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| My Charlotte Mason Cliff Notes Cont'd |
Teaching Composition - From Charlotte's viewpoint, we need not depend on those "How to Teach Writing"
books. Instead we put our trust in our child's natural ability to communicate through the practice of narration.
When a child is used to composing orally about what he is learning from a well-written book or from an
experience, he is so familiar with using language that writing about what he is learning or familiar comes
naturally to him.
In order for children to become accustomed to narration, they should do narration 2-3 times per week - orally
until the age of 10 or so. During those young years of oral narration, we can feverishly jot down our child's
narration and type it up for them or have them copy it into their notebook. Also, during these younger years,
when the mechanics of writing are developing, children should do copywork to help learn vocabulary,
sentence structure, punctuation, and grammar as well as penmanship practice.
By age 10-11, children should be able to write their narrations. It's important to allow children to write freely
about what they know and not be pressed to pay attention to grammar at this stage. A rough draft can be
made into a better copy later. By age 11-12, children can begin to be more responsible for their writing
grammar.
If a child has been narrating from good books, he would have practiced orally a portion of the kinds of things
mentioned in writing guidelines years before he starts writing. Therefore, he is not writing according to a list
of visible guidelines or a fill-in-the-blank worksheet, but according to invisible composing skills which he as
acquired by oral narration.
The transition from oral to written narration will not be an effortless one. It's more work for us to oversee this
style of notebook writing, but it's worth it. Children will have their strengths and weaknesses, and a wise
parent teacher knows that patience and perseverance accomplishes more than pushing. Even if it takes time,
be encouraged and wait and see. It will happen. Charlotte believed that oral narration gives impetus and form
to the written narration, and this is how she advises we teach composition.
Narration is the mother of invention. I always thought composition was supposed to express something
original. Karen Andreola has a quote in her book from Essex Cholmondeley who says "It is not the finding of a
thing, but the making something out of it after it is found that is of consequence. Whenever Shakespeare
found anythting directed to Chaucer, he took it and made the most of it. He invented almost nothing. It was
not the subject treated but himself that was the new thing. Chaucer left us to ponder the question of how far
is any work or thought original?"
books. Instead we put our trust in our child's natural ability to communicate through the practice of narration.
When a child is used to composing orally about what he is learning from a well-written book or from an
experience, he is so familiar with using language that writing about what he is learning or familiar comes
naturally to him.
In order for children to become accustomed to narration, they should do narration 2-3 times per week - orally
until the age of 10 or so. During those young years of oral narration, we can feverishly jot down our child's
narration and type it up for them or have them copy it into their notebook. Also, during these younger years,
when the mechanics of writing are developing, children should do copywork to help learn vocabulary,
sentence structure, punctuation, and grammar as well as penmanship practice.
By age 10-11, children should be able to write their narrations. It's important to allow children to write freely
about what they know and not be pressed to pay attention to grammar at this stage. A rough draft can be
made into a better copy later. By age 11-12, children can begin to be more responsible for their writing
grammar.
If a child has been narrating from good books, he would have practiced orally a portion of the kinds of things
mentioned in writing guidelines years before he starts writing. Therefore, he is not writing according to a list
of visible guidelines or a fill-in-the-blank worksheet, but according to invisible composing skills which he as
acquired by oral narration.
The transition from oral to written narration will not be an effortless one. It's more work for us to oversee this
style of notebook writing, but it's worth it. Children will have their strengths and weaknesses, and a wise
parent teacher knows that patience and perseverance accomplishes more than pushing. Even if it takes time,
be encouraged and wait and see. It will happen. Charlotte believed that oral narration gives impetus and form
to the written narration, and this is how she advises we teach composition.
Narration is the mother of invention. I always thought composition was supposed to express something
original. Karen Andreola has a quote in her book from Essex Cholmondeley who says "It is not the finding of a
thing, but the making something out of it after it is found that is of consequence. Whenever Shakespeare
found anythting directed to Chaucer, he took it and made the most of it. He invented almost nothing. It was
not the subject treated but himself that was the new thing. Chaucer left us to ponder the question of how far
is any work or thought original?"
