Feeling Like A Kindergartner

Have you ever worked in an art journal? It’s an interesting experience.

There is no throwing away the pieces you don’t like. They stay there — forever — mocking you.

LOL!!!

Yes, quite dramatic. But, it does feel that way. And yes, I suppose I could just gesso the page, or collage over it, but I’d still know it was there — mocking me.

I continue my dramatics to make a point. My Kindergartners feel that way! When they make a piece of art they don’t like, the emotion they feel is often so strong as to be painful. I’m glad I’m engaging in a form of art that allows me to experience, and learn to regulate, these feelings.

Yesterday and today I experimented with a mixed-media piece. I began with watercolors and masked circles. Then I collaged in pieces of water birch bark, and torn pieces of sheet music. I was intrigued by the common color of the two. Then I used acrylic paint to add bits of bolder color, and to begin to incorporate the collage elements more fully.

I had only a vague idea where I wanted to go.

  • I wanted the circles to be my repeated marks.
  • I knew at some point in my process, I’d use gel pens or paint pens to add some lines, dots, and words.
  • I have circle stencils I thought might work to continue my repeated element and give an added depth.
  • Words salvaged from magazines would be fab if I could find ones I liked.

Here’s where I landed next.

I liked it, but I wanted to add more. True to form with this project, I wasn’t sure what I wanted to add. Makes sense, I suppose, because I began the project without a clear end, more with a desired process.

So, I repeated the stenciled elements on the right side of the piece. Then I added spirals with a light blue acrylic paint marker. I liked the spirals. They reminded me of water being hit with drops of rain, and added another element of depth.

I added lines and marks using white, silver, and gold paint pens. Several times I considered stopping. Each time I thought “Nope.” and continued.

At that moment I remembered my Kindergartners. There are moments when they are making an art piece that I think to myself. “Oh, that is good.” Do they stop? Sometimes. But other times, nope. I struggle with suggesting they might want to be finished. Perhaps they are experiencing what I was experiencing with this piece. It’s a unique combination of flow, joy, and pleasure with the process. It’s cool!

Here’s the finished page.

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It’s busy. But it was so much fun. And, even though it’s busy, I think it’s quite beautiful. The dots, lines, words, patterns, ideas, collaged pieces, and decisions are all a reflection of me and my process.

Perhaps another time I wouldn’t make it so full. But perhaps I would. Either way is fantabulous. Either way is me. That’s what I want my Kindergartners to experience. Flow. Joy. Agency. The fantabulousness of them and their art.

There is so much about this project that I’d love my girls to experience.

Now to consider — what, when, and how.

My thinking cap is on.

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Btw:
The AP Stylebook tweets: Our preferred spelling is kindergartner, not kindergartener. 

 

How Fascinating!

Have you ever heard of Benjamin Zander? No? Until about a week ago, neither had I.

I’m happy to finally be in the know. I enjoy his quirky positivity and joie de vivre, and his commitment to possibility.  I’ve been exploring the many resources on his website and the net, and am interested to notice how many of his thoughts and actions are similar to mine.

He has a saying — “How fascinating!” — which is only fully expressed by proclaiming it with raised arms, and a gleefully smiling face. Take a look at a clip from his Poptech 2018 presentation.

“Now, don’t make a face. (Raising his arms …) How fascinating!”

That cracks me up each time I watch it — and I’ve watched it quite a few times!

Benjamin suggests the movement counteracts the tendency to contract our body when we make a mistake. I think — and bet he would agree — that it also counteracts our tendency to contract our brains. “How fascinating!” signals to our brain that something interesting — something positive rather than negative — is occurring. It encourages us to view the moment, and the mistake, as an opportunity to explore and examine, rather than a problem to fret over, hide, and regret.

I fence. I’m taking lessons from my brother (a rather brainy, fantabulous coach). Lots of  times our lessons are filled with ambiguity. Hence, being frustrated and making a mistake are quite probable. I know mistakes aren’t a big deal. But boy, do I hate making them!

I’ve been trying to reprogram myself and change my reactions when I make a mistake. My goal is to be a bit more alright with my mistakes, and most importantly, to learn from them. I’ve been doing ok, but it’s still a struggle.

