Homeschooling a Child’s Heart, Mind, and Spirit

Educating the WholeHearted Child: Chapter 6

WholeHeartedIf you are at all confused by all the different ways of homeschooling that you read about, this chapter alone is probably worth the cost of the entire book.  The Clarksons do a wonderful job of explaining the differences between curriculum-centered, content-centered, child-centered, and home-centered approaches to homeschooling, even breaking down those four main categories into smaller divisions and giving examples of well-known books, curriculum, and authors that follow each method.

I’ve been reading about homeschooling since my oldest was a baby, and it’s taken that long to sort through all the information and advice that is out there to get to the point where I feel fairly settled as far as what methods I want to draw from and what I want our educational experience to look like.  This chapter really helped me organize all that information in away that made sense and helped me evaluate the choices I have made.

“Homeschooling is not only about one part of your child’s life, as though you can raise a mind; it is about their whole life—heart, mind, and spirit.  Whatever model you choose, make sure it enables you to raise a whole child” (page 96).

Part of why I wanted to homeschool was to help my children to experience God in every part of their life rather than mentally filing spiritual matters into a separate category from academic subjects, sports, music, and anything else that occupies their minds and hearts.  My own experiences growing up were always so divided.  I chose to follow Christ when I was 14, and I distinctly remember feeling so proud when I gave any thought to God on a day other than Sunday.  He wasn’t a part of our conversations at home, and I attended public school until I went to college, so it took a lot of intentionality on my part to bring Christ into every part of my life.

I love being able to point my children to God as we go through our days, whether reading classic literature, exploring the world around us, or interacting with kids in the neighborhood or at their gymnastics class.  I want to be focused on God not just at church, but in our home.  I want homeschooling to be a lifestyle, a mentality that guides us throughout our day, not just for a few hours each morning as we get through our schoolwork.  I want to raise my children to be Christ-centered learners whose quest for knowledge brings them closer to God because they see His hand in everything they do.

Each Mentoring Monday I share my reflections on what I’ve been learning from my “paper mentors.”  I am currently joining in a book discussion of Educating the WholeHearted Child by Clay Clarkson (with Sally Clarkson), so my Monday posts are all being sparked by things I’m reading in this fabulous book!

More Math With Cuisenaire Rods

When I was in 5th grade my mom transferred me to the school where she taught Kindergarten, so every afternoon I would spend at least an hour hanging out in her classroom waiting for her to finish prepping for the next day.  One of my favorite ways to pass the time was with a set of Cuisenaire rods.  I was fascinated by these colorful wooden rods and used them to create all sorts of designs and patterns.  I loved how they could visually represent addition, multiplication, fractions, and many other math concepts.  (Yes, I was that kind of kid.)

P1030139Years later, when I was going through my teacher credential program, my mom told me that her school was cleaning out an old supply closet and I should come by and see if there was anything I wanted to have for my own future classroom.  When I saw a set of Cuisenaire rods, I felt like I’d found buried treasure.  (They also make plastic rods, but I have found they don’t work as well in some situations because the edges are just slightly more rounded, so if you’re looking to buy you might want to consider spending a little more for wooden rods.)

In the years I spent teaching, I must admit those rods didn’t come out much since they weren’t part of the curriculum I was required to teach.  Homeschooling, however, has been a different story.  All of my children love them and use them in different ways.  (Well, Nicholas just teethes on them when he’s lucky enough to get his hands on one, but the other kids are a bit more creative.)  I shared some of the ways we’ve used them back when we first made Our Foray into Math, but since then I’ve come across a few other ways to incorporate Cuisenaire rods into our days.