The power and style of writing develops out of those many moments of narration. Narration is absorbing into
oneself the beautiful thought and knowledge from a book and making it one's own by telling it again with just
that little touch that comes from one's own mind. Charlotte said that students are almost certain to form a
good style; because they have been emerged in the works of great minds, they will not make a slavish copy of
anyone, but will shape an individual style out of the wealth of material they possess.
Vocabulary - When selecting reading material, avoid twaddle, or over-simplified vocabulary.
During narration, a child should be encouraged to use the author's vocabulary, even it seems there is a strange
word, for this is one of the best ways for him to learn it. As he uses the strange word, he becomes familiar
with it, learns it, gains knowledge in its definition and use.
The child should be encouraged to keep a Vocabulary Notebook with his personal collection of words he finds
intriguing along with their definition. This also enhances dictionary use.
Spelling - According to Charlotte, spelling is just a servant to higher and more important matters, so don't
worry over it. Spelling ability follows reading ability. Keep daily spelling lessons short with review on
Fridays. [Even so, I do prefer to do spelling as recommended by Writing Road to Reading.]
Picture Study - enables children to be put in touch with the contribution that each famous artist has made to
the world's store of all that is beautiful and worthwhile.
Information about an artist's life should be shared only as it is needed to really enjoy the pictures. Too much
information or even too much story reading about an artist can take away from the child's intimacy with the
artist's pictures. It is important that there is a time in which children can look quietly at the picture - ponder it.
A child should be able to describe the picture. This will be his narration. Narration can be oral, written, or
sketched from memory. A child may also wish to draw his own rendition of the picture while the picture is in
his view and then write his narration. Of course, mom can always jot down those oral narrations for her
younger child.
Study one artist at a time. Choose at least 6 of the artist's works, studying one at a time for 1-2 weeks.
Provide brief biographical information on the artist and any other information pertaining to the picture as
necessary. Then have the child provide his narration and drawing.
oneself the beautiful thought and knowledge from a book and making it one's own by telling it again with just
that little touch that comes from one's own mind. Charlotte said that students are almost certain to form a
good style; because they have been emerged in the works of great minds, they will not make a slavish copy of
anyone, but will shape an individual style out of the wealth of material they possess.
Vocabulary - When selecting reading material, avoid twaddle, or over-simplified vocabulary.
During narration, a child should be encouraged to use the author's vocabulary, even it seems there is a strange
word, for this is one of the best ways for him to learn it. As he uses the strange word, he becomes familiar
with it, learns it, gains knowledge in its definition and use.
The child should be encouraged to keep a Vocabulary Notebook with his personal collection of words he finds
intriguing along with their definition. This also enhances dictionary use.
Spelling - According to Charlotte, spelling is just a servant to higher and more important matters, so don't
worry over it. Spelling ability follows reading ability. Keep daily spelling lessons short with review on
Fridays. [Even so, I do prefer to do spelling as recommended by Writing Road to Reading.]
Picture Study - enables children to be put in touch with the contribution that each famous artist has made to
the world's store of all that is beautiful and worthwhile.
Information about an artist's life should be shared only as it is needed to really enjoy the pictures. Too much
information or even too much story reading about an artist can take away from the child's intimacy with the
artist's pictures. It is important that there is a time in which children can look quietly at the picture - ponder it.
A child should be able to describe the picture. This will be his narration. Narration can be oral, written, or
sketched from memory. A child may also wish to draw his own rendition of the picture while the picture is in
his view and then write his narration. Of course, mom can always jot down those oral narrations for her
younger child.
Study one artist at a time. Choose at least 6 of the artist's works, studying one at a time for 1-2 weeks.
Provide brief biographical information on the artist and any other information pertaining to the picture as
necessary. Then have the child provide his narration and drawing.
