MES/Q0507Storyboard Artist:UNIT 1Chapter 1: Story WritingChapter 2: Script Writing UNIT 2Chapter 1: What is Animation – Types of AnimationChapter 2: Principals of AnimationUNIT 3Chapter 1: What is Storyboarding UNIT 1CHAPTER 1 Story Writing:Before we understandhow to write a story for any Animation film/video, lets us first understand thebasic structure of a story.
STORYSTRUCTUREStory structure is about story and plot. It contains thecontent of a story and the form used to tell the story. Story refers to thedramatic action as it might be described in chronological order. Plot refers tohow the story is told. Story is about trying to determine the key conflicts,main characters, setting and events. Plot is about how, and at what stages, thekey conflicts are set up and resolved. Whenever we begin with a new story we mustdefine the foundation first so we need to follow 2 basic steps while writing astory:STEP 1: Fiction or Non fictionThe first step involves the choice thestory.
There are 2 choices1. Fiction: Fiction story isderived from imagination in other words, not based strictly on history or fact.A work of fiction is created in the creative imagination ofits author. The author invents the story on his own and makes up thecharacters, the plot or storyline, the dialogue and sometimes even the setting.A fictional work does not claim to tell a true story. Instead, it immerses usin experiences that we may never have in real life, introduces us to types ofpeople we may never otherwise meet and takes us to places we may never visit in any other way. Fiction can inspire us,intrigue us, scare us and engage us in new ideas.
References:Mr.India(1987) ,Ra One(2011) ,Koi Mil Gaya(2003),Krish(2006)2. Non fiction- Nonfiction stories are true stories based on actual people and events.
Non fictionstories include documentaries, biographies and stories based on history, politics,travel, education or any real world subject matter. Always beaware of the rights involved in making a movie; fictional stories grant youunrestricted access to the material because you are creating it. Non fictionalstories may require you to secure the rights to an idea. Make sure you havepermission to write about the subject matter you are writing. References: Jodhaa akbar (2008), Gandhi (1982), Lagaan: Once Upon aTime in India (2001), Mughal-E-Azam (1960) STEP 2GENREA genre is a category or type of story.
Genrestypically have their own style and story structure, and although there areseveral primary categories, movies can be a mixture of two or three differentgenre.Some common genres include:· Action · Comedy· Crime· Drama· Family· Fantasy· Horror· Musical· Romance· Romantic comedy· Science fiction· Thriller· War· WesternWhen choosing the genre for anindependent film, be aware of the costs and the difficulties of shootingcertain genres like science fiction or westerns, for which the cost of sets, costumesand props may be prohibitive.Step 3 FORMAT Storiescan be told in many different formats, each designed for a different purpose. Themain formats include: Animation is the process of designing, drawing, making layouts andpreparation of photographic sequences which are integrated in the multimedia and gamingproducts. In other words, Animation is the simulationof movement created by displaying a series of pictures, or frames.Cartoons on television is one example of animation. Animation is the illusionof movement created by showing a series of still pictures in rapid succession. In the world of computers, graphic software like Flash,After Effects, MAYA etc.
are used tocreate this effect. Commercials: Commercials are designed to advertise a product or services. Television commercials incorporate a wide range of styles, techniques, and animation narratives into 10, 15, 30 or 60 second time lengths. Commercials are a great way for filmmakers to showcase their style of storytelling and production capabilities and are among the most lucrative forms of production. 3. Documentaries- A documentary is a broad term to describe a non-fiction video production that in some way “documents” or captures reality. Documentaries are intended to study a subject, occurrence, theme or belief in an attempt to either explore the subject or arrive at a conclusion about the subject.
Documentaries can either take on an investigative approach in which the filmmaker tries to answer a question or research a subject and allow the story to unfold during the production. Documentaries can in some instances be inexpensive but time consuming to produce. 4. Feature films- The term feature film came into use to refer to the film presented in a cinema theatre. A feature film is a film (also called a movie, motion picture or just film) with a running time long enough to be considered the principal or sole film to fill a program. The majority of feature films are between 70 and 210 minutes long. The popular Bollywood films like the ‘3 Idiots’ and ‘Rang De Basanti’ are an example of the Feature Films. Industrial /corporate videos- Industrial/corporate video productions are typically meant for marketing of businesses.
Music videos- These highly stylized promotional videos for music artist are a great way for a filmmaker to explore his creativity using any medium, any style of narrative or performance and artistic editing. 5.Short films- Ideally under 20 minutes, short films are a good way of learning the process of making a movie showcasing your talents and generating interest from investors for future projects.HOW TO WRITE A STORY:Storieshave been told a certain way throughout history. It is a language both thestoryteller and audiences agree upon. First,stories begin by establishing the characters and setting in which the storywill take place, then the problem or conflict appears. The drama of the storybegins when the main character has to figure out how to cope with or solve theproblem.
These three components are considered the basic story structure; eachcan be divided into three distinct parts, called acts. Act1Act1 is the first 30 minutes of the 120 (2 hour) film. The audience is introducedto the main characters, where the story takes place, what the story is aboutand what are the main issues.Act2 Act 2 is the next movement in the story,running an hour, from 30 to 90 minutes and begins from when the conflict isintroduced. Turningpoint – Themost important part of the second act is called the ‘turning point’, whichoccurs at the middle of the story. Act3Act3 is the last quarter of the story, running from 90-120 minutes, wherein theconflict becomes the most difficult for the character and he is forced to usehis skills, wit and ability to resolve or escape from the problem with themaximum possible risk. Thethird act ends with the conclusion of the story when the character resolves theconflict.
Answer theFollowing Questions:Q.1 what is story and how to write a story?Q.2 What is the difference between fiction& non fictional story?Q.3 what is genre? And name any 3 genre youlike the most?Q.4 what is meant by story format? Chapter 2Scriptwriting:Whatis scriptwriting?Once we have written the story the nextstep is to convert this story into a script that can be used to create ananimation/feature film, television production or a video game. A script is adetailed story written in a format that is easy to execute during theproduction of the film.
A script divides the story into scenes and containssuch details as the description of the scene, whether it is daytime or nightwhen the scene is taking place, whether it taking place indoors or outdoors,how many characters are there in the scene, what are they doing in the scene,the dialogues between the characters and so on. The script also describes theemotional impact of the scene; whether the characters in the scene are happy orangry or sad…So we can say that a script is a film or a television productionwritten on paper with all the relevant details.The process of writing a script is known as scriptwriting, also known as screenplay writing and the one who writes a script isknown as the Script writer. AScriptwriter works with the Director of the film/television production whiledeveloping the script.
To summarize, Script writing is the art andcraft of writing the story in a format that makes it easy to shoot it. HOW TO WRITE A SCRIPTBefore webegin to write a script, let’s have a look at a few guidelines -Divide your Story into Scenes: Broadlyspeaking, a Scene is any action taking place in a single location; if thelocation changes, the scene changes. For example, in our story there are twocharacters (characters refer to the Actors), Ravi and Smita and they aresitting in a room talking about their school home work- this in our script isreferred to as one Scene. Now, in our story the two characters go out in thegarden to play- this in our script will be referred to as Scene 2, because thelocation has been changed from inside of a room to outdoors in a garden.
Know your audience: Keepin mind your target audience, so that you know the level of language to beused, the complexity to be developed, etc. Is the audience composed of youngsters,adults or a mixed age group, does it comprise a general or specializedaudience, etc. This will determine your language, the references used, theregional humour etc. Know your medium: Before you start writing your script, it isimportant to know the medium through which the script is going to be presented– whether it is being written for television or for gaming, or as an animation ora live action film. In this module, we shall focus on writing the script for ananimation film, so let’s take a look at the basic difference between a liveaction script and an animation film script.In ananimation script, the action is described in far more detail.
You’veheard the saying, “A picture is worth a thousand words.” Well, the process isreversed for animation scriptwriters. In animation thousands of words are used todescribe a scene/picture. So that means clearly describing action sequences, visualgags, facial expressions, props and locations. That’s in addition to writingthe dialogue and indicating any special sound effects and music the sceneneeds.In liveaction film writing, details like the camera angles and shots are left to thedirector. But in an animated script, you have more freedom to suggestdramatic or cartoony visuals. Say a phone rings.
You might call for aSLOW ZOOM or SMASH CUT to it. Maybe the receiver JIGGLES as the phoneRINGS. Or a loud ring might JOLT the receiver RIGHT OFF THE HOOK.
