Once a Cloud-lover, Always a Cloud-lover

I was a raincloud for Halloween this year.

halloween cloud

It was a hit with my students, the parents, and my colleagues. It was creative, not too hard to make, and best of all, made me chuckle, . (Thanks to Make It – Love It blog for the idea!)

The day after Halloween I happened to see one of my former students in the nurse’s office. We chatted for a bit, and the nurse mentioned how much she liked my costume. My former student said “A raincloud?” The nurse said “Yes, isn’t that great?” I loved my student’s response ….

“I thought you would be the cloud. You know, like the cloud we go in when we are learning.”

OH MY GOSH! The learning cloud. She got it, and remembered all the work we did last year with the cloud. It was a swoon worthy comment for sure!

I responded, “Oh my GOSH! What an awesome idea. That would have been fantabulous!!! Thanks so much for thinking of that. I love it.”

She smiled, and we shared an exuberant high five.

I left the office with a spring in my step, joy in my heart … and a curious question swirling in my brain.

“How might I show that the cloud on my head, is the cloud of learning of Uri Alon?” Answers flooded my brain — most cracked me up. That would be a costume that needed lots of explanations.

I may never actually be the cloud of learning for Halloween, but I am overjoyed that my former student thought of it, and shared it with me!

May she, and all of us, be lovers of the cloud of learning forever!

 

Resources:

Uri Alon TEDtalk regarding the cloud

The Cloud in the Classroom

Card Carrying Members

Advertisements

Kindergarten Creativity Does Not Disappoint!

Wow.

My girls, the process, and me — we did not disappoint. Not one single bit! Look at the creative art products they made. Creative. Beautiful. Striking. Brave.

IMG_8785IMG_8786IMG_8787IMG_8788IMG_8790

They followed the rules, considered the suggestions, and bravely embraced their own ability to make good creative and artistic decisions. Although they all used the same materials, rules, and suggestions, their creative and artistic choices made each work unique.

It was an amazing experience for me! I worked hard to:

  • be cognizant of my words — and their power to teach and empower.
  • breathe and allow the girls to make their own decisions.
  • trust the decisions my young artists made — even if they were different than the ones I would make.

It was hard work! Some of the girls were a bit afraid to really jump in. One said she wasn’t going to do the watercolor. I said “Oh yeah, you are. It’s part of the process. Trust yourself.” She looked at me with big eyes, and didn’t respond. A few moments later she asked if she could get a drink. I chuckled to myself, fairly certain she was trying to escape. I replied, “Sure, you can get a drink. But come right back so you can start painting. Don’t run away from me!” She chuckled and said, “Ok.”

She came back quickly, and with incredible braveness, painted like a pro.

I am so impressed with all of us. I worked to create the environment that would support creativity, critical thinking, joy, trust and bravery. And my young artists … well, they were fantabulous.

I made sure to acknowledge their bravery, and the many times they used a technique that inspired me.

My heart, and mind, are full!

Imagination

I never cease to be amazed, and amused, by the imagination of my Kindergartners! Here are some examples from the first few weeks of school.

Every year, the kindergartners regularly take what is, and transform it into what might be. This year is no different. The other day two of my girls excitedly exclaimed  “Look, Miss James!!! CAMERAS!”  First they used them — photographing anything that sat still — then they shared them with me.

IMG_8329 (1)

In a similar fashion, imagination filled our space with ringing phones. The K architects and builders had to get the building inspector (me) to come inspect their buildings prior to giving tours. Blocks and popsicle sticks were quickly taped together to create phones which rang loudly — often with shouts of “We’re calling you!!!!” — as they tried to get me to come review their building.

Imagination soars as blocks, objects, and ideas, are combined in new ways to create fanciful builds during our social studies work. Stories, even more elaborate than the building  itself, accompany each new structure  — “In order to get in, you have to use sticky shoes, climb up this tower, stand on the top, and LEAP to the balance beam below!”

They use their imagination as they struggle to understand the new, and its connection to the known. At these times they construct theories as to how what is, might have come into being. While playing in our sensory table, one of them said, “Miss James, did you paint this beans to look like cows?!”

IMG_8321 (1)

I almost burst out laughing – imagining myself painting each bean. I didn’t though. Instead I affirmed her observation “Wow those DO look like cows. I never thought of that!” Then we looked at the many different types of beans in the bin and marveled that the beans grow this way!

