Taking as inspiration the Labors of Heracles and his adventures to overcome twelve tests imposed by King Eurystheus and achieve forgiveness from the gods, the girls and boys have created watercolor paintings accompanied by written texts and poems. Two of these stories: "The Birds of Lake Stymphalus" and "The Hydra of Lerna" have been represented within the great play.
Seeing a craftsman use his hands to transform the raw material and turn it into a useful or decorative product is for children like a magic gesture. They are amazed and admired by the incredible ability of the craftsman to create so easily and quickly that product that they now have before their eyes, when a few minutes ago it was a pile of mud, wool, wicker, leather, or a piece of wood or iron. They have the ability to admire the wonders that surround us: those of nature and those that human beings are able to create. Children scrutinize every move, gesture and attitude of the craftsman. Then they enjoy picking up tools and materials and imitating exactly the same movements they just observed. If they are allowed to experiment, they discover that it is not as easy as it seemed and that all creation requires practice, patience and perseverance. Then, they value even more the skill and knowledge of the craftsman. We have been visited by 3 artisans: -In Pere Parets, espadrilles. -Antonella Farris, tin specialist. -In Raül Blanco, carpenter and teacher of the school. Thank you for your collaboration!
The children have been listening to stories in English about all the dwellings people live in, in various locations around the world and how the materials and structures vary depending on environment, location and the needs of the people and cultures they live in. The children were invited to make their own creations and present them to their peers. It has been a fun, creative and successful experience for all of us. All of the projects look amazing and the children have all done a fantastic job. Well done to each and everyone of you!
The boys and girls have collaborated in writing the posters that name the plants in the garden, thus doing their bit to create the School's Botanical Garden. In the garden they have taken care of collecting and sowing countless seeds that they have seen grow. The last ones, sunflowers, especially aroused his curiosity: "This plant comes out of a pipe!" They watched with wide-awake eyes and with great interest as the seedling pushed its way toward the light with the pipe shell still on as a makeshift hat. They have been the guardians and guardians of the seeds. They have collected them, they have planted them, they have tasted them. As if they were the seeds that have just germinated and are growing with strength and energy, they have dedicated themselves to their work with interest and perseverance.
The calm, feeling the warmth in your hands, transforming, from the heart, to experience, feel.
Each year the drama creation process begins with an immersion in the atmosphere and the images of the story, through narrations that offer the global vision. Starting from the general idea step by step we approach the particular, finally reaching the detail. Dynamic, rhythmic and coordinated movement openings develop presence, listening, synchrony and group cohesion. The listened rounds foster collaboration and a common vision of the process. Groups of girls and boys are formed who create, prepare and present the different scenes of the play to live the story and get to know the characters and the atmospheres that make it up. Finally, the characters are distributed and a more detailed process begins that includes movement, gesture and word. The art of the word, eurythmy and musical creation fill the space of the performing arts. Participation in different workshops such as construction of scenery, script, props, posters, costumes, complete the process. Collective creation is promoted, developing cooperation, responsibility and creativity for a group objective. The final performance of the work provides the growth and inner experience shared with the community.
A R T I S T I C W O R K S H O P 2 0 2 2 First Cycle of Artistic and Healer Processes Escuela Cultura, transformative and active impulse of the Sa Llavor Foundation, in collaboration with Visionary Woman Art Research Group, presents in January 2022 a new cycle of Artistic Workshop with theoretical-practical work sessions for adults, which reconnect with the essence of art and live the artistic process as a journey into the unknown where intuiting and imagining gives us inspiration and deep learning on a personal and social level. 7 meetings // 7 Sundays January 30 to March 13 from 10 a.m. to 2 p.m. Sa Llavor Foundation. Plaça Metge Borràs, 3. Binissalem. Mallorca Created and designed by: Escuela Cultura - Fundació Sa Llavor, Mallorca Talk-Workshop Introduction In this First Cycle of Artistic and Healing Processes, we are going to explore the relationship between Art, Science and Spirituality in constellation with the works of Hilma af Klint and Emma Kunz. We open a space for experimentation, creation and critical thinking through artistic practices, scientific experiments created at the beginning of the 20th century, Goethean observation, movement and words. This space of seven sessions of four hours each, is led by specialists in one or more of the proposed topics, with the intention of opening doors to liminal spaces. The artistic processes carried out by the participants are visualized and taken into an exhibition format. Hilma af Klint and Emma Kunz Researchers and artists, Hilma af Klint (1862-1944) and Emma Kunz (1892-1963), explored the supersensible world through art and science, predicting that their work would be understood and useful for future generations. The incredible popularity of his works today confirms the relevance of graphic research and the holistic view of the human being. His creations present us with an opportunity to discover the mysteries of life and a two-way purpose to return to unity. Program Art, Science and Spirituality An approach to esoteric cartography by the artists Hilma af Klint and Emma Kunz We offer a space for individual and collective experimentation, creation and critical thinking, through artistic practices, scientific experiments from the beginning of the 20th century, Goethean observation, movement and words. Day 1 // January 30 // The 4 Directions: Create an orientation map in the 4 directions to build the foundation of the artistic and healing process. We will use clay modeling to create pure forms that visualize the formative forces, inspired by the platonic solids and the direction plate and pendulum that Emma Kunz used to perceive the laws of Nature and spiritual connections. Day 2 // February 6 // Contemplation: Cultivate the art of contemplation to capture the essence of the forms of Nature and capture them through painting. With the technique of pastel and painting, we will create prints based on the experience of Goethean observation of the plant world, inspired by the notebooks that Hilma af Klint created during
The winter solstice commemorates the birth of light. Soon we will live the darkest day of the year but also, little by little, we will see how the days are lengthening, gaining more hours at night and darkness. Let all this light fill our hearts and let us surrender to the most special and endearing meaning of the winter solstice: sharing with others, gathering together, renewing ourselves. It is time to sow. Imagine that we are a fertile field waiting to receive a lot of new things that will take root in us, growing towards the sky, towards the stars, making us shine.
Watercolor is a privileged artistic form for elementary school children, since it allows them to have emotional experiences with color in a fluctuating medium like water. At these ages, the way they create on paper is not important. The recreation of a specific character or scene is not important. Working with paint on wet paper, where the water disperses the colors and does not allow them to define any shape, can be frustrating for some children who have prematurely developed reasoning and intellect. Watercolor works from the heart, from the soul, from the emotions, from the flow. The intellect fails when it wishes to define some form. The master's proposal starts from the character of each color: the expansive force of red, the irradiation of yellow, the protective envelope of blue ... and tells a story, presents some images. In these images, characters or animals may appear, each with its own character and activity. So, we identify each character or animal with each of the colors, by the similarity with the character of each color. Finally, we paint the colors on the paper, and we also paint the interactions that each one has had in the story. The result is not a more or less faithful representation of the characters in the story, but a mixture of colors that illustrates the emotional force that has taken place in that narrative.
Last Saturday, November 27th, we celebrated the first meeting of the Learning Community planting trees in community in the forest. These meetings seek to establish links between the community through action, as a way to return to the human network, to collaborate and enrich the project in a family and festive environment. The contribution and donation of trees and shrubs by the families was very numerous. Those that could best adapt to the characteristics of the terrain were chosen, such as oak, pine, murta, laurel, strawberry tree, olive or fruit trees. During the meeting new families could get to know the space where their children play every day at the school, as well as the projects that are being carried out.