Maybe to get someone’s attention, it might BONK him/her repeatedly overthe head. Note that animation writers often CAPITALIZE camera moves andimportant images, sound effects and music cues, and use lots ofexclamation marks to show the level of excitement the final product is going tohave: eg.A GIANT FLYING ROBOT zooms acrossthe sky! It EXPLODES! KA-BOOOOOM!!! DRAMATIC STING. -DIALOGUE- Write like you speak: This will make it easier for the targetaudience to relate to the script. Also, it makes the script more vibrant andinteractive, since it appears conversational. Remove the extra elements: Extra elements likeunnecessary detailing, going out of the story line, etc. should be removed, asthey detract from the main flow of the script. This also endangers the mainelements of the script; they might get lost in all the extra things introduced.
Keep the script precise and concise. Flowery language should be avoided; itshould be kept direct as far as possible, unless the script demands otherwise.Active voice, implemented in a clear and brief manner should be preferred. Consistency: The characters’ language, mannerisms, bodylanguage should be consistent, unless the script requires otherwise. Add Humour to the story/script: Humour is an essential part of any animation film. Be innovativewith the story, use your imagination to create funny characters and humoroussituations, think out of the box.
In animation, we are given the freedom toplay around with unrealistic characters and situations, make use of thisfreedom to come up with your strange and funny story line. Keep sentences short and witty: Witty dialogues between thecharacters help in creating humour in the given scene. Best is to keep the dialogues short butwitty and remove superfluous words and repetitions and break sentences into partswhenever possible.Effective use of silence: It is essential to put insilence between dialogue, so as to give listeners time to process the verbalcontent and to watch what’s on the screen. Brief pauses can be put into yourscript by indicating where the dialogue should stop for a moment. Silence orpauses also give you time to accommodate a transition to a new line of thought.
https://www.bloopanimation.com/story-ideas/Elements of a ScriptA script consists of 3 main elements:· Location(Scene Heading)· Action· DialogueLocation(SceneHeading):At the beginning of each scene we must declare thelocation. We do this in the following format:(a) interior (INT.) or exterior(EXT.)? (b) a description of the location (c) is it day time of night time?INT. St.
Xavier’s School Campus – DayLocation description (also known as Scene headings)are left aligned in the script. The Scene Heading tells the reader of thescript where the scene takes place. Are we indoors (INT.) or outdoors (EXT.)? Next we needto name the location, where the action takes place: school campus, living room,etc.
Lastly it includes the time of day – night, day, dusk, dawn… all the informationneeded to “set the scene”. Here are a few more examples of Scene Headings:INT.
Bedroom – morningEXT. Beach – sunsetINT. Office – night – continuous actionEXT. Highway – dawnAction:This isthe place to describe the action that precedes or follows the dialogue. It iswritten without indention below the description of the location. Actiondescribes what the characters are doing, what all ishappening on-screen.
INT. St. Xavier’s School Campus – DayRAVI and SMITA enter the school campus withtwo kittens in their arms Dialogue:When any character speaks, his or her nameappears on the line preceding the dialogue. In screenplays, the name appears ina location approximately in the centre of the line.Indented to the center of the page, the name of the character would be writtenwith capitalletters and the lines of dialogue would be under it, indentedas well.INT. St.
Xavier’s School Campus – DayRAVI and SMITA enter the school campus with twokittens in their arms RAVIAre we late?SMITANo, we are not, butwe are with the kittens!Directions for the Dialogue should be in parentheses andplaced before the desired line. Parentheses are the additional directions give inbrackets. INT. St. Xavier’s School Campus DayRAVI and SMITA enter the school campus with akitten in their arms RAVIAre we late?SMITA(Looking at thekittens)No, we are not, butwe are with the kittens!Besides these, let’s also take a look at a fewmore points that make up a Script Format:ExtensionExtensions are technical notes placeddirectly to the right of the Character name that denotes HOW the character’svoice is heard. For example, V.
O. means ‘voiceover’.TransitionIt means the change of the scene where theaction seems to blur and refocus into another scene, and is generally used todenote a passage of time. Commonly used transitions are FADE-IN, FADE-OUT,CUT-TO etc.ShotA shot is whatever the camera sees.
Forexample, a wide shot would mean that we see every character that appears in thescene, all at once. (refer to the chapter on)https://www.wikihow.
com/Write-Movie-ScriptsAnswer thefollowing questions:Q1. What is meantby Script Writing?Q2.What are thebasic elements of a Script? Q3.How to write aScript? What is the format Scripts are written in?Q4. Explain anythree guidelines necessary to write a Script?Q5. Write a shortstory and convert it into a Script?Unit2Chapter 1What is Animation?Animation is a way ofmaking a movie from manystill images.
The images areput together one after another, and then played at a fast speed to givethe illusion of movement.Animation is arelatively new art form, and though the concept of moving images has been atheme throughout ancient civilizations, it was not until late into the 19thcentury that experimental animation truly began. Today, the industry ofanimation is booming, making up a huge commercial enterprise. However, amongindividual artists, it remains a sacred and unique form of art.
A person whomakes animations is called an animator.Types of Animation· 2D animation· 3D animation What is 2DAnimation? 2D animation is the process of generating in atwo-dimensional artistic space. 2D animation focuses on creating storyboards,characters, and backgrounds in two-dimensional environments. Usually thought ofas traditional animation, the figures can move up and down, left, and right.The 2D animation uses vector graphics and bitmap tocreate and edit the animated images and is created using the computers andsoftware programs, such as Adobe Photoshop, Flash and After Effects. 3D Animation 3D Animation is the process of generatingthree-dimensional moving images in the digital environment. It is a type ofanimation that uses computer generated images to create animated scenes.
Manipulation of 3D models or objects is carried out within the 3D software forexporting image sequences giving them the illusion of movement and animation.However, this is entirely based on the technique used for manipulating theobjects. There is a difference between 3D and 2D animation.The procedure of generating 3D is sequentiallycategorized into three main sections, and these are modeling, layout andanimation and rendering. There are several software’s available for 3d animationlike Autodesk Maya, Autodesk Max etc.
Modeling isthe phase that describes the procedure of generating 3D objects within acertain scene. Layout and Animation phasedescribes that the process followed for animating and positioning the objectswithin a certain scene. Rendering describedthe result or output of completed computer graphics. The process of productionis completed with the careful combination of the sections mentioned above andalso some other sub-sections. Difference between 3D and 2Danimation 2D ANIMATION 3D ANIMATION · 2D Animation means two dimensional movies. · 3d Animation means 3 dimensional movies.
· 2D Animation is a flat animation and comprises of only X axis and Y axis. X and Y refer horizontal and vertical (X and Y) dimensions respectively. · 3D animation comprises of X axis, Y axis and Z axis. X, Y and Z refer to height, width and depth respectively.
· 2D animation EVERYTHING is drawn · 3D objects, once modeled, can be treated almost as a physical object. Most of the work would be done in 3d application tools · “Moving the camera” in 2D means drawing everything from another angle. · “Moving the camera” in 3D is simply dragging it to another position to see if you like it better. · Adobe After Effects, Adobe Flash Professional, Motion, ToopBoom, and Anime Studio are some of commonly used software used to create 2D animation. · Autodesk 3Ds Max, Autodesk Maya, Cinema 4D, Houdini, ZBrush, and Blender are some of commonly used software used to create 3D animation.
2D Animation Examples: · The Jungle Book · Tom & Jerry · Little Krishna 3D Animation Examples: · Toy Story · Shrek · The Incredible · Jurassic Park (Dinosaurs) · The Transformers (Robots) Answer thefollowing questions:Q1. what is meant by animation?Q2. what is 2D Animation?Q3. What is 3D animation?Q4.
Name any three differences between 2Dand 3D Animation?Q5. Name any two 3D applications/softwares?


Hippocrates (460-377 BC) and Herodotus (484-425 BC) were both ancient Greek philosophers who made substantial contributions to the fields of medicine and history, respectively. However, the two thinkers also had divergent views when it came to the realm of education.
Hippocrates, considered the “father of medicine,” emphasized the importance of scientific inquiry and empirical evidence when it came to understanding the human body and its functions. He believed that education should be geared towards nurturing the critical thinking skills necessary to observe, document, and analyze phenomena in a systematic and evidence-based manner.
Herodotus, on the other hand, was more interested in exploring the cultural and societal contexts that shaped historical events. He saw education as a means of cultivating an appreciation for the richness and diversity of human experiences, emphasizing the importance of storytelling and oral traditions in transmitting knowledge.
In summary, while both Hippocrates and Herodotus placed great value on education, their divergent philosophies illustrate the range of perspectives that can inform and shape the domain of learning and knowledge acquisition.
Hippocrates, often referred to as the father of modern medicine, was born on the Greek island of Kos in 460 BC. He received a formal education in medicine and science, which was an unusual trend in ancient Greece. During that time, education was focused on philosophy and rhetoric, which involved the art of speaking and persuasion.