I always tell the Kindergarten parents their children’s imagining is important. It may be entertaining, but, it’s so much more. It’s powerful and valuable, and must be affirmed, encouraged, supported, and grown.

Imagination enables them, and us, to make meaning, understand, explore, investigate, test, and create new ideas and things. Strengthening the skill of imagining –the ability to think, see, conceive of, and believe in, things that are not before us — as well as strengthening our belief in its efficacy, is remarkably important.  It’s meaningful and necessary now, and for the future.

Imagination fuels our creativity. The great scientists and researchers, trying to solve any of the many problems facing us will not succeed without imagination. They must be able to imagine what does not yet exist — new ideas, new combinations, new structures. They have to be able to imagine a world without the problem they seek to solve — no more illness, hunger, loneliness, pollution, war, hatred, to name just a few. And, they have to imagine themselves conceiving of the solution.

While researching a bit for this post, I was thrilled to discover the article by psychologist Lev Semenovich Vygotsky, entitled Imagination and Creativity in Children. He writes:

 

Imagination is not just an idle mental amusement,

not merely an activity without consequences in reality,

but rather a function essential to life.

(Vygotsky, 2004,  p13)

 

RESOURCES:

Vygotsky, L.V. (Jan-Feb 2004). Imagination and Creativity in Children. Journal of Russian and East European Psychology, vol. 42, no. 1, January–February 2004, pp. 7–97. Retrieved from http://lchc.ucsd.edu/mca/Mail/xmcamail.2008_03.dir/att-0189/Vygotsky__Imag___Creat_in_Childhood.pdf

 

 

 

Exuberance And Enthusiasm

ex-u-ber-ance
iɡˈzo͞ob(ə)rəns/
noun
 
  1. the quality of being full of energy, excitement, and cheerfulness; ebullience.
    “a sense of youthful exuberance”
    • the quality of growing profusely; luxuriance.
      “houseplants growing with wild exuberance”

     

AND….
en·thu·si·asm
inˈTH(y)o͞ozēˌazəm,enˈTH(y)o͞ozēˌazəm/
noun
 
  1. intense and eager enjoyment, interest, or approval.
    “her energy and enthusiasm for life”

20170920_094242-01

The maker using the blue tray is FULL  of exuberance and enthusiasm!!!  

I am so excited for her — and the rest of the class — as they become inspired by her brave and joy-filled, creative spirit.

 

 

NOTE: 

Thanks to Google dictionary for the word information found above. 

 

Just Draw

Jojo — a friend and colleague — greeted me at the door of my classroom, “You have to come to my car. I have something for you.” She pulled a Strand bag out of the trunk of her car and handed it to me. “I was at the Strand, and realized you had to read this book. So I bought it for you.”

The book is Living Color by Natalie Goldberg.  I began reading it as soon as I got home. I’ve only read the introduction, but wow, I have to agree with Jojo. I do have to read this book!

This is from the introduction:

“But let’s get back to the feeling that you can’t draw. Don’t pay attention to your feeling. It’s giving you the wrong information. … And you’ve probably heard the rule: no erasing, no tearing up the paper. Accept the way it comes out. If you practice this acceptance, more will come out. Space and freedom will open up.  You won’t edit and crimp yourself before you begin to explore.” (Goldberg, N. (2014) Book. NY: STC Craft.)

I love that!

I have to read this passage to my kindergartners!

Yes, I know everyone says all kindergartners believe they’re artists. It’s not true. They don’t all believe that. Some do, but lots of them are really not sure they’re artists, at least not very good artists. They fret, and erase, and compare themselves with others they believe are better artists.

I wonder if I can read this to them on the first day?!?! *big smile*

No, I won’t do that.

I’ll wait — at least a day.  *wink*

Trust me, I am going to read this to them — sooner rather than later. But first I’ll let Natalie’s words inform me about my drawing, my understanding of art, and my sense of myself as an artist.

I just bought an art journal on my last trip to the art store. I didn’t have a plan for it, I just liked it, so I bought it. (I should tell you, I don’t think you can have too many art journals!)

Here it is with some of my favorite things — river rocks, and an awesome pencil and marker! It’s good to have things you love beside you as you begin to explore.

20170902_213225-01

I’m excited, and just the slightest bit daunted, to begin my exploration of drawing without erasing or tearing out the page. I’ll have to keep track of my emotions and thoughts as I draw. They will be powerful to share with my students — perhaps even more powerful than my drawings.

