A colleague of mine — who is equally enthralled with imagination, curiosity, wonder, and creativity — shared this article with me. It’s a nice article, with things that made me go “Hmmm…” as well as ideas I definitely want to work with my girls.
My only tsk moment happened when I re-read the article for this post and noticed the subtitle is “Three strategies for helping upper elementary and middle school students develop their mind’s eye.” Perhaps the author thought lower elementary and early childhood children don’t need to have strategies to stir their imaginations. Perhaps she thought her strategies were beyond their young minds.
My experience says nothing could be farther from the truth! (If you’ll allow me to be a bit hyperbolic!) My Kindergarteners enjoy using their imagination, and they benefit from language that values and encourages it, as well as strategies to use it in new ways in their learning and life. So, that said, I hope all grades will give the article a read.
The author of the article, Diana Rivera, studies imagination in the field of psychology. Who even knew you could do that? I think it’s fabulous, but I had no idea! Now that I do, I’m going to be doing a bit more research!
Anyway, I like her suggestions for “stirring students’ imagination.” I will definitely be using her thoughts to enhance my own practice of stirring my students’ imagination. But first, I allowed her ideas to stir my imagination!
I was prepping a read aloud and connected project. I love the Gus Gordon picture picture book — Herman and Rosie. and had decided to use that for my read aloud. I discovered this amazing AUSLAN online reading of the book. If you do nothing else, watch the video, and read along with the book as it shows in the background. It’s really a joy.
I wondered what to do as a project. I’m not one for specific “do this” kind of projects, and everything I thought of left me a little blah. Then I received and read Diana’s article.
Dare I just let the girls use their imagination? Did I trust them, and me, and the process that much? What if it didn’t work out? What if they were disappointed?
I took a breath, or more precisely let out a big sigh, and thought “What’s the worst that can happen?” They may not enjoy my idea. They may not be able to imagine anything they would like to create. I may be disappointed in myself fi I cannot help them imagine, create and have fun. I may have to say, “”It’s an experiment, and sometimes experiments don’t work out as planned — at least not on the first try.”
So with really nothing to lose, and lots to gain, I decided to give it a go!
It was fantabulous!!! At first they seemed a bit perplexed as I explained the project.
Them: “What are we doing for project?”
Me: “We’re going to use our imaginations and think of what we might create that has a connection to Herman and Rosie.”
Them: “But what are we going to make?”
Me: “I don’t know! We have to think about it. Use your imagination. What can you think of in your brain that we could make?”
Them: silence …
Me: “It could be anything. Maybe we want to imagine a place we’d explore and make a map like the one in Herman and Rosie. Maybe we like to sing so we’d make something for singing.”
One of them: “Maybe we can make musical instruments!”
Me: “That is an awesome idea. We can make musical instruments!
Them: “Musical instruments? We can make musical instruments?!”
Me: “Sure. Let’s give it a go.”
It was a beautiful day so we moved outside to our play area. Several girls crowded around the table and set work. As they worked they had to also problem solve how to keep the papers from flying away — it was beautiful because of a rather strong breeze.
The first to make a guitar brought it to me.
Her: “How do I get inside it?”
Me: I was stumped. “Get inside it?”
Her: “Yeah,” she said, as her fingers moved along the string lines she had created, “Inside it. So I can play it.”
Me:”Oh! You want strings?!!”
Me: “Wait right there!” I hurried inside to get a pack of rubber bands and some more cutting tools.
We worked together to decide on the number of strings she wanted, and the number of strings that could fit on her guitar. We problem solved — adding popsicle sticks for strength and stability — when the strings caused the guitar to bend in half. Finally we basked in the glow of a mini working guitar.
As she strummed it, she looked at me and said, “Maybe tomorrow I’ll make a guitar pick.”
She wasn’t alone in her imagining and creating. Several others created instruments too. Many of them created guitars and my original young guitar inventor was able to act as expert and help them.
One of the next days as she was dismissing, she popped her head back into the room and asked “Why are so many people making guitars, Miss James?” “I’m not sure, but I think it’s because they really liked your idea, and your guitar.”
She didn’t say anything, just looked at me.
I continued, “What do you think? Do you think maybe you inspired them to create guitars?” A smile I will remember forever illuminated her face. She shyly shrugged, and left the room, aglow, saying “Maybe!”
Perhaps, along with asking myself “What’s the worst that could happen?” I should have also asked “What’s the best that could happen?”
Several remarkably wonderful best things that could happen were shown to me by all my creators — most especially the smiling, glowing girl.
We can imagine things and create them.
We can help each other.
We can inspire one another.
And best of all, we can learn that we are inspiring!