Syrian light

Since spring of 2015, I have been working with a wonderful Lebanese/ Syrian NGO, SAWA for Development and Aid, setting up educational and therapeutic programmes for Syrian refugee children in camps in the East Bekaa Valley in Lebanon, close to Syrian border. The camps are made up of ramshackle tents of unseasoned wood, tarpaulin, plastic sheets and cardboard, with little running water or sanitation.

The programme is designed to be complementary to the Syrian school curriculum. It combines music, creative arts and sports to provide a “soft landing“ in education for children who have had little or no chance of attending school before. Creative exercises are combined with the creative use of technologies to offer new and engaging ways of learning science and other disciplines. Music and creative arts are also used as a way of promoting well-being, self-confidence, a sense of personal identity, communication, socialisation and joy, and, where appropriate, of helping to alleviate the biological. psychological and social symptoms of trauma.

The programme is self-consciously innovative and “state of the art”. Why should the children who have been most abused by our world not benefit from the most visionary and life-enhancing education available? Creative activities are not only an excellent pathway to teaching science, but may also help children value their perceptions and re-discover joy in experiencing the world. The principle raw material for music is the energy of sound. Alongside learning songs and Syrian percussion rhythms, the children explore the qualities of sound in creative work and exercises, ranging from simple listening exercise to recording the sounds of nature.

The room

The children sit quietly for 5 minutes and listen to all the sounds of the room and of the world outside. They describe and discuss the sounds they have heard.

discussion - the sounds of our environment, what they are and what they are and what they mean

Hidden sounds

The animateur plays sounds hidden behind a table or screen - keys, coins, tearing paper, stones, musical instruments etc. The children identify the sounds and describe them.

Recording nature

The programme is designed to be complementary to the Syrian school curriculum. It combines music, creative arts and sports to provide a “soft landing“ in education for children who have had little or no chance of attending school before. Creative exercises are combined with the creative use of technologies to offer new and engaging ways of learning science and other disciplines. Music and creative arts are also used as a way of promoting well-being, self-confidence, a sense of personal identity, communication, socialisation and joy, and, where appropriate, of helping to alleviate the biological. psychological and social symptoms of trauma.

The programme is self-consciously innovative and “state of the art”. Why should the children who have been most abused by our world not benefit from the most visionary and life-enhancing education available?Creative activities are not only an excellent pathway to teaching science, but may also help children value their perceptions and re-discover joy in experiencing the world. The principle raw material for music is the energy of sound. Alongside learning songs and Syrian percussion rhythms, the children explore the qualities of sound in creative work and exercises, ranging from simple listening exercise to recording the sounds of nature.

The room

!The children sit quietly for 5 minutes and listen to all the sounds of the room and of the world outside. They describe and discuss the sounds they have heard.

discussion - the sounds of our environment, what they are and what they are and what they mean

Hidden sounds

�

The animateur plays sounds hidden behind a table or screen - keys, coins, tearing paper, stones, musical instruments etc. The children identify the sounds and describe them.

Recording nature

! !The children are taught how to record with a zoom and how to download and edit sound files. They document the sounds of their environment.

discussion - acoustic ecology

These exercises lead to creative adventures with the sound material that the children have discovered, including soundscapes, sound compositions and radiophony, and to experiments in the physics of sound, for example patterns of sound frequency vibration revealed by Chladni plates.

The children are taught how to record with a zoom and how to download and edit sound files. They document the sounds of their environment.

discussion - acoustic ecology

These exercises lead to creative adventures with the sound material that the children have discovered, including soundscapes, sound compositions and radiophony, and to experiments in the physics of sound, for example patterns of sound frequency vibration revealed by Chladni plates.

Over the years, and in different locations, including the Balkans, Caucasus, Middle East, East Africa, India, South East Asia and South America, I have developed a methodology for using music to address specific symptoms of Posttraumatic Stress Disorder. Musical activities may help to regulate heart rate, endocrine activity (in particular stress- related hormones), movement repertoires and

Hidden sounds

�

The animateur plays sounds hidden behind a table or screen - keys, coins, tearing paper, stones, musical instruments etc. The children identify the sounds and describe them.

Recording nature

! !The children are taught how to record with a zoom and how to download and edit sound files. They document the sounds of their environment.

discussion - acoustic ecology

These exercises lead to creative adventures with the sound material that the children have discovered, including soundscapes, sound compositions and radiophony, and to experiments in the physics of sound, for example patterns of sound frequency vibration revealed by Chladni plates.