Basic Math Facts

As we worked our way through Year 1 of the Mathematics Enhancement Programme (MEP), I found the rods to be an invaluable aid.  Math isn’t Ian’s strongest subject, and I love the way the rods ensure that he can really see what the numbers mean as we work through problems.  One of the struggles we’ve encountered this year is committing basic math facts to memory.  For a while we were using xtramath.org (basically online flashcard drills), but then Ian tired of that and it became a battle rather than a help.  When faced with a practice book page with a large number of problems, he’d get discouraged before he even started because it would take him so long to get through each one.  I didn’t want to just skip the problems because he does need the practice, but using counters, fingers, or a number line was taking a really long time.

Then I remembered the Cuisenaire rods and thought we’d give those a shot.  When faced with a problem like 8+5 = ?, rather than counting out all the Unifix cubes he would need (which was a great way to learn at first), it’s so quick to just grab the 8 rod and the 5 rod (easy for him because he’s used them enough to be familiar with the associated colors) and place them on our track:

P1030136It works well for subtraction too.  For example, if Ian sees 15-6=?, he takes the 6 rod, scoots it up to the 15, and then has his answer.

P1030137Being able to work through these problems quickly has totally changed his attitude, and I hope that in time the repetition will help him to memorize the facts so he won’t need to use the rods.

Education Unboxed

My latest favorite way to use the Cuisenaire rods is going through the videos at Education Unboxed.  This site has tons of homemade videos showing how one mom used the rods to teach her children, and she has shared them all for free.  I LOVE these!  I’ll get out our rods, put on a video, and then just let the kids go.  They’ll see what the girl on the screen is doing and see what the mom is explaining, and then copy or build off of that concept.

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It’s especially helpful when the daughter in the video doesn’t do what the mom wants right away and she has to really work through the thought process.  My boys have both learned a lot from these videos, and Arianna is soaking it all up as well, though right now she just enjoys playing with the blocks and sorting them or making designs.P1030118

One of the great things about going through these videos is I don’t have to tell my kids who the lesson is aimed at.  Sometimes I’ll put one on with Ian in mind, sometimes with Elijah.  Both of them love watching the little girl in the lower level videos (who is absolutely adorable) and end up working through the lesson, even if I’ve told them they can just play.  (We’ve only watched the easier videos so far, but I’m looking forward to working through all of them eventually!

Cuisenaire rods are still my number one favorite tool for teaching math, and we may just have to add another set now that we have more kids wanting to play with them!

 

Creating Self-Motivated Learners

Educating the WholeHearted Child: Chapter 5 (Part 2)

WholeHearted If someone asked me to point out the main differences between children educated at home and those in traditional schools, the notion of self-motivated learning would be high on my list.  As a product of public schooling myself, as well as a former teacher, I have seen all too often how schools seem to kill children’s natural curiosity rather than nurture it.  I’m not saying it happens to every child, and it certainly doesn’t happen immediately.  However, by the time children reach high school, their primary motivation throughout the school day is more likely to be achieving a certain grade or meeting a graduation requirement than actually learning.

I was one of the lucky exceptions.  While I certainly knew how to play the grade game and went through my school career (at least pre-college) with that sort of mindset, I was fortunate to maintain a love for learning.  I spent hours pursuing my own interests, eager to satiate my hunger for knowledge.  When I could combine school and learning, I did.  In my senior year of high school we were told to write a 12-page research paper on a topic of our choice.  My latest fascination was the canonization of the Bible, and I threw myself into the assignment with such gusto that the final product was a 16-page paper that earned me an A++ and a comment from my English teacher proclaiming it to be “a Master’s thesis!”

I remember being so thrilled that I could spend my time learning about something that interested me and having it count as schoolwork.  What a sad commentary on our school system!  I knew several families at my church who were part of the early Christian homeschool movement, so several kids in my youth group had grown up being homeschooled, and I was so envious that much of their education had looked like this.  I decided way back then that if at all possible, I was going to homeschool my own children.

“The ultimate purpose of true education is to create a strong foundation for a lifetime of learning… A child with a positive learning attitude will naturally be come a self-motivated learner and will more quickly become a self-educating student” (page 90).

