Exploring in The Hive

"We explore and make sense of our world through the narratives we create."

The fourth term in The Hive has begun with a flourish of creativity and storytelling as we launch into our new Unit of Inquiry: How We Express Ourselves.

Our learning engagements and investigations for this unit will allow the children to explore and express themselves using a wide range of creative, playful, and engaging ways! The focus will be on observing, experimenting, discovering, and learning about the world around us through active exploration.

We will be learning about:

• Physical movement as a means of expression

• Ways we can explore materials as a means of expression and communication

• The ways we can express ourselves through verbal language and mark-making

• The form and function of a range of materials and musical instruments.

• The connection between materials and our ideas, narratives, and self-expression

The children will learn to be balanced risk-takers and communicators as they encounter new materials and collaborate with others to develop stories and performances from their interests. This Unit of Inquiry is always a joyful, magical learning journey as the children design and create using the visual arts, music, and creative movement.

Our storytelling and music workshop with Valanga Khoza was the perfect way to begin our new unit! The children were very engaged, finding wonder and awe in his storytelling and music, where we heard stories of his South African heritage and life lessons about life in another country, highlighting the importance of not being wasteful. The children were inspired and excited, expressing interest in making their own musical instruments.

"It's an oil can", Spencer

"Guitar" Tom

"I can make a guitar," Amelie S.

"We can make some", Noah

"I know clap sticks from sticks", Raffi

Learning provocations in the art studio with various coloured paints and textured paint brushes/clay led the children to discussions around 'Masterpieces'. Throughout the day, educators observed several children using this new vocabulary to describe their work, saying, "It's a masterpiece". To inquire into this interest, we have begun unpacking what a masterpiece is and how you create one. Our inquiry will begin by exploring the idea that art is not just a painting and build on the idea that mastery of all kinds of arts is an important skill.

"It's when you cover the whole page" Tom

"So, are you saying it takes persistence and practice?" Rachelle

"Yeah", Amelie

"It's my masterpiece", Dorothy

What is a masterpiece?

"A painting" Tom.

"Leaves" Amelie.

"So using nature to make art or tell stories like in the Bunjil story?" Rachelle

"Yes" Amelie.

"It makes you feel like this" Tom (makes a fist pump).

"So, you know it's a masterpiece because it makes you feel good?" Rachelle

"Yeah, and you take time." Maisie

"It means it a really good painting." Oscar

"Yeah art …" Spencer

"My clay is a masterpiece" Tom

"Playing the piano can be" Aaren

We look forward to seeing where the children's inquiries, creations, and interests take us this term!

Head of Early Childhood