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Exploring Light & Shadows: A Reggio Provocation

‘In the right light, at the right time, everything is extraordinary.’ – Aaron Rose  (just ask a child).  If you haven’t already noticed, light and shadows are simply magical to children.  Perhaps this is why the Reggio Emilia approach greatly values using light as a material or ‘language’ to help support active investigation & discovery.  Today’s post is a simple example of how to provoke a child’s curiosity by using light.  I hope it inspires you to try this Reggio provocation with the children you love.

P.S.  The girls switched shirts half-way through the initial provocation so it’s possible that I have made a couple of errors in identity!

 

On alternating Wednesdays I blog about a Reggio Emilia Provocation

 

This week’s Theme: Dinosaurs

Description of Provocation: Exploring Light & Shadows: Provide flash lights, dinosaur figurines, crayons, wall mounted blank paper

O&M’s Ages (at the time of posting this): 2 years+ 5 months

 

Initial Topic (Observe and question your tot about a topic of interest)

  • The girls have shown a significant amount of interest in shadows lately.  As we’ve been going on walks they’ve been experimenting with their own shadows and have been waving sticks around and tossing rocks to try to track shadows as they move.

Materials (This can include anything)

  • For the light component, I chose flash lights
  • For the shadow component I chose dinosaur figurines because that is what we’ve been learning about.
  • I also included crayons and wall mounted paper.

Set-Up (This should be visually appealing and intriguing)

  • Where?:  I chose a space with little natural light (the darker, the better)
  • Workspace: I defined the workspace using green painter’s tape to outline the drawing space.  I placed a piece of slate as a platform for the dinosaurs.
  • Display:  I displayed the dinosaur figurines, flash lights & crayons on two levels to make it more visually appealing.
Display with the lights on

Display with the lights on

Display with the lights off and shining a flash light

Display with the lights off and shining a flash light

 

 

 

 

 

 

 

 

Observation (Observe your tot interacting with the provocation you have set up.  Remember not to interfere or ‘teach’.  If you stay out of the way, you will be pleasantly surprised!)

  • What was interesting?  Manipulating the flash lights was the girls’ main interest.
  • What was asked? Can you turn off more lights?  Can you make it darker?
  • What was said? Some noteworthy statements were: “I’m finding a treasure”, “I can’t find my shadow”, “Shadow is bigger now”
  • What was done? There were three main areas of interest. (see below)

#1 – Experimentation with shadows and drawing – I had the display set up in the dark with the flash light shining so when they came upon it, they immediately showed interest in the shadow.  I showed them how we could trace the shadows.

O shines the light close to the dino

O shines the light close to the dino

O shines the light from a distance (the sun was bright)

O shines the light from a distance (the sun was bright)

 

 

 

 

 

 

 

 

 

 

 

O experiments with two dinos

O experiments with two dinos

O attempts to create moving shadows.  She manipulates the dinosaurs (finding food) in front of the light. (Unfortunately the light wasn't shining in the right direction.

O attempts to create moving shadows. She manipulates the dinosaurs (finding food) in front of the light.

 

 

 

 

 

 

 

 

 

 

 

Mommy traces the shadow

Mommy traces the shadow

Mommy traces again.

Mommy traces again (at their request)

 

 

 

 

 

 

 

 

M wants to try tracing

M wants to try tracing

O shines the light on M so she can experiment with her arm's shadow.

O shines the light on M so she can experiment with her arm’s shadow.

 

 

 

 

 

 

 

 

 

 

 

#2 – Experimentation with light – This included shining the light on different surfaces, waving it around to try to follow it, attempting to illuminate darker spaces, etc.

