Virtual experiences at The Atelier (Part 1)
What defines a school? Is it a physical space, bounded by walls, partitioned into classrooms and playgrounds, with children neatly segregated by age-group? Or is it an intellectual and emotional connection between the adults and children that belong to this community? A support group of peers for both children and adults as they navigate this process of helping each other grow?
I spoke to some parents and mentors at The Atelier, a Reggio Emilia-inspired primary school in Bangalore, founded by Rythm Aggarwal, to understand how things have changed for them with the closure of in-person schooling. I also observed a couple of their online sessions, with prior consent of the parents and mentors.
Parent interviews
Why did you choose The Atelier for your child?
Pallavi Thakur (whose son “V” is 3.5 years old)
When we shifted from South Bangalore to Sarjapur road, we were looking around for parks and play areas for our son “V”. We chanced upon The Atelier cafe. It had a warm and cosy ambience, with surrounding play areas, which he loved. “V” soon started referring to the adjoining preschool as “my school”. Meanwhile, we had been exploring preschools for “V” but found many of them to be commercial and formulaic.
The Atelier was very different. We loved the way the space was designed, with natural materials and lots of freedom of movement. We applied in June 2019, when “V” was 2 years 4 months old. We spent time with Rythm and the mentors, and found them to be patient and amazing listeners. Our expectations of a school matched with what we found here.
Divya S (whose son “N” is 5 years old)
When “N” was 2 years old, we began looking for preschools. I came across your first blog post on The Atelier, and that led me to visit it. [Author’s note: I was so pleased to hear this!]
When we visited the school and spoke with Rythm, we liked it so much that we moved from BTM layout to Sarjapur for the school alone. The way Rythm spoke with children, it was with so much respect, just as if she was talking to another adult.
What was The Atelier experience like pre-COVID?
Pallavi
There was an orientation for new parents and children where activities were conducted; it was a huge learning (and unlearning) experience for us. A canvas sheet was placed on the floor for the children to paint on. “V” dipped his feet in paint and began walking on the sheet. I thought that wasn’t appropriate, and wanted to stop him. But Kaberi, a mentor, said, “It’s ok. Anything is Art. This is his form of expressing it.” So, we have learnt to stand back and observe rather than instruct.
Now “V” was quite strong and bold for his age, and would sometimes punch other children. So we started spending some time there every morning, just to ensure that he did not hurt other children by mistake. It ended up becoming an addiction for us! That pre-work breather was something we used to look forward to. When the mentors finally asked us to stop coming, we were so disappointed!
The Atelier mentors also used to do home visits. As Rythm says, the school environment is an extension of the home environment.
The mentors are amazing. Devi’s storytelling abilities are phenomenal. She can get young children to be completely hooked and listen. And Niom can sing in so many different languages. The minute he starts singing or playing music, the children flock to him! I call Devi and Niom the Pied Pipers!
We miss the space and the experiences!
Divya
“N” joined The Atelier in June 2018, when he was 3 years old. He took some time to settle down and I used to be there. In fact, I would try to pick him up every day after school and spend an hour interacting with the mentors and the children. It made me feel lighter to be there!
I tell this to my friends who ask about the space — The Atelier has been more of a parenting partner than a school. It is less of a school with a rigid learning objective and more of an organic learning experience. They’re so invested in the child that they advocate for the child even with us parents.
An example is that the school celebrations are something so unique and joyful. It’s a “presentation of the children’s work”, not a “show” the kids/teachers put up for the parents.
What was it like when COVID-19 forced school closure in March?
Pallavi
We live in an apartment with limited outdoor space. “V”’s nanny was also unable to come during the two months of lockdown. But the school would send us these write-ups and videos with tips on how to keep the children engaged. For example, a rope swing made using a bedsheet hung from the ceiling fan hook. “V” loved it and played on it for hours! Or making spider webs using thread…at one point, every nook and corner had spider webs!
We settled into a routine where one of us would take “V” outdoors for a couple of hours in the morning and in the evening, taking our laptops with us to work outside.
Rythm also connected the parent community. Parents would talk about issues with work-life balance, and some would even break down. Then, mentors began doing 1:1 sessions on Zoom with each child and parent(s). Slowly, the kids got used to these.
