Aurora School - Primary 1 2022/2023

Curators of Learning

2022/2023

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Cover: Artwork for ‘Escape from the Island”, Soft pastel on paper, Đông

Welcome to Aurora International Primary School, a Reggio Emilia-inspired learning community where we believe that children are the curators of their own learning. At Aurora, we are committed to providing a learning environment that promotes inquiry-based learning, where children are encouraged to explore, question, and investigate the world around them.

We believe in building strong relationships with our children, families, and the wider community, to create a supportive and collaborative learning environment that fosters a love of learning.

Taryn Gould, Primary Coordinator

Fabric painting on linen, Ryan

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Artwork for ‘Escape from the Island”, Soft pastel on paper, Nora

Artwork for ‘Escape from the Island”, Soft pastel on paper, Slava

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“Why does ice cream melt?”, Digital artwork Alethia

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Investigative Research WHY DOES ICE CREAM MELT?

MP1 class recently undertook a fascinating research module entitled “Why Does Ice Cream Melt?” which explored the intriguing concept of how forms can change.

Through their experiments, the children discovered that forms could change in many ways, such as from gas to liquid, liquid to gas, solid to liquid, and solid to gas. They used their scientific knowledge to explore the properties of different materials and to understand how they react to different conditions.

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Top left to right: “Why does ice cream melt?”, Digital artwork, Evelyn, Đông

“Liquid to gas”, Mixed media, Đông and Nora

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The children also recognized the importance of artwork in the study of science, using their creativity to depict the changes they observed in their experiments. They used a variety of media, such as paint, clay, and collage, to create beautiful and imaginative representations of the scientific concepts they were learning about.

“Solid to liquid”, Mixed media, Alethia and Ryan 13

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“Liquid to solid”, Mixed media, Amaaya and Mia

Overall, the module was a wonderful opportunity for the children to explore the fascinating world of science and to develop their creativity and critical thinking skills. They learned that science is not just about facts and figures, but also about imagination and creativity, and that by combining these elements, they can gain a deeper understanding of the world around them. The children’s enthusiasm for the subject was infectious, and they left the module with a newfound appreciation for the wonders of science… and ice cream!

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The Language of Movies In our class, whenever we undertook projects relating to movies, plays, or multimedia, we deliberately mixed-up roles like acting, direction, and set design and offered them to all children. This approach allowed every child to be actively engaged in the creative process, fostering collaboration and teamwork.

Artwork for ‘Escape from the Island”, Soft pastel on paper, Evelyn 18

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The children were encouraged to take ownership of their work and make decisions based on their interests and strengths. This approach allowed them to develop their critical thinking skills and learn how to work collaboratively with their peers. It also allowed us to value every child’s unique ability and perspective. In doing so, we nurtured a sense of respect, empathy, and appreciation for differences, which enriched our learning environment and strengthened our community.

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The project was all-encompassing holistically for the children, as it allowed them to explore various areas of development. They were able to develop their language and literacy skills through writing the script, and their creativity and problem solving through designing the sets, props, and costumes.

Profile of movie role, Đông 22

Profile of movie role, Alethia 23

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MP1 were inspired and motivated throughout the projects, and their enthusiasm was infectious. They worked tirelessly to bring their vision to life, and the end result was a fun and inspiring movie that showcased their creativity and imagination. A true testament to the power of child-led learning.

“Wellerman”, Video still, Collaborative art 25

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Video stills from “Wellerman”, Collaborative art

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Artwork for ‘Wellerman”, Soft pastel on paper, Slava

Artwork for ‘Escape from the Island”, Soft pastel on paper, Alethia

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The Language of Music MP1 class has been on an exciting journey and investigation into the world of music. The children have approached instruments such as guitar, ukulele, drums, and piano with a sense of wonder and curiosity, eager to create their own unique sounds and songs.

Through their exploration of music, the children have developed a deep appreciation for the power of sound and its ability to evoke emotions and tell stories. They have learned to listen carefully to the sounds around them and to use their imaginations to create their own musical narratives.