O observes the light

O observes the light

O holds the light against the ground and lets the light peak out

O holds the light against the ground and lets the light peak out

 

 

 

 

 

 

 

 

M dangles the light and watches it move across the floor

M dangles the light and watches it move across the floor

Next, she places a dinosaur there to see what happens

Next, she places a dinosaur there to see what happens

 

 

 

 

 

 

 

 

 

 

M shines the light in my boot

M shines the light in my boot

O goes under the table to dry to get in a darker space

O goes under the table looking for a darker space

 

 

 

 

 

 

 

M was shining the light through the holes in the laundry basket

M was shining the light through the holes in the laundry basket

 

#3 – Imaginary play – Using the flash light to go on a treasure hunt (I didn’t get any good pictures of that part)

 

Extension (Based on your observations, add new materials as needed)

  • New Materials: The new materials were a total lack of light & a discussion about palaeontologists.  Because the bulk of their excitement revolved around manipulating the flash light, wanting it to be darker and pretending to go on a treasure hunt, I decided to set up a palaeontological exploration (at night time, of course!)
  • What Transpired?:  When it got dark, I hid dinosaurs around our home.  We talked again about what a palaeontologist is and played a game of ‘hot and cold’ in the dark, using the flash light to find the dinos.  THEY LOVED IT! (oh, and my camera battery died!)
Searching under a bed

Searching under a bed

We found one!!!

We found one!!!

 

 

 

 

 

 

 

 

Our culminating activity this Friday will be creating a shadow puppet theatre for our dino figurines.  This will be a great extension to O’s idea of trying to create moving shadows.  She really wanted to play with the dinos and watch their shadows move as she did so.  She adjusted the light a couple of times but wasn’t able to achieve the desired effect, so this will be right up her alley!  We hope to see you then!

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Exploring Measurement: A Reggio Provocation

Here it is! Another example of the amazing results of a Reggio Emilia provocation.  No matter how many times I do this, I am in awe of what transpires.  A Reggio provocation is characterised by its unbounded, limitless potential – a true reflection of a child. It is just so exciting to watch unfold!  If I haven’t expressed it enough, PLEASE, try a Reggio provocation with the children you love – they will astound you in more ways than you could imagine! – In more ways than they already do!  Children have so much to express, give them the opportunity!

On alternating Wednesdays I blog about a Reggio Emilia Provocation

This week’s Theme: Bed Time

Description of Provocation: Exploring Measurement: Provide measuring cups, rulers, soft (tailor’s) measuring tape, numbers (plastic, foam, magnets, etc.), feathers (variety of sizes and colours)

O&M’s Ages (at the time of posting this): 2 years+ 5 months

 

Initial Topic (Observe and question your tot about a topic of interest)

  • The girls have shown a significant amount of interest in bird nests over the last couple of weeks.  Also, we went shoe shopping for Mr. Y, and the girls LOVED measuring their feet at the store.  Last, they really enjoy putting measuring cups in order.

Materials (This can include anything)

  • For the measurement component, I chose measuring tools (measuring cups (plastic & ceramic), straight rulers & a tailor’s tape measure)
  • I chose a variety of bird feathers because I felt that would relate to both the bird nest interest and our bed time theme (because feathers are often used to make pillows, blankets and even beds!)

Set-Up (This should be visually appealing and intriguing)

  • Where?:  I chose a space with natural light in a fairly open area.
  • Workspace: I defined the workspace using place mats.  I laid a ruler on the mat horizontally and I also placed some magnetic numbers vertically along the side of the mat.
  • Display:  I displayed the measuring cups on the wall using hooks – to add a 3D element – (plus they like manipulating things on and off hooks).  I displayed the feathers in blocks of colour on a clear plastic tray (or in small buckets)

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Observation (Observe your tot interacting with the provocation you have set up.  Remember not to interfere or ‘teach’.  If you stay out of the way, you will be pleasantly surprised!)

  • What was interesting?  Initially, M was interested in the feathers and O was interested in the measuring tools
initial contact

Initial contact

"measure," said O

“Measure,” said O

O inspects the ceramic measuring cups

O inspects the ceramic measuring cups

 

 

 

 

 

 

 

"What is this?" asks M

“What is this?” asks M

M manipulates the feathers

M manipulates the feathers

 

 

 

 

 

 

 

 

 

  • What was asked? The only question I recall from them was M asking, “What is this?” (in regards to the feathers.)  I answered her and asked her, “Do you know what a feather is?”  “No,” she said.  So I gave a brief description (including that we use them to make pillows/blankets etc.) – this did not incite any interest at all.
  • What was said? So much was said, it’s really difficult to relay.  I think it’s best to illustrate some of the main ideas of what was said, into the ‘What was done’ section below.  This is why it is really important to take notes!  You cannot remember it all!
  • What was done? A LOT!!!  None of which I anticipated.  (I haven’t written them in order of occurrence, I’ve written them from smallest amount of interest to largest.)

