Beauty

There were so many beautiful things to see at the museum. Spectacular paintings, sculpture, metal work.

This was the most beautiful.

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No, not the statue, or the paintings, or the stunning gallery — the woman and child huddled together.

They entered the gallery with quiet interest. The woman carried a folded stool which she casually opened out of the way of any traffic. I thought perhaps it was for her. I was wrong.

The girl scanned the gallery with a bit of child-like enthusiasm — notebook and pencil clutched in her hand. They whispered to one another. The woman moved the stool slightly, and the girl took a seat, opened her notebook, and began to sketch.

Their faces gazed up and down — contemplating the artwork of the gallery artists, and creating new work in the notebook.

The woman was always present — sometimes whispering, sometimes watching, sometimes gazing at something in the distance. The girl worked — her face buried in the notebook — for as long as I remained in the gallery.

For me, the beauty in that relationship far outweighed the beauty of any piece of art. I am not sure I can adequately explain why. But, I will try.

The girl was young and completely captivated by the art in the gallery and on her page. I don’t know if she was recording what she saw, or being inspired to make her own creation. It doesn’t matter so much to me. It was her joy, her passion, and her intentness that drew me.

And then the woman. She served as such a beautiful counterpart to the young artist. Everything she did appeared to encourage, empower and support the girl and her creative endeavors.

I hope to always be a beautiful counterpart to others. Might we all be!

 

 

 

Creating and Curating Their Own Creativity

We frequently visit our school art gallery. We go armed with sketch books and pencils — ready to sketch anything we can see from within the gallery. Sometimes this is art, sometimes each other, and sometimes things we notice through the windows.

Most days our conversation goes like this:

Them: “Miss James, can we take off our shoes?”

Me: “You may — as long as you understand if we have a fire drill you are going outside without your shoes.”

They always agree, and I always cross my fingers that we don’t have a fire drill! Typically, once their shoes are off, they stow them under a shelf in the gallery and happily get to work sketching.

On this particular visit, the removal of their socks and shoes fueled their imagination and provided a unique medium for their creativity.

As I walked about the gallery. I came upon this …

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Returning a few moments later, I found this …

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And, finally, a bit later, this …

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I love their creativity, collaboration and inclusion. Did you notice the number of shoes and socks increased in each photo? Each time someone asked to join, the original artists expanded their work to include their friends.

In the last photo, they are working together to collect the signatures of all the artists who contributed to their “double-flower art.”

I love that the freedom I gave them — to take off their shoes and wander the gallery in bare feet  — resulted in such beautiful, examples of their powerful and joy-filled agency and creativity! I never cease to be amazed how such simple things — though profound when you think about it — as time, space, freedom, trust, resources (bare feet, socks and shoes, pencils and sketch books) and agency, allow these young creatives to do their thing.

They are fantabulous.

 

Student Voice

This is always one of my favorite Kindergarten collaborative art pieces.

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I create some sort of stencil and we all (students, teachers, PS Director, Admin. Assistant, and Head of School)  use our hands and fingers to fill the stencil and create the piece of art.  This year I chose a flower with hearts inside.

I cropped the photo so the children’s names are not posted on the blog. The canvas is actually rectangular. The top has the year and the bottom has all the participant names.

Every other time I wrote our class rules on the canvas, and used the hand and fingerprints as a way to “sign” our promises to each other. “I will work hard. I will play fair. I will be kind.” They are super important things I want my students to remember and live.

But this time I didn’t do that! I happened to do yoga with them the day I finished the canvas. We did a relaxing yoga, finishing lying down, hands touching, saying our affirmations.

We are safe. We are sound. We are well. We are whole.

We are lucky. We are brave. We are joyful. We are fantabulous.

We are great. We are kind. We are smart. We are not the same.

We are strong. We are awesome. We are good. We are nice. 

We are joy. We make friends. We are relaxed. We like each other. 

Lovely right?

My students’ words were in my brain as I wrote their names on the canvas. As I considered how I might place the rules, I realized a more powerful statement for them to remember might be their own words of affirmation! Then they would be “signing” their own greatness. Saying “Yes!” to all the wonderful words of affirmation that they created during our yoga time.

 

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No need for my voice to always be the one speaking!

I hope, when they say the affirmations in yoga, or see them on the canvas, they feel empowered, strengthened, and joyed, by their own words and thoughts. It is a small thing, but I believe giving voice to their voice, highlighting it in my classroom,  will teach them that power, peace and affirmation reside within themselves as well as in others.

