Conscious Ink

My diagnosis anniversary date is December 16. My feelings each anniversary are a combination of positive and less-than-positive emotions. I notice, acknowledge and feel the sorrow and other less-than-positive emotions, but I highlight and emphasize the positive emotions by celebrating!

In the past I have dyed a fuchsia streak in my hair with kool-aid, distributed glitter, and shared sparkly temporary tattoos. This year I decided to continue the temporary tattoos, but wanted to find the perfect tattoos. After some searching, I found Conscious Ink.

Here’s the first paragraph from their site “Can a temporary tattoo leave a lasting impression on our disposition? Solidify our intentions and affirmations? Make a permanent mark on the world? Crazy as it seems, Conscious Ink founder Frank Gjata says yes! Conscious Ink is on a mission is to spread love and raise consciousness around the world, one body at a time!” lol! HOW AWESOME IS THAT??!?!

I looked at their many offerings and chose 3 that spoke to me.

  • Breathe
  • Be brave
  • Anything is Possible

Great messages, right?!

I eagerly awaited my package. It made it to me the day before my anniversary. YAY!!

I wasn’t disappointed when I opened the package and examined the stash. Everything had such beautiful spirit, joy, humor AND creative thinking

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The tattoos themselves are great (non toxic, safe, made in the USA), but, the instruction card that comes with them pushed them over the edge into fantabulous! lol. As I read it, and followed the instructions, I chuckled to myself thinking “Wow, this is some cool creative thinking!”

I don’t know what “How might we …?” questions Frank and his team asked themselves, but here’s one I thought they must have considered.

How might we infuse each aspect of the temporary tattoo experience with mindfulness, intention, joy and good energy?

I laughed out loud – not making fun, but from surprise and enjoyment – when I read their instructions for the actual tattooing. As with most things, temporary tattoos don’t just magically happen. There is a process, and it includes waiting. Waiting is sometimes a drag, or something we endure and hope away, rather than experience with mindfulness and purpose. Not so, the Conscious Ink people.

What do they say? “Patience is a virtue.” LOL! That still makes me laugh out loud. They suggest you take the time to think about what it is you want to manifest. I love that!!! Take those 30 seconds or more and be present. Think. Breathe. Have the thoughts (joy, gratitude, hope) and do the things (breathe, celebrate) that were the reasons you chose your tats.

I followed the instructions – patient, mindful, purposeful being, instead of just waiting. It was a lovely 30-60 seconds. I am going to have my K students do this when I share the tats with them in January. I may even have them join in some writing about their tattoos and intentions. We shall see.

I am impressed with the thought and creativity of Conscious Ink. It enhanced my temporary tattoo experience. But, it’s also a wonderful reminder to me of what can be accomplished when we approach our work and life with purpose, intention, humor, joy and creativity.

By the way, Frank has some other nice sites (and by nice I mean pretty cool, awesome, fun etc. etc. etc.) worth checking out. They seem to all be linked from his website Blississippi. Give them a look if you have a moment.

And always remember … Breathe … and be brave.

 

 

 

 

 

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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Memories of Clementines

Driving to a late day meeting, I unzip my lovely new cooler bag, and fish around for this …

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Before I even see it, I imagine peeling it, and think of where I might leave the peelings. In my mind’s eye (or is it nose? lol) I can already smell the beautiful, citrus fragrance. I can’t wait to experience it as it fills my car with lusciousness!

At that moment my mind returned to this fabulous little hand …

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This hand belongs to one of my kindergarteners from last year. I loved the exchange we had, so I asked if I could photograph her hand with the peel in it. She looked quizzically at me when I asked, but agreed.

“I love your idea,” I explained, “and I want to write about it on my blog! I never thought of it as a possibility, and I want to share it with others.” She smiled a soft, small smile, and agreed.

Finally, I am sharing.

When she came to me her eyes were bright.

She said “Look, Miss James!”

I looked at her hand, and then back to her face for an explanation.

She responded, “I’m going to use it in our supermarket build!”

(We visit a supermarket, create field guides, and then re-create the market in our classroom with blocks and various other items.)