#1 – Butterflies!  O makes the connection that feathers are used to fly and butterflies fly so we can make butterflies out of these feathers:

"I make a butterfly!" says O

“I make a butterfly!” says O

 

#2 – Time for a pedicure!  M decided to use the feather as a nail polish and then decided that the other feathers should be my toe separators!  (I can’t believe I’m showing the world pictures of my unkempt toenails…but in the name of education, and M’s brilliant idea, I am!)

M carefully places the toe separators

M carefully places the toe separators

M paints my nails green

M paints my nails green (I paint their toes green!)

 

 

 

 

 

 

 

 

# 3 – O’s invention.  O strung the measuring tape through the cupboard handle, stood back and said, “Watch!”.  Then she pulled the door open proudly.

O pulls the measuring tape taut

O pulls the measuring tape taut

1-2-3 Pull!

1-2-3 Pull!

 

 

 

 

 

 

 

 

#4 – Measuring.  This was mostly driven by me.  I asked O, “You said measure before, what is measure?”  She said, “I can measure all my things!”  “Yes you can!  But what does measure mean?”  “I don’t know,” she said.  So I gave a brief description, “Measuring is how big or small something is.”

I said, "This feather goes to 7, and this one goes to 4.  Which one is longer?"

I say,”This feather goes to 7, this one goes to 4. Which is longer?”

"Which measuring cup holds more?"

“Which measuring cup holds more feathers?”

M wanted to wrap the measuring tape around her. (6 times)

M wanted to wrap the measuring tape around her. (6 times)

 

#5 -IMAGINARY PLAY (this was the big one!)  They decided they were going to make a castle.  The play then revolved around Santa coming to visit this castle.  It went on for ages!  I got to sit back and watch.

"We make a castle here." (The measuring tape is the main structure)

“We make a castle here.” (The measuring tape is the main structure)

"We decorate the castle."

“We decorate the castle.”

 

 

 

 

 

 

 

 

 

"I make a map so Santa can find us"

“I make a map so Santa can find us”

"This is where Santa can sit"

“This is where Santa can sit”

 

 

 

 

 

 

 

"Shh! Hide under here. Santa will come and we can see him."

“Shh! Hide under here. Santa will come and we can see him.”

 

Extension (Based on your observations, add new materials as needed)

  • New Materials: Because the bulk of the initial interaction revolved around a castle, we did a bit of picture research on castles (Google Images search).  They pointed out their favourites – coincidentally, one they chose was a castle I used to live near! (I didn’t even see it until they pointed it out).  I also added blocks.  Next, I lessened the amount of feathers and measuring equipment.

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  • What Transpired?: Castle building……
"This one the best"

“This one the best”

"This one my favourite"

“This one my favourite”

 

 

 

 

 

 

 

 

Castle #1

M builds

M builds

M adds 'flowers' to the castle garden

M adds ‘flowers’ (feathers) to the castle garden

 

 

 

 

 

 

 

M uses a green feather as a hose to water the flowers (making a sound effects as she did it)

M uses a green feather as a hose to water the flowers (making sound effects as she did it)

M is jumps  'because the castle is so strong, so it won't break when I'm jumping'

M jumps “because the castle is so strong, so it won’t break when I’m jumping”

 

 

 

 

 

 

 

 

 

 

 

 

 

Castle #2

O & M made this catle together

O & M made this catle together

O says, "this is where you skate" (I think she was referencing Disney's Frozen)

O says, “this is where you skate” (I think she was referencing Disney’s Frozen)

 

 

 

 

 

 

 

 

 

 

 

 

Castle #3

O explains "this is trick door"

O explains “this is trick door”

"I open trick door, people is coming out"

“I open trick door, people is coming out”

 

 

 

 

 

 

 

M adds Princess Ariel "to live in the castle"

M adds Princess Ariel “to live in the castle”

I mention that where Ariel is sleeping, looks like this bridge

I mention that where Ariel is sleeping, looks like this bridge (the castle that O said is the best)

 

 

 

 

 

 

 

 

 

…..after I said that….. O decides to make it.

