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!

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Hardware and Tools in Kindergarten

I’m always thinking of tools I can bring in to the Makerspace for my students to experience, and learn to use. I’ve brought bread knives to use as saws (always using clear and easy to remember rules, and always supervised by an adult), carpenter pencils and pencil sharpeners, tri-squares, mechanical rulers, mechanical tape measures, and levels.

This spring, as we began our supermarket build, I decided to enrich our world with nuts, bolts, machine screws, adjustable wrenches, phillips head screwdrivers and square head screwdrivers. When my students entered the Makerspace and noticed the new things sorted into our maker-trolly, they immediately began experimenting, asking questions, and sharing thoughts.

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Not all of them knew what the wrench was, or how to use it. I quickly swore those who knew how to use the wrench, to strict secrecy. I told them they had to keep it a secret for one week. If by Friday, the others hadn’t figured it out, they could teach them. But, until then, they had to let the others use their big beautiful brains and experimentation to discover it on their own. Many figured it out, and any that didn’t were happily taught by those in the know.

They loved using the tools and the hardware. Sometimes they would put the bolts/screws, washers, and nuts together using their fingers as the tools, at other times, they used the wrenches and screwdrivers. Our first foray into using them in the build was when they realized they could plunge the bolts/screws into the foam shelf they had created.

foam shelf

This required me to help them because the foam as actually a bit too thick for the size bolts/screws I had purchased. Cognizant of how impossible it was for them to succeed at this task on their own, I began thinking of specific projects that didn’t require so much help from me.

I came up with two.

The first  was an art project. I thought creating people with articulated arms and legs would be a fun way for them to learn about the nuts, bolts, and washers. It required a good bit of thinking, risking, imagining and creating as well as significant manual dexterity and work.

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We talked a bit about how to use the hardware, and what was possible because of it — movement, and tightening the arms and legs into particular positions. We also discussed the possible pitfalls — poking yourself with the pencil that you used to make a hole for the bolt, making the hole too close to the edge thereby ripping the cardboard piece, and putting the bolt on backwards which would make hanging it darn near impossible because it was too far from the wall.

They were fantabulous workers, thinkers and creators! They were careful about positioning their holes, and making them. They persisted — counting out their hardware, changing bolts if they put them on backwards, and taking the time needed to accomplish their personal visions for their people.

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And gosh, did they imagine and create! Mothers with babies, a girl in a tuxedo, Draco Malfoy, girls with 3-D curly hair, a baby sucking a binky, and designer boots are just a bit of what they did.

Here are some of their people hanging in our art gallery:
 cropped dolls

The second project was creating sturdy shelves for the supermarket. By now they were pros at using the tools and hardware. With intensity and proficiency, they worked together to secure the shelves to the boxes. One climbed inside to install the washer, and tighten the nut. Another worked from the outside, holding the bolt in place to allow it to be tightened.

shelves

Meanwhile, the girls developed their own use for the tools and their skills. I loved all they thought of doing.

As they played with the hardware, they discovered many interesting configurations outside the normal purview of nuts and bolts. One presented me with this:

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Me: “Thanks! What is it? How do I use it?”

Student “Well, it could be jewelry … (significant thought) … or it could just be a fun              rolling toy!”

Me: “Indeed it could! I love it.”

Finally as they progressed even further in their comfort with the tools and hardware — and their belief in themselves as capable of doing anything necessary with them —  they enlarged their scope of projects. Seeing me unboxing two new sensory tables, one of my girls noticed the bolts, nuts and washers.

Student: “What’s that, Miss James?”

Me: “New sensory tables.”

Student: “What are you doing with them?”

Me: “I’m going to put them together.”

Student: “I can help!”

I love that she declared her ability to help. She didn’t ask! She knew I would accept help, so she just jumped in as my furniture building colleague! It was awesome!

I am particularly fond of this photograph as it captures the truth of the moment. The tip of the sneaker in the left hand corner is mine. I like that it indicates my presence, but the hands holding the tools are the hands of a 6 year old girl! That is one empowered girl!!!

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“Rock on with your fantabulous self, my girl. Rock on!”