Hippocrates’ father was also a physician, and he taught his son the basic principles of medicine early on. Later on, Hippocrates moved on to study medicine and anatomy with Herodicus, a renowned physician and dabbler in gymnastics. Being exposed to scientific thinking early in his life enabled him to become an expert in medicine and the art of healing.
Hippocrates received his education at the Asklepion in Kos, which was a medical school that was dedicated to the study of medicine and the art of healing. Here, he studied the works of the ancient physicians and philosophers such as Pythagoras and Democritus. He also spent a considerable amount of time practicing medicine, treating patients, and observing their symptoms.
One of the most significant contributions that Hippocrates made to the field of medicine was the development of the Hippocratic Oath, which all doctors still adhere to today. The oath outlines the ethical principles that practitioners must adhere to, such as not harming their patients and keeping patient confidentiality.
In conclusion, Hippocrates’ education in medicine and science was groundbreaking during ancient Greece, a time when philosophy and rhetoric were the primary focus of education. His knowledge of medicine and science enabled him to contribute significantly to the field of medicine and become one of the most influential physicians of all time.
Herodotus was born in Halicarnassus, which is now known as Bodrum, located in Turkey. As an aristocratic boy, he received a traditional education in poetry, music, and gymnastics, which was typical for boys from prominent families. Greek education during that time primarily focused on the arts, with the aim of producing competent leaders. Herodotus’ education had a significant influence on his later writings.
Herodotus learned poetry, which was crucial in ancient Greece. Greek poetry was a means of conveying stories, myths, and historical events in an entertaining and memorable way, making it a popular medium of communication. Herodotus became interested in chronicling events that would become the basis of his Histories, which spanned events leading to the Persian Wars, including the various cultures and customs in these regions. Poetry helped him build his narrative skill, enabling him to express his ideas poignantly and creatively in his writing.
Herodotus also learned music, which complemented his poetry education. Music education in ancient Greece was not only about playing instruments but also about learning various melodies and rhythms that were used in poetry recitals. Music education helped Herodotus to comprehend how to convey emotion and passion through his writing; it also aided him in recording historical events in a lyrical way, making his Histories something of a poetic masterpiece.
Gymnastics formed another critical aspect of Herodotus’ education. The Greeks believed that a healthy mind can only belong in a healthy body, making gymnastics an essential part of education. It was also imperative to shape boys into strong and capable leaders. Gymnastics was not just for physical exercise but also played an important role in character building, discipline, and self-control. Herodotus’ regular physical activities made him a more disciplined and determined writer, which helped in his quest to offer a well-structured and factual record of historical events.
Hippocrates’ contributions to medicine
Hippocrates was a Greek physician who lived in the 5th century BCE. He is popularly known as the “father of modern medicine” for his contributions that continue to influence the practice of medicine. Unlike his contemporary, Herodotus, who believed that illnesses were caused by gods and spirits, Hippocrates believed in using a systematic and scientific approach to diagnose and treat illnesses.
Hippocrates’ approach to medicine was based on observation and evidence. He believed that illnesses were caused by natural causes, such as environmental factors like climate and geography, and not by divine intervention. According to Hippocratic teachings, physicians should observe and study the symptoms of an illness, test the effectiveness of treatments, and document their observations. Through these methods, physicians were able to identify patterns in illnesses and formulate treatments that were effective.
One of Hippocrates’ most important contributions to medicine was the Hippocratic Oath. This oath was a set of ethical principles that physicians were expected to abide by, including advocating for their patients’ best interests, maintaining patient confidentiality, and seeking to do no harm.
Hippocrates also introduced the concept of the four humors, which became a prevalent theory in medicine during the Middle Ages. According to this theory, the body was composed of four fluids: blood, phlegm, yellow bile, and black bile. When a person became ill, it was believed that their humors were out of balance, and treatment would involve restoring the balance of the humors.
Hippocrates also wrote extensively on the importance of diet and exercise in maintaining good health. He believed that food had a direct impact on a person’s health, and that eating a balanced diet was essential to preventing illness. Additionally, Hippocrates believed that exercise was beneficial for both physical and mental health.
In summary, Hippocrates’ contributions to medicine have had a lasting impact on the field. His scientific approach to medicine, emphasis on observation and evidence, and ethical principles continue to influence medical practice today.
Herodotus’ Contributions to History
Herodotus, also known as the “father of history,” was a Greek historian who lived in the 5th century BC. His pioneering work in recording and analyzing past events has been praised by scholars and historians throughout history. Herodotus is best known for his extensive writings on the Persian Wars and the cultures of ancient Greece and Egypt.
One of the key contributions of Herodotus to history was his use of sources. Herodotus was one of the first historians to use a wide range of sources, including eyewitness accounts, historical records, and his own observations. This allowed him to create a more comprehensive and detailed account of past events.
In addition to his use of sources, Herodotus was also known for his writing style. Herodotus wrote in a narrative style, which was a departure from the dry and factual accounts of earlier historians. His stories were often colorful, filled with anecdotes, and provided vivid descriptions of the people and cultures he encountered in his travels.
Another important aspect of Herodotus’ work was his approach to history. Herodotus believed that history should be based on both fact and interpretation. He saw history as a way of understanding the complexities of human behavior and the motivations of individuals and societies.
Finally, Herodotus’ work has had a lasting impact on the study of history. His writings have been studied and analyzed by scholars throughout the centuries, and his approach to history has influenced many subsequent historians.
In summary, Herodotus’ contributions to history are significant. His pioneering work in recording and analyzing past events, his use of sources, his narrative style, his interpretive approach to history, and his lasting impact on the study of history all make him one of the most important figures in the history of the discipline.
Hippocrates’ Emphasis on Empirical Knowledge
Hippocrates, often regarded as the father of medicine, broke away from the traditional beliefs of his time to promote the use of empirical knowledge in the field of medicine. While his contemporaries relied on religious beliefs and dogma to diagnose and treat illnesses, Hippocrates held that medical practices should be based solely on the observance of natural phenomena.
Hippocrates’ approach highlighted the importance of rigorous observation of patients’ symptoms, behaviors, and physical signs. He emphasized that the evaluation of the patient’s body’s natural processes and responses, such as the pulse and the temperature, was vital to determining the cause of the illness and devising suitable treatments.
Hippocrates’ emphasis on empirical knowledge paved the way for modern-day scientific methods used in medicine, which prioritizes experimentation and data collection. His views on the importance of observation and evidence over baseless speculation remain an influential pillar in medicine today.
For instance, when Hippocrates advised doctors to feel the patient’s pulse to determine the root of the problem, he did not base his theory on religious beliefs or superstition. Instead, he used evidence-based reasoning to devise the technique, backed up by in-depth knowledge of anatomy and physiology.
Furthermore, Hippocrates’ observation of what was happening in the patient’s body led him to differentiate between chronic and acute illnesses based on their symptoms. This advancement enabled the establishment of more effective treatments for each, with chronic illnesses treated using lifestyle changes and medicines, and acute illnesses treated with simpler remedies such as rest, diet, and exercise.
In summary, Hippocrates’ emphasis on empirical knowledge revolutionized the field of medicine, advocating for scientific advancements in medical practices. He modeled the importance of evidence-based decision making, scientific rigor, and the centrality of observation in accurate diagnosis and effective treatment. His study of natural phenomena still informs the study and practice of medicine to this day.
Herodotus’ emphasis on personal experience
Herodotus, the ancient Greek historian, is often referred to as the “father of history” due to his method of gathering information through personal experience and interviews with eyewitnesses. This approach was vastly different from his contemporary Hippocrates, who relied mostly on theory and deduction in his medical practice.
Herodotus believed that first-hand accounts were essential in creating accurate historical records. He traveled extensively throughout the ancient world, gathering information on customs, traditions, and major events. His travels took him to Egypt, Persia, and even as far as India. He prided himself on his ability to gather reliable information through interviews with eyewitnesses.
One of Herodotus’ most significant contributions to historical research was his insistence on verifying information through cross-referencing. He would compare different accounts of an event or historical figure, looking for inconsistencies and similarities. Herodotus was meticulous in his research and would not include any information that he could not verify personally or through reliable sources.
In contrast, Hippocrates, the Greek physician and father of medicine, relied heavily on theoretical knowledge in his medical practice. Although he did observe his patients, much of his treatment recommendations were based on theories about bodily fluids and temperament. Hippocrates did not perform extensive research into the causes and effective treatments of diseases, unlike his contemporary Herodotus.
Herodotus’ emphasis on personal experience and eyewitness accounts remains an essential aspect of historical research today. Historians continue to investigate historical events and figures by examining first-hand accounts of the time, taking into account the perspective of the observers and any biases they might have had.