Castle #4

O carefully constructs

O carefully constructs

The castle's bridge

The castle’s bridge

O's bridge (same rectangular shape)

O’s bridge (same rectangular shape)

 

 

 

 

 

 

 

The castle's door

The castle’s door

O's door (it has the same arched shape)

O’s door (it has the same arched shape)

 

 

 

 

 

 

 

O's towers (same cylindrical shape)

O’s towers (same cylindrical shape)

M came over with a tiaras for us to live in the castle.  So that makes me the Queen Mum! LOL!

M came over with tiaras “for us to live in the castle.” So that makes me the Queen Mum! LOL!

 

 

 

 

 

 

 

 

 

 

 

This is what I found when I woke up this morning:

O does some sorting

O had done some sorting

 

Once again, their ability to independently blend their creativity and knowledge astounds me!

 

Click here for more Reggio Emilia!

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Reggio Provocations Explained

The Reggio Emilia educational philosophy (established in Italy) is one that is quickly gaining momentum in countries world wide – and for good reason. I spent three years working at a kindergarten school that followed the Reggio philosophy which is where I gained a thorough understanding and love for it!  The Reggio approach has many wonderful facets but today I will focus solely on Reggio provocations.  If you are interested in the Reggio approach to early childhood education, I encourage you to take some time to read this.

On alternating Fridays I blog about parent/teacher

hot topics & interesting info or Q&A

 

 Today’s Topic: Reggio Provocations

Provocations (as They Relate to Reggio Emilia)

  • What are Reggio provocations?

First, it is important to note that there is no set or specific objective to be achieved.  Simply put, the sole purpose of a provocation is to elicit some kind of response. Then, based on the response given, new materials, questions or opportunities are introduced to further explore a topic.

 

  • What is so valuable about Reggio provocations?

The idea of learning by means of provocation (rather than ‘being taught’) is valuable because there is:

  1. Genuine Interest – Children have a lot of control over the direction of their learning
  2. Genuine Experience – Children learn through touching, moving, listening and observing
  3. Natural Curiosity – Children are encouraged and provoked to explore materials, relationships and environments with as few limits as possible
  4. Genuine Self-Expression – Children can be afforded endless ways and opportunities to express themselves
  5. Authentic Tasks – Children are engaged in work that is purposeful and meaningful to themselves and others.  They are more likely to retain the knowledge (and more importantly) the skills that they acquire, because their desire to do the tasks is intrinsic; therefore they identify problems themselves and eagerly want to solve them.
  • How can I set up Reggio provocations?

While setting up Reggio provocations requires careful thought, they can be simple, inexpensive and the possibilities are infinite!

  1. Initial Topic – Observe and question your tot about a topic of interest.
  2. Choose MaterialsMaterials can include anything; books, natural materials, art supplies, collections, tools, blocks, light, mirrors, water; the list is endless.
  3. Set-Up – Set up should be visually appealing and intriguing – inviting exploration. First, consider where you will set up.  What kind of space is required?  Next, choose a way to display your materials; consider the type of containers or holders you will use – they should be interesting and compliment your materials.  Last, define the workspace using trays, mats, table cloths, paper, etc.  When you define a work area, children naturally move towards it.
  4. Observation – Observe your tot interacting with the provocation you have set up.  What is interesting?  What is said?  What is asked?  What is being done? Take notes.
  5. Extension – Based on your observations, add new materials as needed.  Respond to your tot’s interests by supporting his/her efforts to “do” something.  (This inevitably leads to some sort of ‘project’)
  • Can I see examples of Reggio provocations?

Of course!  The example below is a brief overview of this post (if you want to see the full thing).  However, that post does not include the extension, which is crucial and is noted below.

