this strange existence
in order to shift, change, shape
I must surrender
I had lunch with the very wise John Allison again last week. We spent a lot of time discussing the scary notion of surrendering into our own lives. John continues to leave lasting impressions on me; his reflections on story-telling sparked this blog entry on our Drop Bear Theatre blog last year.
THE TITLE FOR THIS BLOG IS TAKEN FROM ONE OF MY FAVOURITE BOOKS WRITTEN FOR CHILDREN: "OLIVIA". OLIVIA IS AN AMBITIOUS AND PRECOCIOUS YOUNG PIG WHO SPENDS HER DAYS IGNORING HER BROTHER AND TERRORISING THE CAT. I OFTEN FEAR SHE IS THE SWINE VERSION OF MY YOUNG SELF. ONE DAY OLIVIA ATTEMPTS TO IMITATE A POLLOCK MASTERPIECE ON THE WALLS AT HOME. CONSEQUENTLY WE SEE HER AT THE BOTTOM OF THE STAIRS HAVING; “TIME TO THINK”. THIS BLOG IS A SPACE FOR ME TO SIT WITH OLIVIA AT THE FOOT OF THOSE STAIRS.
Showing posts with label poetry. Show all posts
Showing posts with label poetry. Show all posts
Sunday, July 18, 2010
Monday, June 28, 2010
One Hundred Languages
The Reggio Emilia Approach is inspiring me in my work today. It strengthens my belief that the arts is not a subject area, but a means by which children can create and communicate meaning across all learning areas. It also reminds me why we need to encourage all kinds of spiritual exploration with young people. The hundred languages poem says this much better than I could ever hope to:
The Hundred Languages
No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
-Loris Malaguzzi (translated by Lella Gandini)
Founder of the Reggio Emilia Approach
The Hundred Languages
No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
-Loris Malaguzzi (translated by Lella Gandini)
Founder of the Reggio Emilia Approach
Sunday, September 20, 2009
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