In conclusion, Herodotus’ approach to historical research was vastly different from his contemporary Hippocrates. Herodotus believed in the importance of personal experience and eyewitness accounts, which he used to create reliable historical records. He traveled extensively, gathering information and cross-referencing to ensure accuracy in his work. Hippocrates, on the other hand, relied heavily on theory and deduction, and did not perform extensive research into diseases and their causes. Despite their differences, both Greek scholars have made significant contributions to the fields of history and medicine, respectively.
Hippocrates’ Scientific Approach to Medicine
Hippocrates, often called the “Father of Medicine,” is known for pioneering a new approach to medicine in ancient Greece. Unlike Herodotus, who collected anecdotal evidence and relied on myths and legends to explain the origins of diseases, Hippocrates based his medical theories on careful observation and experimentation. He believed that disease was not caused by supernatural forces or punishment from the gods, but rather by natural causes that could be studied and understood through scientific investigation.
Hippocrates’ scientific approach to medicine involved several key principles. One of the most important was careful observation of the patient’s symptoms. Hippocrates believed that the appearance of a patient’s skin, the sound of their voice, and the smell of their breath could all provide important clues to the underlying cause of their illness. He also encouraged doctors to take detailed medical histories from their patients, asking about the onset of symptoms, family medical history, and other relevant factors that might help them diagnose and treat the illness.
In addition to observation and history-taking, Hippocrates also emphasized the importance of experimentation and evidence in medical practice. He believed that doctors should rely on their own experiences and those of their colleagues to develop effective treatments for their patients. Early in his career, Hippocrates kept detailed notes of his own patients’ symptoms, treatments, and outcomes, which he later used to develop a set of guidelines for treating specific illnesses. These guidelines, which came to be known as the Hippocratic Corpus, formed the basis for much of Western medicine for centuries to come.
Another important feature of Hippocrates’ scientific approach to medicine was his emphasis on prevention. He believed that doctors had a responsibility to help their patients maintain good health by avoiding harmful behaviors and following healthy habits. He recommended a balanced diet, regular exercise, and adequate rest as the keys to good health, and warned against excessive drinking, overeating, and other unhealthy behaviors.
Perhaps one of the most enduring legacies of Hippocrates’ scientific approach to medicine is his emphasis on the importance of ethics in medical practice. Hippocrates believed that doctors had a moral obligation to put the interests of their patients first, and to avoid harm whenever possible. He encouraged doctors to be honest and transparent with their patients, and to always seek to do what was best for them.
In summary, Hippocrates differed significantly from Herodotus in his approach to medicine. While Herodotus relied on myths and anecdotes, Hippocrates developed a systematic, scientific approach based on observation, experimentation, and evidence. His emphasis on preventive care, ethics, and the importance of the doctor-patient relationship continues to influence medical practice today.
Herodotus’ narrative style in history
Herodotus was a Greek historian known for his narrative style of history writing. Unlike his contemporaries, Herodotus didn’t focus solely on military or political events but also included cultural, social, and economic aspects that surrounded it. His narrative style not only made the events of the past come alive for his readers but also made them understand how those events shaped the society in which they occurred.
One of the most striking features of Herodotus’ narrative technique is his use of vivid descriptions. He wanted his readers to have a clear picture of the events, people, and places he wrote about. For example, in his description of the Battle of Marathon, he not only described the battle but also the landscape, the tactics used by both sides, and the heroic deeds of individual warriors. By doing so, he made the battle more than just a military conflict but an intense human drama.
Moreover, Herodotus’ narrative style included characterization of the people he was writing about. He depicted the leading figures of his history as complex human beings, with virtues and flaws. For instance, he described the Persian king Xerxes as a man who was both impulsive and arrogant. This made his readers understand that even the most powerful people in history had their weaknesses, which sometimes led to their downfall.
Another storytelling technique that Herodotus used was the addition of dialogue. He included actual dialogues between the people he was writing about. This made his narrative more realistic and vivid. For instance, in his description of the Persian Wars, he included a dialogue between the Persian envoy and the Athenian envoy before the Battle of Marathon. The dialogue showed the different perspectives of the two sides and added more depth to the story.
Apart from these techniques, Herodotus also used prologues and epilogues to provide context and closure to his narrative. In his prologues, he introduced the events and characters to his readers, while in his epilogues, he reflected on the significance of those events. This helped the readers to understand the historical context of the events and why they were important.
Finally, Herodotus’ narrative style was not only informative but also engaging. He recognized that history was not just a record of important events but also an art, which required him to tell a story. By doing so, he made his history writing interesting not only to scholars but also to common people who wanted to learn more about their past.
In contrast to Herodotus, Hippocrates was a physician and not a historian. He is known for his contributions to medicine, particularly to the field of diagnosis and prognosis. Unlike Herodotus, his writings were not narrative in form but rather technical treatises. Nonetheless, his writing style was clear and concise, which made it accessible to medical students and practitioners.
Hippocrates’ early life
Hippocrates was born on the island of Kos in ancient Greece in 460 BCE. Hippocrates was born into a wealthy family, and he received a classical education in areas such as literature, music, and poetry. None of the biographies written about him offer much information about his personal life, but it is believed that he practised medicine in Kos for some years before moving to Athens.
The Hippocratic Corpus is a collection of medical texts attributed to Hippocrates. These texts are written in Ancient Greek and cover various topics related to medicine such as patient care, diagnosis, treatment, and ethical practices. The texts are still used in modern medical education, and they have influenced the development of medicine in numerous ways. The Hippocratic Oath, which is still taken by medical professionals today, is attributed to Hippocrates and is based on one of the texts in the Hippocratic Corpus.
The Hippocratic method emphasises the importance of observing the patient carefully, documenting their symptoms, and using this information to make a diagnosis. It also advocates for the use of natural remedies for treatment whenever possible, rather than resorting to invasive procedures or medication. This approach forms the basis of modern medical practice and is still used by doctors today. Hippocrates believed that the body had the power to heal itself and that it was the doctor’s job to support the body’s natural healing processes.
Hippocrates’ theories on illness
Hippocrates believed that illness was caused by an imbalance in the four humours of the body: blood, phlegm, yellow bile, and black bile. Treatment involved restoring the balance of these fluids through diet, exercise, and natural remedies such as herbs. This was a departure from earlier beliefs that illness was caused by supernatural forces, and it paved the way for a more scientific approach to medicine.
Hippocrates’ influence on modern medicine
Hippocrates’ impact on medicine continues to be felt today, and his method and principles remain relevant in modern medical practice. His emphasis on the importance of observation, documentation, and natural healing methods is still used today. The Hippocratic Oath, which is attributed to Hippocrates, is still taken by medical professionals around the world. The Hippocratic Corpus remains an important reference for medical students, and the principles laid out in these texts have helped shape modern medical education.
Hippocrates’ role in medical ethics
Hippocrates’ influence on medical ethics is also significant. The Hippocratic Oath, which is attributed to him, contains the basic principles of medical ethics, such as the duty to protect patient confidentiality, provide the highest level of care, and to do no harm. These principles continue to guide medical practice today, and they are an essential part of medical ethics education.
Hippocrates’ differences from Herodotus
Hippocrates and Herodotus were both ancient Greeks, but they had different areas of interest. Herodotus was a historian and writer, while Hippocrates was a physician. Herodotus wrote about the political and social events of his time, while Hippocrates focused on medicine and the human body. Herodotus wrote about the supernatural and divine, while Hippocrates believed in the power of observation and natural healing methods. While their interests differed, both men made significant contributions to the development of Western thought and Western medicine.
Hippocrates’ influence on alternative medicine
Hippocrates’ approach to medicine emphasised the importance of natural remedies and non-invasive treatments. This approach is still present in alternative medicine practices today. Hippocrates’ theories on illness and the importance of a healthy diet and lifestyle have also influenced alternative medicine practices, such as naturopathy and holistic medicine. While some of these practices have been criticised for lacking scientific evidence, they demonstrate the lasting impact of Hippocrates’ philosophy on modern healthcare.
Herodotus’ legacy in history
Herodotus is often referred to as the “father of history” due to his significant contributions to the field of ancient history and historiography. His writings provided a detailed account of ancient events and cultures that were not previously recorded, leading to a better understanding of the past.
One of Herodotus’ most significant contributions was the concept of “historia,” the Greek word for inquiry or investigation. Rather than merely recounting events, Herodotus sought to understand the causes and motivations behind them. This approach to history influenced future historians and continues to be an important aspect of historical study today.
Herodotus’ work, “The Histories,” is a vast collection of historical accounts and anecdotes covering the rise of the Persian Empire, the Persian Wars, and the cultures and customs of the ancient world. This work laid the foundation for modern historical writing and continues to be studied and appreciated more than two thousand years after it was written.
In addition to his significant contributions to the study of ancient history, Herodotus also made important contributions to geography, ethnography, and anthropology. His descriptions of the lands and peoples he encountered on his travels provide valuable insights into the cultures of the ancient world.