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  1. Initial Topic – The girls had been talking a lot about catching butterflies with nets, going for walks and going to the playground so I decided to present my materials using spring themed containers, holders and colours.
  2. Choose MaterialsI chose the materials to be textiles related to bathing because our theme this week is ‘bath time’. I also added some art supplies (stamp pad, markers and paper on the wall)
  3. Set-Up – I chose a space with natural light in an open area.  The items used to display the materials were engaging.  I defined the work space with the green tape on the wall to add another dimension and to provide a larger-than-usual canvas.
  4. Observation – The girls were VERY interested and much was done, (click here to see the initial response) but the element of this provocation that generated the most interest was the decorative tree and even more specifically, the decorative eggs in the tree.
  5. Extension – As a result of the observation, the next day, I introduced plastic eggs to the table.
New materials added (plastic eggs) as a result of the previous day's observations

New materials added (plastic eggs) as a result of the previous day’s observations

This led us to two projects: (Keep in mind that the girls are 2 years + 4 months)

Project #1 – Creating ‘Surprise’ Eggs – While exploring all the materials, one of them decided that they wanted to put something into the plastic eggs to make a ‘surprise’.  I asked them what they would like to put inside.  The unanimous response was “chocolate”.  I told them we didn’t have any chocolate.  Rather than choosing to solve that problem, they came up with a different suggestion.  “I make a picture, put in eggs. Please get me paper.”

Problem 1 – I used suggestive language and said, “Here is your paper, this is quite a big paper to fit into a little egg”.  They quickly decided to cut the paper.  Then they drew pictures which I labelled for them.

M cuts her paper into smaller pieces

M cuts her paper into smaller pieces

O's labelled pictures

O’s labelled pictures

 

 

 

 

 

 

 

 

Problem 2 – There were 4 eggs that needed to be divided equally.  They chose one at a time until gone. (“M 2 eggs & O 2 eggs”, was said) – They’re teaching themselves math!!!

Problem 3 – The drawings were still too big to fit into the eggs.  “I cut, use scissors”, said M.  As she began to cut, O said, “No! M, break picture my made” – so cutting was no longer an option.  With A LOT of prompting and questioning by me (my final prompt was, “How do we get our clothes to fit into our drawers?”), they came to the conclusion that we could FOLD the drawings.  Then they placed them into the eggs and gave them to guests that visited later that day.

Folding the paper so it will fit into the eggs

Folding the paper so it will fit into the eggs

Putting the surprise into the egg.

Putting the surprise into the egg.

 

 

 

 

 

 

 

 

Project #2 – Decorating Eggs – They decided they would like to decorate the plastic eggs and tried using marker on them which kept coming off on their hands.  They asked me about a book we recently read inwhich the characters decorated eggs.  I explained that they were real eggs.  “I decorate real eggs too”.

Problem 1 – I tried having a conversation about how eggs are fragile and break open easily and that we needed to find a way to make them hard.  In the end, they just had no ideas and no way of knowing how to make an egg hard.  So I told them that we would cook them in boiling water.  I asked them to choose the pot that was most appropriately sized to cook the eggs in.   I showed them the bubbling water which amazed them! “Steam, very hot”, they said.

Choosing the appropriate sized pot

Choosing the appropriate sized pot

Watching water boil - NOT BORING with these two!

Watching water boil – NOT BORING with these two!

 

 

 

 

 

 

 

 

 

Problem 2 – They wanted to decorate them right away but obviously they were too hot.  “How can we make them colder?”, I asked.  “Put it in fridge”.  Done.  I asked them how they wanted to decorate.  They told me they wanted to paint the eggs so I chose this opportunity to introduce them to water paints, which they have never used before.

M using water paints for the first time

M using water paints for the first time

Learning how to use water paints

Learning how to use water paints

 

 

 

 

 

 

 

 

 

"I like red"

“I like red”

M is pleased with our decorated eggs

M is pleased with our decorated eggs

 

 

 

 

 

 

 

 

 

 

 

 

Problem 3 They wanted to eat them for lunch.  How do we get the eggs out of the shell?

Peeling eggs - fine motor skills at use!

Peeling eggs – fine motor skills at use!