When I heard, and saw, Benjamin’s “How fascinating!” I decided to give it a go in my next lesson — mostly, I think, I found it so amusing. Turns out, that exact fact — that it makes me laugh — may be a large part of the effectiveness of “How fascinating!”

Dr. Barbara Fredrickson — University of North Carolina at Chapel Hill Professor, and Director of the Positive Emotions and Psychophysiology Lab — has researched and written a lot about positive emotions and how they affect us.

In a 2004 article, she states that “positive emotions broaden peoples’ momentary thought–action repertoires, widening the array of the thoughts and actions that come to mind.” And in a 2011 article published by the Greater Good Science Center at UC Berkeley, she credits positive emotions with increased creativity,  idea generation, and resilience.

That’s how I experience “How fascinating!” It makes me chuckle, and injects a moment of positive emotion into an otherwise frustration-inducing moment. It suggests there is something valuable in my mistake. It helps me change my frame of mind from judgement to curiosity.  “This is fascinating. It’s not an indication that I suck! My mistake — the process — is fascinating! Find out how/why.” I’ve noticed when I use it, I’m more able to think, consider new ideas, see nuances in the process, problem solve, and try again.

My students are a lot like me as a fencer. They really want to do well. Often times they are pretty driven. Mistakes are rarely fascinating. Usually they see mistakes as a reason for negative self judgement or negative emotions, rather than opportunities for positivity and learning.

They need “How fascinating!” So, how do I incorporate it into my classroom culture? How might I increase positive emotions, and curiosity in my student’s learning, and as a response to mistakes ? 

I think it will need to be a multi-pronged approach:

  • My language and behavior has to suggest and affirm the fascination and possibility inherent in our mistakes.
  • My response to mistakes must include curiosity, wonder, and conversation. And, I must share my own “How fascinating!” moments — including how I felt, what I did, what I learned, and how I changed.
  • Exploration of our mistakes must become the norm.
  • Including “How fascinating!” in a lesson, read aloud, activity might help us begin to embrace it in the classroom.
  • A “How fascinating!” partnership with parents will be key.  Sharing research that backs it up might help.

It’s funny, I know in some ways it’s a mindset, and “How fascinating!” isn’t completely necessary. And yet, in another way I think there is something very necessary about it. I can remember moments when “How fascinating!” would have really helped my learners by inducing laugher, breath, enhanced posture, and a bit more conversation.

The silliness of “How fascinating!” may really grab my young students. While I want them to fully embrace and use it, I think I must also teach them prudence. Discussing when might or might not be the best time to use it will be helpful. Also, exploring ways to modify it so as to be able to always use it are key.

We shall see. “How fascinating!” is in my toolbox, and will definitely be pulled out this coming school year.

Looking forward to it!

 

 

 

 

 

Mark Making and Repetition

I love being inspired late at night. There is something magical about losing oneself in the creative, artistic process, without regard for time or the need to sleep.

In Paint, Play, Explore, Rae Missigman talks about mark making (she calls them art marks), repetition, and embracing whomever one is as an artist. Her thoughts jumpstarted my creative thinking and process last night. I scrambled out of bed and began a renewed exploration and experimentation of roses and leaves.

It was fun — and freeing — to work with familiar, loved shapes. I moved from color pencils to acrylic paint as I created a plethora of roses and leaves.

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I considered painting the background black but worried the intense contrast might wreck the piece. Instead I chose a rich blue color. I may experiment with black another day as I do love black and white, but for now I’m pleased with the blue.

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I appreciated the “rustic” look I achieved by painting with a bit of abandon. But, the mark making artist in me was unsettled and less than satisfied.

Clearly, the piece was unfinished. So I continued. I added lines, dots, and embellishments. My inner artist was happy with the additions. And, as I embraced my own unique marks, repetitions, and style, my inner critic was quieted.

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Today I continued my mark making and repetition.

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Nice, right? I really enjoy the mark making and repetition. It’s fun, and clearly the repetitions and art marks make the piece! I love the fullness and pop of the roses and leaves in the center. And, the white outlined roses in the sea of blue add a surprising layer of depth.

I think perhaps I tweaked Rae’s idea of mark making and repetition. I’m not sure, I’ll have to keep reading her book to find out. But, in the meantime, I’m super happy with my interpretation of her idea, and the space and possibility this has opened in me.