Hidden sounds

�

The animateur plays sounds hidden behind a table or screen - keys, coins, tearing paper, stones, musical instruments etc. The children identify the sounds and describe them.

Recording nature

! !The children are taught how to record with a zoom and how to download and edit sound files. They document the sounds of their environment.

discussion - acoustic ecology

These exercises lead to creative adventures with the sound material that the children have discovered, including soundscapes, sound compositions and radiophony, and to experiments in the physics of sound, for example patterns of sound frequency vibration revealed by Chladni plates.

Hidden sounds

�

The animateur plays sounds hidden behind a table or screen - keys, coins, tearing paper, stones, musical instruments etc. The children identify the sounds and describe them.

Recording nature

! !The children are taught how to record with a zoom and how to download and edit sound files. They document the sounds of their environment.

discussion - acoustic ecology

These exercises lead to creative adventures with the sound material that the children have discovered, including soundscapes, sound compositions and radiophony, and to experiments in the physics of sound, for example patterns of sound frequency vibration revealed by Chladni plates.

breathing, and may assist in building trust, empathy and communication and emotional processing and intelligence..

The children sit in a circle. Half of the circle has quiet, peaceful instruments (wind chimes, triangles etc.), the other half has loud, aggressive sounds (drums, claves, bells etc.). A child stands in the middle of the circle. As she/he moves into the “quiet” part of the circle she/he activates gentle sounds, in the loud part, aggressive sound. The child may “play” the circle like an emotional instrument. As the group becomes more experienced, the circle may he divided into four segments: quiet happy, quiet sad, loud angry, loud happy. Children take turns to be in the middle of the circle. discussion - musical emotion, processing of emotion, arousal. valence, creativity

Visual arts, including painting, photography and film, are an inspiring way of beginning to understand the physics of light, of learning to value visual perception and experience, and of remembering to enjoy the beauty of the world. The children investigate the nature of light, colour, reflection, shadows, the eye, magnification, photography, film and visual illusion.

Some Questions about light

What is light?

Light is a kind of energy, like heat or sound: the way music reaches the radio, or the energy we use when we throw a ball.

Over the years, and in different locations, including the Balkans, Caucasus, Middle East, East Africa, India, South East Asia and South America, I have developed a methodology for using music to address specific symptoms of Posttraumatic Stress Disorder. Musical activities may help to regulate heart rate, endocrine activity (in particular stress-related hormones), movement repertoires and breathing, and may assist in building trust, empathy and communication and emotional processing and intelligence..

The circle of musical emotion

�

The children sit in a circle. Half of the circle has quiet, peaceful instruments (wind chimes, triangles etc.), the other half has loud, aggressive sounds (drums, claves, bells etc.). A child stands in the middle of the circle. As she/he moves into the “quiet” part of the circle she/he activates gentle sounds, in the loud part, aggressive sound. The child may “play” the circle like an emotional instrument. As the group becomes more experienced, the circle may he divided into four segments: quiet happy, quiet sad, loud angry, loud happy. Children take turns to be in the middle of the circle. discussion - musical emotion, processing of emotion, arousal. valence, creativity

Visual arts, including painting, photography and film, are an inspiring way of beginning to understand the physics of light, of learning to value visual perception and experience, and of remembering to enjoy the beauty of the world. The children investigate the nature of light, colour, reflection, shadows, the eye, magnification, photography, film and visual illusion.

What is it made of?

It is made of waves, like the waves you can make with water. Inside the waves are very tiny particles called photons, minute particles of light.

Where does it come from?

It comes from the sun. But sometimes we use artificial light, like light bulbs.

Some Questions about light

What is light?

Light is a kind of energy, like heat or sound: the way music reaches the radio, or the energy we use when we throw a ball.

What is it made of?

It is made of waves, like the waves you can make with water. Inside the waves are very tiny particles called photons, minute particles of light.

Where does it come from?

It comes from the sun. But sometimes we use artificial light, like light bulbs.

Some Questions about light

What is light?

Light is a kind of energy, like heat or sound: the way music reaches the radio, or the energy we use when we throw a ball.

What is it made of?

It is made of waves, like the waves you can make with water. Inside the waves are very tiny particles called photons, minute particles of light.

Where does it come from?

It comes from the sun. But sometimes we use artificial light, like light bulbs.

Some Questions about light

What is light?

Light is a kind of energy, like heat or sound: the way music reaches the radio, or the energy we use when we throw a ball.

What is it made of?

