While parents brought in items to support the request for the Front Yard Sound Wall, the children began to make instruments and consider the space at the woodworking table.
Ava: I’m bringing an instrument. I’m just not sure how many more sleeps until I bring it.
Kirby: You have to bring it soon to put them all on the board and attach them to the wall.
When making a violin and guitar, Cindy suggested using real guitar strings. The results are more realistic to the delight of the children. They have arranged instruments for impromptu jam sessions and seem to communicate through a mutual understanding of rhythm.
rhythm from NSW Documentation on Vimeo.
To give the space permanence and convey the connection they feel, they have decided to make another Front Yard sign. As John (Kirby, WW) works with Narea, Adriana, and the children, we’re learning more about woodworking tools, instrument design, and the philosophy of seeing children as capable and invested in the aesthetics of their own space.
Luca (EW): Come on, Will. We can work on the sign.
Barrett (WW): We can add more keys for the sign.
Clemmy (EW): Why are we adding keys?
Barrett: It’s for the Sound Wall so it can be ready.
Dillon’s grandpa brought him to school one day and Dillon showed him the sign.
Dillon (WW): Papa, this is our sign for the Sound Wall.
Dillon’s Papa observed children using real tools. When he observed Zoe (WW) grab a hand drill, he involved himself in a supportive role.
Papa: Ok, let me show you.
Zoe A. (WW): I’m strong. I can do it.
Zoe and Papa worked closely until Zoe accomplished her goal of making a hole for the sign. He reflected: “I had a great time working with the children. They are so well behaved. They really know how to use the tools.”
Observing a moment at the woodworking table, we hear language change from statements that assume, to dialogue that respects children’s knowledge and experience. There’s a symphony of coordinated efforts in the front yard that resound with harmony as we soar to new heights. Adriana and Kristin
