Her
Story
Dancing Spirals, Walking Words
Once upon a time there was a health science educator who wanted
to dance - professionally, personally, creatively, intellectually
and even spiritually. She also wanted her words to dance and
walk – to move with the ebb and flow of life’s experiences.
She had three babies in four
years and certainly danced to a different beat.
She fed, changed, burped and walked amongst the trees. The 25
acres of bush watched as she walked with babies on front, back,
side and in prams. Whilst walking, she was transforming –
reflecting, contemplating, meditating - being open – the
words flowed. It was as if her imagination was unlocked and
on this level she related well to her children and realised
the value of the imagination for adults.
She returned to 'work' in various part-time roles. However,
the juggle was arduous and the work laborious. There was little
avenue to dance her spirals and walk her words. Even as an education
manager in continuing professional development in the health
sciences proved restrictive. Without music, story, colour, imagery
and movement she was frustrated. Fortunately there was plenty
of yoga to consolidate and balance, to explore her spirals and
wonderful words.
The creative
urges
continued and her right
brain hemisphere
kept calling "What
about me?" Driven by her children she explored
mythology, archetypes in story and storytelling as vehicles
for learning and truth for children and adults. This had its
roots in story-centered Steiner/Waldorf curriculum. She found
many connections with her more familiar approaches for adult
learners and "mapped" these approaches between adult
and early childhood learners. Ahhh moments………
When her pre-school aged children presented with mild fears
and phobias what did she do? She told them HER
stories. She invented stories like The dashing dolphin
who didn't dunk to alleviate fear of water and
swimming. She used different metaphor for storms, dogs, nightmares,
fear of the dark with all her three children. We survived. More
recently she shared this with the Preschool Anxiety Project
at the Department of Psychology, Macquarie University, Sydney
with her youngest child (even though he was in the control group).
She urged the psychologists to consider the use of stories and
storytelling as one of their strategies for parents and carers.
She was still hungry for more.
She bundled up three very young children and drove to Lennox
Head in NSW to attend the International "Spirit
of Learning, Soul in Education" conference, Sept 2003.
She instinctively and intuitively knew there would be many spirals
to dance and words that could walk. Melinda met many people
passionate about holistic practices and approaches to facilitating
learning in all contexts from cradle to grave (and beyond!!).
She was moved and sat with one retired profession and cried
with a sense of peace and grace. She still enjoys the Holistic
Educators Network Discussion List.
Her dancing spirals and walking words were only seeds. It was
time to plant, water, nurture and watch a seed become a tree.
In June 2004 she self-published a book - My Magical Story Journal
- a guided learning journal for 4-9 year olds. To produce this
book she researched madly, and 40,000 words later wondered what
to do with it. Combining this passion for storying and journaling
with learning about our inner and outer worlds, she approached
the School of Social Ecology and Lifelong Learning at UWS seeking
a potential supervisor for a Doctorate and a scholarship. She
was keenly accepted, however, the conditions were not suitable.
Too many seeds have not been nurtured and watered. I need seeds
that will one day be trees with strong branches to shelter us
all from the burning rays of the sun. Together we can do this.
The End!
* * * * * * * * * * * * * * * *
Children’s Wellbeing
Let’s explore colour with kids. We all find it difficult
at times to express in verbal or written contexts. It may be
easier to ask a child “What colour/s are you feeling today?
or “What colour/s is around you now?” A simple drawing
activity with children is to allow them to choose a piece of
paper from a colourful selection, then choose the crayon, pencil
or marker (again from a colurful selection) and watch what they
draw. Their choices and/or drawings can guide you to explore
their range of feelings and thoughts. For clarification, you
could always comment “You chose yellow paper today.”
This is not a question but a simple prompt. Sometimes this prompt
will open up dialogue in a calm and constructive way or other
times it may just be nonsensical. Either way, the child may
allow you to slip easily into their world as it gives them an
avenue to express through colour.
It has been claimed that we not only see colour but can feel
and hear it. Each colour is said to hold its own vibration.
As with music, colour can be uplifting or grounding. It can
spark a memory or a loss. IT is changeable like the seasons.
It can be fun however
colour is a very powerful tool with children and we must use
caution not to overload their developing senses.
Our stories can be colourful and convey subtle messages as
well as words. In relating stories to children I like to add
story colour. For example, white words can be cleansing, yellow
for communication, red for action, green for love and emotions,
blue for logic and wisdom, purple for intuition, pink for nurturing,
brown for being grounded, black for acceptance and protection
and lastly sparkling crystal words that send light to a child.
So, what colour are you feeling today and how can you colour
your world to enhance children’s wellbeing? Have a colouful
Christmas and never forget the purity and simplicity of white
– it is a colour.
Rainbows
Melinda Lewis
* * * * * * * * * * * * * * * *
Take the Plate Away!
Have you ever thought how much we give our children on
a plate these days? In an age of quick access to printers,
computers and photocopiers, our children are inundated with
"cheap and cheerful" pictures to colour in. Yes, their
art-work is prescribed for them, handed to them on a plate,
as it were. The only original and creative thought we encourage
is the choice of Texta colour. How about taking that plate away
occasionally?
Art is one area of a child's
life in which the error of our ways is easily seen.
By about the age of seven, children begin doing
subject-motivated art. If they have been given a solid groundwork
in self-taught art and a familiarity with various art materials,
they will embark on this new stage of development with all the
self-confidence that is necessary to effectively use art as
a means of self-expression. However, if they only know the "handed-on-a-plate"
style of art, with its robot-style hand-movements to colour
in adult-art, then they may be totally dependent on adult directions
and patterns.
How, to kick-start the creative flow again? Put away the "plates"
for a while, be they fancy colouring-books or computer-generated
images. Instead go on a search for materials with your child.
Some may choose natural objects like leaves, stones and feathers,
others may find metals, cogs, nuts and bolts. Provide paints,
glues, pencils, crayons. Then create and explore together. The
children's creations may be different to adult's expectations
of art, but they are certainly not inferior! ENJOY.
P.S. If you must have a "plate", why not provide some
old crockery for your child to paint on?
Carol Robinson.
(Teacher, mother-of-four, Children's Ministry Worker).
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