I reply, “You are? What will you do with it?”

She said, “I’m going to use it to add an orange smell to my paper oranges. You know, like a scratch and sniff!”

I burst out laughing, and with a huge smile say “WOW! That is fantabulous!!! What a great, creative idea! I never thought of that! Thanks for sharing your idea with me!”

Amazing, right? I wondered why she was showing me a clementine peel. It didn’t immediately come to mind that the small piece of peel could be used so creatively.

Often, my students ideas are large, sometimes even bigger than mine. I enjoy their exuberance, and their big ideas. And, I trust that my support, my openness and positivity, and my joy in their awesomeness, encourages them to adopt, trust and live their big ideas!

Hiking Art

I bought a travel watercolor set to have with me in my pack on my hikes this week. It’s a nice Sakura Pocket Field Sketch Box. I got it in an awesome little bookstore on the main drag of Lake Placid that has an amazingly nice art section! It was an impulse buy on a rainy day walk into town.

I’m not a trained painter so I looked for creative ways to translate the nature and inspiration I experienced on our hikes, using  watercolors.

We did a short hike out to Moose Pond. It’s a beautiful spot to sit, breathe, pray, eat, and relax. The water inspired me that day. I thought about wetting the entire page with pond water, but wasn’t sure what I would do next. So, I did nothing! I sat, looked, and just experienced the place. I noticed irises growing between the cracks in a rock on the water’s edge. That sparked an idea! If I used one of the leaves to put the pond water on the page, I might be able to mirror the feeling of the water – movement, sunlight, colors, and flow.

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Baxter Mountain was our next hike. The wind at the top was sensational. It was my inspiration that day. But, how to show it?

The sound and force of the wind is hard to miss. It almost constantly moves the leaves and  actually changes the way tree branches grow. I love the sound and force of the wind, and the shaking of the leaves was a visual cue, so I knew I wanted to capture that … somehow.

It’s remarkable how awe inspiring, and moving (pun intended lol) the wind is to me. I absolutely love it. So, instead of of painting, I found several spots to sit, do yoga, eat, pray, and just let the wind buffet me. I collected a few leaves before we hit the trail off the summit, stuffing them in my pack to use when I got home.

Here’s my first leaf inspired piece.

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It took form as I worked. I wasn’t happy with it at first. But, I ignored my displeasure with the product, and kept going, enjoying the process. As I did, ideas came to me. I remembered a bubble art project I did with my Kindergarteners, and let that direct me.

I really like the abstract nature of the finished piece. And, I love the accessibilty and transferability of the method! I’m contemplating how to incorporate it into my class this year. It has nice potential as an art-science integration.

Rain has interrupted my hikes but not my art. Today I worked on getting watercolor paint to adhere to the leaves I gathered yesterday. My plan was to make leaf prints.

This is much harder than it seems. Close your eyes and imagine rain hitting the leaves. What does it do? Yup, it beads up! So guess what the watercolor paint does … beads up! Ugh! But, with a bit of stubborn persistence – wearing down the leaf it seemed, and getting the paint to the right consistency – it worked. The paint stuck to the water resistant leaf!

I am super happy with the result. The colors remind me of the leaves, sky and sun. The one in the middle is that one brilliantly colored red leaf we always come upon on our hikes. The black is the large rocks that encourage thousands of nature-filled step ups and downs on our hikes, as well as the small stones that sometime weigh down my pack. Next time I may put the black around the entire edge. We’ll see. It’s a process, and I’m loving it!

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Speaking of process, clearly my process involves mess! It never feels like mess while I’m working. It feels like (and is) immersion, beauty, intentness and art!

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But, yeah, my process is messy, and I’m good with that!

 

 

 

 

Courage, Challenge, Learning and Excellence

“Although my students are only five or six years old, I work hard to establish egalitarian, collaborative relationships with them. I am interested in their thoughts and always respond to their questions of “Can I tell you something?” with “Yes, please tell me something!” I value their stories as a way to get to know them, and I really listen to them as they share. I sit or kneel to speak with them so I am not so far above them, and I often sit on the floor with them when I teach them. This helps us develop a relationship of trust, and ultimately empowers courage, challenge, learning and excellence.” (Managing the Classroom for Creativity)

When I wrote that for the Creative Education Special Issue, I was thinking of the courage, challenge, learning, and excellence that my students develop and live in our classroom.