It’s a plan! Wish me luck.

 

Classroom Setup 2017-18

Merriam-Webster’s sixth definition of setup is “the manner in which the elements or components of a machine, apparatus, or system are arranged, designed, or assembled.”

I love to remind myself of this definition while I’m going about my classroom setup. I am designing a system in which I, and my students, colleagues, and parents, will work, create, play, and learn. If I’m any example, creating a classroom system requires a lot of thought, reflection, iteration, sweat, and muscle!

As I worked, thought, and sweated, I reminded myself of the truth about myself and my students. We are “rich in potential, strong, powerful, competent(Loris Malaguzzi quoted in The Hundred Languages of Children, 2nd addition, p. 275). I also thought back to my MA research where I considered the environment that might best support creativity and academic excellence.

I read so many thought provoking things as I researched for my MA. I synthesized them in an article in Creative Education.  If I were writing my dissertation, or the article now, I think I might title it Managing the Classroom for Creative and Cognitive Excellence. I want my classroom setup to support creative excellence, and cognitive excellence. To do that, it has to include and support the 6 elements of Teresa Amabile’s KEYS I adapted for classroom management in Managing the Classroom for Creativity:

  • Freedom which enables and and encourages ownership, motivation, and engagement of all the learners.
  • Positive challenge which helps everyone know the tasks/skills they engage in are important and valuable.
  • Supervisory Encouragement which values work and thought, and encourages inquiry and exploration.
  • Work group support which encourages the generation and exchange of new ideas.
  • Easy access to sufficient resources.
  • Organizational Support of our shared vision and an infrastructure that enables and empowers everyone in my learning space.

I’ve finished my initial classroom set up, and am super happy with the result. There is more work to be done, but I’m ready for my learners to join me in the space.

In addition to including the 6 elements listed above, I worked on including more visibility this year. I was mindful of balancing beauty and utility. I wanted our work, vision, thought, prototypes, iterations and our creative and cognitive “mess” to be visible. It adds a richness to the space — telling our story while increasing curiosity, inquiry, wonder, learning, understanding, creativity and excellence!

 

Here are a few photos with my reflections.

Last year our maker projects where stored in a classroom cabinet. This year, some awesome maintenance people ripped out the cabinet, and I replaced it with this open shelving unit. The wall behind and beside it is covered with a large art piece my students made last year. (How awesome is that?!!!) The use of that artwork, the trays for student work, and the words on the front of the shelving unit let everyone know these things are valued and supported.

20170901_133455

 

A second smaller shelving unit — on the coolest, gigantic wheels — keeps our tools neat and easily accessible. There’s opportunity for remarkable exploration and learning through the use of these tools.

20170901_133646

 

The maker trolley has always been a part of the makerspace, but this year I am repurposing the back to hold more materials, and storing our large item bins in the open. I am hopeful this will increase use and understanding.

20170901_133817

 

The two classroom easels provide opportunities for creative art experiences outside the regular art curriculum. The second is actually a double easel – fabulous for conversation and inspiration! I love leaving the dried paint on the easels. It adds an element of beauty and history to the space, and allows for freedom as one paints.

I’m thinking about the resources I have that might enable me to store paper beneath the easels — enabling the artists to be autonomous in their work. I have some ideas I’m going to try this week.

20170901_133829

I love the connection between my learners’ art experience and mine (the watercolors are my work). I also like the suggestion of a connection between painting, shapes, blocks and building.

20170901_133525

 

Print is plentiful and purposeful in my learning space. I want my students to read the room and learn. I want them to become more skilled at letter recognition and use, and to be inspired — to see, read, absorb, and live, what is important.

20170901_13440420170901_13374120170901_133705

 

I love all the little print treasures in my space, so it’s nearly impossible to choose a favorite. However, I am enjoying this one quite a bit!  I wonder what it will evoke or awaken in those who see it. For me it stirs up joy, possibility, positivity, and continuing even when obstacles arise.

20170901_133536

 

And this, partially hidden gem, out of the way of traffic, is a message from me, to me. “Be a superhero every day. The kids and the world deserve it!”

20170901_134151

 

All the best to all my fellow educators. Arm yourself with another Malaguzzi truth “Nothing without joy!” and have a fantabulous year!