A Joyful Rebellion of Kindness

Awhile back I participated in the UC Berkeley’s MOOC The Science of Happiness. It was a great course — a ton of work — but a great course. One of the interesting things they suggested is that children have innate altruistic tendencies. Their research and information was compelling and hopeful!

The other day, my Kindergartners and I watched Joyful Rebellion by Brad Montague (Kid President’s brother-in-law).

It’s a great little video with encouragement and challenge. He invited us to to acknowledge our greatness and power, to dream big, and fill the world with more hope, more love, and more beauty.

After we watched the video, and talked about it a bit, I shared the idea of  Mirror Messages with them. I asked them what they thought about them. Could we do that for others at our school? They were intrigued, and asked many questions.

I told them our messages might not look exactly like the mirror messages. We might use index cards, or regular paper. Perhaps we’d place them on desks, or lockers, instead of mirrors. Maybe we’d pick a particular grade to gift. They were remarkably excited at the idea that we might encourage first graders, or *gasp* 12th graders! They responded with an enthusiastic “YES, we can do this!” But, their questions continued.

Them: “What about each other? Can we make them for each other?!?”

Me: “Sure! That’d be great.”

Them: “What about you? Can we make them for you?!?”

Me: “Absolutely! I’d love it.”

I got these that day …

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And these in an envelope the next day.

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If my experience is any example,  the Science of Happiness people are right. Children are fantastic, altruistic beings, who find joy in encouraging others. All they need is the opportunity. Let’s provide them with many!

I’m excited to see how this plays out for my girls — and those we gift with our messages.

Steinways and Snow

My first Kindergartners are now 10th graders. Hard to believe, but true.

Recently, I had the pleasure of seeing one of them participate in the NJ Poetry Out Loud finals. She recited three poems. Each was filled with pauses, inflection, breath, emotion, and gestures, which drew me more deeply into the words and meaning of the poems.

My favorite was Undivided Attention by Taylor Mali. It’s a fun, and thought-provoking poem for an educator. An added sweetness was that  I was introduced to it by my alumna!

If you’re unfamiliar with the poem, take a moment to go read it now. Especially if you’re an educator, read it — right now.

I’ll wait.

The whole thing is glorious. But, if you ask me, the most striking part is:

So please.

Let me teach like a Steinway,
spinning slowly in April air,
so almost-­‐falling, so hinderingly
dangling from the neck of the movers’ crane.
So on the edge of losing everything.

Let me teach like the first snow, falling.

(Mali. Taylor. “Undivided Attention.” What Learning Leaves. Newtown, CT: Hanover Press, 2002. Print. (ISBN: 1-­‐887012-­‐17-­‐6)

Fabulous! Right?!?

As I listened to my alumna recite the poem, I imagined the educator asking permission of her administrators, coordinators, and colleagues to allow her teach in this fashion. As I listened, I heard her imploring others to share her vision.

Later that day I read the poem to myself, and then aloud to others. I heard it differently. I’m not completely sure why.

Perhaps I heard it differently because  it was my own voice that spoke the words. Or, perhaps it was because Mali’s words had been floating in my brain since the morning, somehow becoming my own.

“Let me teach like the Steinway …so almost-­‐falling, so hinderingly dangling … let me teach like the new snow, falling.”

The word I heard, with soft, encouraging, invitation was me. It felt like a quiet manifesto.

Much like the piano movers I need to move my personal Steinways. My Steinways are lessons, ideas, inspiration, motivation, classroom culture, design experiences, creativity, and much more. Similar to the movers in the poem, occasionally, my eye-popping, jaw-dropping, risky, awesomeness has to hang out the window. Scary, but also a huge blessing, because, hanging out the window, others can see it, engage with it, and be excited by it.

First snow, falling, is nothing new, and yet each time it falls it feels new. The snow beckons all who notice it to come and look with long interested looks. It reworks the view out the window. It offers the opportunity for play, and the necessity of work. And, when examined closely, it reveals the marvels of each unique flake. That is a profound way to teach.

