WORD KEYS ( please add)

PATAGONIA , PYRAMIDS, STONEHENGE, ACROPOLIS, ROMAN WALL, MONA LISA;   TRIANGLES, SQUARES, PENTAGONS, CIRCLES, FOOTBALL;   GOLDEN RECTANGLES, GOLDEN HEXAGONS, GOLDEN CROWNS, BUTTONS OF GOLD;   ART, DESIGN, DRAWING, PHOTOGRAPHY, RECORDING, VIDEO, DIGITAL, MUSIC, POETRY; PATTERNS, TESSELATION, TILING, MARQUETRY, ORIGAMI, EMBROIDERY;   ASTRONOMY, NAVIGATION, EXPLORATION, MATHEMATICS, GEOMETRY, ENGINEERING, MOVEMENT, FLOTATION, DIVING, FLIGHT;   MAGIC, SUPERSTITION, GAMES,TOYS;   PYTHAGORAS, EUCLID, ARCHIMEDES, DIOPHANTUS, FIBONACCI, da VINCI;  GALILEO, COPERNICUS, KEPLER, NEWTON, GILBERT, HALLEY, HARRISON, NAPIER;   STEPHENSON, BRUNEL, SWAN, EDISON, FARADAY, ARMSTRONG, BABBAGE, BUCKMINSTER, CORBUSIER;   MAGELLAN, COOK, FITZROY, PERITO MORENO;   MONDRIAN, de CHIRICO, BORGES, WORDSWORTH, MARADONA, MICHAEL OWEN;   RABBITS, SHELLS, PLANTS, FLOWERS, SEEDS, LEAVES, PETALS, HERBS, TEA;   COAL, SOOT, DIAMONDS, BUTTONS, PEARLS, BOTTLES, CANS, DRUMS, BRICKS;   STACKING, HANDLING, DISPLAYING, PACKING, TRANSPORTING, SUPERMARKETS;   SCREWS, NUTS, BOLTS, WASHERS, SPIRALS, LEVERS, PULLEYS, GEARS, GIRDERS, WHEELS, WINDOWS, BRIDGES, TUNNELS;   BICYCLES, TRAINS, GLIDERS, PARACHUTES, BALLOONS, KITES;   MAPS, MAGNETS, COMPASSES, CLOCKS, SUNDIALS, SEXTANTS, TELESCOPES;   PERSPECTIVE, PARALLAX, HOUSES, STREETS, LAMPPOSTS, RAILWAYS, SHIPS, PIERS, LIGHTHOUSES;   LIGHTING, SHADOWS, MIRRORS, REFLECTIONS, LEFT-HANDEDNESS;  MAGIC PENNIES, HESTER´S ROSE, ROSAS de la PATAGONIA, WROUGHT IRON, STAINED GLASS, CHARTRES, NOTREDAME, DURHAM, YORK;  NEWCASTLE upon TYNE, STOCKTON, DARLINGTON, WYLAM, NORTHUMBRIA, TROCHITA, ESQUEL, RÍO TURBIO, RÍO GALLEGOS, BARILOCHE, USHUAIA

DREAMS from MAGIC PENNY LAND

1. DISCOVERING HESTER´S ROSE

Imagine seven coins of equal size lying on a table.

Imagine a child noticing the coins.

Imagine the child thinking "what are these?"

Imagine the child thinking "what can I do with them?"

Imagine the child noticing the pictures and the letters and numbers on either side of them.

Imagine the child thinking "what do they mean?"

Imagine the child thinking "but they are nice and round, there must be something I can do with them".

Imagine the child beginning to play with them.

Imagine the child finding he can stand them on their edge and roll them around.

Imagine the child finding he can toss them in the air and make them spin.

Imagine the child noticing that, sometimes, they land on one side and sometimes on the other.

Imagine the child sitting down again and putting two coins side by side.

Imagine the child thinking "that looks like a pair of spectacles".

Imagine the child putting another coin in the middle alongside, and thinking "that is a pretty triangle".

Imagine the child finding he can place the other four pennies in a square.

Imagine the child thinking "this is interesting, I am enjoying this, - what other patterns can I make?"

Imagine the child finding that if he places one coin on the table, six others can be placed around it.

Imagine the child noticing they can all be made to fit exactly and lie snugly together.

Imagine the child thinking that is pretty it looks like a flower?