Thanks, Rae!

Fatigue, Eyeballs, and Flowers

I was home sick yesterday. It’s Saturday today, and I’m still home sick. Actually, it’s not so much sickness, as remarkably strong fatigue. Ever since my diagnosis and treatment, I have some days that I can do nothing other than sleep, or lie in a heap on the couch with a delicious cup of green tea before going back to bed to sleep! The fatigue is crazy-powerful. It makes me feel ill in many different ways. It’s annoying, but what can I do? Press on with relentless positivity, some kvetching, and of course some creativity!

Today’s a bit better, but yesterday even creative thinking, and artistic work, had me climbing back into bed. But as someone said “Earth without art is just eh. Go.make.art!” Or as I say, “Life without creativity and art is missing some serious joy!” So fatigue or not, art and creativity here I come!

I’m trying to figure out a design for a bathroom cabinet. I know it will contain the word LOVE in arts and crafts style lettering, as well as some as yet unknown number of arts and crafts style flowers. I thought about the project for a few days, and then began sketching the flowers. I’ve done them before but these will be mirror images of the ones I’ve done in the past. Sounds simple right? Yeah, not so much.

Yesterday I grabbed my grid paper and began sketching a plethora of flowers. Some of them looked a lot more like eyeballs than flowers! Eyeballs! That just won’t do! It cracks me up and frustrates me all at the same time. So I sketch on, immersed in my creative and artistic process.

  • Math — the shapes, the number of grid lines I’m using to create each flower, where the various shapes lie in relationship to the middle of the whole flower.
  • Freedom to make the shapes flow and a bit askew instead of mathematically perfect.
  • Deep observing — of the flower, the shapes, the sweep of the lines, the areas that are outside my original space.
  • The beauty of my pencil — how it feels in my hand, and how wonderfully it skims across the paper leaving my mark with great ease.
  • The process itself — think, try, think some more, look at it a lot, go away, come back, look at it again, rearrange, repeat.
  • And, finally there is me, my breath, my brain, my heart, and the joy and contentment I feel as I create, learn, make mistakes, try again, and eventually succeed.

This is my work from yesterday. Overcome at one point with how much they all really did look like eyeballs I pulled out my watercolors and brush, hopeful the color would help me see flowers. If nothing else I figured the watercolor would bring me joy.

Thankfully the watercolor worked wonders. The eyeballs transformed into  proper-looking flowers, and I transformed into a little less frustrated, little more happy and content me.20181005_140102-01

I want to share this process more and more with my students — in all areas of the curriculum. I want them to experience all I just experienced.

I’m sure I’ve said this before, and each time I have this revelation anew, I try to be mindful of my teaching practice and classroom management. Do I gift my students with time to process, think, create, observe, learn, fail, try again, rethink, and change their minds? Am I transparent sharing my own process with them? Do they know how many times my flowers look like eyeballs?

I try, that’s for sure. But, there is something really intrinsic to my process, that I am not convinced I provide for my students. Is it time to think? Time to be with one problem or project? Time to observe and learn about things on their own?

I don’t know. But, for sure there is something about being in the moment, something about the immersion, the peace, the struggle, and the whole process that I must continue to reflect upon, and bring to my students.

The Joy and Power of Making

The girls and I worked on making banners this past week. We each worked on our own creation, sharing space, materials, tools, and energy.

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It was a choice based activity — join me for the project if you like, don’t join me if something else brings you more joy. The choices continued as we worked on the project.

  • What color shall I use?
  • Do I want one hole or two in each triangle? Will they be right-side-up or up-side-down?
  • Which yarn will I use?
  • Do I want to use washi tape? What color? How much? Where?
  • Will I decorate them? Add words? Images? What will I use for that?
  • How many triangular shapes do I need for my banner?

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A friend gave me three plastic mason jars of washi tape for my birthday. She hoped my girls and I would create something beautiful together. I shared the tape and information with my girls. I told them my friend was curious and excited to see our process and final product. They seemed energized by the information and my sharing of my gift with them.

The makerspace was blazing with creativity, bravery (trying all sorts of things), negotiation (Can I borrow your scissors? Can someone start this washi tape for me? I want that tape too, can we share?), imagination, collaboration, (I can do that! Do you want me to help you?), thinking, sharing of ideas, physical work, laughter, and joy!