Inviting Kindergartners Into My Process and Musing

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My hands will soon be covered in paint –  like hand in this photo. YAY! I cannot wait!

It is super important for me, as a person, and as an educator, to: get inspired, try new techniques, play, and make things. The whole process – anticipating, enjoying, searching, looking, researching, talking, trying, learning, failing, fretting and succeeding – teaches and touches me as a person and an educator.

The preparation is a time of excitement, joy and anticipation!

I relish the trip to the art store! Paper, paint, stencils, cutting tools, canvases, paint brushes invite me to explore, imagine and buy. I usually end up in line with much more than my original shopping list. If I’m lucky, my cashier is an artist. We kibitz over my choices, and share our passion and ideas. On my last visit, I discovered there is 300 pound watercolor paper! 300 lbs! The clerk said it is “Delicious!” (You do know I will soon be purchasing some, don’t you?)

I love scouring bookstores for art books or magazines. It’s a treasure hunt. If I’m lucky enough to find one or two that inspire me, I’m a happy girl! Just thinking about being creative makes me happy. It doesn’t bring me as much joy as actually creating, but it is pretty awesome.

And, of course, after all the prep, I love the doing! Surrounded by supplies. In the zone. Hands covered with paint. Mind buzzing. Spirit soaring.

But, occasionally, I notice less than positive emotions. Sometimes there is a vague sense of angst. Usually it’s when I’m faced with a technique that is new, outside my wheelhouse, or that doesn’t easily mesh with my usual sensibilities. It’s always somewhat surprising to notice the less than positive emotions. I love being creative and artistic, and I’m pretty talented. And yet, I still sometimes feel apprehension, the worry of not being good enough, or the fear of messing it up.

As I notice all my experiences, thoughts and feelings, my mind turn to my students. I want them to experience it all. The positive and the less than positive emotions. I want them to struggle, to think, to fail, to learn, to succeed. I even want them to experience the angst, and the truth that angst can be overcome.

Wondering how I might do that, I am considering these questions:

  • How might we facilitate anticipation, discovery and joy?
  • How might we participate in the excitement of the treasure hunt for ideas and/or supplies?
  • How might we provide inspiration?
  • How might we find the time to allow ourselves to savor the process?
  • How might we structure our time together, to enable more conversation, as artists, regarding our passion, our work and/or our materials?
  • How might we give each other the freedom to adapt a particular technique or project to better fit our own sensibilities?
  • How might we be more aware of thoughts/feelings of angst and fear?
  • How might we better support each other in angst and fear?
  • How might we continue to encourage belief/knowledge of ourselves as capable, awesome artists?

I’m not sure, but I’m wondering ….

 

Note:

My first draft of this blog post had a list of “How might I …?” questions. As I re-read my post, the I was in glaring opposition to the we of creative teams.  Yes, I am the teacher, so, yes, much is up to me. But, we are a creative team – my kindergartners, my colleagues, and I – and it is better that I ask “How might we …?” 

My students teach me, inspire me, problem solve with me, and often see things from an insightful prospective much different than mine. Inviting them into my musing will be beneficial for us all!

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Hiking Art – Part 2 – Using the Wind

14114866_1464197210263831_6637948970428154399_oOur final hiking day in NY included a jaunt into the Ausable River across from Copperas Pond, and then a rather lovely hike to Cobble Lookout. I found a nice seat – lightly shaded, good view – and broke out the paints and paper. Much like other days, the wind was gloriously present.

I’d done art with my Kindergarteners were we supplied the breath to move the paint around the page. Inspired by that, I decided to see if I could let the rushing wind move my paint.

Much like the leaf painting, it was more difficult than I imagined. The wind was gusting at times, but seemed unable to combat the inertia in the domes of watercolor that sat on my page. I was surprised!

I tried more water in the paint, but the small domes still seemed impervious to the wind. Very interesting!

I thought it was a combination of inertia, and the small surface area of the paint. Even though the wind seemed very powerful on my skin, it didn’t push strongly on the drops of water and paint.

So, I stopped trying to control how the wind impacted the paint and paper. I did my best to give the wind full rein. I placed the watery paint onto the page, and lifted the page into the wind. Thankfully, my grasp was firm, because the wind whipped the page about like a kite! The wind won the inertia war (if that is what it truly was) and the paint moved about the page – small bits splashing onto my hands and legs.