Herodotus’ legacy has had a lasting impact on the study of history and continues to inspire historians and scholars today. His approach to history, emphasis on investigation and inquiry, and detailed descriptions of ancient culture and society have paved the way for numerous advancements in historical writing and research.


Research suggests that many teaching strategies, such as direct instruction, child-initiated play, structured activities and engagement with older peers are effective for supporting children’s development, but none are appropriate for all learning goals. For example, social competence is more likely to develop during play than direct instruction, but direct instruction might be more effective for building academic knowledge. Multiple teaching strategies are required to be used flexibly and adapted to meet individual children’s specific needs, prior knowledge, and current level of understanding in relation to desired curriculum goals.
Research within the disciplines of neuroscience and cognitive psychology offer five broad principles to support optimal learning and brain development in the early years. These are:
- Emphasise relationships and promote social interaction
- Nurture children’s wellbeing
- Build on prior learning
- Make learning authentic and meaningful
- Develop children’s capacities for learning to learn
Emphasise relationships and promote social interaction
Social interactions are extremely significant in children’s learning in all areas. Children are social learners whose development occurs in the context of their interactions with other people and with their environment. Through meaningful interactions with caregivers that involve increasingly complex problem-solving and communication, children learn to think and to use language and other symbols to express experiences and ideas. Children’s ability to make the most of learning opportunities in an early childhood setting are dependent to a great extent on their ability to trust and establish a secure bond with the teacher, as well as to negotiate successful relationships with peers.
The quality of the interactions between infants and their caregivers influences the child’s future physical and mental health as well as their capacity to interact with others. Neuroscience demonstrates that infant brains are specially focused on receiving and understanding stimulation from other people: nurturing interactions with adults provide sensory stimuli that develop the neural pathways that are the foundation of many of the brain’s core competencies, including language, cognition and coping strategies. Infants who are born into nurturing environments and experience positive sensory stimulation develop connections and responses that enable optimal development, health, wellbeing and competencies.
What kind of relationships and interactions are best?
Research finds that quality relationships that are highly nurturing and interactions that are highly responsive as well as cognitively challenging are the greatest factor in increasing learning and development, supporting better outcomes in terms of children’s peer relations, behaviour, dispositions for learning and later school achievement. Rich, two-sided and sustained conversations are related to healthy language development and later academic success.
The most important pedagogical principle for effective early learning is responsiveness. Teachers’ responsiveness to children’s developmental level and characteristics is crucial to supporting their learning and development and has a huge effect on the way that neural connections are wired.
Responsive and sustained interactions with infants are found to build and strengthen the neural circuitry of the brain and develop communication, language, social and emotional skills, as well as contributing to the development of secure attachment relationships. Joint attention and joint action are important as they enable children to infer the relationships between objects, actions and words. This initial rapport with other people involves them in joint attitudes toward things in their environment, which strengthens their sense of connection – seeing the same things, doing the same things and sharing the same feelings about those things. Long-standing relationships between teachers and children enable the development of a shared common background of experiences to draw on in ongoing interactions, thereby promoting more effective interactions.
In high quality, responsive interactions, teachers are genuinely interested in the child’s thoughts and actions: they listen, extend children’s thoughts and knowledge, and co-construct meanings together through the process of knowledge sharing and exchange in order to develop ‘sustained shared thinking’ and intersubjectivity (joint attention and shared focus, understanding and purpose). Either the child or the teacher can initiate the interaction, but it is the response that can ensure a teaching and learning episode and a turn-by-turn conversational flow, characterised by a smooth flow of sequence of actions and words jointly constructed by the teacher and child.
When implementing responsive interactions, it is important to:
- Ensure both teachers and children have plenty of time for interaction. Join in and play and get down to a face to face level with children.
- Demonstrate an emotionally warm, devoted and appreciating stance towards children in order for strong emotional bonds, positive feelings and motivation for learning to develop. Use touch to communicate care and provide children with a sense of security, confidence and self-assurance as well as sensory stimulation.
- Make overtures to children through comments that are in tune with their current focus of attention to foster reciprocity and intersubjectivity, then build on the children’s activities, taking into account their interest, prior knowledge and skill level. A shared focus or intersubjectivity can be achieved through language, touch, physical actions or engaging with the emotions of an interaction.
- With infants, focus on ‘serve and return’ interactions, which involve acknowledging and responding to an infant or child’s attempt to communicate in a way that continues the exchange. Learning to read infants’ signals and respond appropriately helps an infant to feel understood and important, and to learn new skills over many repetitions. Notice where infants look and what they touch to find out their interests, and engage with them on those things. Engage infants in brief exchanges and reciprocal communication using vocalisations, gestures, expressions and movements.
- Intently listen to children, allowing children to initiate conversations. Select an aspect of a child’s utterance to build upon by asking questions or providing further information. Promote reciprocity and children’s active participation in exchanges by being responsive emotionally (maintaining eye contact, smiling) and linguistically (consistently responding to children’s communications, recasting or expanding children’s comments), and being interactive (slowing down, giving cues for the child to take another turn, and asking open-ended questions). This promotes children’s sense of competence and self-determination.
Cognitively enriching interactions
Children learn to think and to use language in the context of social relationships and interactions. Quality interactions are a factor in cognitive development and the attainment of knowledge. Children make greater progress when they experience quality verbal interactions with teachers, including open-ended questioning, sustained shared thinking, modelling of skills and behaviours, and formative feedback during activities. Successful interactions pull children in and along, so that effective learning is based upon a smooth and meaningful exchange. Power and status can influence the emotional flow of interactions, for example, if teachers are overly directive, or evoke negative emotions.
Language exposure is critical to nourishing and stimulating a child’s brain. Both the quantity and quality of language experiences that children have are strongly linked to their cognitive and language development, social skills, and later academic performance. Teachers’ use of a wide vocabulary, cognitively challenging conversations, and conversations that involve multiple reciprocal turns have been found to correlate with children’s subsequent language and literacy development. Research finds that even short exchanges that are a minute or so long are a rich context for learning and teaching.
Teaching style is found to affect the amount of initiative children show in making comments or asking questions, as well as the number of words they use in each conversational turn. While questioning is valuable, there are negative effects associated with stringing many questions together. A higher frequency of questions from the teacher reduces the likelihood of children using initiative, elaborating or following up their response with additional and unrequested information, and is associated with shorter utterances overall. Children are more likely to give low-level replies, which means that increasing questions will not increase children’s level or amount of reasoning, remembering or hypothesising.
When implementing cognitively enriching interactions, it is important to:
- Make oral language development a priority in your everyday interactions and activities. Use ‘parentese’ (higher intonation, careful enunciation, slower pace) with infants to gain their attention, and encourage imitation or response. Use your responses to children’s utterances to scaffold more complex language, add linguistically and cognitively challenging input and offer vocabulary to accommodate new ideas. Use sophisticated and varied vocabulary in a way that children can understand your meaning, and use words or concepts in different contexts.
- Seek to maintain conversation on a given topic. Repeat children’s responses to your questions, or include their words directly into a subsequent question, rather than offer an evaluative response, and pause to offer children opportunities to speak. Try to find a connection to the topic raised by the child, add new information that is contingent on the child’s contribution, encourage them to clarify their meanings, and provide opportunities for the child to contribute their own knowledge. Use fewer ‘controlling’ moves, such as questions or monitoring and managing conversational turns.
- Observe children’s social interactions, and work to facilitate positive peer relationships. For example, invite children to join the conversation, refer children to one another for information or help, and invite children to interact together. These strategies have been found to increase the number of utterances children direct at their peers during play. Furthermore, positive relationships with peers are significant for children’s social and emotional development.
- Engage children in cognitively challenging conversations. This could include: personal narratives; explanations; re-creating events; sharing opinions and ideas in pretend play; analysing experiences and different ways of doing things; and theorising about how things work. Give children information when they need it, but not too often as they may become passive, bored and disinterested.
- Ask both low level and higher level questions. Lower level questions elicit labels (‘do you know what this is?’), descriptions (‘what do these look like to you?’) and recall (‘what do these remind you of?’). High level, cognitively demanding questions provide opportunities for children to examine their previous concepts and understandings and encourage explaining, imagining, interpreting, predicting, and forming opinions. Avoid question sequences, repeating the same question until the children answer it, repeating children’s answers, answering your own questions, whole group questioning and chorus answers.
Nurture children’s wellbeing
Cognitive, social, emotional and physical development are interdependent in the early years, so holistic approaches that bring together all four aspects are important. Emotions are highly significant in the functioning of the brain, and emotional processes affect all other neural processes. Fear and stress are found to reduce analytical capacity, whereas positive emotions open pathways within the brain. For older children, cognitive learning is greatly enhanced when children experience feelings of confidence, emotional devotion to a topic, and being carried away by or highly focused on a topic.
