Movement

"...one's movements must be coordinated with the center -- with the brain. Not only are thought and actions two parts of the same occurrence, but it is through movement that   the higher life expresses itself." - Maria Montessori

Movement is important to include in the whole education of the child, for it is both a skill and a means of expression. Our job as teacher is to develop the children's bodily powers and give them confidence and skill in their use. To achieve this, the children must come to know the parts of the body and their relation to each other and to the whole. Movement work provides the opportunity for experiment and practice in acquiring this "body awareness".  

First, consider the space immediately surrounding the child's body. It can be divided into that above him, that around the lower part of his body, the space in front and that behind him, and the space on either side of him. Children need to be encouraged to explore and use movement in all of these. Movement can be high, encouraging children to stretch up, to use their arms above their heads to reach into the space all around the body when it is in a standing position; or they can be low, exploring the space around the child on the floor.

Secondly, exploring total space is very important, for children need to be confident and happy in their use of the whole area. If they are not encouraged to explore it, their movement will be confined and restricted and will lose in freedom, variety and originality.

We can provide opportunity for the child to experiment in moving all parts of the body, beginning with simple, broad movement of arms, legs, trunk and head and progressing to more and more intricate movements as opportunity, ability, and imagination allow. Not all activity should be vigorous, fast and exhausting. Small, delicate, light movements using fingers, wrists, elbows, ankles, knees and toes, are just as important and as fun. The children gain increasing control of their muscles and find satisfaction in extending the range of movements. The child's concentration and coordination will be used to the utmost; this is why it is important to include movements of partial or complete relaxation.

"Through movement, he/she acts upon his external environment and thus carries out his own personal mission in the world."  - Maria Montessori

Our study of Oceania continues with stories and art this week. Australia is part of this area of the world, and we have been learning about that continent's first people, the Aborigines. By listening to stories like "The Rainbow Serpent and the Story of Creation" and reading about one Aboriginal tribe's "walkabout," Lower El is discovering what was, and is, important to the Aborigines. From the Middlers' research of animals that live in Oceania, the students are learning about the strange creatures that inhabit this area, and that are often featured in Aboriginal paintings. We looked at paintings made by contemporary Aboriginal artists, and one student noted that although the pictures appear simple, they are made up of numerous dots and lines that reveal a great deal of detail. Everyone made a hand stencil on our brown paper "cave wall" using chalk pastels - emulating early Aboriginal hand stencils that were made with ochre. We decorated our hands with designs inspired by the pictures we studied. 

On this cold and wet Friday, the memories of our time in sunny and warm Alabama continue to beckon us with the extended hands of friendship and love that was in many ways the defining experience of our odyssey. We were received with such open arms and heard numerous times that we were loved. The artist, Joe Minter of Birmingham qualified that love as "agape". In his essay, "The Power of Nonviolence," Dr. King defines agape love as an "understanding, creative, redemptive good will for all men. It is an overflowing love which seeks nothing in return". That was our experience.

On the morning of our return, after a delicious hot breakfast of four different kinds of sausage (this is a meat centered culture), scrambled eggs, and French toast fingers prepared by our generous hosts, David and Sharon Jackson, we had a surprise visit from the mayor of Selma, Alabama, George Evans. Mayor Evans welcomed us and thanked us for visiting his city, told us a little about himself and then asked for questions. Even after seven intense and exhausting days and nights, our Middle School students asked probing and informed questions. The mayor answered questions about his opinion on the pending potential changes to the Voting Rights Act of 1965 and the controversial statue of Nathan Bedford Forrest in Selma. It was the perfect cap to our odyssey.  As in all the past odysseys, new doors were opened and already there are exciting new possibilities for odysseys to come.

Now to the present and the immediate future. How do we come to understand all the dimensions of our recent journey? How do we, individually and as a community, process this incredible and often life changing experience? Over the April break, students have been asked to read over their journals, list the ways they feel they were changed by the odyssey, and write a monologue that explores these changes. The monologues will become the inspirational ground for the creation of our performance.  For the three weeks following April break, mornings will be dedicated to the development, writing, and rehearsing of what will become our show. The performance dates and time are Thursday, May 9 and Friday, May 10 - both at 7pm.

The Middle School students were inveterate travelers and an honor to travel with. Have a wonderful and restful vacation.

Paul, Finn, and Nora

Middle School Hosts, The Jackson's

We sing farewell to Selma

Mayor Evans receives some Vermont Gold

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