It is made of waves, like the waves you can make with water. Inside the waves are very tiny particles called photons, minute particles of light.

Where does it come from?

It comes from the sun. But sometimes we use artificial light, like light bulbs.

Some Questions about light

What is light?

Light is a kind of energy, like heat or sound: the way music reaches the radio, or the energy we use when we throw a ball.

What is it made of?

It is made of waves, like the waves you can make with water. Inside the waves are very tiny particles called photons, minute particles of light.

Where does it come from?

It comes from the sun. But sometimes we use artificial light, like light bulbs.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car. It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

Can light travel through objects?

Yes, but only objects that let light through, like water and glass.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car.It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car.It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car.It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car.It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

How quickly can it travel?

It travels very quickly - 299, 792 kilometres per second , ten million times faster the the fastest car.It takes 8 seconds to get from the sun to the earth.

Can light travel round corners?

No, light travels only in straight lines. That is why we have shadows.

What happens if it can’t travel through an object?

Then it is reflected off the object, which is how we see things. But often part of the light is absorbed by the object.

Experiments with light

1, Experiment with shadows. Look at the shadows of buildings, trees , people and animals Take photographs of them at different times of day. What are shadows? Why are they different sizes and shapes at different times of day? 2. Experiment with light. What can it pass through? Take photographs of light passing through objects that will let it through.

3. Build a camera obscura from the kit. Notice that the image is upside down. Why? Use the camera obscure to look at the sun.

Some Questions about colour

Can light travel through objects?

Yes, but only objects that let light through, like water and glass.

What happens if it can’t travel through an object?

Then it is reflected off the object, which is how we see things. But often part of the light is absorbed by the object.

Experiments with light

1, Experiment with shadows. Look at the shadows of buildings, trees , people and animals Take photographs of them at different times of day. What are shadows? Why are they different sizes and shapes at different times of day?2. Experiment with light. What can it pass through? Take photographs of light passing through objects that will let it through.3. Build a camera obscura from the kit. Notice that the image is upside down. Why? Use the camera obscure to look at the sun.

Can light travel through objects?

Yes, but only objects that let light through, like water and glass.

What happens if it can’t travel through an object?

Then it is reflected off the object, which is how we see things. But often part of the light is absorbed by the object.

Experiments with light

1, Experiment with shadows. Look at the shadows of buildings, trees , people and animals Take photographs of them at different times of day. What are shadows? Why are they different sizes and shapes at different times of day?2. Experiment with light. What can it pass through? Take photographs of light passing through objects that will let it through.3. Build a camera obscura from the kit. Notice that the image is upside down. Why? Use the camera obscure to look at the sun.

Can light travel through objects?

Yes, but only objects that let light through, like water and glass.

What happens if it can’t travel through an object?

Then it is reflected off the object, which is how we see things. But often part of the light is absorbed by the object.

Experiments with light

1, Experiment with shadows. Look at the shadows of buildings, trees , people and animals Take photographs of them at different times of day. What are shadows? Why are they different sizes and shapes at different times of day?2. Experiment with light. What can it pass through? Take photographs of light passing through objects that will let it through.3. Build a camera obscura from the kit. Notice that the image is upside down. Why? Use the camera obscure to look at the sun.

Can light travel through objects?

Yes, but only objects that let light through, like water and glass.

What happens if it can’t travel through an object?

Then it is reflected off the object, which is how we see things. But often part of the light is absorbed by the object.

Experiments with light

1, Experiment with shadows. Look at the shadows of buildings, trees , people and animals Take photographs of them at different times of day. What are shadows? Why are they different sizes and shapes at different times of day?2. Experiment with light. What can it pass through? Take photographs of light passing through objects that will let it through.3. Build a camera obscura from the kit. Notice that the image is upside down. Why? Use the camera obscure to look at the sun.

Some Questions about colour

What are colours?

Colours are different speeds of vibration of light. You can see them if you send light through a prism. It is the same effect as a rainbow, where the water in the air splits up light into its separate colours.

Can you put the colours back into light?

Yes. You can create a magical illusion of putting colours back into light by spinning a colour wheel, with all the colours of the rainbow. If you spin it quickly enough it will appear to be white.

What are colours?

Colours are different speeds of vibration of light. You can see them if you send light through a prism. It is the same effect as a rainbow, where the water in the air splits up light into its separate colours.

Can you put the colours back into light?

Yes. You can create a magical illusion of putting colours back into light by spinning a colour wheel, with all the colours of the rainbow. If you spin it quickly enough it will appear to be white.