Nurturing interactions are particularly crucial to the learning process. The quality of emotional communication between infants and caregivers contributes to the child’s wellbeing. In general, emotional security enables the self-regulation required for more effective engagement with learning opportunities. Positive and pro-social environments in which children experience close relationships with teachers, well-developed play scenarios with peers, and minimal disruptive behaviour are important because the social and emotional climate affects individual children’s behaviour. Research also finds that the quality of care in early childhood settings makes a difference to children’s cortisol levels: high quality early childhood settings are associated with lower cortisol levels at the end of the day while low quality settings are associated with higher cortisol levels, with the most vulnerable children showing the highest levels of all.
When implementing strategies for nurturing wellbeing, it is important to:
- Attend to children’s needs for good nutrition, sleep, and physical exercise, which are conducive to improved brain functioning. Ensure children have quality naps. Naps support children’s learning by consolidating memories acquired earlier in the day.
- Provide environments in which children feel safe and supported by ensuring sensitive and responsive support from adults who can manage the cognitive, physical and emotional challenges that children experience.
- Construct strong attachments with children and act as a secure base from which the child can explore the setting. Be emotionally present (not just physically) and be prepared to offer help if needed (and just enough help for the child to do the task themselves). Enjoy children’s adventures with them, and experience lots of genuine delight in the child. Develop trust through the provision of clear expectations and directions as well as positive consequences for appropriate behaviour.
- Help children to organise their feelings by accepting their feelings rather than seeking to change them, for example, ‘I can see that you feel sad at the moment, you feel sad when mummy has to go’. Empathise with an infant or child using tone of voice, gesture and facial expression, and then slowly adjust to a calmer state.
- Ensure that children experience the positive emotions associated with learning and gaining skills and understanding. Research finds that the brain responds very well to the sense of illumination and enlightenment that comes with grasping new concepts, so plan for challenging activity that is just beyond, yet within reach of, children’s current skills and understanding, and don’t be afraid to introduce new concepts and skills.
Build on prior learning
As new events and experiences occur, the brain identifies common patterns across these and prior events, creating schemas. Schemas are knowledge structures by which new information can be encoded. This means that learning takes place in the context of previous understanding and knowledge, and new understandings are built on top of existing understandings. Children learn about new information or new processes in the light of what they already understand and know, and it is impossible for them to understand, learn or remember something that is totally unfamiliar. Learning involves a gradual unfolding of understanding characterised by corrected errors, revised misconceptions and expanded ideas. Working theories are gradually revised as new evidence comes along, enabling the child to understand all kinds of phenomena in a new way.
Scaffolding is a specific teaching strategy that accommodates children’s prior learning and skill level while using various teaching techniques to help the child reach a higher level of thinking or capacity in relation to an activity. For example, teachers can simply invite children to an activity if they have a high level of competence, or provide detailed questioning, instruction and guidance when the child is less competent in relation to the activity. As the child develops competence, the teacher can gradually withdraw their support. For example, to scaffold learning to sew with a needle, the teacher might demonstrate and describe the actions required, offer a sewing template with pre-cut holes, and start the child off by completing the first few stitches for them.
In order to scaffold children’s learning, teachers need to provide challenge at the right level within the child’s zone of proximal development. In the zone of proximal development, teachers support children at the cusp of what they are able to understand and do – in other words, with skills, dispositions or knowledge that are newly emerging, and that require some assistance or encouragement. This requires knowledge of the learning needed as well as of the child’s capacities, understandings and needs in relation to it. The level of challenge is different for each child, changing with task and context.
When building on prior learning, it is important to:
- Individualise learning through guided knowledge construction. Respect what children already know and can do, and use these as the basis for them acquiring new knowledge.
- Create opportunities to draw out and explore children’s emergent understandings, ideas and working theories, and use interactions to highlight links with (rather than simply provide) new concepts, knowledge and activities to extend those understandings. Children benefit from having teachers structure their experiences and point out the relevant similarities and differences.
- Match the amount of support you offer to the skill level of the child, and monitor their progress, ensuring you provide just enough but not too much support. Reflect on what you have seen the child do before, and how much help they are likely to need to successfully achieve their goals to determine what kind of interactions will help. If the child falters, provide more support, and decrease support to encourage more independent action as they become more competent. Embed newly learned skills into new contexts.
- Use scaffolding to extend children in all areas of the curriculum. For example, use children’s observations about the world, such as the growth of a particular plant in the garden, to think about scientific explanations. However, avoid ‘hijacking’ the conversation for your own ends, instead expanding and extending on children’s ideas within a supportive and warm environment in which you acknowledge and appreciate the child’s efforts and understandings.
Make learning authentic and meaningful
Children learn best through activities that they perceive as meaningful and useful. Drawing on and extending children’s interests as a source of curriculum is especially important for early childhood teachers, as attention and self-regulation are still developing abilities. Children’s interests are a source of intrinsic motivation, involving them in exploring and acquiring knowledge of their surrounding environment. Extensive and deep knowledge of an interest supports children to learn in rich detail, and leads to more effective neural connections than, for example, drill learning.
When creating authentic and meaningful contexts, it is important to:
- Involve children in authentic and meaningful everyday tasks and authentic cultural contexts, in which children can learn from being mutually engaged in activity alongside adults. Research shows that, when the content for learning abstract concepts involves objects and ideas familiar to children from their everyday life experiences, they are able to achieve greater success.
- Notice and document children’s emerging areas of interest and expertise, and support children to become interested and knowledgeable in at least one topic, which is linked to children’s propensity to ask questions and take initiative in conversations.
- Offer a range of ways of engaging with learning, as some children might be supported most effectively through narrative, and others through hands-on construction and creativity. Learning opportunities need to offer multiple points of entry for young children.
- Don’t underestimate children’s capabilities in an area of interest. When children accumulate a large amount of knowledge in an area of interest to them, they can perform at a level far exceeding expectations, including working with abstract categories and classification schemes and structures. Children who have developed a large store of knowledge about a particular topic are willing to explore and discuss their learning in very different ways. In some situations children can be more knowledgeable than teachers, and interactions focussed on knowledge-sharing are valuable contexts for children to practise explaining, using and defining specialist vocabulary.
Develop children’s capacities for learning to learn
Infants already observe, think and reason as they interact with the world, and children spontaneously develop strategies to help solve problems at an early age. Children can be taught learning strategies and metacognitive skills to help them monitor their thinking and learning, as well as developing theories about what learning is which affect their behaviour within situations where effortful learning is required. When children understand the learning process, they can be more motivated to continue with learning activities, rather than believing that they simply don’t know or can’t do it.
Mental tools or strategies include trial and error, developing analogies, or relating information and ideas. These are usually learnt from other people through the use of questioning, modelling and demonstrating. For example, children’s invented stories improve after they have had storytelling modelled to them. Children who can use a broad range of learning strategies tend to be more successful in problem-solving, reading and text comprehension.
When implementing learning to learn, it is important to:
- Specifically explain, and make explicit, learning goals that you are pursuing for children. Comment when you observe those desired learning dispositions and goals in order to direct children’s attention to this aspect of their learning and scaffold learning further in the direction of the goal. Model the actions and behaviours of an effective learner yourself, for example, by finding reference material when you are stuck with a drawing.
- Aim to strengthen the learning dispositions identified as priorities for learning in your setting by increasing their frequency, expanding the contexts in which they are used, and deepening their complexity. Orchestrate resources and activities to create an inviting environment for that particular learning goal or disposition. For example, if you are seeking to strengthen children’s dispositions and abilities to collaborate with one another, choose activities and resources that make collaboration necessary and attractive.
- Have conversations with children about their learning journeys as you revisit and review children’s portfolios and other documentation. Use phrases such as ‘Remember when…?’, ‘you couldn’t do this last week’, ‘this looks different’, and ‘how did you learn to do that?’. Emphasise the learning strategies (practising, planning, etc.) that were used. Encourage children to reflect on their learning and develop stories about themselves as learners. Support them to become aware that their intelligence is not fixed and they can grow skills and knowledge with practice, experience and effort.
- Develop a learning language with a wide vocabulary, including words such as ‘practising’, ‘being resourceful’, ‘being an author/ scientist’ and ‘trying hard’ and apply them to concrete examples of children’s learning.
Curricular programmes in early childhood can take many different forms and reflect local and unique priorities, but are likely to support children’s learning more powerfully when underpinned by the principles of effective learning identified by research. These means curricular programmes should be focused on building on children’s prior learning, promoting learning to learn, and offering authentic and meaningful learning opportunities, within a context focussed on children’s wellbeing, positive relationships and interactions.