The children have also discovered the holistic benefits of music, using it to help them in other classes. For example, they have used music to help them remember important facts and figures in math and science, and to express their feelings and emotions in language arts and social studies.

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One of the highlights of the class’s musical journey was their experience writing a song based on the play “Escape from the Island”. The children were deeply inspired by the play and felt a strong connection to its themes of adventure, exploration, and overcoming obstacles. They worked together to create a song that captured the spirit of the play, using their instruments and voices to bring the lyrics to life.

The process of writing the song was a deeply personal and inspirational experience for the children. They were able to express their own thoughts and feelings through music, and to collaborate with their classmates to create something truly special. The song became a source of pride and accomplishment for the children, and they were eager to share it with others.

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Overall, the MP1 class’s investigations and explorations into music have been a source of joy, creativity, and inspiration. Through their work with instruments, their use of music in other classes, and their experience writing a song based on a play, the children have developed a deep appreciation for the power of sound and its ability to connect us to ourselves and to others.

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Sealife exploration, Mixed media, Collaborative art

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A World Rich in Language LANGUAGE ARTS: ENGLISH Literacy is a thread that runs through every exploration.

Whether it be writing a movie, researching wildlife, reading a story, or making a shopping list, literary exploration is at the core of all our pursuits.

MP1 has been on an exciting journey of discovery, exploring the wonders of reading, writing, speaking, and listening. Aurora School’s Reggio Emilia- inspired approach has been instrumental in guiding the children’s learning and development, encouraging them to become active participants in their own learning process.

Text from “Jellyfish research”, Alethia 40

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Reading has been a central focus of MP1, with the children exploring a range of texts and genres, from picture books and chapter books to poetry and plays. Through reading, they have developed their comprehension skills, expanded their vocabulary, and gained a deeper understanding of the world around them. Writing has also been a key component of MP1’s activities, with the children engaging in a variety of writing exercises, from journaling to creative writing. They have learned to express themselves through writing, developing their voice and style.

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Speaking and listening have been equally important in MP1’s learning journey. The children have engaged in rich discussions about the texts they have read, sharing their thoughts and ideas with one another. They have learned to listen actively, respecting each other’s perspectives and opinions.

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The Reggio Emilia approach has encouraged MP1 to be active participants in their own learning, fostering a sense of curiosity and wonder. Through their exploration of literature, the children have made many discoveries, both about themselves and the world around them. They have learned to ask questions, to seek answers, and to make connections between different ideas and concepts.

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Overall, MP1’s journey of discovery has been a testament to the power of reading, writing, speaking, and listening. Our unique framework has helped to encourage the children to become active and engaged learners. Through their exploration of literature, the children have developed a love of learning that will stay with them for years to come.

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Profile of movie role, Amaaya

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“The environment should act as an aquarium which reflects the ideas, ethics, attitudes and culture of the people who live in it. This is what we are working towards.”

Loris Malaguzzi 49

The Language of Mathematics MP1 has had an exciting year of math exploration. As Aurora School values inquiry-based learning as its primary method of investigation, it has allowed the children to explore a plethora of mathematical concepts in a meaningful and engaging way.

The Reggio Emilia approach to teaching math emphasizes the importance of handson exploration and discovery. MP1 has used a variety of materials and manipulatives to investigate mathematical concepts such as pattern, tessellation, and formulae. By using an assortment of everyday materials, the children have been able to make connections between mathematical concepts and the real world.

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One of the most exciting aspects of MP1’s math exploration has been the discovery of patterns.

The children have explored patterns in a variety of contexts, from number patterns to geometric patterns. They have learned to identify patterns, extend patterns, and create their own patterns.

Through this exploration, the children have developed a deeper understanding of mathematical concepts such as multiplication and division.

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Tessellation has also been a key focus of MP1’s math exploration. The children have investigated the properties of shapes and how they can be used to create repeating patterns. They have used a variety of materials including pattern blocks, cubes, and tiles. Through this exploration, the children have developed their spatial reasoning skills and their understanding of geometry.

