, we have journeyed side by side, creating an atmosphere where the importance of these relationships became authentic. The collective experience of drumming not only brought us together but also highlighted the significance of our bonds.​

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Playing Together, Friendships Formed As the children grew older, their play evolved from an individual focus to a collective experience. A remarkable transformation occurred as they began to notice one another and forge meaningful connections.

The bonds that developed over time transformed Marigold into a cohesive and vibrant community.

Together, the children embarked on imaginative adventures, shared laughter and joy. The evolution from ‘I’ to ‘us’ brought about a sense of togetherness and nurtured a beautiful community spirit amongst the children.

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Journeys of Connection: from marks to the lines that bring us together Children of Marigold became great mark makers and were always very enthusiastic about exploring new materials to make their mark.

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The children exhibited a keen interest in lines and enjoyed exploring them by utilizing various objects. They enthusiastically engaged with stacking objects, lining them up, and connecting them to create their own unique lines. Through these hands-on experiences, they discovered the different ways in which lines can be formed and manipulated. ​

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Mark Making into Lines We wanted to provoke and strengthen this interest you have further, as lines are everywhere. Lines do not have to be something visible or tangible. They can exist in our imagination and memory. There are many types of lines, and to know them is to know the grammar that amplifies our perception and actions.

We had noticed a growing desire to name the marks you were creating: straight, curved, swirling, spiral, curly, pointy, zig zag, thick, bold, thin, soft, wispy... the descriptive list could go on and on...just like your lines.

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Lines-lines-lines are everywhere!

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Lines Through Moving Children’s gestures create invisible lines that represent the path of movement, it is an interesting way to visualize and explore the dynamics of human motion.

By using ribbon play the children could make these invisible lines more tangible and accessible.

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Gladiola arrives and a new dialogue begins

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A Home Away from Home 38

Building strong, caring relationships with children is a core focus, bringing us immense joy. ​By engaging in conversations, reading stories, and singing together, we create deep emotional connections that foster trust, security, and belonging. We are building a place that nurtures the whole child.

When children feel loved, safe, and secure, they start to explore their surroundings with a sense of comfort and confidence. This sense of security opens the door for meaningful dialogue, as they feel empowered to express their thoughts, questions, and discoveries.​ 39

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Through sensory play, children come to know themselves and their place in the world. By touching, tasting, smelling, seeing, and hearing the environment, they gain invaluable insights about their own capabilities, preferences, and senses of self.​

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​he children's sense of 'place' in T their class gradually moved to the outdoors as their confidence and curiosity grew showing a deep sense of trust in the people around them and the environment.​ Embarking on a journey of Dialogue with Nature within Aurora .

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“Children are competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.”

Te Whāriki New Zealand Early Childhood Curriculum, 2017 47

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Gladiola Researchers

Teachers

Mario Kazusa Alice Ruka

Ms. Ha (Infant Facilitator) Ms. Khanh ​(Co-Teacher)

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Marigold

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Researchers

Teachers

Dang Rio Jaime Minnie Taichi Tom Sherry Kate Mario Mira Lila Felix Robin Christiana An Vuong

Ms. Olesia (Lead Teacher) Ms. Men​ ​(Co-Teacher) Ms. Donna (​ Co-Teacher) Ms. My​(Co-Teacher)

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Copyright 2024 Aurora International School Of The Arts Spring Hill Education Vietnam. Primavera Aurora All rights reserved.

AURORA INTERNATIONAL SCHOOL OF THE ARTS 11-11A-13-15 Tran Ngoc Dien, Thao Dien Ward, Thu Duc City, Ho Chi Minh City, Vietnam. +84 (028) 3744 2991 / +84 (0) 982 012 860 info@auroraschool.vn www.auroraschool.vn Scholastic Year 2023/2024

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