Tag Archives: exploration

Magnets on the Trash Can

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It’s a regular occurrence to find magnets on top of our classroom’s trash can. Sometimes they are arranged in rainbow order, sometimes they are grouped at various points on the lid. I often have to stop kind visitors who want to help by returning the magnets to the whiteboard.

“The Kindergartners put them there.” I comment. “When I need them, I take them, but for now, I let the Kindergartners store them on the trash can lid.”

Let me explain. The Kindergartners are exploring many things by having the magnets on the trash can lid rather than in their place on the whiteboard.

  • PHYSICS and ENGINEERING – How many magnets do you need to raise the lid without touching the lid or the foot pedal? Where is the best spot on the lid to put the magnets? What if you have a group that works and you separate the group into two smaller groups?
  • COLOR – What is the rainbow order? Where do the various shades fit in?
  • MAGNETIC POLES and PROPERTIES – Why don’t these two magnets stick together? Can I get the magnets to attract one another through my finger? Through all my fingers? What exactly are poles of a magnet?
  • COLLABORATION, SHARING, and PROBLEM SOLVING – “We need more magnets, Miss James!” they say. “That’s all we have right now. The others are holding up your math work.” A little while later, several Kindergartners are gathered around the whiteboard, gently moving magnets so that papers share the magnets thereby freeing some for their use!

I have no idea what new ideas and exploration may happen after winter break, but I’m excited to find out. I have other small magnetic bits, I may add them to the mix. We shall see.

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My Watercolor Process

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I’ve spent a good bit of time watercoloring these past few weeks.  Today, I decided to share my process with you.

Now to be clear, I’m not suggesting you adopt my process in its entirety. Just saying you might learn something from it!

  1. Take a 3 hour watercolor class.
  2. Learn some cool things.
  3. Fall in love all over again with watercolors.
  4. Head out for a hike and some plein air painting.
  5. Forget I am a beginner.
  6. Fail to remind myself — “”Bad art happens to good artists!”
  7. Experience angst — lots of angst.
  8. Nearly fall out of love with watercolors.
  9. Resist throwing everything in the river.
  10. Drive 5 hours.
  11. Sleep 8 hours.
  12. Go to church.
  13. Breathe.
  14. Eat.
  15. Nap.
  16. Do things that have nothing to do with watercolors.
  17. Catch sight of an unfinished painting.
  18. Give in to the allure, and bring the paints out of hiding.
  19. Paint with more wonder, and less judgement.
  20. Experience the joy of process and product again.

 

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Just Draw

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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.

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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.

 

The Power of Language

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Lately I’ve been struck by the profound power of language.

Last night at a mindfulness session someone pointed out the difference between saying: “I am a worrier!” and “I am experiencing worry.”

Do you hear a difference? Do you feel one? They are very similar statements, but the small variations cause large differences in meaning and impact.

The first statement says something about me, and therefore about the possibility of my actions or thoughts. I AM a worrier. If I am a worrier, I have no choice. I worry. If, instead, I am experiencing worry, I have choices. I can notice the worry. I can observe it. I can choose to turn towards the worry and learn from it. I can choose to do something to alleviate it. Or, I can worry, lol.

The point is, the change in my language opens possibilities for me! It gives me options. It creates space to be, and to do.

I share the worry example because it helped me to understand my experience of another rather subtle change in language.

I’m writing an article on creativity and leadership. My editor suggested I change “How might we?” to “How can we?”

What do you think? Say the questions to yourself a few times. What do you experience when you read the questions? Do you notice a difference? Do you have pull or preference for on or the other?

I definitely experience the questions differently, and I have a clear preference!

I am experiencing — in my life and in my practice — that the power of “How might we?” far exceeds the power of “How can we?” Sounds a bit crazy, right? But, it’s not!

“How can we?” offers two options: we can, or, we can’t. That’s it. Too often, when given the choice of can, or can’t we choose can’t.

I can’t do that! I can’t walk a half marathon! I can’t solve that problem. I can’t write a story. I can’t do a multimedia presentation. I can’t pass this test.  I’m not able. There is no way. (sigh)

If we avoid the “I can’t!” quagmire. We may fall into the “I don’t know” trap because”How can we?” suggests we are looking for the correct way to do whatever we are doing. If the person being questioned is at all unsure, this often leads to the answer: “I don’t know.”

In both instances — “I can’t” and “I don’t know” — the problem remains unsolved understanding stagnates, learning is limited, and, perhaps, most tragically, the one questioned is now more convinced than ever that they really don’t know, and they really can’t .

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In contrast, “How might we?” is more flexible and less prescriptive. “How might we?” invites divergent thinking, allowing us to go wide with our answers. Even the uncertain can offer ideas because the “rightness” of the answer is not demanded.

Often the answers which fail, are more valuable than those that immediately succeed. They allow us — demand it actually — to reflect, examine, explore, talk, learn and try again. In this process many positive things happen. To name just a few:

  • Understanding (of ideas, materials, students, ourselves, others) deepens.
  • New strategies emerge.
  • Trust, confidence and relationships grow.
  • Thinking and ideas are valued.
  • New ideas are formed.

The power of simple changes in language is intriguing. I’m super excited by the possibilities of HMW questions, and am working on using them more often in my life, and in my practice.

Give them a try. If you do, I’d love to hear your reflections.