Music and Movement Breaks

 

Its a 'WE' not an 'I' thing

 

In Tautoru this week we have been developing our strength of Teamwork.  This is really helped us connect and it is helping us with learning about each other so that we can work together better in our learning and play. 

We are learning the skills of compromise and negeotiation.  We are learning to take turns.  These are all important life skills. 

We completed some team challenges and we had so much fun doing them.  

"Teamwork is about working together.  We used hulahoops to work as a team.  We had to try and fit our whole team into a hoop."

"Teamwork is when you want to work together in a team and sometimes the team might be with new people.  At school today we worked in teams of 4.  We had to get a hulahoop then we had to all fit ourselves into it.  We played another game in a circle.  We all had to hold hands but we had to pass a hoop over our heads and over our legs and through, back to the start of the circle."

Patience, kindness, encouragement, compliments have all been important things to keep in mind when we have been playing.  

Thinking Outside the Box.

 

Our Inquiry learning at the moment is all about seeing the extraordinary in the ordinary and re-imagining new and exciting things,  We have been using every day objects.  We are looking forward to adding music, movement and use of space to tell our stories that are evolving.  .  

Eventually this learning is going to help us design some great pieces for an Arts Celebration.  
Positive Edication and Wellbeing is always a focus that we aim to weave across the curriculum.  

So how is this all linking to our Positive Education and Wellbeing teaching ? Where are the links ? 

We are encouraging a GROWTH MINDSET by viewing experiments and "mistakes" through dance and music as "surprising discoveries" that can lead to new ideas.
We are successful when we can be ok with something not going to plan. We can be flexible and we can say "Let’s try it a different way!".

"I can use my 'spark' to make something new." We are dialling up our CREATIVITY by

demonstrating how we can take a "normal" idea and stretch it into something "extraordinary" . This could mean solving a problem in an imaginary world or when we are playing.

We are successful when we can describe one thing that may not exist in the real world and explain why it is special or unique. We can also describe how we have made something interesting and new.

CURIOSITY AWE AND WONDER are evident if we can ask the 'what if' to explore new possibilities. Students demonstrate a natural curiosity by asking open-ended questions about their peers' imaginary worlds to help them grow their own ideas.

We are successful when we can ask "Wondering Questions" (e.g., "I wonder what happens in your land when it rains?") to help a friend add more detail to their world.

We can try new ways of moving and presenting our ideas, even if it feels a bit silly at first. We know that we have to dial up our strengths of GRIT AND BRAVERY.

You will see our creative bravery through our movements to a piece of music or through our presentations at assembly. This might be something new and different from how we might usually move our bodies or make sounds or present ideas.

.  

To get us thinking outside the box we have been opening a secret box to reveal a 'curiosity'.  So far this magical box has delivered a large feather and a sandy mixture that gave us many clues especially when we touched it. 

It felt sandy, it looked sandy but it also had shimmering pieces that were almost foil like.  The most amazing thing was that when we rubbed our hands in it, our hands changed colour.  We discovered that we could transfer this evidence into our Inquriy books.  We wondered where it had come from........

        

Maths Mug Cake

 

A serene, flour-dusted dream is really not the case in reality when it comes to baking learning experiences.  When maths smells and tastes like chocolate 'mug cake', our kids became engaged in the language of measurement really quickly and without any prompting what so ever because it made sense.  This was successful because of the authentic context.  (and the promise of chocolate cake within reason !) 

Here is how a simple baking session turned into a great maths lesson.

We were very hands-on and you might say it was a total sensory experience.

We looked at the difference between a cup of fluffy flour and a cup of packed sugar. 

Reading Scales, Jugs and measuring spoons: Pouring milk up to the exact measurement needed a good eye-level estimation. We actively practiced reading instructions and understanding units of measurement (ml, grams, teaspoons).

Fractions are notoriously tricky to grasp, but baking makes them visual and tangible.

We could visualise the whole but we could also see lots of light bulb moments when we realised that an 1/8 was smaller than 1/4 or a 1/2. 