Yes. Let me teach like that Steinway — big, brave, bold, and fantabulous. Let me teach like snow falling — offering play and work, changing views, and surprisingly breathtaking wonders.

Let me

Let us.

 

 

 

Learning through Rapid Prototyping

I recently presented a workshop on Design Thinking with a fabulous NJAIS colleague.  It was an incredibly thought-provoking experience for me. Teaching educators about using design thinking in the classroom forced me — or, more correctly, allowed me  — to immerse myself, again, in a plethora of creativity and design thinking resources. I read, listened and thought deeply, as I searched for the connections, and inspirations to share with the participants.

The idea of rapid prototyping was particularly provocative. It’s not the norm for education, and yet it has the potential to be profoundly valuable. By prototyping rapidly — with ideas, strategies, or products — we gather large amounts of information in a relatively short period of time. In the process, we discover our own strength and agency, and we experience the hidden potential of failure.

Rapid prototyping and gathering information from each failure, is a natural mechanism for learning, problem solving, and innovating.  I experienced its value as I watched my students attempt the Tower of Hanoi math game.

I prepped them for the process. I emboldened them in their willingness to try. I told them they might not get it  — the 1st, the 5th or the 100th time —  but they should keep trying, and learning with each move, mistake or failure. After listening to the rules, they gathered their three blocks, and set to work figuring out the puzzle.

One of the  girls was  the epitome of rapid prototyping. Rarely taking her eyes off the blocks, she moved them without discussion.She made hundreds of moves. She appeared undeterred by her failure to solve the puzzle, and seemed to find joy and interest in the process.

The number and quickness of her moves, might suggest her moves were aimless or unstudied. Someone watching might  wonder whether she were learning anything, or making any progress. But, looking at it with the eye of a design thinker, it became clear she was rapidly prototyping.

 

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Her movements were speedy, and many. But, they were definitely not without observation, noticing, thought, or purpose. As she made her moves, she clearly learned about the blocks, the puzzle board, and the ways in which everything worked together. After what seemed like hundreds of moves, she paused, looking at the board. Then, she  made the seven moves necessary to solve the puzzle!

(I particularly love this photo that captured the rapid movement of her hands as a blur of motion.)

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It was fascinating and a bit humbling to watch her! I was struck by how wonderfully it illustrated how we learn, as well as my role as an educator.

I must create a culture and environment that supports my students. A culture with resources that bolster their knowledge and understanding, while encouraging them to be brave, and to believe in their ability to work and learn. I must give them provocations and opportunities to problem find, and problem solve.

Then, I must step back and let them do their thing. I must resist any urge to jump in and rescue them before they actually need my help. I must sit in my own discomfort, and trust. Trust the process of learning. Trust creativity and design thinking. Trust rapid prototyping and learning from failure. And mostly, trust them!

Finally I must breathe! My breath helps me pause and gift my students with time and space. It helps me remain calm and confident, unafraid as my students heroically brave the unknown.

It’s a spectacular process that inspires and teaches me. My students — our students — have a tremendous amount of courage, insight and capacity to do and learn. All they need is the opportunity — and our trust and breath.

Letting My Learners Lead Me

We had the best social studies learning time today! It was spectacular. I know I always say I wish I had a videographer, but wow, I really wish I had one today. My girls were fantabulous — full of energy, passion, and awesomeness.

Let me explain.

We are part way through our super hero unit. We’ve explored fictional super heroes, and created our own personal fictional superhero. After numerous discussions, we decided there aren’t just fictional superheroes, there are also real superheroes! We generated a list of superheroes in our own lives. They included: police officers, firemen, firewomen, grandmothers who get up early every day to make us breakfast, sisters who help us cross the street, dogs who bark at bad guys, teachers who teach us, dads who give us medicine when we’re sick, and nannies who always play games with us.

Today’s topic was  how we can be, and are, superheroes. I planned on showing them Brad Montague’s (Kid President’s brother-in-law) video This is a Joyful Rebellion, and then work on Mirror Messages as a way to give them concrete examples of them being superheroes.