Children should create an Art Appreciation Notebook that contains their narrations, thoughts on the artwork,
any drawing they've made of the picture, any poetry that goes well with the picture studied, and a small copy
of the real picture as a reminder of what it looked like for when they are looking at their notebooks later in time.
Charlotte said that studying one artist at a time enables children to become aware of the artist's style and to
recognize his works even when a particular painting was not studied.
Music Appreciation - Classical music appreciation need not be taught by a professional music teacher. It can
be done by a parent who has no particular background or training in music. Charlotte found that music
appreciation has no more to do with playing an instrument than an appreciation of Shakespeare has to do with
acting, or the enjoyment of pictures has to do with painting.
In Charlotte's program, the music of one composer is played every week for at least 1/2 hour. The children
experienced teh music of one composer per 12 week term. Classical music is nice to listen to while the
children play or draw. If given a choice, they will choose to hear over and over again what has impressed
them.
While learning to play an instrument should be based upon the child's interest, it can be said that children who
have not been exposed to classical works may have less respect, less understanding, and less appreciation for
what they are required to learn to play on their instruments.
Nature Study - Charlotte said "there is no kind of knowledge to be had in these early years so valuable to
children as that which they get for themselves, of the world they live in. Let them at once get into touch with
nature, and a habit is formed which will be a source of delight through life. We are all meant to be naturalists,
each to his own degree, and it is inexcusable to live in a world too full of marvels of plant and animal life and to
care for none of these things."
Charlotte encouraged her students to keep a Nature Notebook or journal, complete with hand drawings and
illustrations, written entries, and poetry to go with their entries. All illustrations should include the Latin name
of the specimen as well as its common name, and the date of the find.
Children should be encouraged to study further the things that he naturally takes to. No matter what the
weather, we should take a walk daily. Charlotte said in regard to the Nature Journal that "Every day's walk
gives him something to enter."
--------------------------------------------------------------------------------------------------------------------
The internet offers an abundance of Charlotte Mason information resource ideas. My favorite books are found
here.
any drawing they've made of the picture, any poetry that goes well with the picture studied, and a small copy
of the real picture as a reminder of what it looked like for when they are looking at their notebooks later in time.
Charlotte said that studying one artist at a time enables children to become aware of the artist's style and to
recognize his works even when a particular painting was not studied.
Music Appreciation - Classical music appreciation need not be taught by a professional music teacher. It can
be done by a parent who has no particular background or training in music. Charlotte found that music
appreciation has no more to do with playing an instrument than an appreciation of Shakespeare has to do with
acting, or the enjoyment of pictures has to do with painting.
In Charlotte's program, the music of one composer is played every week for at least 1/2 hour. The children
experienced teh music of one composer per 12 week term. Classical music is nice to listen to while the
children play or draw. If given a choice, they will choose to hear over and over again what has impressed
them.
While learning to play an instrument should be based upon the child's interest, it can be said that children who
have not been exposed to classical works may have less respect, less understanding, and less appreciation for
what they are required to learn to play on their instruments.
Nature Study - Charlotte said "there is no kind of knowledge to be had in these early years so valuable to
children as that which they get for themselves, of the world they live in. Let them at once get into touch with
nature, and a habit is formed which will be a source of delight through life. We are all meant to be naturalists,
each to his own degree, and it is inexcusable to live in a world too full of marvels of plant and animal life and to
care for none of these things."
Charlotte encouraged her students to keep a Nature Notebook or journal, complete with hand drawings and
illustrations, written entries, and poetry to go with their entries. All illustrations should include the Latin name
of the specimen as well as its common name, and the date of the find.
Children should be encouraged to study further the things that he naturally takes to. No matter what the
weather, we should take a walk daily. Charlotte said in regard to the Nature Journal that "Every day's walk
gives him something to enter."
--------------------------------------------------------------------------------------------------------------------
The internet offers an abundance of Charlotte Mason information resource ideas. My favorite books are found
here.
