Maria Wysocki with Nicole Land
It has been quite a
journey to observe and live with the children the relational ways that ‘masteries’
and ‘ownership’ come to happen with the yard, as we study its dynamic of movement
and life collectively. We move and we notice, and vice-versa, in this
environment that offers endless experiential moments in which we enlarge our
understanding of who we are, how we move, and what disrupts our movements,
shaping our experiences and understandings on intrinsic human – nature
relations and dependencies.
Continue reading How Noticing Becomes an Act of Reflection and Care
Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski
I’ve been thinking about what we can notice and what we cannot notice when we think with moving: in the yard, whose movements are acceptable or enjoyable or agreeable and whose movements are not? I am thinking about how our inherited ways of knowing movement call us to pay attention to certain movements. I’d suggest that we are taught to pay attention primarily to human movements and then also to particular sanctioned kinds of human movements (developmental skills, gross motor skills). I am thinking too about all of the movements in the yard that are part of living well together in the yard, but that we don’t often notice or sometimes we work not to notice. Like how we don’t often attune to rat movements or only get to know rat movements in certain ways (like dead rat bodies), but also other movements: tree movements, bark moving, snail moving. It’s harder to notice these movements. Thinking about our intentions to want to create conditions where we have to actually think about moving, I’d suggest that paying attention to these kinds of movements requires more work; we have to change how our own bodies move and shift how and what we notice. I think that this connects to thinking about getting to know moving in a particular place: how does a place (the yard) shape how moving happens? How do the conditions of the yard shape how we can notice moving? And the flip side of that question – how do the ways we notice moving shape how we create conditions for moving in the yard?
Continue reading What We Can and Cannot Notice
By Selena Ha and Nicole Land
“How do we move together?” and “How do we get to know a place with movement?”. These have been the big questions in part of the movement research in the preschool room.
From the start of the research project inquiry work, we noticed children’s conversations and play, such as “No you can’t play here, it’s my house” and “It’s mine”. We wondered: What did children tell us with this play? What ideas and concepts were they thinking with? We noticed children were creating structures and using them as boundaries that stopped the flow of human moving in the playground; structures and boundaries that interrupted the children’s movements. Thus children that used structures, words, and even their own bodies to create boundaries – they were border making, a term we used to describe our acts of creating and participating in boundaries. Noticing how important borders were in shaping moving, we started to question: what do borders really do?
Continue reading Bordermaking and Ownership