As I re-read the section now, I still believe my students benefit from our collegiality. But, I am fascinated by the realization of how much our relationship of collegiality and trust impacts me as well. It helps me to be courageous and more open to challenge, and it encourages and enables me to develop deeper learning, and greater excellence!

This became very clear to me the other day. I joined a kindergarten alum and her family (she just finished first grade) for an afternoon at Turtle Back Zoo. Part of our day included participating in the Treetop Adventure.  The course is about 15-20 feet in the air. Not too high unless you are afraid of heights – which I am!

My alum and I hit the course together. We chatted with each other as we waited for our turn on the various elements. We watched others and commented on things they did well, and the things they might do better. We talked about being a little afraid. I told her I was afraid of heights. She assured me it wasn’t that high!

We decided I would take the lead for the first half of the course. I cheered her on as she worked each piece of the course, and offered suggestions the few times she seemed a bit stuck.

The second half of the course, my alum went first. This section was a little higher and a little more challenging. Nothing terrible, but I was beginning to feel fatigued from my fear of heights and my effort to overcome it. I breathed in through my nose and out through my mouth – just like I tell my kindergarteners to do when they need to relax and get their bodies to know all is well. As I paused at one challenge — to take one of those calming, strengthening breaths, and decide how I would step — I heard the most awesome thing …

“You can do it, Miss James!!!”

It was my alum yelling to me, “You can do it, Miss James!!” 

How fantastic is that?!?!?

I’m not sure if she was completely confident in my ability to do it. I am sure she was completely confident in herself, and in our relationship.

Our relationship based on respect, trust, collegiality, and love, let her know it was appropriate for her to encourage me. And, our relationship assured her it would make a difference to me.

And it did! It helped me! Her egalitarian and collaborative relationship with me, empowered and enabled me to embrace “courage, challenge, learning and excellence!”

It wasn’t just that day. It happens in the classroom too.  But there, on the ropes course, it was very clear.

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Here we are, on the carousel together. I love the photo for the memory, and the symbolism.

May I always have a beautiful kindergartener, or kindergarten alum, by my side.

 

RESOURCES:

James, M. (2015) Managing the Classroom for Creativity. Creative Education, 6, 1032-1043. doi: 10.4236/ce.2015.610102.

 

 

 

We are Superheroes!!!

 

“We are Superheroes!” rebounds off the walls, as my students laugh and run with capes fluttering behind them. The pause in a moment of stillness, so I can take their photograph.

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I love this photo — changed, in a photo-editing program, to look more like a page from a graphic novel.

The page might read:

“They stand together, ready to soar into action. Eyes open wide as they survey the land — alert and ready. Their tiny pink sneakers belie their power, courage and ability. Some laugh at them, call them cute, and underestimate them. But, encouraged and empowered by their fearless leader, they stand secure in the knowledge that they are, in fact, superheroes, with the power to change the world. They turn to one another, and begin to make plans.”

Awesome, isn’t it? What’s even more awesome than the graphic novel version? The real thing, in my classroom — young students, dreaming big, writing down ideas, and making plans to change the world. All the while, secure in the truth that they are, and can always be, superheroes.

Rock on, young superheroes. Rock on!

Encouraging Young Inventors

Recently, in our Kindergarten Maker Space …

Me: “Hey, may I take a picture of what you’re working on?”

Student: “Sure. It’s a bug playground.”

Me: “A bug playground?”

Student: “Yeah, because otherwise they just get stepped on.”

Me: “Wow, they do get stepped on, don’t they? What a great idea. I bet the bugs will like it!”

How awesome is that?

A 6-year-old,  using all sorts of creative thinking (human/bug design thinking, possibility thinking, positive thinking, lateral thinking, divergent thinking, convergent thinking) to problem-find and problem-solve. I love it!

It’s what happens when students are given recycled materials, duct tape, and, most importantly, the opportunity, space and encouragement, to think, risk and build.