At one point, one of the girls brought me her tray and banner.

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“Nice. Did you just want to show it to me?” I asked.

“Would you string it for me?” she asked.

“I can.” I replied. “What are you going to do?”

 

“I’m going to invent another project! Can I do that? Invent another project!”

Invent another project?! How fantabulous is that?!?!!! I made a split second decision to lend her my hands to string her banner, so that she could use her hands to do something more important.

I responded with a big smile, and a good deal of enthusiasm. “ABSOLUTELY!”

She responded with a small smile. Her eyes locked with mine for just a second. Then she moved off to begin her invention.

I love that the gift of washi tape to me, and then to my girls, combined with freedom and joy produced such beauty! Beautiful banners. Awesome experiences. Desire and empowerment to invent new projects!

YAY!

 

Wow! What an Experience!

Sometime tired, rainy days hold untold treasures! I was on vacation a couple weeks ago, deep into a tired and rainy day. Lazing about, and looking for something to do, I discovered the LPCA was offering a 3 hour watercolor class. I hoped for good things and secured my spot.

Sarah Yoeman — one of four artists featured in the LPCA The World Through Watercolor exhibit was the instructor. She is a talented watercolorist, and a superb teacher.

The workshop was filled with instruction, experimenting, playing, painting, conversation, laughter, and lots of learning. I learned about paint, paper, brushes, gravity, erasing, taking risks, value, shapes, moving paint, using water, and being in the moment. I took photos and notes. I experimented, kibitzed, taped, painted, and created watercolors I enjoy.

My brother joined me for the workshop. We spent a lot of time looking at Sarah’s art, and our own. We discussed the things we noticed. We talked about value and shape, and how she created various images.

It was a great afternoon. I left with increased skill, confidence and joy.

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When I looked at my notes that evening, I discovered I had inadvertently skipped a few pages in my journal. Eee gads. I wasn’t loving that mistake. I stared at the blank pages, wondering what to do. After a few moments, inspiration hit. Why not fill them with my reflections about the experience?!

My thoughts quickly filled those pages, and overflowed onto others. I was struck by my level of enjoyment, motivation, and ability to engage deeply with the process. It felt like I had experienced 3 hours of an optimal teaching-learning relationship.

With that thought, I excitedly thought of my paper — Managing the Classroom for Creativity. I wondered if I might find all the elements of my amended KEYS classroom management system in Sarah’s workshop. I pulled up the paper to remind myself of all 8 points in the system and compared them to my experience in the workshop.

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Freedom

Our goal for the workshop was to explore the world of watercolors and  let Sarah guide us in creating your own watercolor work or art.

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Even the goal offers a great deal of freedom — a watercolor work or art. Sarah shared information, made suggestions, and demonstrated technique. Then she set us free to explore and experiment.

We were free to use one sheet of paper or more. We could section the paper into multiple sections, or keep it as one. If we didn’t like our piece we could try again on the back. She suggested we stand as we paint — giving us her reasons for doing so — but she allowed us to explore and choose what worked best for us. While she demonstrated various techniques, she didn’t require us to use any one in particular.  She encouraged us to experiment, be bold, and take risks.

Positive Challenge

The ideal level of challenge is one that engages without overwhelming. Sarah helped maintain this level of challenge by affording me the freedom to choose my challenge. But, interestingly enough, I found it was her presence and interaction with me that helped me maintain the optimal level of challenge. As I became overwhelmed, she offered help in the form of a thought, a suggestion, or simple encouragement. If I took too easy a route, she encouraged boldness. And, she normalized the struggle inherent in positive challenge by freely sharing her angst with her process and product.

Supervisory Encouragement

Right off the bat, Sarah shared The Three Laws of Art:

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They cracked everyone up and helped to establish an environment free from fear and worry. The laws suggested failure was to be expected, and helped us to accept it with a modicum of grace and ease.

Although Sarah was far more accomplished than us, she interacted with us as equals. It was clear she had more experience, expertise, talent, and knowledge. It was clear she was the teacher. But, or perhaps, because that was true, treating me as a colleague, a fellow artist, helped elevate my own sense of self, and consequently my thought, process, and product!