I quickly ran out of water in my brush reservoir – as clearly I was using the brush in a much different way than anticipated! I filled it with water from my water bottle, but ended up spilling more than I got in the pen. Providentially, the water fell into a perfectly formed indentation on the rock where I sat. A natural water holder! I was able to wash my brush, and get enough water to make the paint wet and moveable.

Using that indentation in the rock really added to my experience.

  • It made me feel more immersed in, and connected to, nature.
  • It opened my eyes and mind to the possibilities that surround me – sometimes within reach – that may go unnoticed.
  • It encouraged me to embrace “what is.” There was some very fine gravel at the bottom of the indentation which transferred to my paper. The first time it happened, I gasped! Then I remembered something I had read, or heard, about Jackson Pollock. Bits of things sometimes ended up as parts of his work. That made me chuckle and helped me breathe as I thought “Oh! No worries! It’s just like Jackson Pollock!”

After letting the wind do quite a bit of work. I sat with the piece and watched it as it dried. I looked out at the view and noticed the grey rock, the green trees and the blue sky. I decided to fill in the unpainted areas with grey, green and blue – in that order – as I saw them sitting there.

When I got home I set about finishing this piece. I wanted to add some sort of detail, and words. I had been thinking of using parts of a John Muir quote that had been in my mind for days.

“Climb the mountains and get their good tidings. Nature’s peace will flow into you as sunshine flows into trees. The winds will blow their own freshness into you, and the storms their energy, while cares will drop off like autumn leaves.” (John Muir)

I loved how much the painting reminded me of a map, or the view you might see from the summit of a mountain. I hesitated about adding the words, fearing I might wreck the work I had already done.

But, I decided they had to be added! I love that quote. It blesses me each time I recall it when I am out in nature. It increases my breath and my ease. Plus the wind’s freshness had actually created the painting! How could I not acknowledge it?

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” Climb mountains … peace flows … like sunshine …winds blow freshness and storms energy … cares drop off like autumn leaves.” (John Muir, as per me)

 

 

Hiking Art

I bought a travel watercolor set to have with me in my pack on my hikes this week. It’s a nice Sakura Pocket Field Sketch Box. I got it in an awesome little bookstore on the main drag of Lake Placid that has an amazingly nice art section! It was an impulse buy on a rainy day walk into town.

I’m not a trained painter so I looked for creative ways to translate the nature and inspiration I experienced on our hikes, using  watercolors.

We did a short hike out to Moose Pond. It’s a beautiful spot to sit, breathe, pray, eat, and relax. The water inspired me that day. I thought about wetting the entire page with pond water, but wasn’t sure what I would do next. So, I did nothing! I sat, looked, and just experienced the place. I noticed irises growing between the cracks in a rock on the water’s edge. That sparked an idea! If I used one of the leaves to put the pond water on the page, I might be able to mirror the feeling of the water – movement, sunlight, colors, and flow.

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Baxter Mountain was our next hike. The wind at the top was sensational. It was my inspiration that day. But, how to show it?

The sound and force of the wind is hard to miss. It almost constantly moves the leaves and  actually changes the way tree branches grow. I love the sound and force of the wind, and the shaking of the leaves was a visual cue, so I knew I wanted to capture that … somehow.

It’s remarkable how awe inspiring, and moving (pun intended lol) the wind is to me. I absolutely love it. So, instead of of painting, I found several spots to sit, do yoga, eat, pray, and just let the wind buffet me. I collected a few leaves before we hit the trail off the summit, stuffing them in my pack to use when I got home.

Here’s my first leaf inspired piece.

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It took form as I worked. I wasn’t happy with it at first. But, I ignored my displeasure with the product, and kept going, enjoying the process. As I did, ideas came to me. I remembered a bubble art project I did with my Kindergarteners, and let that direct me.

I really like the abstract nature of the finished piece. And, I love the accessibilty and transferability of the method! I’m contemplating how to incorporate it into my class this year. It has nice potential as an art-science integration.

Rain has interrupted my hikes but not my art. Today I worked on getting watercolor paint to adhere to the leaves I gathered yesterday. My plan was to make leaf prints.

This is much harder than it seems. Close your eyes and imagine rain hitting the leaves. What does it do? Yup, it beads up! So guess what the watercolor paint does … beads up! Ugh! But, with a bit of stubborn persistence – wearing down the leaf it seemed, and getting the paint to the right consistency – it worked. The paint stuck to the water resistant leaf!