I love watching my children take delight in learning.  When I see them scouring our overflowing bookshelves for a book about some particular subject they want to know more about, I cannot help but smile.  There are few things I enjoy more than seeing them come across something we’ve learned about as they go about their everyday lives and light up as they experience the satisfaction of feeling connected to the world around us.

The other day I wanted to find something to watch while I sat nursing the baby, so I put on the first episode of America: The Story of Us, and Ian ended up watching much of it with me.  It touched on several things we had talked about before, like the Pilgrims and the beginning of the Revolutionary War, and he was so fascinated we ended up watching it twice.  It stirred up a desire in him to revisit some of what we had done a few months ago, and today as he watched an episode of Liberty’s Kids, he called me over and rewound it so he could show me the engraving Paul Revere had done of the Boston Massacre, which had been mentioned in the documentary we had watched together.

I love that at 6 years old he is getting a thrill out of making connections between things he hears about history when he comes across them in various places!  I hope that as the years pass and his eyes are opened to more of the world around him that he will be just as excited about digging deeper and learning more about history, the Bible, science, famous people, literary treasures, and anything else that peaks his interest.  If he has that “positive learning attitude,” then no matter what gaps we may leave in his education over the next twelve years, he will be more than adequately equipped to set out on a lifetime of learning.

Each Mentoring Monday I share my reflections on what I’ve been learning from my “paper mentors.”  I am currently joining in a book discussion of Educating the WholeHearted Child by Clay Clarkson (with Sally Clarkson), so my Monday posts are all being sparked by things I’m reading in this fabulous book!

Wrapping Up Our 2013-14 School Year

IanLast Friday marked the end of 36 weeks of school at our house, so while we’re continuing with a few reviews (and things like piano and math that I want to be sure we don’t lose ground on), we’re officially done with Ian’s Kindergarten year!  I’ve been assembling a portfolio of his work for our records and thought I’d take a little time to reflect on what we’ve accomplished this year.

Back in July I posted my plans for our year, and from July through December (with a few weeks off when Nicholas was born) we pretty much stuck with those plans.  (I was trying to tackle a long list of books I had created in as a sort of “Year 0.5” before we start Ambleside Year 1 for first grade.)  Over the holidays I decided I wanted to change things a bit, so we dropped most of those readings and only occasionally picked them up again.  Instead we spent a couple months working through some Five in a Row books and then enjoying some of the products we were reviewing for the Schoolhouse Review Crew.

I love planning (though I try to be open to changes as God leads us), and I find that things go so much smoother when I have a big picture in mind of where I want to go.   So I’ve started looking ahead to 1st grade, and I’ll be sharing more about that in the weeks to come.

Now that we’re done, here’s a look at what we actually did in Ian’s Kindergarten year:

Bible/Character

Literature/Language Arts:

Five in a Row units (with links to my posts about these units):

Classic Children’s Literature:

  • unit on Little Red Riding Hood
  • The Sandman: His Farm Stories by William J. Hopkins
  • Japanese Twins by Lucy Fitch Perkins
  • Irish Twins by Lucy Fitch Perkins
  • Selected Uncle Remus stories by Joel Chandler Harris
  • Crimson Fairy Book (Ch.1-10) by Andrew Lang
  • Among the Forest People (Ch. 1-6) by Clara Dillingham Pierson
  • The Boxcar Children by Gertrude Chandler Warner
  • Charlotte’s Web by E.B. White
  • Frog and Toad Together by Arthur Lobel (Progeny Press Literature Study)

Poetry:

  • A Child’s Own Book of Verse
  • Book of Nursery and Mother Goose Rhymes by Marguerite de Angeli (p.1-153)

Phonics/Spelling:

  • Spelling You See: Level B – Jack and Jill (through week 15)
  • Completed Reading Eggs (120 lessons) [Edited to remove link because I no longer recommend this program. See “Good-bye, Reading Eggs.”]
  • Various early readers, including Reading-Literature series by Harriette Taylor Treadwell (Primer and 1)