I told them we’d be watching a couple videos this week. I mentioned Kid President and his pep talk for superheroes. None of them had heard of him, so I pulled up a quick photo to show them. They were enamored with his image, the fact that he is a kid, and the idea of a pep talk. They all wanted to watch him TODAY! They were quite emphatic.

I thought for a moment. I wasn’t prepared for an activity for this video, but they were definitely into it, so I decided to give it a go, and see what happened. I asked them “So you want me to change my plans so we can watch this today?” They responded, enthusiastically, “Yes!” I paused, thought a moment and said “OK, let’s watch it, and then talk about it.

OH MY GOSH!!! They got so much out of the pep talk! Their observations, insights, and discussion were amazing.

One said: “But Miss James, we can’t be REAL superheroes!”

I took a breath, put my hands on my hips, thought for a moment, and said “What do you mean?”

She repeated herself: “We CAN’T be real superheroes, Miss James!” and added “We can’t fly.”

“OH!” I said, “You mean we can’t be like Superman?!”

“Yes!” she replied.

As I began to explain that Superman isn’t real, but is a movie and comic book character, another girl interrupted. She practically yelled …

“But they’re NOT REAL! They’re FAKE!”

“Yes!” I said (giving her a high five).

She continued “We’re real, and we can be REAL SUPERHEROES. We don’t need to be able to fly, or shoot lasers out of our hands”

“YEAH!” another said “And we don’t need to have laser eyes!”

“That’s true! We don’t have, or need, lasers hands or eyes!”

Now came the big question. “So if we don’t have laser hands or laser eyes, and we can’t fly, do we have super powers?”

Their eyes seemed locked on me as they struggled with that question. The room was completely silent.

Finally, one yelled, “YES! We do have super powers!”

“What?” I asked.

“We have heart power!”

“YES!! YOU DO!” I exclaimed in return.

I cheered them on as they continued. We have:

  • Big Beautiful Brain Power
  • Our Own Ideas
  • Making Power
  • Kindness Power
  • Niceness Power
  • Friendship Power
  • Art Power
  • Science Power
  • Math Power
  • Loyalty Power
  • Brave Power
  • Strong Power
  • Muscle Power
  • Generosity Power
  • Loyalty Power
  • Creativity Power
  • Honesty Power
  • Helping Power
  • Inventing Power
  • Gift Giving Power
  • Listening Power
  • Thinking Power
  • Word Power

“Wow!” I said “This is fantabulous! I think we have to make signs with our powers. Shall we use big or small sheets of paper?”

“BIG PAPER. Let’s use big paper!”

Of course we had to use big paper. What was I thinking? Their powers, their hearts, their minds, their spirits, DEMANDED big sheets of paper. What else could even come close to holding them?

We each got our favorite color 12×18 inch sheet and set to work writing and illustrating our powers.

After social studies, we had choice time. One of the girls asked if she could work on our 120 chart — we had begun constructing it during math. “Sure! How many numbers do you want?

“Two.” she said.

She took two and placed them in the chart. Then she took a handful. A moment later she said, “I want to finish the whole thing!”

“You go, girl! Use your math power!”

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40 minutes later the chart was completed!

We sat and looked at it together. “Wow,” I said, as we high-fived. “That is so fantabulous! Thanks for using your math power to help us get this done.”

I’m sure social studies would have been good if we followed my plan to the letter. But, I’m also sure it wouldn’t have been this good. And I have no idea if this girl would have had the confidence in her power to finish this chart on her own. My decision to allow my students to lead me — to step into the unknown, trusting in them, me and us — made all the difference.

I’m so glad they asked to lead, and I’m super glad I said yes, and followed them.

When the Smithsonian Invites …

You say “GET OUT OF TOWN!!” Then, you accept!

I have been meaning to blog about this for quite some time, but as I began to investigate the Smithsonian’s Lemelson Center for the Study of Invention and Innovation  I kept finding new things that made me go “WOW!” and kept me from blogging.

If you’ve never given their website a look, you really should. They’ve got some awesome thinking and resources.

Look at some of the things they believe, and attempt to live:

“In Spark!Lab, we believe everyone is inventive, and hope that our visitors continue to create and innovate long after they’ve outgrown us.”

