Tag Archives: schools

A Film and a Festa

I’ve written before about Italian bureaucracy, but it really is as bad as everyone says. And worse. Barely a day passes here without someone saying to me, at some point, ‘Ah…. questa Italia…. Beh, siamo in Italia…..’ , usually accompanied by a shoulder shrug which reads to me as a cross between resignation to absurdity and badge of honour.

biscotti

ready to bake – biscotti salati

It affects every walk of life, from procuring a loyalty card at the supermarket to taking food into school on birthdays. Indeed, at birthdays, children are only allowed to take into school a cake bought at a shop, accompanied by a receipt, to celebrate with friends. Despite the fact that Italians are so proud of the cooking of ‘nonna’ or ‘mamma’, so protective of family recipes and the correct ways of making dishes and eating food, the law (I have yet to find out whether this local, regional or national) would rather decree that children eat shop bought food, no doubt loaded with excess sugar or glucose fructose syrup, than a home cooked treat. The irony is that at gatherings outside school hours, such as the merenda we shared yesterday after the children’s end of year performance, the table is heaped with a sumptuous array of homemade crostata, biscotti salati, pane, et cetera et cetera. At such events, everyone enthusiastically contributes something and everyone enthusiastically tastes everything.

 

 

We came across the same problem recently when we made our film for a competition run by Social Business World, which asked schools to contribute, through film, stories from every day life about living together in an ethical, sustainable and ecological way. I wrote the short film script, (we were restricted to five minutes) and a friend translated it into Italian. A dynamic Italian mother here found someone to film it, and we were ready to shoot.

Ready, that is, aside from the Italian hoops we had to jump through.

Of course, the school had to seek permission even to be involved in the project from the Dirigente (the director of schools in the area, a sort of head of education for the area).

The Dirigente decreed yes.

The Dirigente then cut a whole section of the script which involved inviting the materna school and families in to eat together. In doing so, she cut one element of the film, the intention of which had been to show community building and collaboration.

The Dirigente allowed parents to come in and prepare with the children food made with ceci (chickpeas, the small village is known for its cultivation of chickpeas, particularly its specialty, black chickpeas).

But she forbade the children from tasting the food once it was made.

Obviously the fact that it was not pre-prepared, shop bought food, accompanied by a receipt, meant it was a potential danger. This despite the fact that the teachers were there, watching the parents prepare it. The children would be allowed to eat it off site, and out of school hours, however. I have yet to understand quite whether or how these two things join up: if a child is going to become sick from eating something, this will happen whether they eat it in the school grounds before 16.30 or outside the school grounds at 16.31, and surely in each instance there would be the same possibility of litigation. Surely, I said, if it is a matter of parental consent (at 16.31, parents are present to consent to their children eating the food), we simply have to ask them to sign a form before we prepare it and taste it?

Apparently not. Given that Italians love signing pieces of paper and disclaimers in all their forms, I was surprised by this.

Nevertheless, we parents had something to sign simply to allow our chidren to partake in the film.

So, with a heavily edited script, we went ahead anyway. The children enjoyed making the film celebrating as they did so something of their community, the local livelihood and the international make up of the small school. You can watch our little film here.

cherries

Cherries – eaten and enjoyed…. after school hours

 

The competition was small, albeit nationwide, but we were pleased to win and be invited to a three day festa in northern Italy.

And then came the process of organizing the trip. I lost track of the number of missives flying between parents and teachers regarding travel arrangements. We seemed to waste several of the four to five weeks we had to organise it discussing whether to go by train or coach, with very little resolution. But finally, with two weeks to go, the Dirigente decreed that it would be impossible, in such a short space of time, to pull together the paper work to procure permission for the trip. (From whom? From where? This I don’t understand – surely as the Dirigente, she can procure and sign the relevant papers…. ).

As with (virtually) all things I have experienced here, there is a block. Then there is a ‘gira’. I honestly think Italians revel in the blocks in order that they can come up with the circuitous way round it. The way round it is for it to be a trip organised by parents, this is naturally a neat absolution of responsibility on the part of the school or the Dirigente. And thus we continue to organise it in exactly the same way as we were organizing it before, but this time, without the need for the mysterious additional paperwork the Dirigente felt unable to deal with. We still had to sign a form, however, saying that we as parents take responsibility for our children on the trip that we are organizing for them, as parents.