How many colours are there?

Most people say there are seven colours. But in fact there are as many as you choose to see or find names for!

Do objects have colours themselves, or is it only reflected light?

Objects do not have colours, but they may have pigments. A pigment absorbs most light and reflects only the colour that you see.

Some Questions about colour

What are colours?

Colours are different speeds of vibration of light. You can see them if you send light through a prism. It is the same effect as a rainbow, where the water in the air splits up light into its separate colours.

Can you put the colours back into light?

Yes. You can create a magical illusion of putting colours back into light by spinning a colour wheel, with all the colours of the rainbow. If you spin it quickly enough it will appear to be white.

Some Questions about colour

What are colours?

Colours are different speeds of vibration of light. You can see them if you send light through a prism. It is the same effect as a rainbow, where the water in the air splits up light into its separate colours.

Can you put the colours back into light?

Yes. You can create a magical illusion of putting colours back into light by spinning a colour wheel, with all the colours of the rainbow. If you spin it quickly enough it will appear to be white.

Some Questions about colour

What are colours?

Colours are different speeds of vibration of light. You can see them if you send light through a prism. It is the same effect as a rainbow, where the water in the air splits up light into its separate colours.

Can you put the colours back into light?

Yes. You can create a magical illusion of putting colours back into light by spinning a colour wheel, with all the colours of the rainbow. If you spin it quickly enough it will appear to be white.

Experiments with colour

1.

1. Experiment with a prism. Take photographs of the prismatic colours. Take photographs of a rainbow. Try to create your own rainbow with crayons or paints.

2. Make your own colour wheel and spin it until it turns white. 3. Try mixing colours with crayons or paints. Try blue and yellow. Try red and yellow. Try red

and blue.

What colours do you have? Why? Can you find them in the rainbow?

4. Try the “magic blue” experiment with your chemistry set (page 12). See how you can create pigments of

different colours by adding chemicals. Why do you think different colours come from different chemical solutions?

Some questions about the eye and seeing

How does the eye see?

The eye sees through your pupil and a lens. Just like the camera obscura, the image is projected upside down, wrong way round on the retina at the back of the eye, but your brain makes up for this.

How many colours are there?

Most people say there are seven colours. But in fact there are as many as you choose to see or find names for!

Do objects have colours themselves, or is it only reflected light?

Objects do not have colours, but they may have pigments. A pigment absorbs most light and reflects only the colour that you see.

Experiments with colour

1.

1. Experiment with a prism. Take photographs of the prismatic colours. Take photographs of a rainbow. Try to create your own rainbow with crayons or paints.

2. Make your own colour wheel and spin it until it turns white.3. Try mixing colours with crayons or paints. Try blue and yellow. Try red and yellow. Try red and blue.

What colours do you have? Why? Can you find them in the rainbow?4. Try the “magic blue” experiment with your chemistry set (page 12). See how you can create pigments of

different colours by adding chemicals. Why do you think different colours come from different chemical solutions?

Some questions about the eye and seeing

How does the eye see?

The eye sees through your pupil and a lens. Just like the camera obscura, the image is projected upside down, wrong way round on the retina at the back of the eye, but your brain makes up for this.

How many colours are there?

Most people say there are seven colours. But in fact there are as many as you choose to see or find names for!

Do objects have colours themselves, or is it only reflected light?

Objects do not have colours, but they may have pigments. A pigment absorbs most light and reflects only the colour that you see.

Experiments with colour

1.

1. Experiment with a prism. Take photographs of the prismatic colours. Take photographs of a rainbow. Try to create your own rainbow with crayons or paints.

2. Make your own colour wheel and spin it until it turns white.3. Try mixing colours with crayons or paints. Try blue and yellow. Try red and yellow. Try red and blue.

What colours do you have? Why? Can you find them in the rainbow?4. Try the “magic blue” experiment with your chemistry set (page 12). See how you can create pigments of

different colours by adding chemicals. Why do you think different colours come from different chemical solutions?

Some questions about the eye and seeing

How does the eye see?

The eye sees through your pupil and a lens. Just like the camera obscura, the image is projected upside down, wrong way round on the retina at the back of the eye, but your brain makes up for this.

What is a lens?

A lens may bend light to make objects bigger or smaller

Why do we have two eyes?

So that we can see objects from more than one angle, so they stand out, and we can see what is near to us and further away. It also means we have a wider field of vision and can see around things.

How do movie films work?