   The child has discovered HESTER´S ROSE.

Imagine a child who has dicovered Hester´s rose.

Imagine the child thinking "if I had more coins I might be able to make a bigger rose"

Imagine the child thinking "I might also be able to form other types of pattern"

Imagine the child thinking "some of these might not have been seen before".

Imagine the child thinking "how can I get a lot more coins?"

Imagine the child thinking "perhaps my friends would like to help"

Imagine the child telling his friends about Hester´s Rose.

Imagine the child telling them "if we get more coins we might discover something that nobody has seen before - we might even find something magical".

Imagine the children getting very enthusiastic and planning their adventure together.

Imagine the children gradually gathering more coins and keeping count of how many they have collected.

Imagine the children watching as more and more coins are placed around the rose and noticing that there are a lot of coins closely packed into a small space

Imagine the children have gathered 169 coins and have formed a perfect hexagon.

Imagine the children counting the coins on each side and finding there are 8.

Imagine a cat suddenly jumping on the table and scattering all the coins.

Imagine the children begining to form the hexagon again and noticing as they are doing it that there are other ways the coins can be arranged

Imagine the children realising that they could also form large squares with the coins in columns and rows

Imagine the children noticing they can make one perfect square with the 169 coins they have, without having any left over.

Imagine their excitement -a hexagon and a square with the same number of coins.
           The children have discovered the PATAGONIAN GOLDEN HEXAGON

Imagine a quiet bay far away from the wavy ocean, where whales come each year to have their babies.

Imagine nearby, a dry and barren land, a land where less than 150 years ago, some families from the country called Wales got off a boat and started a new life.

Imagine the little town that was eventually built, a little town a long, long way away from where most people lived.

Imagine a lttle school in that town today, with children that have classes and play like any other children.

Imagine the children drawing circles with buttons and coins and making 6 petalled flowers with compasses.

Imagine how some of the children have learnt of Hester´s Rose a coin with 6 similar sized coins, joined snugly around it.

Imagine too the great cathedrals of Europe with beautiful stained glass windows.

Imagine the great rose windows of Notre Dame or Durham.

Imagine Hester´s rose, and children placing coins of different sizes around it , and finding it difficult to make them also fit snugly.

Imagine children learning that sometimes two or three coins in the place of one coin, may fit more easily and can still make a beautiful pattern.

Imagine children learning that other countries often have different sized coins and that some might make interesting patterns when used with coins of their own.

Imagine the children writing to people around the world asking for coins so that their history and geography and science and sum lessons can become even more interesting.

Imagine them finding out all about them and use them afterwards to plan and make a giant coin rose, that people around the world might like to come to see.

  You have imagined children learning in the PROVINCIAL PRIMARY SCHOOL No 168, PUERTO MADRYN, PATAGONIA, ARGENTINA.

Imagine 169 children with lightweight discs, some 60 cm in diameter, perhaps made from cardboard or polystyrene ceiling tiles.

Imagine that previously, the children have decorated both sides of the discs with distinctive patterns, pictures, lettering etc,.

Imagine the children are standing in a square formation of 13 columns in 13 rows about a metre apart.

Imagine that on signal 1, they lift the discs horizontally above their heads, so that from above a pattern or message can be seen.

Imagine that on signal 2, they lower their discs, turn them over, then raise them again,showing another pattern or message.

Imagine on signal 3, they move individually, or in unison, into a close packed hexagonal formation with 8 children in the side columns and 15 children in the column in the middle.

Imagine on signal 4 they repeat the actions following signals 1 and 2.

Imagine what this would look like from above, from a high bridge, a tower, a crane, a balloon or aircraft.

Imagine what it would look like at night, with lighting of different sorts

Imagine what it would look like if the movements were as fast as possible or very slow.

Imagine if the movement was done in silence, or with music or in different costumes, and done as art form , or just for fun , or in competition, etc etc.

Imagine folk dancers, guardsman, musicians, fashion models, policemen or, sports enthusiasts in a not completely filled stadium, or taxis, cars, boats, aeroplanes, campsites etc undergoing similar transformations.

Imagine a variation based on Pythagoras, where 5, 12, sided squares are also formed.

Imagine the interest in mathematics this might inspire in general, the interest it might attract in the media, and the funds it might attract for charity.

     You have imagined the PATAGONIAN GOLDEN HEXAGON GAVOT