Apparently the coach is booked and we leave in a week’s time, for the village of Montello, Treviso, for the Festa of Ritmi e Danza dal Mondo. As with many idealistic celebrations of peace and diversity, there will, I am sure be much talk, all of which will be fabulous, stimulating and aspirational. But if the talk is to turn into action, there will, of course, be a series of bureaucratic hurdles and caveats as well as several reams of paper…

Aspirationally, however, we are excited. Aspiration and small steps are important… After all, the raging fires of revolution start with small flames.

 

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Senza Zaino

The impetus for our capricious move here was the Senza Zaino school movement in the area. Senza Zaino is probably best described as a way of schooling not dissimilar to the Reggio Emilia and Montessori teaching methodologies. The name ‘senza zaino’ is primarily symbolic of three core values nurtured in the schools: responsibility, community and hospitality. The name itself means ‘without backpack’: work is completed in school and children are no more sent home with oodles of homework than they are subjected to tests at an absurdly early age. As a vociferous critic of the way in which Primary education in the UK is going, I was – and am – keen for my children to experience a different way of learning.

To this end, I’ve been trying to understand better how Senza Zaino works, usually by listening with almost two ears in a meeting while simultaneously distracting la Principessa with drawings, grissini and finally biscotti and checking up on H. and P. who are enjoying new found freedom running outside in the very small village in whose community the school nestles.

Some of the finer details may well have passed me by, but to date, the Senza Zaino system is practically appealing, educationally interesting and inclusive and feels supportive emotionally.

Above all – aside from the small practical differences which I love (more later) – I have been struck by what it feels like to be part of a school which truly embraces its community. November is ‘banca del tempo’ (time bank) month, when we, as parents, are asked to propose how we will support the school’s curriculum. These progetti are over and above the extra curricular ‘progetti’ already planned for the year.

The first meeting to discuss the progetti was itself was revelatory: parents sat in a circle with the two teachers and there was a genuine sense of working together, of the teachers wanting parental input and support, of being open to and valuing what parents could offer, practically and educationally. There was no sense of ‘them’ and ‘us’ or of parental input being limited to the specific area of fundraising.

view12.11The sense of collaboration from a community which extends beyond parents is already strong: the Vedic Art progetto run by a local artist is already in place once a week. After Christmas, a local mother will hold a series of Yoga Fit sessions and an ex-pat who has lived in the region for years will also be holding a series of Music Therapy sessions. At the meeting, a permaculture specialist from a town some 40 minutes away led the discussion around creating a vegetable garden or ‘orto’ using traditional methods whenever possible, thus it was suggested that we commission a local carpenter to make child-sized wooden spades, rakes and wheelbarrow; everyone discussed how children would be involved at every stage, from preparing the area, digging the ground over, planting and tending crops through to harvesting, cooking and eating the produce of our labours. The parent committee clearly fundraises to support such events, in much the same way as we are used to in the UK, but the advantage of being part of such a small school is that all parents could discuss openly the nature of the projects to be supported. The orto seems set to be a genuine community collaboration and the teachers welcome any help – from a few hours digging the ground over at the start to a regular commitment from parents once the garden is up and running.

Our last letter home was full of suggestions for the ‘banca del tempo’ – for language lessons or activities from other cultures, small carpentry projects, photography or drawing groups; there was also an appeal to help on ‘rainy days’ when the children cannot go out to play. The message is clear: parents have skills and ideas which can surely only be of benefit to the school; it feels a far cry from the UK, whereby parental interaction in school feels strictly limited to set times and occasions.

The pressure is on then, to think of something to offer – not least from H. and P. who are keen to know when I will be coming in and what I will be doing. H. is full of ambitious sewing projects, but I’ve seen the handiwork of one mamma and won’t be competing on that front! Since the first meeting, one mamma has already spent the day in school cooking from scratch small doughnuts with the pupils, who wrote and illustrated the step-by-step method for making them in their books, thus educationally, one activity covers many bases: maths and science, writing and literacy and art. Another mamma will soon be running four afternoons pre-Christmas to make decorations and one parent is considering a polaroid photography project.

autumnAmong other highlights in the calendar, we have been told about a day trip to Siena for a history trip focusing on the famous palio della contrada; there is the ‘degustazione’ progetta, an exploration of the four seasons and five senses through a visit to the local ‘frantoio’ (olive press) where the children will see the journey from olive to oil and taste the finest extra virgin olive oil on fresh bread; finally winter can’t come quickly enough for our children to participate in the ‘settimana bianca’ – the white week when they will go daily to the mountain for ski or snowboard lessons. I’m still enjoying the glorious autumn sunshine of this post’s photos, but even I feel excited about wrapping up warmly for snowy mountain days… just so long as I’ve figured out snow chains, tyres and how those two go together with cold fingers and three children, all will be well.