Math:

  • Mathematics Enhancement Programme (MEP) (Lessons 14-126)
  • CTCMath.com (completed Kindergarten, started 1st grade)

History/Geography:

  • Stories of Great Americans by Edward Eggleston
  • The Seven Little Sisters Who Live on a Round Ball That Floats in the Air by Jane Andrews (Ch.1-6)
  • In God’s Garden by Amy Steedman
  • Boy on the Mayflower by Iris Vinton
  • Stories of the Pilgrims by Margaret Pumphrey (selected chapters)
  • Kate Waters and Russ Kendall’s Thanks giving books: On the Mayflower, Samuel Easton’s Day, Sarah Morton’s Day, Tapenum’s Day
  • Columbus by D’Aulaire
  • Imagination Station books 1-5

Science

  • Exploring Creation With Astronomy (Ch. 1-5)
  • Mother West Wind “Why” Stories by Thornton W. Burgess (Ch.1-11)
  • Bill Nye the Science Guy videos: Earth’s crust, Gravity, atmosphere, Ocean Exploration, Ocean Life, Oceanography, Seasons, Climates, Energy, Friction
  • Science4Us.com (various units)

Foreign Language

Arts

  • Hymns: “A Mighty Fortress is Our God”; “Onward, Christian Soldiers”; Take My Life and Let it Be”; “For the Beauty of the Earth”; “Joy to the World”
  • Composers: Haydn, Tchaikovsky
  • Piano: completed Yamaha Junior Music Course; Bastien Primer series
  • Art: ARTistic Pursuits (some Preschool, K-3 Vol. 2 lessons 1-12)

No wonder I’m tired!  Seeing it all written out like that helps me see how much we have accomplished.  We didn’t finish everything we started out to do, but I have no regrets.  I’m looking forward to a nice break, and then we’ll probably get back to work in July, Lord willing.

Building “Mental Muscles” for the Years Ahead

 Educating the WholeHearted Child: Chapter 5

WholeHeartedOh, I’m loving this chapter!  Up until now this book has been primarily challenging me and making me ever so aware of my weaknesses (not in a bad way, but it was making me tired just thinking about how far I am from being the mom I want to be).  Chapter 5, however, is right up my alley.  When the Clarksons first described their three “biblical priorities for a Christian home” back in Chapter 1 (home nurture, home discipleship, and home education), I knew right away that the third one is my strongest area at this point.  So I found this chapter encouraging, like having a minute to take a few deep breaths and enjoy a more level stretch after a tough climb uphill.

The idea of growing and exercising “mental muscles” in the areas of language, appetites, habits, curiosity, creativity, reason, and wisdom is one of the main things that is (or at least can be) different about home education in comparison with a traditional school setting.

“The true test of a child’s education is not what they know at any one time relative to what other children know (or don’t know).  It is whether or not the child is growing stronger in all of the most important learning skills–the skills that enable them to acquire knowledge, insight, and ability and to educate themselves independently” (page 75).

The school system has become so focused on testing what children have learned that it neglects to attend to the more important question of whether or not they know how to learn.  Rather than have my children be able to regurgitate a bunch of facts on a test, I want them to have a never-quite-satiated hunger for knowledge and to know how to feed that longing by seeking out the answers to the questions in their minds, whether those questions stem from circumstances in which they find themselves, things they stumble across in books, or simply from their own curiosity.

So we try to fill our children’s lives with rich experiences.  We surround them with quality books, music, and art.  We introduce them to the wonders of God’s world and the marvelous things that people are doing in it.  We try to teach them good mental habits so that they will be able to more fully experience and appreciate all these things.  We encourage curiosity and help them explore and build their knowledge about the things that interest them.

This is what we think education should look like.  I try to stay away from worksheets and busy work (unless it’s something my children are desiring at the moment).  I’d much rather read a good book to them and then talk about what we read.  I can always tell when we start to slip back into “school” mode, because it starts to feel like work.  When we are focused more on their hearts and those “mental muscles,” our school time is just a rich enjoyable learning experience together.