Sarah wandered about the room, observing, noticing, and commenting on our technique and product. She found things in everyone’s work to notice, praise, or share with the group. She pointed out the beauty she saw in entire paintings, color choice, shapes, expression of depth, or small portions of our work. Sometimes she encouraged new points of view by physically turning, or moving our paintings farther from us. By doing these things, she showed us the value of our work.

Work Group Support

Our group was diverse in experience and ability. Sarah’s banter and sharing of our work helped me to feel at ease. I began to appreciate my fellow painters expertise, courage, risk taking, and ideas. I was challenged by some of them, but always felt safe and secure.

Sufficient Resources

The materials we used in this workshop were excellent. We had unlimited access to lovely paper, juicy, pigment-rich paint, and professional level brushes of various sizes. This spoke to the importance of our work, and elevated us to the level of “real” artists. I appreciated that tremendously!

20180821_150037-01Access to these quality resources helped us succeed and accomplish our goals.  At one point I was having a tough time. Sarah happened by me, and suggested I use a different size paintbrush. Then looking at the paint I was using, she went and got her own palette to share with me! She brought several of her own palettes and brushes to share with us, and did so with a great generosity, and zero sense of indebtedness or worry on our part.

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Some of the best resources Sarah shared with us were her artistic-eye, her brain, her experience, and her hands and skills. These were invaluable.

Organizational Support

While just a short workshop, Sarah established great organizational support for us. She shared her vision of creativity available to all of us. She constantly suggested problem-solving strategies to help us succeed. Risk taking, boldness, and fresh ideas were welcomed and encouraged.

Profound image of child/student

Loris Malaguzzi (Reggio Emilia) knew children are “strong, rich, and powerful.” He would have loved Sarah. She saw each of us this way, and she helped us to see it as well.

Profound purpose and possibility of education/learning:

It’s clear Sarah loves to paint, and experiences something profound when she does so. She shared that love with us, and invited us to enter into the depth of the experience. And, I think, she gets the value of what she is doing when she teaches and shares with others.

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Every single one of the components of the modified KEYS approach to classroom management had been present and employed in Sarah’s workshop! WOW!!!

My research had been about other people — those in literature I had read, as well as my own students. This was the first time I experienced the Amended KEYS Classroom as a learner. Let me tell you, it was powerful!

Having experienced them myself, increases my desire to intentionally and deliberately incorporate them into my learning environment and management practice. It also makes me wonder how I might share this information on a grander scale?

 

POST SCRIPT: 

I blogged about my angst as I painted a few days after the workshop. At first I was incredibly surprised by the intensity of my angst, and my seeming lack of any learning and ability!

Taking a break, I sunned myself on a rock, feet dangling into the freezing river water. I took a moment to breathe and assess the situation. Certainly I didn’t lose all my learning and ability. But clearly something had changed.

I realized the change was that I was painting by myself. I no longer had the resource of Sarah and her skill and expertise right beside me. That is huge! Huge as a learner, and huge as an educator.

I didn’t enjoy the angst, but I’m glad I experienced it. And, I’m super glad I took a moment to reflect and had that epiphany.  Now to remember it, allow it to inform my practice, and look for opportunities to share it with my students.

 

 

 

My Watercolor Process

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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We Are All Beginners

I had grand plans, this summer. I would create art, progress on the ukulele, nap, travel, read, learn, and refresh my body, mind, and spirit. I haven’t done nearly as much of any of those things as I might have liked, but I have done some, and it’s been wonderful!

Lately, I’ve developed a love for watercolors. I’m no pro, but I enjoy dabbling. I think my love affair started when, on a rainy day, unable to hike, I wandered into a local bookstore in search of a literary diversion. Instead, of a good book, I discovered a wall of art supplies — real, professional grade art supplies. Paint, paper, watercolors, pencils, pens, rulers, paint brushes, and more! No lie, for a moment, my knees went weak! I adore creating art, and all the tools and supplies connected to it. It brings me great joy to simply touch beautiful art tools and materials. I left the store with a simple watercolor travel kit, and a watercolor paper block. I was hooked.