By having a lot of individual pictures with small changes between them, and jumping from one to the other very quickly. Our brains can only deal with 10-12 separate pictures a second. Any faster and they blur into one another. But sometimes single images seem to move.

How many colours are there?

Most people say there are seven colours. But in fact there are as many as you choose to see or find names for!

Do objects have colours themselves, or is it only reflected light?

Objects do not have colours, but they may have pigments. A pigment absorbs most light and reflects only the colour that you see.

Experiments with colour

1.

1. Experiment with a prism. Take photographs of the prismatic colours. Take photographs of a rainbow. Try to create your own rainbow with crayons or paints.

2. Make your own colour wheel and spin it until it turns white.3. Try mixing colours with crayons or paints. Try blue and yellow. Try red and yellow. Try red and blue.

What colours do you have? Why? Can you find them in the rainbow?4. Try the “magic blue” experiment with your chemistry set (page 12). See how you can create pigments of

different colours by adding chemicals. Why do you think different colours come from different chemical solutions?

Some questions about the eye and seeing

How does the eye see?

The eye sees through your pupil and a lens. Just like the camera obscura, the image is projected upside down, wrong way round on the retina at the back of the eye, but your brain makes up for this.

What is a lens?

A lens may bend light to make objects bigger or smaller

Why do we have two eyes?

So that we can see objects from more than one angle, so they stand out, and we can see what is near to us and further away. It also means we have a wider field of vision and can see around things.

What is a lens?

A lens may bend light to make objects bigger or smaller

Why do we have two eyes?

So that we can see objects from more than one angle, so they stand out, and we can see what is near to us and further away. It also means we have a wider field of vision and can see around things.

What is a lens?

A lens may bend light to make objects bigger or smaller

Why do we have two eyes?

So that we can see objects from more than one angle, so they stand out, and we can see what is near to us and further away. It also means we have a wider field of vision and can see around things.

What is a lens?

A lens may bend light to make objects bigger or smaller

Why do we have two eyes?

So that we can see objects from more than one angle, so they stand out, and we can see what is near to us and further away. It also means we have a wider field of vision and can see around things.

Experiments with vision

1. Use the magnifying lens to take photographs close up of objects. Try to photograph leaves and flowers, drops of rain, fragments of wood and stone. Look at the patterns that are revealed.

2. Close your left eye and look at an object about metre away with your right eye. Now close your right eye and look at the same object with your left eye. Do you see a difference? Now

How do movie films work?

By having a lot of individual pictures with small changes between them, and jumping from one to the other very quickly. Our brains can only deal with 10-12 separate pictures a second. Any faster and they blur into one another. But sometimes single images seem to move.

Experiments with vision

1. Use the magnifying lens to take photographs close up of objects. Try to photograph leaves and flowers, drops of rain, fragments of wood and stone. Look at the patterns that are revealed.

2. Close your left eye and look at an object about metre away with your right eye. Now close your right eye and look at the same object with your left eye. Do you see a difference? Now with both eyes open, hold up one finger a few centimetres in front of your eyes and look at the object again.What doe see?

3. Look at the 3D “Doggy” cards.What do you see? Why do they appear to move?4. Watch different animations on the Zoetrope. Make moving “films” of your own.

with both eyes open, hold up one finger a few centimetres in front of your eyes and look at the object again.What doe see?

3. Look at the 3D “Doggy” cards.What do you see? Why do they appear to move? 4. Watch different animations on the Zoetrope. Make moving “films” of your own.

These investigations of light lead to scientific work with physics of refraction and the chemistry of pigments, and to creative work with paints, cameras. magnifying lenses, photography, animation, the camera obscure, zoetrope and projected film.

The approach with the children is practical and creative but with a gentle touch. It is often in the simplest encounters with nature and life that the most profound transformations occur in human beings.

For traumatised children, simple but profound experiences of visual art and light (paired with the air in Steiner’s “second ether”) may be therapeutic - through art therapy activities, through being sensitised to the beauty of the visual world, through the simple joy of raw perceptions of nature, and through the healing properties of light itself - helping, with bright sunlight and the photons and electromagnetic energy first liberated by the Big Bang, to alleviate depression, and illuminate the darknesses within. As the anthroposophist Hildegard Jone wrote, in Das Augenlicht, which Webern set to music in his Op 26:

Durch unsre offnen Augen fliesst das Licht ins Herz und strömt als Freude sanft zurück aus innen

Light streams through our open eyes into the heart and softly flows back as joy from within