When he got home this evening, the child took out his sketch paper, pencil, pencil, and crayon and began to draw.
I have long been accustomed to it, the child has attended two semesters of art training classes, this semester did not register, but the child often draws his own paintings, pasted his own paintings all over a wall, and also sorted out a thick one, with clips clipped together.
But recently I had to paint a picture almost every night, and today, after he finished painting, he said to me, "Daddy, you help me write a few words, write here, write big", while saying that, he gently drew a big circle with a pencil where he was going to write.
I said, "What's the matter," and he replied, "Wait for tomorrow."
I was stunned, "Deng tomorrow?" Which deng? I said to myself, as if I were asking him, as if I were asking myself.
The child said in a less certain tone: "Just wait and wait."
"Oh, wait, wait, I'll help you write, what are you doing writing this for?" I was a little surprised, and as I spoke, I picked up the pencil that the child had given me.
The child said, "I'm going to make up a story."
I said approvingly, "That's good! In fact, I was very curious in my heart, what kind of "waiting for tomorrow" story he was going to make up?
After I finished writing the three words "Waiting for Tomorrow", the child drew the three words with a hook line, etc., then erased the traces of the pencil words with an eraser, and then painted them with crayons. As shown in the following figure:
(Place with white squares, which will bring surprises at the end)
I'm still curious, what kind of story is it?
The child took out all the paintings he had recently drawn, found one of them, and said to me: "Daddy, you help me write, I say what you write, write here, from here to here", the child said as he had a hand to compare the position of the upper left corner.
I said okay, he said a sentence I write a sentence, he said a word I wrote a word, during which I did not say a word, I just asked him, where to write, how big the word to write. So back and forth, I helped the child write on 6 paintings. In order, the following figure:
At this point, the child's story is finished, and he is content to sort out all the paintings, but I am still curious to ask: "You asked me to write 'Wait for Tomorrow', why?" ”
The child thought for a moment, pointed to the first painting and said, "This is the cover, write two more words here: 'Story', don't write so big, write very small, the same size as several other paintings!" ”
At this point, I suddenly realized! Feel amazing! It turns out that the child made a picture book story by himself!
I said to the child, "This is your first original picture book story!" That's great! You've been painting these paintings for about two weeks, right? The child thought about it and said: "9 days", I did not ask more, I believe the child, he said 9 days is 9 days, this is not important, the important thing is that he is constantly doing one thing these days, and it is done.
I took the child's "picture book story" and said to the child, when you go to sleep for a while, tell your story to your mother again!
(This is the cover, "Wait for Tomorrow" is the name of the story)
The child also had many performances that made me feel more satisfied, for example, the memory is very good, I told him stories, such as "Three Little Pigs", "The Lion King", etc., after a few times, he actually memorized it, looked at the picture, and then looked at the words, just like he knew the words, he could read them all.
For example, the song taught in kindergarten, after going home, can be played by yourself on the electronic keyboard, and I composed Jane by myself, although there are only numbers and no notes, but I think the performance has been very good.
However, the picture book story made by the child this time made me feel amazing! Those previous performances I think are "points", shining points one by one. This time, however, it is a face, a face made up of paintings, stories, durations, and one's own ideas. Points are one-dimensional spaces, faces are two-dimensional spaces, and from point to surface is a qualitative change.
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