Divya
So, January-March is the most productive time of the year, because the children have settled down, the foundations have been laid and there is a huge leap of learning. When schools were closed abruptly, my first thought was: will the children get a chance to say goodbye to their friends?
When online sessions were announced, I was skeptical. There is so much social bonding in the physical space; how would this even work online?
The first meeting was very confusing, for everyone. But with every subsequent session, The Atelier team learnt and fine-tuned the experience. We had 2–3 sessions before the summer holidays, and by April we were reassured that whatever comes, they will give their best. We were also ready for a steep learning curve ourselves.
In May, when we had the start-of-year meeting to plan the online sessions, I felt such a sense of grief… that this is not how things are supposed to be!
But Rythm was very open with us. She said, “None of us know how it will be. We’ve been experimenting and will continue to do so and evolve.” That reassured us, because they did not claim to be experts in online teaching! It was candid and real.
In the first few weeks, there was a lot of trial-and-error. How many children per session? Which children in which group? Earlier, the children would speak all at once. Then they realized that the mentors can’t hear them. So, they learnt to take turns to speak. It was also excellent that they continued to give this importance. The other online sessions we have attended, at best, have a dedicated time for the kids’ to speak. Somehow these folks have figured out a respectful way of taking turns online.
It was a very collaborative process, with inputs from parents. So, when the Karnataka government banned online classes, some parents even thought that we should continue hosting online play dates amongst us, because the children looked forward to the social engagement!
What is the routine like now?
Pallavi
Now, there is an established routine — with sessions on Monday, Wednesday and Thursday. There are resource kits that we collect from the school, and these are used during the sessions. For example, recently they did portrait-making. “V” stood in front of the mirror and drew what he saw, on the mirror. My house is a mess with all of this, but I love it!
At The Atelier, I came across a quote that says, “Children need to make a mess of things, before they can make sense of things.” This is ingrained in my mind.
Pre-COVID, parents would gather at the school every two months and read articles on child development, ask questions and discuss things. Now, Rythm sends us material upfront, based on which they plan the sessions and design the resource kits.
Divya
The children have adapted beautifully to the new medium. There is such joy in them, and it’s a blessing to see them like this in this time of uncertainty and chaos.
Initially, “N” would want me to be part of the session. He would hide behind me, popping out his head occasionally, but by the end of the session, he may be right in front of the camera wanting to share something. The mentors give each child that space.
Then, one day in August, he said to me, “Amma, can you please leave the room? This is a 1:1 with my mentor.” Since then, I usually have that hour free for myself.
They have sessions on Tuesdays/Wednesdays, with context given the day before. On Fridays, there is a group session.
In one of the group sessions, there was a jungle setup, and “N” suddenly wanted to run around. (He used to run around with a friend in school all the time). He called out to his friend and said, “Come, run with me!” And his friend started running around in his own home. So children have realized that this online medium is an extension of the physical space.
Final thoughts?
Pallavi
My husband and I come from backgrounds where getting into engineering or cracking the UPSC exams is considered the height of success. We do not want that rat race for “V”. We want him to discover his own path.
Divya
The mentors have been amazing. Even in these online engagements, their relationship with the child shines through. They know exactly where each child is in the learning process.
Also, I have to mention this: I never thought I would miss my son’s school so much!
Online engagement sessions
To get a first-hand view of the engagement sessions at The Atelier, I joined a Zoom session where two mentors Kaberi and Vani were to interact with 5 year olds — “E” and “N”.
“E”’s mother was present at the start of the session, and “N”’s mother Divya stayed throughout.
Kaberi introduces me to the children, explaining that I write about schools and have joined to spend some time with them today. There is no reaction from the children; they just move the conversation to what is top of mind for them. “E” shows off her hair band, which is new. In the last session, she had drawn a third eye on her forehead (like Ma Durga) and she explains how it is drawn.