 

NOTE:

Whenever I write, I think of all the remarkable people I’ve read, talked with, and researched . I think about adding tons of links to each post. Instead, I offer my deep gratitude to all those who informed my research and learning,  and remind my readers there is a great bibliography at the end of my Creative Education article.

 

 

Save

Creative Arts and the Art of Creativity

Amazing how much past learning, reading and conversation is coming to mind and  informing this post.  Thinking of a title for the post I considered Creative Arts or the Art of Creativity. Almost immediately, Uri Alon’s TEDtalk, and his use of the phrase “Yes, and …” popped into my mind. Nope, can’t be or, must be and. Hence the blog post title —  Creative Arts and the Art of Creativity. Both are valuable and important, and I don’t want to suggest anything different in my title.

Will Burns wrote an article entitled Should Education Focus Less on the Creative Arts, More on the Art of Creativity? I loved his conversation with his son about creativity.

Just this morning I asked my son who just graduated high school to name the most creative person in his class and why he thought so. He thought about it and said, “I think it would be Cassidy Davis (changed name) because she is incredibly good at drawing people’s faces.” My son seemed to equate “creativity” with a talent. But, interestingly, he went on to say, “Yeah, she does these drawings of people but then puts them into these scenes that are totally trippy and surreal.” (Will Burns, Forbes, August 7, 2017 @ 01:26 PM)

Burns exclaimed “Now that is creativity.”

I chuckled when I read that. I agree, that does sound creative. Cassidy moved beyond her talent to produce “good drawings” and interjected some creativity — placing the expertly drawn faces in fantastical scenes, created in her imagination and translated onto the page through her fingers.

Considering the definition of creativity, and whether or not something was creative, brings me back to the many awesome conversations with Karl during and after my MA Creative Thinking work at UCLan.

What exactly is creativity? Is it the same as talent? Is it connected to talent? Can we teach it? How? (And, a zillion other questions.) For now, the important conversation centers on the definition of creativity.

Creativity is new and useful or appropriate. So yes, when I read Burn’s son’s description I thought “Wow, that sounds creative, and quite cool.” But, if Cassidy’s drawings were not appropriate to the task at hand, they would not be creative. Talented and unique, perhaps, but not creative. Interesting, right?

I thought of this the other day as I did some plein air painting in the Adirondacks.

After hiking in, I settled myself, and my watercolors, on rocks in the river. I love this spot on the Ausable River, and I wanted to enjoy the river, the air and the moment. My artistic/creative goal was to capture the movement and spirit of the water, while incorporating a bit of the color mixing I had done at home.

20988281_10214174473455348_9111282026649197347_o

As I sat — breathing and thinking in this great space — I was splashed repeatedly by the river as it flowed by me. Through those splashes, I felt the river asking for my attention, gently nudging me to capture its essence by actually using it in my painting.

I put aside my waterbrush and began gathering water from the river. Slowly, splashes, drips, and then rivers of water, formed on my paper. Grabbing my brush, I wet my paints with the river water. The many colors of nature began to form on the page as the paints moved through the water. Sometimes they glided past one another without mixing, and other times they crashed into one another, swirling into ribbons and pools of new colors.

It was a fascinating and enjoyable process. I noticed the many things I could, and could not control in the process. Much like I must do when walking on the river, I accepted and relaxed – respecting the power but not fearing it.

20935042_10214174473815357_3718381406671347195_o

I am not sure anyone would consider me a great watercolor talent after seeing this painting. I am growing in my knowledge, skill, understanding and talent. But, a great talent? Not yet.

But, is it creative? Yes — it is a new idea that is appropriate to my task and goal.

I wasn’t sure I had achieved the essence of the river until I tried to photograph the painting. It looked best when it sat amidst the rocks. Just like the water around it, it gathered strength, grace, beauty and meaning from the rocks.

Back to one of my original questions. Is creativity the same as talent? No.

Is it then, completely different, completely removed from creativity? Again, no.

Thesaurus.com includes ability as a synonym for talent. They define it as “natural or acquired power” in something.

I am, for the first time, having this insight about talent and creativity. Perhaps talent and creativity are related just the way talent and playing the piano, talent and doing math, or talent and fencing are related. As my skills grow, my talent grows. As my understanding grows, my talent grows. As I practice, try, fail, learn, succeed — my talent grows. The talent can be in relationship to a plethora of different things — including creativity.