The most important part of all this, however, is not the pleasure we and our children get from learning now.  I try to keep the future in mind, remembering that I am preparing my children for a lifetime of learning.  I won’t always be by their sides to guide them, so I want to use these years to teach them how to teach themselves.

Each Mentoring Monday I share my reflections on what I’ve been learning from my “paper mentors.”  I am currently joining in a book discussion of Educating the WholeHearted Child by Clay Clarkson (with Sally Clarkson).

Parenting in the Power of the Holy Spirit

Educating the WholeHearted Child: Chapter 4 (part 2)

WholeHeartedThis chapter continued to convict my spirit and challenge me in my parenting, particularly the pages on discipline.  It is such a temptation to seek a formula for parenting that will ensure that the end result will be wise children who walk with the Lord.  Yet even with our oldest being only 6 years old, it is quite clear that formulas just don’t work when it comes to nurturing a little person uniquely created by God.  Why is it then, that when facing a parenting dilemma, my first thought is to run to a book?  (And not THE Book, either.)

“If my first impulse is to think about which proven method of discipline will achieve the results I want with my children, then I am probably not thinking about trusting God to change my children’s hearts… If I want my correction to impact my child’s heart, I must first, before anything else, ask God, the heavenly parent, to be involved in the process with me” (page 64).

I’m ashamed to admit it, but this thought never even occurred to me until I started reading Heartfelt Discipline, also by Clay Clarkson.  When I came across this idea, however, it really impacted me.  I’ve written before about my “word for 2014” being PRAY, and this is one of those areas of life where I want to be more consistent about coming before the Lord prior to making decisions or taking action.  I want my children to leave home remembering it as a place where they experienced the grace of God and the joy of obedience, not just a lot of rules and punishment for disobedience.  What better way to pass on grace to our children then to go first to the grace-Giver?  “Grace ensures that your correction begins with the ‘inner man’ of your child.  That is the real goal of spiritual discipline–to change your child’s heart so their behavior is changed from the inside out” (page 64).

That’s what I really want: changed hearts, not resentful obedience.  These words were on my heart today as I dealt with one of my children who has been particular stubborn and slow to obey lately.  Eric and I have been at a loss for how to parent him in a way that touches his heart and makes him want to obey.  So this morning as he stood there scowling at me, refusing to pick up even a single piece of laundry after I had asked him to sort a small basketful, I set aside my own frustration and the desire to just threaten punishment in order to get him to obey.  I let go of my own agenda and opened myself up to direction from the Lord.  What was going to reach this little one’s heart?  What was going to help him choose to do something he didn’t want to do?

I called him over to me, put my arm around him, and tried to get him to talk to me.  Why didn’t he want to help fold the laundry?  No answer.  So I decided to talk about the heart issue.  We’ve just started using We Choose Virtues so we’ve been talking about choices we can make and what it means to obey.  I reminded him of Proverbs 20:11, which says, “Even a child makes himself known by his acts, by whether his conduct is pure and upright.”

Then I asked him, “What do you want people to know about you?  Your ‘acts’ tell people about what kind of boy you are.  Do you want to be a boy people look at and say, ‘Wow, he’s really stubborn and doesn’t obey his mommy.  He just stands there scowling.’?”  He stared into my eyes.  “Or do you want them to say, “Look how obedient he is!  He’s so quick to do what his mommy asks!’?”  He nodded his head. (And inwardly I sighed in relief knowing at least he cared a little!)

I decided to try to make it a game.  I told him, “I’m going to count to 10, and I want you to see how many pieces of laundry you can get sorted before I’m finished, okay?”  He just stood there glaring at me with his infamous furrowed brow.