The other day I discovered these beauties. 37635898_10217065659493192_6164546794509303808_o

If it were appropriate to describe watercolor as delicious, these would be the ones! Of course, perhaps there are other, more expensive, more professional ones that are even more delicious, but for me, I was satisfied.

I enjoyed looking at, and admiring them for a few days. Then, as luck would have it, I found this wonderful artist online — Watercolor Wednesdays. She has some fabulous videos on youtube.

I watched a few, and was impressed by her process and product, as well as the spirit she brought to the table. I decided to break out my supplies and give it a go. Here are my products from today.

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Nice, right? Not perfect by any means, but I think I am beginning to understand more of the essence of watercolors. By that I mean, I am beginning to understand a bit more about how they work, and what they are meant to do, as well as how I might work with them.

It was a fascinating experience to take a breath and jump in. Don’t get me wrong, it was mildly daunting. But, it was fun!

In one of the first lessons I watched, she said she doesn’t worry about the end result.  “Really?” I thought. “You aren’t concerned about the end result?!!!” I decided to set aside my skepticism, embrace her point of view, and not worry about the product. Instead, I would just paint. Removing my focus and feelings from the final product, I was more able to be in the moment. Existing more fully in each moment as it happened, I was more able to experiment, observe, notice, learn, and do.

It was fun, but not particularly easy. It’s tough sometimes, to allow myself to be a beginner. As a beginner, I’m vulnerable. I must embrace my foibles as well as my less than perfect products. I have to be brave, and not fret about what others may think about me, my process, or my product. Perhaps most difficult, I must not be hard on myself as I experience all of the difficulty of learning something new. If I can manage to do all that, or at least some of it, I am more able to enter into the joy of discovery, and the exquisite, child-like joy of one who is discovering something new and fantabulous!

As I sat and looked at my finished paintings, I had an epiphany!

This is what I ask my students to do — every moment of every school day. Try new things. Embrace being a beginner. Be brave. Celebrate your successes, no matter how small. Don’t worry what others think. Don’t fret. Be kind to yourself. Keep trying. Be in the moment. Experience the joy!

Wow, right?!

It makes me think differently about the work educators and students do every day. It’s profound. Learning to read, doing math, writing stories, interacting with each other. It’s all like my experience with the watercolors. We are often beginners, and that can be intimidating. But it is also powerful. There is joy and incredible potential in being a beginner. Perhaps even more joy and potential than in being an expert.

I have a lot to think about!

I want to take this epiphany and let it help me grow as an educator and lead learner in my learning space. For now, I am going to think about how I might give my girls more time and opportunities to experience the joy and potential of being a beginner. I want to think how I might shine the light more brightly on the ways I learn, struggle, try, persevere, find joy in little things, and embrace me as me.  And, I want to find time for them to be in the moment — able to explore and try, without fretting about the product. Hopefully this will enable them to more fully understand and experience the essence of whatever it is they are exploring.

I’m excited to see where this light will lead me — and you!

Comments, thoughts, and stories of your own journey are always welcome!

Cancer? Yes, and …

Each summer I head to Boston for my yearly Dana Farber visit. I’m happy and grateful to have these remarkable people on my healing team. At the same time, as my appointment approaches,  I experience a relatively serious amount of stress and anxiety. Even looking up the website to share as a link sent waves of nausea crashing over me!

The nausea isn’t about them — it’s about the cancer and my relationship to it. I’m relentlessly positive, and do  many really wonderful things to strengthen myself physically, mentally, emotionally, and spiritually. But, my positivity, and all my other good work, is sometimes overshadowed by my angst.

I needed a bit of a jolt to amp up my game. So, I buzzed off to see Catherine — a beautifully creative and awesome human being — for some henna and positive vibes.

She knew I wanted something powerful that could speak to me, and others. She didn’t disappoint.

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How fantabulous is it?!! In case you’re not sure, the correct answer is “Awesomely fantabulous!!!”

Beyond the artistry, it’s fantabulous for the power it holds. It’s a philosophy of open acceptance of what is, and what can be.

Look …

Yes, I have to go to Dana Farber each summer, and frequently have blood drawn, and that is a great privilege and opportunity.

Yes, I am experiencing angst and stress, and I am happy and blessed.

Yes, I have cancer, and I have incredible health.