I LOVE this. Even though I’ve read it several times, it still makes me shake my head. That’s exactly what I think and hope about my Kindergartners. They’re all creative, inventive, and fantabulous! My hope and intent is that they experience, learn, embrace, and live those truths, with me, and long after they’ve left me!

Another post said “Lemelson team members pride ourselves on ‘living the mission’ as creative problem solvers.” They tell the story of  trying to rescue a lost  phone, and document the process at the same time.

I laughed out loud as I read this story. This is my life as a Kindergarten teacher. Always trying to work with my girls to figure out ways to make things possible — all the while doing my best to snap photos.

And, as I think about it, this is my Kindergartners life too! They are living the mission as creative problem solvers as well! The other day I discovered two girls — bottoms up in the air, faces on the ground, arms reaching under a block cabinet — all the while talking furiously with one another. What was going on, you ask?

Someone had washed a yogurt container, and when they placed it in the ‘use for making’ basket, the container fell behind the cabinet.  The girls could squeeze their arms under the cabinet, but they couldn’t reach the bottle. The flurry of conversation was about the blocks and other items they were trying out as tools to retrieve the container.

To add to their challenge, our classroom has art projects taped to the floor and the edge of the closest art project is about 18 inches from the edge of the block cabinet.

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The block cabinet is on wheels, and a visiting teacher volunteered to move it. The girls rejected this simple solution because they didn’t want to risk harming the art project. It was fantabulous to watch their intentness, inventiveness, and collaboration as they worked to retrieve the container.

Then there is the Lemelson Center strategic plan .

(This is just a small portion of their plan. I’ve put their thoughts in bullets form to make them easier to discuss here.)

  • Value creativity and embrace the potential rewards of risk-taking.
  • Inform and delight audiences and convey the enthusiasm and joy that are integral to the invention process
  • Encourage visitors to participate and see themselves as inventive
  • Push the limits of exhibition design to advance visitors’ curiosity and active learning
  • Our work has the potential to inspire millions of Americans and billions of people worldwide to view themselves as having inventive capacity and to build the skills and confidence needed to overcome barriers to innovation.

At the risk of repeating myself, I love these ideas, and they are a large part of my strategic plan as well. Perhaps it seems odd that a Kindergarten teacher would have some of the same strategic plans, hopes, visions, dreams, and goals, as the center of a major organization. But, if you think about it, it makes perfect sense, and seems to me, should be true of every educator.

Educators do remarkable work, with remarkable people — colleagues, admins, parents, and students. These constituents have limitless potential for imagining, thinking, creating, making, and impacting the world for good. Our work — informed and driven by our plans, hopes, visions and dreams — holds the possibility for profound and far-reaching impact. What we do influences those we  interact with each day. This in turn influences every individual and problem they encounter, now, and in the future.

I’d love to tweak their ideas — making them more mine — and create a canvas of some sort for my learning space.

  • Value creativity.
  • Welcome cognitive and creative risk-taking.
  • Be open to possibility.
  • Teach for delight.
  • Nothing without enthusiasm and joy.
  • Embrace and encourage curiosity.
  • Enable active learning.
  • Live the profoundness inherent in teaching and learning.
  • Believe in the incredible power and potential of my learners.

If I do actually make a canvas, I’ll be sure to share. Until then be inspired, and embrace the profound awesomeness that is you, your work, and those around you!

 

New Blocks

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An educator friend was getting rid of her wooden Cuisenaire rods. She wondered if I might have any use for them.

Lovely colored, wooden blocks?!?!!! OF COURSE I can use them!

Happily, my students are as excited by new materials as I am! As I put them into containers yesterday, this conversation ensued:

Them: “What are they, Miss James?!!”

Me: “New blocks!”

Them: “New blocks?!?!!! For us?!!”

Me: “Yes!”

Them: “What are we going to make with them?”

Me: “I don’t know. What are you going to make with them?”

As others gathered — helping to put the blocks into the containers — conversations and gasps of delight erupted around me.

