We all carry certain memories, assumptions and expectations of childhood. Whether conscious or not, these profoundly color the way that we work with children. They can imprison us or give us vast openness and spontaneity. Consciously experiencing and understanding more about our own perspectives makes it possible to refine our work with children and remain open to change. 

This course begins with presentations on the work of several child development theorists, by the participants. Through story, artistic work, and concepts, participants will share their understanding of different theories. We will then begin a study of the Enki view of child development, including an experiential and conceptual "tour" of the nursery through 12th grade curriculum that arises from this view. As participants explore child development and the nature of learning from the Enki perspective, they will come to see why we say the arts are the ears of childhood - why the grade school child learns best through the arts. Through work with drawing, music, movement and storytelling participants will experience ways to use this special "listening" skill to maximize learning. 

In the course of this exploration of child development and curriculum, participants' own assumptions, biases, and insights come to light. The issues raised through this study will serve as a reference point for ongoing work with the Enki approach throughout the two-year program. On this base, participants will come to see how a particular view of the child leads to a given curriculum. They can then begin to learn how to develop curricula, which grow out of and express their own fundamental understandings.

Everyone can sing. In this course we will work with voice exercises to open pathways between breath, movement and voice so our singing can be a full and integrated expression. Many times each day we will join together to sing the songs we have learned in the music classes. As well, our  study of music will connect us to the texture of each stage of childhood as we sing songs from each grade level. 

Recorder playing will be introduced to participants in the same way as it is introduced to the children. Participants will learn to follow the instructor's movements without concept or direction, simply allowing themselves to be imprinted. This will give them a direct experience of the young child's learning process. As they learn to relax their conceptual mind and allow their own hands to follow the teacher's hand, they will also cultivate the powerful capacities so natural to the young children.

When something touches us deeply we often say, "It really moved me." Why? Why is it that our deepest feelings are somehow connected to movement? Perhaps it is because movement is the first sense to develop in the womb and remains an active ground of learning throughout our lives. Through the body we take in, process and express all that lies outside us and within. For both child and adult, movement is central to finding inner balance.

Movement is integral to all Enki coursework; in this class it is the central focus. Students participate in a number of different movement experiences, including: simple movement patterns and exercises to discover their own strengths and blockages; the Bainbridge-Cohen developmental movement sequences to gain direct experience of the processes of child development; Laban and Body Systems structured movements to explore different human characteristics and their emotional/perceptual qualities; and Contact Improvisation to experience different ways of relating to others and the world around us. This work will bring participants into an active relationship with their own movement and deepen their understanding of themselves. In turn, they will gain first hand knowledge of the growing child, coming to share his experience through movement.

                                                                            Next>>