Issue link: https://publications.tfs.ca/i/1540856
"We wanted to create performances tied directly to IB 'Units of Inquiry' and the French curriculum competencies," she explains. "The goal was for these shows to be meaningful for our students, bringing together music, sport, art and classroom learning." It was an ambitious undertaking, but one François and her team were excited to embrace. Inspired by her previous experience directing shows in the French school system, she set out to create performances that were lively, age-appropriate and grounded in pedagogy. To bring this vision to life, François assembled a team with both skill and imagination. She brought on three new specialist teachers—Coline Calix, a music educator and conservatory- trained musician from France, Charles Pillon, a physical education teacher certified in France with experience across all age groups, and Elisabeth Bernard, a physical education teacher, who worked with the JK and SK classes. Each performance would build upon classroom learning, forging meaningful and relevant connections for students. WHEN LEARNING TAKES THE STAGE From cheerful songs and choreographed movement to shiny backdrops, unique props and student- made instruments, each show had its own flair and carried the energy of a mini-Broadway production. But beyond the production, what made the projects so special was how they tied into IB units. The Jardin d'éveil Hafez students brought springtime to life with butterflies, bees and flowers. The PK students explored themes of transportation, while JK focused on movement, confidence and coordination through circus arts. SK turned their attention to environmental awareness, highlighting recycling and care for the planet, and Grade 1 examined identity through the lens of continents and cultures. Each production was rooted in a picture book, which inspired the music, movement, set design and storytelling. For Grade 1, Pillon helped create a story about "Tom and Léa" travelling to different countries to learn greetings, dances and music. Students developed some of the choreography, which he refined, while also incorporating traditional dances from the countries studied. For the SK recycling unit, the performance was based on the book SOS Eau. Calix created bilingual songs and dance sequences, adapting them to the students' vocabulary, and even had them build instruments from recycled materials. The results were magnificent: elaborate costumes, brilliant lighting, hand-painted sets and smiling faces radiating pride from both parents in the audience and students on stage. GROWING COLLABORATIVE SKILLS From the start of the year, François framed the project as a fully collaborative effort. "We worked with specialists and classroom teachers throughout the process from brainstorming and planning to developing the final product," she explains. "Each proposal was adapted to work with the personality of the class, ensuring chosen songs matched the vocabulary level of students and completed shows had numbers in both English and French." Calix, Pillon and Bernard worked to blend elements of sport and music into the various performances, while art specialists focused on the visual design. "Laila, our branch administrator, designed the t-shirts and posters, Quentin managed the technical side, and everyone pitched in to create costumes and sets," François explains. "La p'tite école is full of talented individuals, and everyone played to their strengths." An added layer of learning came from the idea of collective responsibility. As the show evolved, students saw that every role—no matter how small—mattered. The performance's success depended on each person doing their part and they took pride in contributing to something larger than themselves. "For our youngest students, this was a chance to build confidence, strengthen group cohesion and even develop public speaking skills," says Calix. "You're never too young to learn these things, and when the learning comes through a memorable, joy- filled experience, that's the most powerful kind of learning there is." Of course, with so many moving parts, there were some tense moments. "The logistics were intense," says François. "Multiple scenes and quick changes made it a bit of a puzzle." The staff felt the weight of being the first to try this new format, knowing the flow of the show would depend on them. But careful planning and patience got them through. The end result exceeded everyone's expectations. Students kept the details secret from their parents, heightening the surprise. Some children discovered hidden talents on stage while others overcame stagefright and found inner bravery. Teachers say they were inspired by their colleagues' creativity. "We even had parents moved to tears," says François. "They were surprised by how capable their little ones were on stage." "It was wonderful to see how the performances encouraged creativity, teamwork and confidence among the students," says then-PK parent Jing Yu. "The experience gave the children a sense of pride in their work and allowed us to witness their progress in a joyful and engaging way. It wasn't just a celebration of learning, but also a meaningful way to connect with the community." "I look forward to the grade-level concerts every year," says parent Evelyn Wu. "Each time, the theme is a little more complex and the choreography more challenging, and it's heartwarming to see their confidence grow with every performance." Looking toward the new school year, François says they'll continue to build upon what they set in motion, looking to adjust dates to better align with IB units. "We want to involve more contributors while maintaining the collaborative, collective approach," she says. What won't change is the essence of this new type of multidisciplinary performance where music, movement and learning leap off the page and onto the stage. It's the start of a new tradition for La p'tite école. 33 TFS