I am super happy with the result. The colors remind me of the leaves, sky and sun. The one in the middle is that one brilliantly colored red leaf we always come upon on our hikes. The black is the large rocks that encourage thousands of nature-filled step ups and downs on our hikes, as well as the small stones that sometime weigh down my pack. Next time I may put the black around the entire edge. We’ll see. It’s a process, and I’m loving it!

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Speaking of process, clearly my process involves mess! It never feels like mess while I’m working. It feels like (and is) immersion, beauty, intentness and art!

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But, yeah, my process is messy, and I’m good with that!

 

 

 

 

Expected, and Unexpected, Process and Product

“Would you come up with something creative we can do together at our next ELA meeting?” That simple question was the beginning of what would become, for me, a fabulous process and product!

It was a crazy time of year. We were all a bit stressed, with tons to do. “Perfect!” I thought. “Let’s take all that angst and struggle, and use it to make something beautiful!”

Our tools:

  1. sharpie markers (preferably black)
  2. old gift cards or credit cards
  3. acrylic paint
  4. canvas panel
  5. old magazines
  6. white glue
  7. bravery
  8. boldness
  9. openness
  10. joy

Our process:

  1. Think of all the things that are making us crazy, or cranky or stressed. As the end of the year approaches, that list can become very long. I encouraged myself, and my colleagues, to think of things from all areas of our lives.
  2. Write them down, in permanent, bold, black ink, all over the canvas. Be free! Write them one on top of the other. Make lists. Write big. Write small. Print. Write in cursive. Cross them out. Make them bold. Add lots of exclamation points. Curse if you like. LOL!
  3. Remember this is for you, no one else. No one gets to check it before you add the next step. No one sees it unless you choose to share. Be bold. Be brave. Be honest.
  4. When done, put the cap on the pen, and set it aside. Look at the canvas. Good? Anything else you want to write? Anything else you want to add? If so, pick up that pen again, and add it. If not, move on to number 5.
  5. Choose some colors. I like to be free, but mindful, in my color choices. Some colors become mud when blended. Sometimes muddy is good, but other times, not so much, hence the mindful part.
  6. Put  small dabs of the paints on a paper plate or tray.
  7. Using one of those old cards as a palette knife, pick up some of the paint and get it on the canvas. The card allows for a thick or thin paint application. Thick application can add texture or the possibility to completely obscure your words. Thin application allows for more layering of colors, and causes the texture of the canvas and the written word to be more prominent.
  8. Be free with the paint application. Don’t fret about mixing colors. Use only one card for the entire work. If you have too much paint on it, or want another color free from any other, grab a paper towel and wipe off the card. Experiment with thick or thin. (I like a thin application so the handwriting can be seen, but when it is your art, use your own preferences.)
  9. Flip through the magazines to find words or images that are the opposite of the words you wrote on the canvas. Find ones that inspire you. Search for beauty, peace, breath, love, laughter, or whatever else makes you say, “Oh, this is good!”
  10. Tear them out of the magazine! Experiment with different angles, with how much space you leave around the words, and with tearing in different directions. You might be surprised with all the variations you can get.  (If you must, lol, you can cut them out. But, if you can live with the possibility of ripping something wanted, and the less than perfect edges of the tear, then please, tear them. I promise, the results can be beautiful, and meaningful.)
  11. Once your canvas has dried, place these images and words on the canvas. Explore varying layouts. When you find one you like, use the glue to make it permanent. Be aware, if you haven’t cleaned your hands you may end up with some unexpected color. Don’t worry if that happens, there is one more step!
  12. When the glue has dried, add one more layer. Find or make a stencil and use it. Add color with your fingers. Grab a stamp and see what you can do with it.

Here is my final product.

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Or so I thought!

This is my product, and I love it, but it turns out it was not my final product. There was more. There was the unexpected process and product, and it was fantabulous!

As I drove home, my thoughts returned to the meeting, my colleagues, our process, and our product.  So many thoughts, observations and wondering. And then, my thoughts turned to my product.

“I wonder if I can read what I wrote? Maybe if I look really closely?”

There was definitely part of me that wanted to read them again. Hold on to them. Feel them again. Experience their power. Another part of me speculated it might have been better to have completely concealed my words under a think coat of paint. I resisted any urge to pull over and examine my canvas, lol, and reminded myself that the point of the process – outside of pure creativity and joy – was to let things go!

When I got home I pulled my canvas out of my bag, and spent some time with it.