Eating eggs with our lunch!

Eating eggs with our lunch!

 

 

 

 

 

 

 

 

They really liked the water paints…so now I might set up a provocation table related to water paints with flowers and a Claude Monet book, etc.  It is important to note that even though the projects shown were short-term projects, they can take as long as is needed.

  • In Summation

This was a lengthy post, I hope you found it helpful and worthy of your time.  That being said, I would like to leave you with this idea:  I liken Reggio provocations to planting seeds.  You provide a seed and your child’s knowledge, curiosity and creativity will cause it to flourish in beautiful ways; often in ways that you could never predict or imagine.

 

P.S.  Last Chance!!!

This weekend is the last opportunity to take advantage of our anniversary sale (20% off all of our curriculum).   Use the code: CTM20 at check-out and bag yourself a bargain!! This offer will end March 29, 2015.

 

 Click here to visit our shop

Exploring Textiles: A Reggio Provocation

Today is our first Reggio Emilia provocation activity! I’m so excited to be introducing this newly added element that is incorporated into our current curriculum, Leaping Lilies.  If you are not sure what a Reggio Provocation is, don’t worry, I will post a blog on Friday with an explanation.  For today, it is helpful to understand that a provocation has absolutely no objective. It is advisable and enjoyable to just sit and observe what your tot does and see where it takes you!

On alternating Mondays I blog about a Reggio Emilia Provocation Activity 

 

This week’s Theme: Bath Time

Description of Provocation: Exploring Textiles: Provide swatches of towel/cloth, pieces of sponge, mini loofahs, stamp pad and paper

O&M’s Ages (at the time of posting this): 2 years+ 4 months

 

Set Up (The display for a provocation should be visually appealing and intriguing)

  • I chose to use a spring theme because the first official day of spring has just passed and the girls have been asking about going for walks and going to the playground.

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The Materials (The items included in your provocation)

  • Art Supplies: Stamp pad, markers, poster paper
  • Textiles: Since our theme is bath time, I chose textiles related to bathing (loofahs, sponges, cloths with different textures)

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Initial Reactions (First responses, if any, to the provocation)

  • Exploring the textiles: M showed interest in this, O, not so much.

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  • Creating a wall mural: They were both pretty excited about this.

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  • Stamping: They used the textiles to stamp

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It’s important to note that I did not give them any direction of any sort.  The provocation and your child’s curiosity, imagination and/or prior knowledge will provide direction.

 

Secondary Reactions(Upon further inspection and manipulation……)

  • The decorative tree: This became a focal point of conversation and interest
M & O discuss the tree and its elements

M & O discuss the tree and its elements

O decorates the eggs, citing a book we recently read

O decorates the eggs, citing a book we recently read

The completion of our first interaction with this provocation table

The completion of our first interaction with this provocation table

 

Observations & Moving Forward: (This is where your job comes in!  After observing and listening, consider ways in which you can add to or extend the provocation, based on what your tot did)

Here are the things I noted:

  • At one point M said to O, “Shhh!  Baby birds come out of the eggs”.
  • As mentioned above, O decided to decorate the eggs as she remembered this happening in a story we read a couple of weeks ago; M excitedly joined in.
  • O also mentioned that it would be nice if the eggs could open and there would be surprises inside.

Extension:

  • Since much of the excitement and interest revolved around the eggs in the tree, tomorrow I will show them a video clip about eggs (from hen to your home, to all the things we can do with eggs).  We will discuss it and see where the conversation takes us as to what we could do next.  -For example, maybe they would show an interest in cooking eggs, we could do an experiment about all the different ways to cook eggs.
  • On the original provocation table, I will add some plastic eggs and/or possibly a couple of hard boiled eggs and see where that goes. – For example, maybe they would decide to make things to put into the plastic eggs as a surprise, or maybe they will want to decorate them.

The possibilities are endless!!!!

P.S.  Don’t forget!!!

To celebrate our one year anniversary we are offering all of our development programs at 20% off.   Use the code: CTM20 at check-out and bag yourself a bargain!! This offer will be available through March 29, 2015.

 

 Click here to visit our shop