Formulae have been another area of focus for MP1. The children have learned to use formulas to solve problems and make predictions. They have investigated the relationships between different variables and how they can be used to create formulas. Through this exploration, the children have developed their problem-solving skills and their ability to think critically.

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Overall, our year of math exploration with MP1 has been a magical journey of discovery and learning. Through our inquiry-based learning approach, we have been able to create a learning environment that is both engaging and meaningful, allowing our students to develop a love for mathematics. We look forward to continuing our exploration of mathematics in the years to come.

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LANGUAGE ARTS: VIETNAMESE

Với phương pháp Reggio Emilia - lấy trẻ làm trung tâm, dạy và học qua các dự án cũng như các trải nghiệm thực tế - được lồng ghép vào quá trình giảng dạy tiếng Việt tại Aurora; trẻ được tập trung phát triển cả bốn kỹ năng nghe, nói, đọc và viết thông qua các buổi học theo chủ đề với môi trường giao tiếp và tương tác thân thiện.

As we employ Reggio Emilia approach which emphasizes a child-centered, project-based learning style that encourages children to explore and learn through hands-on activities to teaching Vietnamese at Aurora school, children are focused on developing all four language skills of listening, speaking, reading, and writing through themed lessons in a friendly communicative and interactive environment.​

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Trong suốt năm học, các em sử dụng tiếng Việt trong nhiều ngữ cảnh nói khác nhau, bao gồm các cuộc trò chuyện, thảo luận, đố vui và thuyết trình. Các em học cách sử dụng từ vựng và ngữ pháp thích hợp để giao tiếp một cách hiệu quả với Cô và các bạn.

Trẻ được làm quen với văn phong Tiếng Việt thông qua việc lắng nghe các câu chuyện, bài thơ và hội thoại trong các bài văn. Từ đó, các em được hướng dẫn xác định các từ và cụm từ chính trong ngữ cảnh để hiểu ý nghĩa của nội dung đang được nói.

Throughout the year, children practiced speaking Vietnamese in a variety of contexts, including conversations, discussions, quizzes, and presentations. They familiarized themselves with using appropriate vocabulary and grammar, as well as communicating effectively with others.

Children are encouraged to listen actively and attentively to spoken Vietnamese, including stories, poems, and conversations. They gained experience to identify key words and phrases and to understand the meaning of what is being said.

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Trẻ được giới thiệu và đọc nhiều loại văn bản khác nhau, bao gồm câu, đoạn văn ngắn, truyện ngắn, truyện tranh và thơ. Trẻ tự đọc hoặc đọc theo một cách lưu loát và biểu cảm, và quan trọng nhất là trẻ hiểu được nội dung sau khi đọc.

Song song với phát triển kỹ năng nghe, nói và đọc, trẻ được hướng dẫn cách viết các chữ và tạo từ bằng những chất liệu và kỹ thuật khác nhau. Các em được luyện tập tạo và viết những câu đơn giản và những đoạn văn ngắn đúng ngữ pháp và chính tả.

Children are introduced to a range of Vietnamese texts for reading, including stories, poems, and informational texts. They collaborated to read aloud or read by oneself with fluency and expression, and the most important goal was to comprehend what they were reading.

In writing, children shaped Vietnamese characters and words, using a variety of materials and techniques. They also composed simple sentences and short paragraphs, using correct grammar and spelling Rô bốt RoBoTa - Sản phẩm của tương lai, Đông 62

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Phương pháp Reggio Emilia tin rằng môi trường và cộng đồng đóng một vai trò quan trọng trong việc giáo dục trẻ em. Sinh sống tại Việt Nam, trẻ em Aurora được khuyến khích khám phá và tìm hiểu về văn hóa và cộng đồng Việt Nam trong một môi trường phong phú, trong đó lợi ích của trẻ em là ưu tiên hàng đầu.

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The Reggio Emilia approach believes that environment and community play a crucial role in educating children. As we are living in Vietnam, Aurora children are encouraged to discover and gain an understanding of the Vietnamese culture in a supportive and rich learning environment, where the priority is children’s interests.