I liked it. It wasn’t perfect, but it was interesting. It wasn’t flawless, but it was beautiful. And those imperfections and flaws? They added to its interest.

I couldn’t read my words, but I could see my writing, and I loved that! The writing added depth and texture to the work.

Then I had an aha moment … my final product (at least for now).

The piece was just like my life. Multi-layered. Not perfect, but pretty fabulous. And those things that make me anxious, stressed or cranky? Endured, survived, embraced, laughed about, cranked about, talked about, prayed about, and released – even if they remain in some fashion – they make me better, more interesting, more awesome, more me.

 

 

 

 

 

 

 

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Gustav Klimt and Kindergartners

Gustav Klimt is a favorite artist of mine. I enjoy finding ways to share his work with my students. Take a look at this work of his.

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It is beautiful! Clearly it’s a masterpiece, and yet in many ways it is a work accessible to my kindergarten students. It is a combination of shapes – both in the detail and the figures.

I always have the girls work on a mixed media project when we are inspired by Klimt. I find it helps them express the detail he expresses when they have many mediums with which to work. Plus, it allows them to explore various mediums at the same time.

Typically, I bring in some of my art materials to share with them. They love the chance to use “real art mediums and tools” and treat all my things with the utmost respect. I love that my sharing expresses my respect for them as people and artists, and, hopefully, encourages them to be generous with the things they value.

This year I introduced them to Klimt while we were exploring shapes in math. I showed them full pieces, but spent most of the time drawing their eyes to the details and shapes found throughout his work. The girls enjoyed finding spirals, circles, squares, triangles, diamonds, rectangles and the many combinations of shapes Klimt created.

I decided to have the girls work on a trio of small art-pieces instead of one large piece. I hoped it might help them be more able to fill the paper with shapes. While I love having them work on large canvases, sometimes the size overwhelms them. We worked on 3×5 inch pieces of multi-media paper. When the girls were finished I mounted their work on a black background to create a triptych.

It was fabulous to sit and work with them. We shared pencils, artist markers, sharpie markers, a travel water color set, gel pens, crayons, pastels and security envelopes (fabulous idea I learned from Dar Hosta and Deb Barends).

“Oooh, I like that!” “Can I try that?” “How did you do that?” “Oh I never thought of that!” flowed across the tables as we admired each other’s work, and were inspired to give the new ideas a try. While they sometimes need a reminder, they are learning to see “copying” their ideas as a compliment rather than a transgression. I encourage those who “copy” to truly be inspired, and to make subtle, or large, changes in order to make the work their own.

I was, as always, impressed by their process and product. They have great, big, beautiful hearts and often it seems that beauty just flows out onto the paper. We learn from each other to be free with our work, loving the process and each other.

While I was working on a piece, one of the girls asked if I would like her to help me. “Sure!” I said, although I wasn’t sure what might be created. Her additions to the piece were wonderful, and made the piece much more beautiful than if I had done it alone!

I’m not sure anyone would realize we were inspired by Klimt, but we were, and we too created beautiful works of art. Here are a few from six of my students. Enjoy and be inspired!

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Resources:

Klimt Museum http://www.klimt.com

Munari’s Zoo

I discovered Bruno Munari while attending a conference for educators at the Eric Carle Museum in Massachusetts. Munari – an Italian artist, designer and inventor, and writer of children’s books, – is loved by Reggio educators. I use Munari’s Zoo and Munari’s Machines in the classroom with great results!

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I enjoy using Munari’s Zoo at the beginning of the year. After a read aloud, we surround ourselves with paper, pencils, crayons, markers, scissors, tape, yarn, pipe cleaners, hole punches, and various other art supplies and tools – and set about making an animal to populate our classroom zoo (bulletin board).

Munari’s book starts with several amusing signs, so we all create a sign for our animal. This year the signs were mostly identifying our animal and the artist that created it. But, sometimes we add signs with instructions. This year there was one sign warning readers – “do not pull the lion’s tail!”

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It’s a fabulous exercise. The students are engaged – working hard without feeling strain or pressure. The spirit in the room is light and joyous. Conversations abound between the students, and between students and teachers. It’s a great way to get to know each other and to do some authentic assessments.

Are the students brave? Do they jump in, or hang back a bit? Do they have many ideas that they share and implement? Do they look to their friends or teachers for ideas? Do they need a little extra encouragement and love? Are they leaders – helping friends? How are their fine motor skills (holding pencil, scissor, manipulating tape, pipe cleaners, cutting, drawing)? Do they know the sounds letters make? Can they stretch out words? What do they hear as they stretch out the words? Do they have an efficient motor plan for their letters? Do they use upper case, lower case, or a combination of both?