Prepared for The Education Hub by Dr Vicki Hargraves
Bowman, B. T., Donovan, M. S., & Burns, M. S. (2000). Eager to learn: Educating our pre-schoolers. Washington, D.C.: National Academy Press. Retrieved from: http://nap.edu/9745
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. doi: 10.1080/09575146.2011.613805
McCain, M. N., Mustard, J. F., & Shanker, S. (2007). Early years study 2: Putting science into action. Toronto, Canada: Council for Early Childhood Development. Retrieved from: http://earlylearning.ubc.ca/media/publications/early_years_study_2.pdf
By Dr Vicki Hargraves


If we take a stroll in the wilderness of Native American culture, we’ll undoubtedly find a plethora of animal symbols tucked away within their folklores. And one such character that has piqued the curiosity of many enthusiasts worldwide is the raven. Interestingly enough, these black feathered creatures have managed to transcend the ravines of time and make their home not just in the legend of North America’s indigenous people but also in many other cultures worldwide. But the question remains – what does the raven symbolize in Native American culture?
The raven is not your typical bird. It’s more a symbol of paradoxes and complexity. Not only is it considered a creator and a trickster, but it’s also associated with death and rebirth, intelligence and greed, and light and darkness. These qualities, among others, have cemented the raven’s position as one of the major players in the Native American pantheon of animal spirits. They represent an integral part of the lives of many tribes, such as the Tlingit, Haida, and Tsimshian, to mention a few, who revere these characterful birds and attribute them with controlling the ebb and flow of life.
The ancient Native Americans believed that animals were conduits of spiritual energy that could be harnessed for the betterment of their lives. They had deep respect for nature and sought to learn and understand the lessons that the animals taught them through their actions and behaviors. And the raven, with its unique set of qualities, became quite a compelling teacher in Native American folklore. So, whether you’re curious about the raven’s power, it’s symbolism, or the role it plays in shaping cultures, stick with me, and we will explore the mystical world of the raven in Native American culture.
The Raven as a Trickster Figure
In Native American culture, the Raven is often depicted as a trickster figure. Tricksters are known for their ability to deceive and manipulate, often for their own amusement. The Raven is no different; he is a playful and mischievous creature who delights in tricking others.
The Raven’s trickster nature is reflected in many of the stories and myths that feature him. In one story, the Raven tricks the sun out of its light and warmth, causing darkness and cold to envelop the earth. In another, he steals fire from the gods and brings it back to humans. These stories illustrate the Raven’s cunning and resourcefulness, as well as his willingness to take risks and challenge authority.
- The Raven is often seen as a symbol of transformation and change. Because of his ability to transform from one shape to another, he is associated with the power of metamorphosis. This quality also makes him a popular subject in art and literature, where he is often depicted as a symbol of transformation and change.
- Despite his trickster nature, the Raven is also revered as a powerful and wise creature. In many Native American cultures, he is seen as a messenger between the human world and the spirit world, and is often called upon to guide people through difficult times.
- The Raven is also associated with death and the afterlife, due to his role as a messenger between worlds. This is especially true in some Native American cultures, where the Raven is seen as a guardian of the dead and a guide to the other side.
Overall, the Raven is a complex and multifaceted figure in Native American culture. His trickster nature makes him a playful and mischievous creature, but his wisdom and power also make him a respected and revered figure. Whether he is stealing fire from the gods or guiding the dead to the afterlife, the Raven is a symbol of transformation, change, and the crossing of boundaries between worlds.
The Raven in Creation Myths
In Native American culture, the raven is a powerful symbol that has been a part of many creation myths. These myths provide a glimpse into the beliefs of various Native American tribes and their spiritual connection with the world.
- The Haida tribe believes that the raven was responsible for creating the world. According to their myth, the raven found a clamshell on the ocean floor and inside it was the first human. The raven brought him to the surface and created the world for him to live in.
- The Tlingit tribe also has a creation myth featuring the raven as a central figure. In their myth, the raven was a shape-shifter who stole the sun, moon, and stars from a wealthy family who refused to share them with the world. The raven then released them into the sky, bringing light to the world.
- The Quileute tribe of the Pacific Northwest believes that the raven was a trickster figure who brought light and knowledge to the world. In their myth, the raven stole fire from the sun and brought it to the humans, teaching them how to use it.
These myths not only showcase the raven’s importance in Native American culture but also demonstrate the tribe’s connection with the natural world and their reverence for its power.
The Raven as a Messenger
Native American cultures often hold deep spiritual beliefs about animals and their significance. The Raven, in particular, has played a crucial role in the spirituality of many Native American tribes throughout history. Known for its intelligence, curiosity, and adaptability, the Raven is seen as a messenger between the physical and spiritual worlds.
- Many Native American tribes view the Raven as a symbol of change and transformation. Because of their ability to adapt to different environments, their appearance can signify a time of transition or a need for change.
- According to some Native American creation myths, the Raven created the world by stealing the sun and bringing light to humanity. This tale has become a symbol of hope and enlightenment for many tribes, highlighting the Raven’s role as a spiritual messenger.
- The Raven’s black feathered appearance has also given rise to its association with death and the afterlife. Many Native American cultures believe that the Raven is able to communicate with those who have passed on to the other side, helping to ease the transition from the physical to the spiritual realm.
The Raven’s role as a spiritual messenger is also evident in Native American artwork and storytelling. Many tribes tell tales of the Raven stealing fire or other precious items from the gods, highlighting its cunning and cleverness.
But despite its association with transformation and the afterlife, the Raven is also seen as a playful and mischievous character in Native American lore. This duality of the Raven’s character highlights its ability to exist in both the physical and spiritual realms, serving as a messenger between the two.
|Change and Transformation||The Raven’s appearance can signify a time of transition or the need for change.|
|Creation||In some Native American creation myths, the Raven is responsible for creating the world or bringing the light to humanity.|
|Death and the Afterlife||The Raven’s connection with the afterlife makes it a symbol of change and transformation.|
|Communication||Many tribes believe that the Raven is able to communicate with those who have passed on to the other side, helping to ease the transition from the physical to spiritual realm.|
Overall, the Raven has played a significant role in the spiritual beliefs and traditions of many Native American cultures. Its role as a messenger between the physical and spiritual worlds highlights its importance as a symbol of change, transformation, and communication.
The Raven’s Connection to Death and the Afterlife
Among Native American cultures, the raven is a powerful symbol associated with death and the afterlife. Here are some aspects of the raven’s connection to death and the afterlife:
- The Raven as a Psychopomp: Many tribes believed that the raven was a supernatural being that could guide the souls of the deceased to the afterlife. In some traditions, the raven was thought to be the only creature capable of traveling between the land of the living and the afterworld.
- Symbolic of Transformation: The raven’s connection to death and the afterlife also stems from its symbolic association with transformation. Many tribes believed that the raven could help the dead shed their physical forms and transition to the spirit realm. It was also believed that the raven could transform people into animals or vice versa.
- Portents of Death: In some tribes, the raven was seen as a harbinger of death. When a raven appeared near a person’s home or in their dreams, it was believed to signal an impending tragedy or a loved one’s passing.
In addition to these beliefs, various tribes also had specific stories and legends about the raven’s role in the afterlife. For example, the Tlingit people of Alaska believed that the raven created the first humans and was responsible for capturing the sun and bringing light to the world. Meanwhile, the Haida people of Canada believed that the raven was responsible for creating all life on earth.
Overall, the raven’s connection to death and the afterlife holds great significance in many Native American cultures.
|Associated Traits||Associated Tribes|
|Psychopomp, Transformation, Portents of Death||Tlingit, Haida, Tsimshian, Kwakiutl, Salish|
Furthermore, the raven’s symbolism is not confined to Native American cultures only. Many cultures around the world associate the raven with death and transformation.
The Raven’s Symbolism in Shamanic Practices
The Raven is a prominent figure in Native American culture and is known to symbolize various spiritual beliefs. In shamanic practices, the raven represents transformation and is believed to possess great spiritual power. The following are some of the ways in which the raven has been used in shamanic practices:
- Death and Rebirth: The raven is often seen as a symbol of death and rebirth in shamanic practices. Its black feathers represent the darkness of death, while its ability to transform and regenerate is seen as an essential part of the cycle of life and death.
- Connector: The raven is often seen as a connector between the physical and spiritual worlds. Shamans believe that they can communicate with the raven to access spiritual knowledge and guidance.
- Trickster: The raven is also sometimes seen as a trickster. It is believed that the raven can help us break free from limiting beliefs and thoughts by showing us how to approach life from a different perspective.
Aside from these, the raven plays a significant role in many Native American creation myths and stories. According to some traditions, the raven brought light into the world and created the first people. In others, it is said that the raven acted as a messenger between the Great Spirit and the people.
The raven remains highly regarded in Native American culture to this day because of its many spiritual and cultural significances. Its symbolism in shamanic practices continues to inform, guide, and inspire people in their spiritual journeys.