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Trong suốt năm học, các em được thỏa thích khám phá nhiều khía cạnh văn hóa Việt Nam bao gồm địa lý, trang phục, ẩm thực, lễ hội, trò chơi truyền thống và lối sống từ nông thôn đến thành thị. Các em không chỉ được trải nghiệm những điều này một cách riêng lẻ mà dưới hình thức dự án, giúp các em khám phá và hình thành sự liên kết giữa các nét văn hóa đặc trưng của Việt Nam. Quá trình khám phá sẽ được mở rộng dựa trên sự tò mò, hứng thú của trẻ; thông qua nhiều hoạt động thực tế giúp trẻ nhận thức sâu sắc hơn nền văn hoá Việt Nam. Ngoài ra, Aurora được thiết kế để trở thành một môi trường kích thích trẻ em học hỏi và phát triển bằng cách tổ chức các sự kiện văn hoá đặc biệt xuyên suốt năm. Đây là cơ hội tuyệt vời để các em nhỏ Aurora nhận thức được sự sống động và phong phú của văn hóa Việt Nam.

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During the school year, children have enjoyed exploring many cultural aspects of Vietnam including geography, costumes, cuisines, festivals, traditional games, and lifestyle from the countryside to city. Children not only experienced these separately but in the form of projects, where they were encouraged to investigate and form the connection of all cultural features of Vietnam. The process of exploring is extended, based on children’s curiosity and excitement; it led to many hands-on explorations that helped them acknowledge deeply what they were introduced to.

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In addition, the school itself is designed to be a welcoming and stimulating environment for children to learn and grow by celebrating special local events during the year. It is a wonderful opportunity for Aurora children to be aware of the vibrancy and richness of Vietnamese culture.

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LANGUAGE ARTS: JAPANESE 今年度は書くことよりも会話と1年間の日本の文化に焦点を当てました。 昨年度、 日本語にはひらがな、かたかな、 ローマ字、漢字があることを学習しま したので、みんなが自分の名前をかたかな、漢字で書くことができるようになりまし た。 今年度最後の日本文化、夏祭りではそれぞれが自分の名前を書いたランタンを作 ります。 日本では挨拶がとても重要で、先生や友人に会ったとき、授業の開始と終わり、 一日の挨拶は全員ができるようになりました。

Our focus for this year was conversation and culture.

The previous year we had learned that Japanese has hiragana, katakana, romaji, and kanji, so everyone is able to write their own names in katakana and kanji.

For the NATSUMATSURI, summer festival in Japanese, each friend made a Cho-Chin (lantern) with their name written inside.

Greetings are very important in Japan, and everyone is now able to greet teachers and friends when they meet, at the beginning and end of classes, and throughout the day.

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活動としては、 日本の1年間の行事を折り紙で表現することができました。 日本には4つの四季があり、季節が変わる節目ごとに行事があります。11月の七五 三では、女の子は着物の柄を自分でデザインしました。男の子はこの時図書週間で もあり、 しおりを作りました。 また、 日本のお抹茶の点て方も学び、抹茶が少し苦い と実感したのではないでしょうか？ 年末には、十二支について本を読み、2023年の日本の干支「うさぎ」ベトナムの干 支「ねこ」 を折り紙でつくり、年賀状を作りました。 There are four seasons in Japan, and there are events at each turning point when the seasons change. We expressed these seasons in origami. During SHICHIGOSAN in November, the girls designed their own kimono patterns. It was also Book Week during this time and the boys wanted to design SHIORI (bookmarks). We also learned how to make macha and realized that matcha is a bit bitter.

To celebrate the end of 2022 in the lunar year, I read a book about the 12 animals of the Japanese zodiac, and made New Year’s cards by origami, creating the Japanese zodiac “rabbit” and Vietnamese zodiac “cat” in 2023.

