WOW!

 

Yup, that about covers it. “WOW!”

Well, perhaps, “WOW!” and “Boy, oh boy, do I need a nap!”

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It’s the beginning of our Thanksgiving Build 2017. All of this block thinking and work happened in less than 20 minutes!

It was amazing to experience and help facilitate it.

Prior to beginning the actual build, we prepped the room and ourselves.

  • We decided on a good spot for the tables.
  • We checked to be sure we could still move about the room as we need to for other activities.
  • We counted tiles on the floor.
  • We did some research — watching videos, reading/looking at books, and discussing our finds and understanding.
  • We chose our groups (citizens of England and Holland, passengers on the Mayflower, Native Americans).

Finally we met for our first day of building. Before working with the blocks, we held a quick planning meeting. I acted as the scribe, and recorded their ideas. Each group excitedly generated an extensive list of things they would need in their area of the build. Often their ideas played off of each other. I worked to keep the group focused and positive, accepting all ideas, confident that we would discover and modify anything that might need to be changed as we did the build.

It was interesting to make the lists together. They were invested in the process and shared their ideas with enthusiasm, but at the same moment, they were straining against the confines of the table, chairs, and list making. Their desire to begin the build was visible, and when I set them free, the room erupted into a spirited burst of conversation and movement.

They talked to one another as they moved to gather blocks and tools. Sometimes one of them would think of something else they needed, and give me a shout — “Bears! Add bears to the list Miss James!” For now the lists are posted on our whiteboard. We’ll revisit them at various points of the build — to see what has been done, what needs to be done, and what needs to be added.

Many things have to remain in balance as the build progresses. Of course, the blocks themselves must remain balanced. Given the inherent instability of certain block formations, and the sometimes whirlwind like movement of kindergartners, this is often more difficult than it sounds. But, many other things are also always in a delicate, sometimes beautiful, sometimes precarious, state of balance.

As the build facilitator I want to encourage and enable student agency, freedom, discovery, and creativity. At the same time I want to infuse their creativity with the all important ingredient of usefulness. I work hard to encourage thinking, comparing, noticing, and rethinking, without discouraging their ideas and budding understanding. Sometimes this means I have to refocus my gaze and perception. I need to look at the build not as a product alone, but as a process. And, I need to consider what my students knew before beginning, what they are expressing with their work, and what is most important.

Keeping the social emotional energy balanced is imperative. The collaboration — both physical and mental — that occurs while creating in groups is huge! Sometimes we aren’t used to this type of work, and disagreements or power struggles ensue. These moments are often fraught with emotion, but once breaths are taken, the disagreements and struggles become awesome opportunities for conversation, learning and growth.

Another area of social emotional balance involves my comments and suggestions. I have to be aware of the times when my interjections are causing too much disequilibrium in my builders. I want them to think, to struggle and to reach new levels of understanding. I don’t want them to doubt themselves or their work.

So, back to their work. We will build until winter break. Things will be added, taken away, and modified. This is just the beginning. And a great beginning it is!

Remind yourself of their age, their task, and their timeframe. And be awed!

England and Holland

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The Mayflower

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Native American homesite

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I Wonder …

…what my Kindergarten artists will think, do, and feel when we work on this art process and product.

I am super hopeful …

  • their big beautiful brains will be filled with ideas and wonder.
  • they will jump in with confident hope.
  • they will experience the joy and excitement I feel when I create art.
  • they will know they are artists who can make decisions about their art.

 

These are my practice, and inspiration pieces.

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After making the first piece, I tried another using the new stamp pads I bought for my Kindergarten artists. As I prepped the page, I wondered what it would look like if I added a piece of tape down the middle.

I like it, and am adding it as an option for my Kindergarten artists.

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The boarders are created using frog tape. It creates a nice sharp edge, and even more importantly, can be removed without harming the paper. The circles are stamps created from some tubes one of the students brought in. I cut them on our bandsaw so I’d have enough to give each artist a small stamper and a large stamper.

My rules for the project will be:

  • Everyone needs a boarder.
  • Circles are colored with crayons.
  • The background is filled with watercolor.
  • Sign your work! (Which, by the way, involves many artistic decisions.)

My suggestions will be:

  • Consider overlapping the circles and letting the circles extend beyond the boarder.
  • Practice stamping on a scrap paper so you feel comfortable working on your piece.

My artists’ options and decisions will be:

  • What colors will I make the circles?
  • What color will I make the background?
  • Will my background be one color, or many?
  • Do I want a piece of tape to intersect my paper – creating two pieces?
  • Where will I put that piece of tape? (The options are endless!)

My jobs will be many:

  • To show the artists that unexpected things (tubes from shoes, painters tape) can be used to create art.
  • To expose them to the idea of combining various mediums into one project.
  • To encourage them to think.
  • To empower them to make decisions about their art.
  • To explain the rules … and the options.
  • To enjoy my artists, their process, and their products.
  • To document their process and work.
  • To be open to their interpretation of the process.
  • To be willing to allow them to modify the process … depending on their interpretation, desires, and/or needs.

All my jobs are important, but those last two, they are paramount.

If I want my students to know they are artists, and to actually BE artists, I need to give them the freedom and respect artists need, crave, and deserve. If I want them to learn to make decisions, problem solve, wonder, and create, I have to give them the space, empowerment, and opportunity to actually DO IT!

 

 

Little Tweaks, Big Results

Innovation is not about the stuff; It is a way of

Our number of the day routine includes writing, spelling, and making a given number. We build math-muscle as we explain our thinking to each other – answering questions raised by our partner.

I love math and want my students to love it, too! Hoping to infuse a bit of passion into their routine, I tweaked the process last Friday.

Me: “Pick a number, over 20, and complete your number of the day booklet.”

Them: (with equal amounts incredulity and excitement): “Any number?”

Me: “As long as it’s greater than 20.”

Some jumped head-first into the cloud – challenging themselves more than I might have challenged them. They worked with excitement – fending off any negative feelings – as we sprawled on the carpet, and navigated the cloud together.  

Others chose safer numbers. But, they too were stretched and challenged as they wondered, discussed and devised methods to show numbers greater than 20 given only 2 ten frames and blank space.

At first glance perhaps it seems like a very small innovation. Choice. But, the result was stupendous. Trust, freedom, choice, joy, thinking, learning and growth experienced by all. What could be better?

My thinking cap is on, imagining ways to continue to tweak and innovate within our routines!

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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Leading for Creativity with IDEO U

Woo hoo!!! I am officially  an IDEO U student in their Leading for Creativity Course.

Tim Brown, CEO of IDEO, is one of our instructors, along with many other creatives. Oh, and did I mention there are lots of other creative types from around the globe as my fellow students?

I’ve been craving something like this since the day I finished my Creative Thinking MA, with my cohort, and the fabulous Karl Jeffries, at the University of Central Lancashire.

I’m a combination of mild nervousness and tremendous excitement as I begin working with IDEO U and my fellow learners.

Together we shall …

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Yes, that’s my plan — change the world — or at the very least, my little part.