Meanwhile, “N” has been hiding behind Divya and butting her with his head “to make his head stronger”. This reminds “E” that she can do headstands. She proceeds to demonstrate on camera, and we see her legs waving in the air! Then, she does a wall-supported handstand, which “N” immediately copies. Kaberi also enters into the spirit of the game, and does a handstand as well! Kaberi says her arms hurt, because she has not been exercising much these days. This leads to a discussion on strength and being flexible.
By now, “E” is impatient to get into a break-out room and work on her whiteboard stuff. So, Kaberi, Divya, “N” and I go into another break-out room for 1:1 time between the mentor and child.
In the break-out room, “N” shows us his rocket — it is constructed out of a set of coloured triangular pieces, which can be folded in or unfurled out. Kaberi asks “N”, “What would you like me to write down about this rocket?”
“N” says, “It only transforms when it is flying. It’s wings pop out when it is on the ground. It doesn’t happen automatically, I have to transform it myself.” He demonstrates how he does it.
Kaberi says, “I’m writing it down in my diary.” She then wants to draw a picture of the rocket. So “N” holds it to the camera and explains, “It has a triangular base, and longish stuff like this.” Kaberi asks, “What should we name that longish stuff?” “N” replies, “Landing boosters and rocket nose.”
“N” tells us that the speed of the rocket is five hundred thousand billion! He asks Kaberi, “Do you want to count down? But at the end you must say Blast-off! Don’t say Infinity and Beyond, okay?”
“Yes, Captain”, replies Kaberi. She counts down from 10 to 1 and there is a tremendous high-energy blast-off.
“Are we in outer space now?”, asks Kaberi. “Yes, we’re in outer space”, says “N”. “I trust your skills, Captain” she says. “N” explains that the wing-tips of the rocket have lasers, to drive away evil aliens. There is a loud ping-ping-ping as he demonstrates.
Kaberi asks,”While we’re in outer space, are you up for a game of cards?” She holds up some flash cards. “No, I’m not up for a game of cards. I hate it”, says “N”. Divya asks “N” to check how Kaberi feels about dismissing her request (Divya and “N” have been discussing at home that you need to check on other people’s feelings). So “N” asks, “Kaberi, how do you feel about it?”! Kaberi acknowledges that it felt nice that N has checked with her, but it’s all right. They can do the card game some other time.
By now, twenty minutes have passed and it’s time to rejoin the others in the main session. “E” wants to read a story — the one about the ghost and the pixie. Kaberi says the name is “No more noisy nights”. Vani finds the story on Storyline and plays the video of Alex Hale narrating this illustrated book.
“E” wants to hear it all over again, but Kaberi explains that other children are waiting for their engagement session with the mentors. She reminds “E” that the story is available on Storypark for her to listen to at home.
Each session ends with “N” singing the Goodbye song, and he does so now with great gusto and operatic theatre, ending with “We will see each other tomorrow, tomorrow, tomoooorrrow!”
The second session I observed was a group activity by 6–7.5 yr olds, in the afternoon. The mentors were Anuradha, Srinidhi and Niom and there were seven children who had joined the session. Clearly, they had been briefed about my presence, because as soon as I joined the Zoom call, I heard a piping voice ask, “Is that Tanuka?” I was duly introduced and the session began.
The mentors had asked the parents and children to gather material for an art session, and each child described what s/he had collected…chart paper, scraps of fabric, ribbons, water colours, crayons, brushes, glitter, etc.
Anuradha asked, “How would you feel about playing music while you work?” “Yes!” came the response. So, Niom started playing an instrumental soundtrack. Throughout the session, he would play one lilting sound track after another, which added an extra dimension to the whole experience!
“P” asks if there is any specific instruction. Anuradha says, “No, just follow your imagination and enjoy the process of creating”.
Over the next hour, we watch the children in their individual spaces, working with an air of absorption. With uplifting music in the background, it seemed like a lovely way to spend the afternoon!
Each child brings his or her own personality to the task. “V” keeps up a constant flow of chatter — explaining each step of his process. “A” has a huge sheet of paper, which she needs to hop around to get at the edges. “I” is seated at a table, industriously colouring her painting. “T” uses delicate strokes of her brush.
“P” spills some water, runs to get a tissue and cleans up. He starts all over with a new sheet, getting his mother to help him lay it out. He cuts out strips of paper and sticks them on his sheet.