Below is a table summarizing the symbolism of the raven in shamanic practices:
|Death and Rebirth||The raven symbolizes the cycle of life and death.|
|Connector||The raven is believed to connect the physical and spiritual worlds.|
|Trickster||The raven is associated with breaking free from limiting beliefs and thoughts.|
The raven’s symbolism in shamanic practices is a reminder that there is much to be learned from the natural world around us. By looking to the raven and its teachings, we can find new perspectives and ways of understanding the world we live in.
The Raven’s Role in Healing and Medicine
In Native American culture, the raven is often associated with healing and medicine. Its role in these areas can be divided into several subtopics, including:
The Six Meanings of Raven in Healing and Medicine
- Transformation: The raven is seen as a symbol of transformation, as it is able to change its form to suit its needs. In healing and medicine, this transformational power can be harnessed to help people overcome physical and emotional difficulties.
- Rebirth: The raven is also associated with rebirth, as it is often seen as a bird that rises from the ashes. This symbol can be used in healing to help people overcome trauma and emerge stronger and more resilient.
- Illness: In some Native American cultures, the raven is believed to be a messenger of illness, bringing news of sickness from one person to another. However, it can also be a symbol of healing, as it is said to have the power to cure disease.
- Death: The raven is often seen as a harbinger of death, but it is also a symbol of the afterlife and the journey that the spirit takes after death. In this way, it can bring comfort to those who are grieving.
- Wisdom: The raven is believed to possess great wisdom, and it can be called upon in healing to provide insight and guidance.
- Trickster: The raven is also known as a trickster figure, and this aspect of its personality can be used in healing to help people see things from a different perspective and encourage them to think outside the box.
In addition to its symbolic meanings, the raven is also associated with certain plant medicines in Native American healing practices. One such medicine is the bitterroot plant, which is said to be associated with the raven and is used to treat a variety of ailments.
|Joint pain||Bitterroot poultice|
Overall, the raven plays a significant role in Native American healing and medicine, representing transformation, rebirth, illness, death, wisdom, and trickery. Its association with plant medicines such as bitterroot further solidifies its status as an important healing symbol.
The Raven as a Symbol of Wisdom and Intelligence
For Native Americans, the raven has always been considered a powerful symbol of wisdom, intelligence, and foresight. Many tribes associate the raven with creation and transformation, and it is believed to have the ability to bring light into darkness.
- In some Native American cultures, the raven is considered a trickster figure, often playing pranks and being mischievous. However, this trickster nature is also seen as a sign of intelligence and resourcefulness.
- The raven’s ability to adapt to changing environments is also seen as a symbol of intelligence. The bird is known to be highly adaptable and can thrive in a variety of different terrains and habitats.
- According to some Native American traditions, the raven is associated with the number seven. This number is significant in many cultures, including Native American, and is often seen as a symbol of completion or perfection.
Many Native American tribes believe that the raven has the ability to move between worlds and is a powerful messenger between the physical and spiritual realms.
The raven’s black feathers are also seen as symbolizing the ability to navigate and endure through the darkness. This darkness can be physical or emotional, and the raven is said to provide guidance and support during times of hardship.
|Creation||The raven is often associated with the creation of the world and is considered a powerful force of transformation.|
|Intelligence||The raven’s ability to adapt and thrive in various environments is seen as a sign of intelligence and resourcefulness.|
|Messenger||The raven is believed to be a powerful messenger between the physical and spiritual worlds.|
|Guidance||The raven provides guidance and support during times of darkness and hardship.|
The raven is a symbol that is deeply ingrained in many Native American cultures, representing a combination of intelligence, wisdom, and spiritual connection. It is a powerful symbol that provides guidance and strength to those who seek it.
The Raven in Art and Culture
Native American culture is rich with symbolism, and the raven has played a prominent role in their mythologies and art. The raven is a significant figure for many Native American tribes, representing a range of concepts, feelings, and ideas.
The Number 8
The number 8 holds special significance in many Native American cultures, including those from the Pacific Northwest. It is often associated with the raven and the creation story in many tribes. According to legend, the raven was responsible for bringing light into the world, and his actions took place over eight days.
- In some tribes, the raven is depicted with eight feathers on his wings and tail, representing the eight days of creation.
- The number 8 is also believed to represent balance and harmony in Native American cultures, as it is symmetrical and evenly divided.
- Some tribes also associate the number with transformation and rebirth, as it resembles the symbol for infinity and suggests a cycle of renewal.
|Tribes||Significance of the number 8 in Raven Mythology|
|Tlingit||The raven is credited with creating the world in eight days and bringing light to the darkness.|
|Haida||The raven is often depicted with eight feathers on its wings and tail, representing the eight divisions of the world.|
|Tsimshian||The number eight is associated with balance and transformation, and is often found in raven mythology.|
The raven continues to hold significance in Native American art and culture today, and the number 8 remains an important symbol for many tribes.
The Raven in Folklore and Legend
The Raven is a significant creature that appears in numerous folklores and myths. It holds a revered position in Native American culture, where it portrays various meanings and symbolisms. One such symbolism is the importance of the number ‘9’ related to the raven in Native American mythology.
- In many Native American tribes, the raven is believed to have nine human-like qualities, which makes it a sacred bird.
- Legends suggest that the raven had sought out the Creator and returned with the knowledge it had gained, which was organized into nine categories.
- The raven is often depicted with nine tail feathers, further emphasizing its connection with the number nine.
The number nine also holds significance in many cultures worldwide. In numerology, nine represents completion, fulfillment, and attainment of higher consciousness. The number is considered powerful and mystical, which makes the raven’s association with it even more significant in Native American mythology.
Moreover, the raven is known as a trickster figure that serves as a mediator between the human world and the spirit realm. The trickster archetype is common in mythology and often symbolizes transformation, growth, and change. The raven’s association with the trickster figure may also represent the progression towards the next level of spiritual evolution and self-realization.
|Nine Human-Like Qualities of the Raven|
In conclusion, the raven in Native American culture symbolizes various meanings, and its association with the number nine is significant. The relation with the trickster figure emphasizes its transformative power, making it an essential symbol in Native American mythology.
Contemporary Interpretations of the Raven in Native American Culture
The Raven has remained an important symbol in Native American culture, and its significance has evolved over time with contemporary interpretations.
10. Trickster Figure
- The Raven is often depicted as a trickster figure in Native American folklore, playing practical jokes and demonstrating a mischievous nature.
- As a trickster figure, the Raven is seen as a transformative spirit that can change the world and bring about positive changes.
- The Raven’s cunning and ability to transform itself into different animals speak to its adaptability and resilience in the face of challenges.
In contemporary interpretations, the Raven’s trickster nature is often viewed as a source of inspiration for those seeking to change their own lives and societies. They encourage people to think outside the box, question authority, and consider different perspectives.
Furthermore, the Raven’s unpredictability and transformative powers can often be seen as a reminder that change is inevitable and necessary for growth and progress. By embracing change and being open to new opportunities, individuals and communities can learn to thrive and adapt in a rapidly changing world.
|Trickster figure||Cunning, transformative spirit|
|Adaptability and resilience||Coping with challenges through change and transformation|
In conclusion, the Raven’s significance in Native American culture continues to be celebrated and reinterpreted in contemporary society. As a symbol of transformation, adaptability, and trickery, the Raven inspires us to embrace change and question the status quo for our personal and collective growth.
What Does the Raven Symbolize in Native American Culture FAQs
1. What tribes consider the raven a sacred animal?
The raven is considered a sacred animal in many Native American tribes, including the Tlingit, Haida, and Tsimshian tribes of the Pacific Northwest.
2. What does the raven symbolize in Native American culture?
The raven is often viewed as a messenger and is associated with creation, transformation, and magic in Native American culture.
3. Why is the raven associated with creation?
In many Native American creation myths, the raven is seen as a creator or trickster figure who brought about the world we know today.
4. What role does the raven play in Native American folklore?
The raven is an important figure in many Native American stories and is often depicted as clever, mischievous, or even heroic.
5. How does the raven symbolize transformation?
Many Native American tribes view the raven as a symbol of transformation and change, as it can transform itself into different forms and is often associated with shapeshifting and spiritual growth.
6. Is the raven associated with any specific spiritual practices?
In some Native American traditions, the raven is seen as a guardian spirit and is used in spirit quests and other spiritual practices.
7. What can we learn from the raven in Native American culture?
The raven teaches us to embrace transformation, find joy in the unexpected, and cultivate a sense of mischief and humor in our lives.
Thanks for taking the time to learn about the rich symbolism of the raven in Native American culture. From creation and transformation to mischief and magic, the raven is a fascinating figure with much to teach us. We hope you’ll visit us again soon to learn more about Native American culture and traditions.