Yes

and, I am happy.

and, I am loved.

and, my body is working for optimal health, my mind is working for optimal learning, my spirit is working for optimal awesomeness.

and, there are untold possibilities. Possibilities that I know, and ones I have yet to discover or imagine.

As I write my yes, and thoughts, I realize there is a better, more creative way to look at my yes, and lists. I can be creative, re-think, re-cognize.

Often my and, is actually my yes. 

I have cancer. Yes.

It feels huge, overpowering and all encompassing. It is a yes in my life, but absolutely, positively, not the essential yes of my life.

The essential yesses of my life are:

Yes, I am blessed, and … 

Yes, I am happy, and … 

Yes, I am loved, and … 

Yes, I am healthy,  and … 

Yes, my body, mind, and spirit are working for optimal health, learning, and awesomeness, and … 

Yes, the world is full of possibility, and … 

Yes, I am, and am surrounded by, incredible abundance, and … 

I’m digging the space that surrounds the yes, and in Catherine’s design.  It speaks of the space we take as we hear, say and wonder about yes, and.  It is a space waiting to be filled with breath, thoughts, conversation, prayer, openness, insight, creativity, being, and possibility.

Yes, and.

I embrace the power and possibility, and wait with curious and hopeful joy.

 

Grab A Moment

I’ve been thinking a lot about finding time in the day to “give” to my learners — time for them to make and invent, time to think creatively and critically, time to think about possibility, to experience joy, energy, challenge, freedom, and agency. It’s not so easy to find, but I just kept thinking and wondering.

I noticed I sometimes have small pockets of time in morning meeting. Not a lot of time for sure — maybe 5 minutes — but I thought I’d see what we could do in that time.

I searched around for LEGO bricks in the classroom, and found quite a few. I took out most of the pieces that suggested any thing in particular (trees, people, wheels). I hoped by doing that to have the creation be more open to possibility, and the imagination of each maker, and less led by the ideas of the LEGO makers. I found a basket that made it easy to send the bricks around our morning meeting circle, and eagerly anticipated our work together!

lego basket

By the way, we hadn’t used our LEGO bricks in some time, so they were in a need of a wash. I loaded them in a mesh bag, and washed them on the top shelf of my dishwasher on a cool setting. Worked great! Thanks to all the people who posted things online about ways to wash them.

The first two times we gave it a try, we worked together to create one structure. We each picked a lego, and added it to the structure as we passed it around our morning meeting circle. Here’s our first creation.

inventing 2

Sometimes the girls were quiet, watching each other add their brick. Other times they kibitzed about where to put the brick, or shared with a neighbor what it might be.

When we finished creating the structure I placed it — with a pencil — next to a clipboard reading “Our morning meeting invention might be … ”

20180202_121455

Over the next few days, the girls continued to think about what the structure might be — not what it is, but what it might be — and when they had a moment, they added their ideas to our lists.

The girls loved creating together, and writing their ideas one the lists. In the process we all got to practice and grow in many ways. We

  • used our imagination.
  • thought creatively and critically.
  • were open to possibilities.
  • collaborated.
  • were flexible when our friends accidentally knocked a piece off, and replaced it in a different spot.
  • acted as individuals, and as a team.
  • practiced handwriting, and encoding our thoughts into words so others could read them.
  • were resourceful — figuring out how to create something with a small set of bricks.
  • worked on our communication skills — as we created, as we talked about the creations later on, and as we shared our ideas.
  • enjoyed each other and the process.

It may seem like there is no time in your day to allow your students to invent, create, make, think, dream, imagine, wonder, and enjoy. Don’t believe that. Be open and observant. When you notice a moment or two in your day, give it to your students, and yourself, as moments of possibility.

Often times this is my mantra: “Small moments. Small creations. Big impact.”

Give it a go. Grab the moment! Your students, and you, deserve it.

 

By the way … 

If you find a moment and do something, leave me a comment, I’d love to hear what you did, and how it went.

If you find a moment and have no idea what to do, ask a colleague, or leave me a comment. I’d be happy to brainstorm some ideas.

if you look at your schedule and say “Molly does NOT know what she is talking about. My day is packed, and there is NO WAY I can do one more thing!” leave me a comment. Maybe we can look at your day together and find some time.