So I called him back over to me and basically repeated the same talk again before sending him back to the basket.  This time he managed to get 3 pieces of laundry sorted before I got to 10.  I chose to ignore the fact that he had done it slowly and still had that pout on his face.  Instead, I praised him for choosing to do it even when he didn’t want to and told him, “Let’s try it again.  I bet you can get even more this time!”  He got 8.

Now my other helper was itching to get in on the game so we let him take a turn.  It took two more rounds of counting to ten, but all the laundry got sorted and the bad attitude dissipated.  They both even managed to get their own laundry folded and put away without a single word of objection or nasty look.

Would it have been faster to just punish him?  Undoubtedly.  Yet I certainly wouldn’t have reached his heart that way.  This took a lot longer, but it left all of us feeling content.  My son felt the satisfaction of knowing he had chosen to obey and that I was proud of him for making that choice.  I felt relieved that I hadn’t responded emotionally but had let the Holy Spirit guide me.  I didn’t stop and pray (though next time I might try doing so out loud), but I did keep my own impulses in check so that I could walk in His power.  (And the laundry got sorted, which certainly makes me happy!)

I don’t always handle this kind of situation very well, but I would much rather be a spirit-led parent than a flesh-led parent.  The Clarksons’ words have been “ringing in my ears” since I read them last night: “When you confront and correct your children’s wrongdoing, think about how Jesus would speak to them.  He would be gentle, but authoritative; loving, but truthful; gracious, but firm” (page 65).  That’s what I long for.  That’s what I want my children to experience.  And so I will keep trying to turn to Him first, to trust in Him to help me learn to “parent in the power of the Holy Spirit” (page 64).

Each Mentoring Monday I share my reflections on what I’ve been learning from my “paper mentors.”  I am currently joining in a book discussion of Educating the WholeHearted Child by Clay Clarkson (with Sally Clarkson).  If you want to join in, visit our Facebook discussion group page.

By Faith Isaac (Book Review)

mathI really enjoy reading historical fiction based on biblical accounts.  Even though the authors have to add to the story and most of the books are pure fictional speculation, I appreciate how they help me visualize the ancient world and consider what might have been going on inside the mind of someone I’ve read about over and over in the Bible.  Therefore I eagerly took the opportunity to review By Faith Isaac by Elsa Henderson.

Although the story is primarily about Isaac, the author begins with the story of Abraham and how he came to trust the Lord.  In the first part of the novel, Abraham recounts much of his life story as he talks with Isaac, who is still a boy.  He tells how he never felt comfortable with the idols people were worshiping all around him, and how God spoke to him and called him out of that place.  He passes his faith on to Isaac, who grows up never knowing anything but complete trust in the Lord.  There are no accounts of great miraculous deeds on the part of Isaac in Genesis, yet he is remembered centuries later in Hebrews 11 simply for believing.

The tricky thing about “biblical fiction” is expanding upon the actual biblical account without changing any of the meaning.  Elsa Henderson did a lot of research, and it is evident in the details she puts into the story.  I wasn’t enthusiastic about the way she developed the character of Sarah, but that’s probably because I have read other fictionalized accounts of the same Bible story and feel like Sarah is an old friend.  Henderson made her less sympathetic than other authors have, and I felt almost defensive of her.

All in all, I would still say it is an enjoyable read if you are looking to immerse yourself in the world of Abraham, Sarah, and Isaac.  It challenged me to consider what the Bible actually says about them and helped me to imagine what it must have been like to live through their stories.

BookLook disclaimer

ARTistic Pursuits (Crew Review)

Spelling You See Review
Art is one of those subjects I love in theory but have trouble being consistent with in practice.  As a child I always loved any kind of art instruction and time to create my own artwork, and Ian also seems very drawn to all mediums of art to which I’ve introduced him.  I was delighted to get a chance to review the Early Elementary K-3 Book Two: Stories of Artists and Their Art curriculum from ARTistic Pursuits, because then I knew we would be sure to devote some time to an art program, even if only for the time of our review.  We both enjoyed this time so much, however, that I really want to make sure to make art more of a priority as I plan our day.  We may not keep up the pace of 2-3 lessons a week that we did during this review, but I want to be sure we include it at least once a week.