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1月は日本のお正月伝統として、お餅つきをしました。杵と臼で「よいしょ！」 と掛け 声をかけ、つきたてのお餅をクラスメイトと食べることで、1年間の健康と長寿を願 いました。 2月は節分、春を迎えるために家にいる鬼を追い出し、福を呼ぶために豆を巻い たり、恵方巻を作ることを学びました。 それぞれが作った鬼の表情が面白かったで す。 3月はひな祭り、女の子の成長を祝うために、お雛様とお内裏様を家に飾ります が、折り紙で表現しました。 マティアスはこの行事のビデオを見て、現在の令和天皇 の結婚式を思い出したそうです。 4月は桜の季節です。折り紙で桜を作りましたが、切り方でいろんな形の桜が出 来上がりました。 In January, we made MOCHITSUKI (pounded rice cakes) as a Japanese New Year's tradition and shouted "Yoisho!".

In February, SETSUBUN, we learned how to drive out the demons in the house to welcome spring, we rolled beans and made EHOUMAKI to invite good fortune. The facial expressions of the demons each child made was very interesting.

March is the HINAMATSURI (Doll's Festival), and to celebrate the growth of girls, we decorate the house with Hina dolls and Emperor dolls, which are expressed in origami.

April is the SAKURA (cherry blossom) season. we made sakura with origami, but various shapes of sakura were completed depending on how they were cut.

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The Language of Art Art is but one of many different ways in which we make sense of the world around us, but it is an especially powerful one through tactile emphasis on the visual. By working with your hands, you are making sense of an inner and outer world while slowing developing a relationship with materials and processes. In a sense, you become a scientist discovering how different things work, focusing on small details in a way that is unique to you alone. I have watched and facilitated your explorations, and every step has been one of curiousity, surprise and joy.

For MP 1, you always showed confidence in the atelier, for whatever materials we are exploring. We had begun the year with clay and paint, but in the wake of Tet, you showed an interest in fibre art. We wrapped items with wool - cardboard, glass bottles, wood... Having shared with you the work of Canadian artist Janis Ledwell, we had embarked on a journey of transformation. With a brief visit to clay, we extended on the fibre explorations with a two months long investigation into fabric dyeing. And I think that it is here where you really began to take charge.

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The start was simple: how do we get colour in the natural world. What might we find in the garden? You foraged for plants, testing them in hot water and spilling the results on to paper. The paper was exchanged for strips of pre-mordanted linen, which we stained using Japanese techniques such as shibori. You loved the results, but they still weren’t strong enough with colour, so out came the paints! Seeing your interest in fabric painting, I showed you how to make your own fabric paint with glycerine. You dripped, dribbled and painted, with a mix of thick and thin layers of colour.

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Linocut experiment, Poster paint on paper, Mia

Given the role of block printing in fabric dyeing, we started exploring linocuts, at first on foamboard and then linoleum. You truly embraced this medium, and I have loved seeing all the marks your cuts can carve!

Whatever you make expresses the curiousity and ingenuity with which you approach the world around you.

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Fabric painting on linen, Nora 89

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The Language of Well-Being Throughout the year, MP1 have been focusing on developing their ball skills, running, and jumping abilities. These classes have been particularly active, and they have been encouraged to move their bodies in a variety of ways. They have been able to explore different types of movement, such as running, jumping, and throwing, and have been able to develop their coordination and balance.

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One of the key benefits of Physical education at Aurora School is the opportunity for children to work together so closely with their peers.MP1 have loved working with the children in MP2 and have been able to develop their social skills through these collaborative activities. They have been able to learn from each other, support each other, and celebrate each other’s successes.

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MP1 have also developed a strong connection with their PE teacher, Mr. Huy. They love his energetic and enthusiastic approach to teaching and have been inspired by his passion for physical activity. Mr. Huy has been able to create a learning environment that is both fun and challenging and has helped them to develop a love for movement and exercise.

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Researchers Amaaya

Mr. Jack

Alethia

Ms. Quyen

Mia

Ms. Claire (Atelierista)

Nora

Ms. Kaori (Japanese)

Slava

Ms. Penny (Pedagogista)

Ryan

Ms. Taryn (Primary Coordinator)

Dong Evelyn

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Mr. Huy (Physical Education)

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Artwork for ‘Escape from the Island”, Soft pastel on paper, Alethia

Copyright 2023 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 info@auroraschool.vn www.auroraschool.vn Academic Year 2022/2023

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