The challenge involved is positive and self-regulated. The students are intrinsically motivated to create, and caught up in the excitement of seeing their work displayed, even the most timid writers stretch out words to make their sign. The open-ended nature of the assignment allows the children to self-differentiate. Some students make one animal, some make many. Some use materials they are familiar with, while others experiment with some of the less familiar materials. But, one way or another, everyone succeeds at the task.

This project is an easy, and safe way, to give the students control over their work and learning, and therefore increase their sense of agency, early in the school year. My instructions are simply to make an animal, and a sign to accompany it. They decide if the animal will be real or imaginary. They determine the form, color, and size of their animal. They choose the materials they will use to create it. They decide what their sign will say, and write it (with as little or as much help as they need). Finally, once done, they choose where to place their animal on the board as we create our class zoo.

And, very importantly, I do my best to limit my “interference” and simply listen, question and encourage. For instance, the animals at the top right are peacocks. One has to use their imagination and enter into the mind of the child – as best we can – to see how they are all wonderful representations of peacocks – although not ones we might have imagined. But, notice the color, the beginning structure, and the use of the yarn to represent all the color of the peacock feathers.

I even purposefully limit the amount of help I give them as they write. I try to help them hear the sounds in the words, and encourage them to represent each sound. But I resist my adult urge to “tell them” how to write it. By limiting my “help” I allow them to think, struggle, problem solve, experiment and come up with their own solutions. By doing so, we (they and I together) strengthen their skills, increase their ability to persevere, expand their vision of themselves and their abilities, and (hopefully) positively impact their future work and thought.

 

A Tree Grows in Kindergarten

I recently attended a workshop at Bank Street College in NYC. They have a tree growing in the middle of their lobby! A BIG TREE! If I remember correctly, it actually goes up to the second floor.

It was fabulous! I wanted one in my space. It would add to the classroom environment. It holds incredible possibilities for all sorts of learning and playing – science, history, literacy, math, art, morning meetings under the tree, and puppet shows in front of the tree. And, the students would love it.

I chuckled as I wondered how I might convince my school to architecturally recreate the kindergarten and library (above our room) to allow a tree to grow within the school building. Realizing that was not likely to happen, I set about thinking how else we might have “a tree grow in kindergarten.”

Ages ago, a friend gave me all sorts of wire to use as sculpting material. I still had a lot of the wire left, in a beautiful basket, on top of my cabinets, waiting. “Woo hoo” for keeping things that have creative potential, even when I can’t figure out how to use that potential.

That wire held the answer! If I couldn’t grow a tree, surely I could make one out of wire!

In my mind, I imagined a grand tree. A wire trunk with real tree branches  “growing” out of the wire trunk. It would be spectacular!

I built the tree in my mind several times – often changing the structure on a long car rides. Finally, I was ready to give it a go.

There was a lot of prep work the night before the build – find fishing wire, fight off mosquitos to get branches, take the leaves off the branches, gather tools (wire cutters, clippers, pliers, a hammer, pencils and a tape measure), load the car, and, perhaps most importantly, try not to forget anything.

The day of the build also held a lot of work – including tons of measuring and re-measuring, a failed try at anchoring (which, thankfully, led to a better engineered tree), an incredible amount of wire work, the realization I had to cover the pointy wire ends (yay for silver duct tape), and many other niggly details and tasks.

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The process was an interesting combination of frustration, invigoration, exhaustion, perseverance and psych. It was an exercise in patience as I pro-typed, failed, thought, re-thought, tried again, looked, looked from another angle and perspective, adjusted, tweaked and took untold number of relaxing breaths. In the end, my fingertips and back were screaming, but the tree was there, “growing in our kindergarten room.”

I will, no doubt, rebuild it again in my mind. I am already imagining new ways to connect and support the branches to allow for greater artistry and larger branches! But for now, a tree, made of wire, paper, actual tree branches, hard work, and imagination, grows in Kindergarten .

(A close up of the wire bark – complete with knots.)

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 (The tree ready for our first day.)

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I trust the tree will bring joy to those who experience it, and encourage them to be open to possibility, creativity, imagination, hard work,

I hope, now, and throughout their life, they will be inspired, and empowered, to create something new and fabulous — perhaps, something incredibly useful and valuable.