ARTistic Pursuits offers a complete homeschool art program, teaching both art history and art techniques.  I was drawn to K-3 Book Two: Stories of Artists and Their Art because I was eager to introduce Ian to some of the world’s most famous artists (e.g. Da Vinci, Michelangelo, and Rembrandt) and I thought he would enjoy learning about them through stories.  (Although we have done some work out of previous books in this series, Book Two works well as a stand-alone curriculum, and it is not necessary to have completed Book One in order to use it.)  All the lesson plans are contained in one non-consumable comb-bound paperback book priced at $47.95.

ARTistic Pursuits ReviewP1020995

There 36 lessons, providing one lesson a week for an entire school year.  As you can see from the Table of Contents, two weeks are spent on each artist, with two parts to each lesson:

Week 1

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    “Castle”— watercolor and “gold-plating”

    Introduction to the artist through a fictionalized story, often about his childhood

  • A project related to the artist’s work.

Week 2

  • Study of a famous work by the artist, looking at specific details or techniques used in its creation. (Although the pictures studied are in the book, I chose to find them all online and show them on the TV hooked up to my laptop so we could all get a good look at the same time.)
  • Another project related to the artist’s work.

There are also four lessons about art techniques (color mixing, watercolor wash, oil pastel technique, and printmaking basics) with projects that are separate from the artist units.

In order to complete the lessons you will need to purchase art supplies separately.  ARTistic Pursuits makes it easy to find everything you need, even before you get the book and look over the materials list.  They sell packs with the necessary supplies for each of their books.  Another option can be found at the bottom of the “art supply packs” page, where they also have instructions on how to purchase quality discount supplies by looking up the supply lists for their individual books through Blick Art Materials.  (This is what I did.  All but two items for this book are on the list, and they can be found on Amazon or any hardware store.)

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Our Experience with ARTistic Pursuits

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“Shepherd”— scratch art in oil pastel

At first I did some of the projects alongside Ian, but that led to trouble because he would start to copy me and then get frustrated when his paintings didn’t look like mine.  I ended up just demonstrating the technique and then putting mine away to work on later if I wanted to finish it. Similarly, I had to keep the book away from him while he was working or he would just try to copy the sample projects pictured there.  I really wanted him to feel free to do his own art rather than trying to duplicate someone else’s.

I loved the chronological journey through art history, especially learning about early artists I’d never heard of, like Cimabue and Giotto.  Ian really liked the stories about the artists.  When he was showing his fresco to Daddy one evening, I mentioned that we’d been learning about an artist named Giotto.  I asked Ian if he remembered anything about Giotto, and he immediately began telling Eric the story about how he painted a fly that looked so real his master tried to brush it off the wall.  He also remembered that Giotto had scratched pictures on rocks out in the fields.  (Our project from the previous lesson had involved using a paper clip to etch a picture into a paper covered in black oil pastels.)

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“I spy a swimmer and pencils”— oil pastels

Having the projects that tied in with their work really helped impress upon Ian some of the things that made that artist’s work unique.  For example, The lesson on Van Eyck talked about how the artist liked to paint lots of details that viewers might not notice immediately but would only see if they really spent time looking at the picture.  Ian loved playing “I Spy” when we talked about Van Eyck and searching the selected painting for the different objects listed in the lesson plan.  Then of course he had a great time creating his own “I Spy” picture using oil pastels.

I also really appreciated these lessons studying the famous works of art.  Ian was so excited one night at bedtime when Daddy was reading him a book about knights that we’d picked up at the library that day and they came across a page with a picture of The Tres Riches Heures of Jean, Duke of Berry, the very same painting we had looked at in our lesson earlier that week.  I loved it when our schoolwork shows up in other parts of his life and he gets to feel like a part of the wider world.  He already recognized the Mona Lisa, but now he feels some ownership of it after spending a little time discussing the painting during our lesson on Leonardo Da Vinci.