I love when excitement, joy, imagination, creativity, conversation, problem solving, and possibility surround me. And when it’s precipitated by wooden blocks saved from the trash bin, it’s extra special.

 

 

Bringing Ideas to Life

Creativity is an interesting mix of thinking and doing. It’s about having new ideas, conceiving of new ways to do things, imaging a particular physical product — and then working to bring any, or all, of these things to life.

Both the thinking and the doing require a significant amount of

  • curiosity
  • wonder
  • imagination
  • team-work
  • risk taking
  • confidence
  • playfulness
  • resilience
  • perseverance
  • knowledge
  • research and learning
  • struggle
  • pro-typing and iterating
  • the seemingly magical, but often hard won, moments of “aha” and resolution

My girls worked on their Thanksgiving build from the beginning of November until winter break. They had a plethora of ideas. Some were created, some were not. Through out their thinking and work, the girls exhibited all the things listed above.

Some of the most interesting observations for me, occurred as they struggled to negotiate, and embrace and enhance each other’s ideas and thoughts. It’s a tough line to walk — advocating for your own ideas while at the same time being open to the ideas of your friends and fellow workers. It’s especially problematic when other’s ideas are significantly different than yours. Emotions occasionally ran amuck, and sometimes required interventions — with recommendations of alone time, breathing, thinking, listening, and sometimes suggestions of how to speak to one another to understand and resolve differences.  Particularly interesting to me is how similar these young work groups are to the work groups I belong to as an adult. New ideas are not always welcomed, different ideas are sometimes hard to imagine or embrace, old patterns are sometimes very strong, and emotions often make things more complicated.

I loved their conversations and subsequent research as they wondered, and imagined things they would have liked to have as a citizen of England and Holland, a passenger of the Mayflower, or a Native American. — Would the castles of England and Holland have had elevators? What about trap doors? Where did the Native Americans get their food?  Did they have toys? Was there a hospital on the Mayflower? Did people fall in the water? How did they save them?

So much about my students, and their thinking and work fascinated me! I often laughed out loud in awe and enjoyment of the fantabulousness of their ideas, and their beautiful confidence.

This person did it for me this build:

IMG_9226I don’t recall any other student making a person with  three-dimensional components. I exclaimed “Wow. I love that! What a great idea!!” when I noticed her work.

She responded as though surprised by my awe. “I just think it, and I do it, Miss James!” I think I laughed out loud AGAIN when she said that to me. That is some beautiful confidence — in her thoughts, and creative ability.

Other times, my delight and fascination came from stretching their thinking, as well as their belief in their own abilities. One student this year wanted to make a dog. Her first try was lovely, and she was quite happy. I chuckled to myself as I opened my mouth to speak. “Would you mind getting your person? Let’s see if this would be a good pet for her.” She looked at me with a bit of incredulity, and perhaps even the slightest annoyance, but she quickly went and retrieved her person. Her dog’s head was the bigger than her person was tall. She reacted with amazement and a bit of disequilibrium! But, she was used to making dogs this size, didn’t believe she could make it any different, and told me it was fine. I laughed and asked her to stand up. When she did I asked if she would want a dog this big (and showed her how big her drawn dog was compared to her person). She laughed and said no, but when I suggested she re-draw her dog she said she couldn’t. I pushed back a bit and told her “Of course you can! Give it a go.”

She redrew that dog at least 10 times. The first 6 were almost identically sized. We cut the paper smaller, and she only fit the on the paper. Finally at about try 12, she created this:

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Perfection!!! She added a speech bubble filled with barks, and gleefully added her dog to the build.

Both experiences are valuable parts of creativity, thinking, learning, and life. Sometimes you simply believe in yourself and know that you can “just think it and make it!” Other times, when it seems impossible, and you doubt your ability, you have to struggle, and keep trying over and over — sometimes embracing the encouragement and pushing of someone you love, even when it’s uncomfortable  — until it happens.

With luck — and reminders from me — the one with belief in her abilities will be able to access that confidence when she has to work hard in order to succeed, and the one who had to struggle will experience those deliciously magically moments of creative ease.

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.

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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!