Asilo nido IL QUADRIFOGLIO
PROGETTO: EDUCAZIONE MUSICALE
-Rumori e suoni nella natura e nella supernatura;
-Il bambino costruttore di suoni e di oggetti sonori.
-Suoni, ritmi e movimento.
-Il suono e il gesto; suono e colore.
-I suoni organizzati: analisi e riproduzione: ninne nanne, filastrocche, cantilene, fiabe musicali e loro traduzione drammaturgica in piccolo gruppo.
The laboratory contains various art activities, which help the children express creativity.
The laboratory is divided into sections. These are: literature/drama, art/design and video projections. These activities help the children to elaborate on past experiences (seen and thought), with a knew connection to their emotions.
These so-called "alternate languages" are special because they are spontaneous and immediate. The child developes another means of communications, that doesn't require a "thinking conscience process" such as is used in verbal expression.
The child does not have to meditate on what or how to speak. This form of art communication fights against inibition and shyness and fastens self confidence and pleasure. Art is the space which takes in every form of true expression. Coming from within, it helps to draw out of the child what he needs to communicate well. It is a perfect balance between the polar opposites of rationality and emotion.
The laboratory is divided into three areas of discipline: 1) Sound: introduction to sound and the combination of sounds, makes the child sensitive to listening. The related activities provide sufficient creative space. 2) Design/Chromoterapy: the child's attention shifts to the portrait, sign and colors. The child talks about him-self. Here it is important to allow free space and choise in choosing material and activities. This aspect garantees that the child creativity emerges. This process help the school to plan and carry out an educative course, particular to the tastes of each individual child.
Literature and drama are linked to the playing of games with specific roles. The child can experience, imagine and live intensely new dimensions through stories exsternal stimulation such as sounds, objects and small scenes. The child can emerge himself physically and emotionally in other reality.
In general with the terms art and creativity, we mean: free expression, communication methods with wich he can express( without barriers) the natural needs of affection and knowledge.
According to the phi- losophy of Maria Montessori, even a new- born baby is given high consideration. Dr. Montessori believed that even children this young are competent, extremely recepti- ve and instintively driven towards perfec- tion. Being children, this process is achie- ved with high intensity, joy and happiness. During development, the child absorbs much from his surronding environment whi- le following his own interior designs. The adult or teacher in a Montessori prepa- red environment has a gross responsability. He must prepare, respect, guide and have complete faith in this delicate and fasci- nating personal growth progress. He must understand the real needs of the child and be able to meet these needs. In an edu- cational sense, it is he (the child) who is our teacher. Practically speaking, this means that a Montessori teacher indirectly inte- racts with child in an attentive but loving manner. Never does the teacher give the impression of invading the child space. The teacher spends a great deal of time observing gesting prepared activities gea- red to helping the child further express his maximum potential. This is why Dr. Mon- tessori coined the saying “Help me to do it by myself”.
our activities are really "proposed activities". Every day our staff will prepare various activities for your children, keeping clear in their minds the rythym and tempo of a child's individual understanding and inclinations.