This task was also really easy to level up for more of a challenge. We could think about doubling the recipe.   How much would we need of each ingredient ?

We had to manage our time well and set a time on the microwave.  We had lots of discussions about whether the time needed to change with more mugs in the microwave.

After all this success we know that we will continue to embrace the messy cooking, water play and exploring.   We aren't just making a mess—we are building amazing creative maths minds and confident bakers and makers !   

Have a go at the recipe at home and look out for other opportunities for 'everyday maths'. 

Here are some pieces of our writing from this baking experience. 

Haerenge ki te taone o Te Whanganui a Tara

Our kids in Tautoru have a natural curiosity for all types of machines and gadgets.  They really love to get inside and understand how things work !  You can imagine their delight when we were escourted into the belly of the new city Library where they could have a first hand experience seeing and leanring about the state of the art library book sorting machine....

We started off on the mezzanine floor travelling down to the entrance where books are carefully deposited into a slot once they have been read.  We watched in awe as the books lovingly travelled down a conveyer belt through the floor and into the room below.  

With eyes wide and questions flying around, we saw the amazing machine that sorts the books using a tiny microchip.  This room had a tray for every destination imaginable.  At the end of the second conveyor belt with the trolley of mystery.  This was for books that did not belong to any council library.  It was for the books that are swept up in the chaos and rush of getting those lovely books back on time !!!   There were buttons and lights galore and so many little engineers with wonderings. 

Next stop was the underground carpark.  We were able to see the earthquake pillars that we learnt were buried 40 metres underground to reach bedrock.  These amazing seismic pillars will be what helps this beautiful building withstand an earthquake.

Our second leg of the City journey was to Wharewaka to complete our second walking tour with Kura Ahurea.  We were able to recap our prior learning about the waka taua and the Atua.  We could really exercise our storytelling and knowledge from our Term 1 haerenga !!   

Miles talked to us about how he remembered the eyes of the waka and how karakia travelled through the eyes and down each side of the waka protecting the toa going to war.  On the side of the waka we could see the raukura from the albatross and we could explore the carvings of different atua.  

This time we also went on to the bride that connects the Whairepo lagoon to the other side.  We learnt about the wooden carvings and the signficance of the creatures depicted on the bridge.  Ngake and Whataitai are represented on this bridge.  Paris talked to us about the significance of the Albatross as a messenger and symbol of peace. This is really important to Taranaki Iwi both in Taranaki and Te Whanganui a Tara.   

Zero Waste

 

We are Creative Thinkers

We are diving deep into the world of imagination and inquiry. We aren’t just reading books; we’re exploring "Wonderlands"—those internal and external places where curiosity leads the way to imaginative play and dialling up our Creativity in different ways. 

Inquiry is more than just a skill; it’s a way of engaging with the world. Children use their imagination all day, everyday but often need plenty of opportutiies to grow this as well.  We are encouraging taking risks, thinking outside of the box, pondering the what ifs.....
We are using stories and music as our compass to create and navigate around imaginary landscapes.   Stories sometimes give us that map while music provides atmosphere and emotions. Soundscapes can transport a room into a deep forest or a bustling Martian city in seconds.

Here are some examples of what we pictured in our minds when we listened to a description and music. 

Simple Ways to Explore at Home. -   Here are a few ways to turn an ordinary afternoon into an inquiry-based adventure:

• The Soundtrack Swap Play a piece of music, then a slow ambient track. Ask: "What kind of creature lives in this music?"   What does the environment look like ? What is happening ? 
  
• Story "Fracturing" Read a familiar tale but stop halfway. Ask: "What if the hero made a different choice here?"  Change up a character or change a character into a villan.  
  
• Prop Prompts Place a random object (like a whisk or a scarf) in the center of the room. Ask: "In our Wonderland, this isn't a whisk. What is it?"    
  
• Go on that bear hunt, visit Dr Suess or make a fort that can transport you to amazing places.