Dr. Seuss Creative Fun

Wacky Wednesday, by Dr. Seuss, inspired our creative fun today.  — Shoes on the wall, on the ceiling and under the bed. Worms chasing birds. Hoses, while split, still watering the lawn. — My students giggled, and eagerly shared each wacky thing they noticed.

They didn’t want to stop, but I told them “We must! I want you to have plenty of time to have your own wacky Wednesday fun!”

They were not immediately convinced. But, I assured them we would keep the book in our library, and they could read it as much as they wanted. Finally, they relented and moved to the chairs I had prepared.

I reminded them of our time together in yoga, when I invite them to take off their shoes and socks. “Now,” I said, “I’m not going to invite you to take off your shoes and socks. I’m going to tell you to take them off. We cannot do our wacky Wednesday creative fun unless you take them off.” Giggles and talking increased as they hurried to their cubbies and back again — with feet bared!

Paper was taped to the floor in front of each chair. Plastic egg cartons filled with paint, rested on paper towels. I encouraged them to guess what we might be doing.

“We’re going to paint with our feet!” … “Yes,” I said, “but how?”

“We’ll stick our feet in the paint!” … “Good guess, but no. We’re actually going to use a paint brush.”

“We’ll paint our feet and put them on the paper!” …”OH! Great idea, but no.”

“We’ll paint our toe nails!” … “That would be fun, but not today.”

They continued guessing, each building on the next. They were doing a lovely job thinking divergently. They showed some fluency, flexibility, and elaboration – each idea building upon the ones that came before, informed by my responses.

Finally, nearly jumping out of her chair, R. said “I know! We’re going to hold the paintbrush in our toes!!!!!” …. “YES!”

Laughter and conversation erupted in the room – making it nearly impossible for me to speak and be heard. I encouraged their enthusiasm, but asked them to do try to stay quiet until we began. They contained themselves, as best as they could, and after some brief instruction and encouragement, they began.

Some jumped in with both feet — pun-intended, lol — and used their toes to grip their pencil, and write their name.

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When M. finished writing she said, “That was hard. And it doesn’t look very good. It’s messy.” … “No way!” I replied. “That’s fantastic! You did that with your toes! How awesome is that?”

Was it as good as she could do with her fingers? No. But did that matter? Was that the right criterion to use to evaluate it? No! Her process and product  were remarkable. She gripped the pencil with her toes. Figured out how to create each letter in her name, and wrote them in a rather straight line! Perhaps most importantly, she showed great initiative, courage, and grit, and I wanted to acknowledge that for her.

Everyone joined in the fun — even me. My students were enthusiastic and joy-filled painters — quite willing to try, and try again.

feet painting

I was surprised by my reaction to the experience. It was hard! Hard to hold the paintbrush. Hard to figure out how to dip it in the paint. Hard to guide it on the paper. Just hard!

I did it, but I didn’t enter into the experience like they did. I think their were multiple reasons why. Each is worthy of my thought, consideration and remembering as I continue to work with my students, and for my own growth as a creative and an educator.

Here are some of the things I noticed:

  1. My support of my students — in word and presence — is powerful.
  2. Time to practice and play with the tools and process before beginning is important.
  3. Embracing positive thoughts about ourselves as artists and learners is essential.
  4. Adopting the joy, freedom and openness of a beginner’s mind is helpful.

My students often return the favor and support me with their word and presence. Today I didn’t have the opportunity to allow them to support me. I also didn’t have the time to practice and experiment before beginning. But perhaps most interesting to me, unlike my students, I didn’t immediately embrace positive thoughts about myself or my process, and I didn’t adopt the the joy, freedom and openness of the beginner’s mind.

I can learn so much from my students. They are truly fantabulous!

Possibility Thinking Happens!

yogurt lady bugsI was delighted to receive this email from a parent of one of my kindergarteners:

Last night, M was finishing up 2 small containers of applesauce. She washed them out, put them on the counter, and said, “Save these. I’m turning them into ladybugs after school tomorrow.”

How awesome?!?!!!

What will this become? Clearly, the possibilities are endless.