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“Riding the Zip Line”—watercolor fresco

What better way to teach children about art history than to draw them in and have them create similar works?  I didn’t even what frescoes were until I was in my 20’s, and yet Ian got to make one at age 6.  This curriculum did a great job of exposing him to all sorts of different art.  Although we did use watercolor a lot, it certainly wasn’t the only medium used, as you can see from the pictures I’ve shared here.  All the projects really stirred up his creativity, and he ended up doing lots of art on his own outside of what we were working on during our art lessons.  We really enjoyed our time with ARTistic Pursuits, and I’m looking forward to finishing the curriculum and working on some of the projects still ahead of us.  If you’re interested in including art in your children’s home education, I would strongly encourage you to check out their website and website and Facebook page.

P1020991

“Six-legged Dragon Breathing Fire on Mounted Knight”—watercolor and oil pastel

ARTistic Pursuits has a full range of curriculum available for all ages, and other members of the Crew have reviewed many of them, so be sure to click on the Review Crew banner below to read more about the other books in the program.  Here’s a list of all the books from Preschool-High School:

Preschool (ages 3-5)

Early Elementary (Grades 1-3)

Elementary (Grades 4-5)

Middle School (Grades 6-8)

High School (Grades 9-12)

There are also two new sculpture books available (with a third expected to be released in 2016), appropriate for ages 11-18:

ARTistic Pursuits Review

Click to read Crew ReviewsCrew Disclaimer

Discipleship: Walking the Path of Life

Educating the WholeHearted Child: Chapter 4

WholeHearted“The path, or way, is an analogy for life that almost any child can understand from a very early age, and one that becomes even more meaningful and internalized as they get older.  The power for young children is in the concreteness of the image it evokes.  They can understand in an uncomplicated way that they need to stay on the path God has provided for them in order to be safe from evil and harm…” (page 58).

I love this analogy of the path of life.  It is a beautiful picture of walking in God’s ways, and it helps me see more clearly my role as a parent.  “You walk with your children on the path, and they look to you to be their guide” (page 58). This is something I can do.  Day by day walking in His ways, looking to Him for direction, doing our best to stay on the path.

“As Christian parents, you are the guides that God has appointed for your children.  He trusts you to be able to do the job–there is no heavenly hand-wringing wondering if he has chosen the best guides for your children” (page 59). I know this, but sometimes I really need the reminder.  God knows my failings.  He knows my weaknesses.  He knows where I am prone to stray off the path.  And yet he thought Eric and I were the best guides for Ian, Elijah, Arianna, Nicholas, and any other children with whom He may bless us in the future.

This chapter impressed upon me the importance of showing sympathy to my children.  As I read the Clarksons’ definition of sympathy when it comes to parenting, I realized this was exactly what I felt like I had missed as a child.  “Sympathy was… the willingness to understand and validate a child’s thoughts or feelings, in order to create a channel to the inside of that child’s heart” (page 60).  As soon as I became a mother, I determined that I never wanted my children to feel as alone, misunderstood, and unimportant as I had felt as a child.

Sometimes when Ian goes on and on about motorcycles or monster trucks or other things that bring him great delight I catch myself saying (or at least thinking), “I really don’t care.”  But that’s not the message I want to send to him.  I couldn’t care less about these boyish wonders, but I do care about Ian.  If I want to reach his heart with the things that are important to me, I need to make sure I have opened that channel by listening to the things that are important to him.  When it comes to encouraging him to stay on the path of life, he is much more likely to listen to me if I have made a point of being a willing listener to whatever childish fancies are floating through his mind and heart.
Each Mentoring Monday I share my reflections on what I’ve been learning from my “paper mentors.”  I am currently joining in a book discussion of Educating the WholeHearted Child by Clay Clarkson (with Sally Clarkson).  If you want to join in, visit our Facebook discussion group page. 

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