Drifting Poetry

This was a beautiful project, and as far as I can see, completely thought and carried out by one of the teachers, Bernardo, who relied on the whole educational community to carry this through. It was an activity that let us go outside Zaleo’s doors, and not only did the teachers and families get involved but also external people and most importantly, the kids. Not just as observers, but also an active and necessary part of the development of the activity.

I would note that I would have liked the project to have been explained fully from the start to have a global vision that could help me understand it as a whole; this would have then fed my motivation in the opportunities that arose to actively participate.

However, it did have a special beauty, and as I mentioned it let you participate in different ways, times and spaces so that no matter who you were, you enjoyed the project. The final exhibition was stunning and really symbolic. The vocals were incredible, although I missed a space for the little ones from Zaleo to listen.

I especially liked the “whispers from Zaleo”, it was tender, magic and beautiful. What a shame to miss the ones in the library, they must have been fantastic.

Thanks Bernardo and to everybody who made it possible.

Sara Quiles, Julia’s Mum (Caballo Ramón)

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Multisensory spaces

Alicia´s family had the idea to give a fairy light bulb of colours (like in a disco) to be used at the classroom because at home is really successful with Alicia and her siblings. According to this initiative, the tutor asks us to provide material for children.

Because of the working reasons we couldn´t arrange the activity in the mornings; finally it was developed after the nap time.

Little by little, new ideas were aroused to enrich the purpose: carry a tent to hide children inside, an outdoor light tube…

We refused taking music to focus on the visual aim.

The proper day to do the activity, Mila is in charge of the location of the tent, the light bulb, the hose of light and try to make the classroom, as dark as possible.

Children seemed to be surprised by the new atmosphere and they run to hide themselves inside the tent, anyway, they decided to explore the environment very soon.

In the end, the majority of the family participated. For instance, the elder brother (a former Zaleo pupil) surprised us suggesting brilliant ideas, helping us at any time and enriching the activity.

We shared a good time all together. It has been a pleasure to feel like at home along with the school staff.

Flor Ibáñez, Alicia´s mother.

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Washing Up Bowl Activity

Free play with specific materials fascinates me. I wanted to strengthen this activity in class involving all the families. The idea was to bring an object from our daily life, which we use at home, but without having to buy or make anything. Participation was essential but at the same time effort was hardly required.

I felt very happy doing the activity, when I suggested it to Loli, she didn’t doubt it; “Do it”. After that I asked families what they thought and they loved the idea. That helped me feel sure in setting up the activity.

My relationship with the kids consisted of presenting the activity with a sentence and afterwards allowing them to observe, and enjoy what they created. They built, transformed, laughed, invented, smiled, imagined, cried and resolved problems without hardly any adult intervention, only on one or two occasions when we thought there could be a problematic conflict. I also accepted anyone that needed comforting.

In this case we used washing up bowls, but it could have been anything. The activity could easily be carried out during the year with any type of material that families decided, and they take turns in carrying out the activity.

What was learnt: It was fantastic to be able to share the classroom with your own daughter and teacher. Confront and enjoy different ways of doing something together. Regarding the kids, I think that this activity promotes autonomy, imagination and a never ending set of skills that enrich the presence of family members as a new reference in the classroom.

Sara, Julia’s Mum. (Ramón the Horse class)

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Umbra-L

The whole artistic works are in a certain way, interactive. They arouse a question and we are in charge of elaborating the answers taking into account our sensitiveness and our knowledge and interest field. An interactive installation is an artistic mechanism which is essential for our work. This activity will not have sense without the active participation of the observer.

When I am in charge of an interactive installation I always pay attention to children and I learn a lot just observing them and their reactions. Additionally, it has a crucial role as far as their leisure is concerned. I am really interested in checking that the child discovers an individual and direct method of relate with work. As well as I do with adults.

At Zaleo school they know perfectly what I mean. They learn to touch, to breathe, to see, to smell and to listen. Experience is considered the key vehicle to obtain the teaching from the environment, as a tool of knowledge that requires being stimulated. Therefore, they use artistic languages naturally and convincingly. Having the possibility of sharing this experience with them has been a pleasure. Sensitiveness, dedication and conviction are examples to be followed and their pedagogy is highly valued. We hope other teaching and learning spaces learn the procedure of this school. We hope to see that very soon due to be essential to live in a society where people learn how to know and value their world.

I would like to say thank you to all Zaleo nursery school which has given me a hand during this ambitious journey. I have learnt much and therefore, I say thank you very much. In concrete, I would like to express my gratitude to people who have worked very close to me: Goya, Mariano and Ana. Thanks for inviting me and I hope to see each other in future projects. A big hug to everybody.

Arturo Moya Villén

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