“T” completes her picture and holds it up to share. “Those V-shaped lines are birds, the wavy lines are the sea, the round things above are clouds and here is the sun. And here I’ve made an island with a coconut tree. That’s my work.” She calls her mother to show her as well.
Anuradha thanks her for sharing.
Meanwhile, “V” has been dipping a satin ribbon in paint and using it to write with. Srinidhi remarks that he is exploring the effect of water on different fabrics. “V” comes close to the camera, holds up a square of fabric, and says, “I made home-made glitter. I put some fabric into glue, added some dry paint and soaked it for 5 minutes. You can make it too, without wasting money or causing pollution in factories! Do you see the tiny glitter on this?”
Then he adds,”Normally we use yeast to make things big, but we can’t add yeast here!”
“I” is now ready to share her work. “Over here, you have a beach. Two people are sitting here. And here are two robots. There is some garbage on the beach, which is being cleaned by this grandma. There is a plant, and also a snake, a kind snake! And my favourite superhero who is saving the Earth.”
Anuradha says, “There are so many elements in your art. Can you weave a narrative around it?”
After thinking a bit, “I” has a narrative. “It starts from the beach. This plant is a trash can, it converts garbage into flowers. All the others are helping to collect garbage, which they give to the snake, and it feeds the plant.”
“V” comes back to tell us that he was mistaken. He had some bits of wrapping paper in the glue-mixture and that’s where the glitter came from. “So I’m sorry you won’t be able to make it at home unless you have shiny wrapping paper as well.”
Now it’s “A”’s turn to share. Her mother helps her hold up the painting. “This is a sitting room. Here is a Christmas tree, chairs and a table with a vase holding a plant. A lamp stands beside it.” She explains where she has used foil, wrapping paper and other material.
Anuradha says, “There is such clarity of each element. The chairs and tables have perfectly proportionate heights.” Srinidhi adds, “I like how you’ve mixed media to create your drawing.” “V” says, “ I really like the flower pot.”
P doesn’t want to share and has switched off his camera. The mentors tell him that’s all right.
Now comes along “V”. He holds up his drawing of a beach, saying, “It may look a little kaccha-puccha (untidy) to you, but when you get into it, it is really interesting!”
In the centre of the page is a gigantic wave, leaping up. “It’s reaching for the sky,” he says. Embedded in the wave is a solitary crocodile. The beach has a “relaxing chair” with a human sleeping on it. Up in the sky, the birds are “migrating” against a flaming red sun and the clouds. Out on the ocean, a person is “surf-boarding” and in the shallows, are smaller waves painted in a different blue. In the foreground, there are many trees.
“Have you been to Goa?” he asks. “In Goa, there is the sea, the sand, and on this side (he gestures with his hands) there are trees — many, many trees. That’s why I’ve made a forest of trees. And see, there is a monkey swinging from the tree.”
“Do you see how neat the drawing of the monkey, the crocodile and trees are? Do you think I did this with a pencil? No! I could never draw so neatly. I have special stamps! I stamp the drawing on the paper and colour inside.”
Anuradha comments on how he has neatly divided the paper into different sections for the sky and the sea, and used different colours of blue for each. Srinidhi says that the large sun and waves reminds her of her own visit to the beach.
Author’s notes:
- It was impressive to see how the children took turns to share and speak, and did not talk over each other. As the parents have explained, this is something they have learned to do.
- Even though the children were in separate physical spaces, they were taking cues and inspiration from each other.
- The mentors would draw out narratives and explanations from each child, to help the child express what is going on in his or her mind.
- I cannot convey in text how the addition of music just took the experience to another level! I could feel my muscles relax, the children were relaxed, and it just added a whole dimension to the session.
- Even as a mere observer, I was exhausted with the mental effort of concentrating on each child and documenting what they were doing, especially through these tiny rectangles on camera! Hats off to the mentors who not only observe but also engage the children spontaneously on a regular basis.
In Part 2, we explore the ‘why’ and ‘how’ behind the overall learning process at The Atelier.
Photo credit: The Atelier team
