Exploring a Creative Approach to Matter.” Ms. Pucci is an Atelierista and art therapist from Reggio
Emilia, Italy.
Roberta shared her expertise on the grammar of paper and the many rich experiences that
occur when building a relationship with this median. Educators had opportunities to investigate paper
with Roberta’s guidance in slowing down the process and using all the senses to learn more about the
material.
The wonder of first meeting the paper, the initial greeting of touch, observing and listening to
sounds of paper. The joys of being in the moment of exploring paper and imagining how a young child
may first encounter the experience. Learning to construct knowledge of the physical world to the
abstract world in both the eyes of an adult and child. What are the challenges? The importance of
experiencing the process - so important - how the shift in knowing the process and being aware. How
educators can co-create with children an environment that nurtures creativity and building knowledge
of the grammar of paper. Roberta shared how process and product are like a two-sided coin. Think of
the finale product and the process – how could you communicate the process. How could you discover
the grammar of the paper? How could you discover this new friend with your hands, following what the
paper suggests and how does it move. This is active approach with the paper and one of reflection on the process. Educators need to add depth to personal reflection if the process was difficult. Introduction of “Horizontal vs. Vertical grammar of paper. How can we discover the personality materials… observe,
use hands follow with transfer. Horizontal: Connecting, enlarging Vertical: focusing, deepening.
to fold paper and other materials for design projects) and Cut and Fold Paper Textures Techniques for
Surface Design by Paul Jackson. She presented comparisons between product and process of simple
papers folded in different ways in photos. Discussion introducing grammar of paper and the grammar of
rock, paper and clay. How the interaction between the two different grammars transform the materials.
How does it transform? The encounter adds additional layer to the relationship between the two
materials. New experiences and new knowledge constructed.
What words to use when introducing and presenting materials to the children. Roberta had
educators reflect on the process of setup of provocations with paper and words. Questions to think
about...
- “What materials and tools would you chose? / What shapes, colors, sizes?”
- What are the spatial visual relationships between materials? / What are your expectations
about student’s experience and learning?
- What do you think this specific setting communicate and suggest? / Is there enough empty
space for working?
How you present materials and model use of materials have a great impact on young children. Opportunity to have open on workshop and experience... open sharing...
Text written by Hope Petrozzi, edited by Kumiko Kato