We’re focussing on analogue pursuits for a while, to discover some more offline activities.
Sketchbooking is part of the plan. We have a sketchbook each, and we’ve already enjoyed taking turns to pick a theme and each doing our own interpretation. I also found some printables around geometric art that should keep us going for inspiration.
I also want to explore learning some more practical skills together. We’re starting with gardening and darning. For some more ideas, I got hold of a retro Scouts Proficiency Badges book. We’ll see how we both respond to the challenge…
Although I’m a literature graduate myself, Science Fiction isn’t a genre that I’m that familiar with (bar the Star Wars movies), so my son’s interest in it has been a great intro for me. I put together this theme so we could delve a bit deeper, using these resources:
In the course of researching this theme, I also found a couple of videos of TV personalities being interviewed about religion, which linked in with this topic.
I initiated a debate on ‘is there such a thing as evil?’, to see where that would take us. The boy offered some great examples of several Pokemon characters that are both good and evil (not easily categorised as one or the other), so he took the reigns for a bit and showed me some video resources to illustrate his point.
We discussed whether people are inherently ‘bad’, or if painful experiences can impact on their behaviour. I was reminded of a similar theme in Mary Shelley’s Frankenstein, and found this animated SparkNotes video https://m.youtube.com/watch?v=XRppXdKDY_c
I sometimes forget how rich conversation-based learning can be – but this theme reminded me!
For more themes we’ve explored, see posts and tags below. For a note about how I choose suitable resources for my son, see the About This Blog page.
Dragons have been a fascination in our house for a long time (the Dragonology book below is a favourite):
This week we took a closer look at British dragon mythology, (beyond George). Using the resources below, we drew pictures of these dragons, which we stuck around our UK wall map, with an arrow pointing to the location the stories originated from. We also discussed the geography, historical context, crest iconography and etymology of the dragons’ names.