And, as my creativity grows – as a thinker in general, or in a specific arena – my talent, so to speak, always grows. Think of jazz musicians, scientists developing life saving drugs, mathematicians proposing or solving incredible problems, poets writing exquisite poems — their talent feeds their creativity, which in turn feeds their talent! It is a beautiful feedback loop.

Neither talent nor creativity are fixed abilities. We all have the ability to be talented and creative. Some may be more innately talented or creative, and levels of talent and creativity vary.  But, and this is an incredibly important thing for everyone — perhaps especially, parents, teachers and young people — to hear, with learning and practice, everyone can grow in talent and creativity.

This leads me back to Mr. Burn’s article Should Education Focus Less on the Creative Arts, More on the Art of Creativity?  and back to my “Yes, and …” from the beginning of this post. I love Burn’s thoughts in his article about the importance of creativity, and of a teacher with an MA Creative Thinking to help others navigate. However, I lean towards Uri Alon’s idea — Yes, and.

Yes, creative arts, AND, yes, ABSOLUTELY, POSITIVELY the art of creativity.

I think, perhaps, Mr. Burn’s would agree with that statement. But, that’s for another post!

Are You a Possibilitarian?

 

My friend Jojo gifted me with, among other things, a lovely pair of socks. The artist, Kelly Rae Roberts, whose work is on the socks has a tag line that reads artist – author – possibilitarian.

When I read that, I thought, “POSSIBILITARIAN?!?!?! Is there actually a word — possibilitarian — and I don’t know about it?!?! Oh my gosh!”

I laughed out loud, and grabbed my laptop to do a bit of searching.

Yup, possibilitarian is a word. It hasn’t yet made it to dictionary.com, but it can be found on UrbanDictionary.com, and google returned about 77,400 results to my search.

As far as I can tell, the word originated with Norman Vincent Peale.

“Become a possibilitarian. No matter how dark things seem to be or actually are, raise your sights and see possibilities – always see them, for they’re always there.” 

Raising our sights, seeing possibility — being a possibilitarian — has the potential to increase our ideas, exploration, discoveries, inventions, innovation, collaboration, creativity, life, and joy.

Really, how fantabulous is that? Super duper wicked amazing fantabulous?  Yes, I think so, too.

Now, how super duper wicked amazing fantabulous would it be to help our students become possibilitarians?! Even better, right?! Right!

Let’s get on it!

20170814_102245-01

As an added note: I wanted a photo to add to the post. I remembered this cool little piece of art my mom bought me for my classroom. PERFECT! After I took the photo I turned it over and guess what I saw. The artist is Kelly Rae Roberts. Rock on with your possibility loving self, Kelly! 

To Examine or Not to Examine

I’m enjoying the look and content of the latest Flow magazine. Beautiful designs and thought provoking ideas fill the pages.

This is one of them.

20170722_121756-01.jpeg

That statement made me think … a lot.

With all due respect to Mr. Albee, after much consideration, I must disagree.

Yes, yes! There are definitely moments when creativity feels like magic. There are moments of inspiration, and moments where we proclaim “Oh, now I see! That’s it!!!” But, I think if we examine those moments carefully, we frequently, if not always, discover a copious amount of thought, research, making, and/or, hard work which preceeded, and helped create, our “magical moments.”

I love the moments that seem steeped in magic. Part of me wants to protect the moments, the experience, and the phrase, by embracing them and, like Albee, discouraging others from examining them too deeply. But, I think that may be detrimental to creativity because sometimes magic is elusive, and creativity is actually so much more than magic!

Better, I think, to closely and carefully examine creativity, and its magic. The study need not detract from those deliciously wonderful aha-moments.

Understanding the creative process, the environments that support it, and the plethora of things that often help, or hinder it, may help us experience more “creative magic,” be creative — in all aspects of our lives and work — and impact the world in beautiful, amazing ways.

Meanwhile, don’t give up if the magic is eluding you. Work. Think. Imagine. Make. Believe in yourself. Be confident in your own creativity and your ability to experience awesome “creative magic.”

But, bear in mind, creativity often requires a lot of hard work and time. Don’t avoid it.

And, sometimes, when the magic finally does appear, it appears as a simple little spark. Don’t miss it.

Beauty

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

This was the most beautiful.

IMG_20170718_114328_processed

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!