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.

 

 

 

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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!

The Currency of Hope and Beauty

Artist Ekua Holmes is planting 10,000 sunflowers, and changing her part of the world.

“Artists deal in the currency of hope,” Holmes said. “We deal in the currency of beauty, and our job is to reflect back to society what we see.” (Boston Globe, July 11, 2018)

Oh my gosh! YES!

As creatives — artists, thinkers, possibilitarians, musicians, writers, makers – we are about beauty.

We look for beauty. We find beauty. And when we cannot find it, we create it. We live in the realm of possibility — perhaps because of our belief in beauty and hope  — and we invite others join us there.

I love that idea! Beauty, hope, and possibility are my currency!

Then I thought: Isn’t this true of us as educators as well? Or, perhaps shouldn’t this be true of us as educators? Shouldn’t beauty, hope, and possibility be our currency as well?

Isn’t it our job to recognize the beauty, hope and possibility that exists in our students, our admins, our parents, and our selves? Don’t we, everyday, endeavor to find and illuminate the beauty, hope and possibility inherent in learning, struggling, wondering, failing, falling, persisting, discovering, collaborating, and simply being?

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Yes! Yes, we do.

Beauty, hope, and possibility. It’s part of us as educators. It’s our currency. It’s our strength.

Let’s embrace it, live it, and offer it to all those around us.

Play is Fun and Powerful

The Lemelson Center for the Study of Invention and Innovation, and the Toy Association  collaborated to host a Genius of Play event at the Smithsonian on April 25th. I had the distinct joy of being asked to be one of the panelists! Of course, I accepted.

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The panelists included:

Vikas Gupta — Co-founder and CEO of Wonder Workshop, and maker of the award-winning Dash, Dot and Cue robots. James McLurkin —  Inventor and Senior Hardware Engineer at Google. Jeri Robinson — Vice President of Early Childhood Initiatives at the Boston Children’s Museum. And, Me, Molly James — Creativity Researcher, and Kindergarten Teacher at Kent Place School.

Our conversation on the panel centered on play and its place in learning and schools, creativity, and innovation.

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Have you ever considered how you would define play?

I am always thinking about play and creativity, but for the weeks preceding the panel, I did so with increased attention. I observed my students, and noticed all the remarkable insights, skills, discoveries, and joys they experienced as they played. I read articles, thought, and chatted with fellow creatives.

At times, as if it were to keep my head from exploding, I would have to write. I would write streams of consciousness, questions, wonderings, ideas, and things to look up. With those thoughts safely recorded in my notebook, my brain seemed free for new ideas and questions. This continued for many cycles.. Then, on the train to DC, and at breakfast the morning of the event, several things became crystal clear.

As I rode the train, I wondered how I would succinctly express my ideas. I could talk about play and creativity forever, but how could I do it as part of a panel, in a few sound bites? I decided to see what the dictionary had to say about  play.

I was shocked. I hadn’t read the definitions previously because I didn’t want to risk plagiarizing any of their ideas. I wanted my definition to be my own — from my own experience and research as an educator, and a person who plays. After reading the definitions, I realized there was no chance I’d be stealing their words.

The definitions I found were remarkably different from mine. They made play sound frivolous, purposeless, and unimportant. Nothing was further from what I believe to be the truth.

With these definitions as the way play is explained and understood, it’s no wonder it’s sometimes difficult to convince others of the significance of play in life, learning, creativity, and innovation. I would LOVE the dictionaries to have a definition of play that more correctly explains its essence, and highlights its importance. I wonder how one goes about getting a definition in the dictionary changed?

While perhaps not short enough for an entry in Merriam Webster, or dictionary.com, here is what I consider a much more accurate and appropriate definition of play.

Play is a fun and powerful way of interacting with the world — with people, things, thoughts, and ideas. The fun of play is a large part of its power. When we play we laugh, we let go of worry, we fret less, and we breathe more.  This helps our brains — regardless of our ages or tasks — be more open and able to explore possibilities, entertain new ideas, and learn. When we play we are so much more willing to take risks — and even when we fail, we discover that failure isn’t the end, instead it’s the opportunity to begin the game again — stronger and smarter!

I was not alone in that understanding. All the panelists shared experiences and beliefs in the importance and power of play for all ages — at home, work, and school. It was great to hear such a unified message from a panel of people with very different backgrounds and occupations.

There were so many other great thoughts and ideas presented and discussed about the importance of play. When the video is posted on the Smithsonian page I will blog again and link to it.

The whole event  — arriving early and chatting with Jeri; meeting Monica, James, and Vikas; laughing and sharing our hopes to “not sound like idiots”; the receptions; and the panel itself — was spectacular. There was a ton of brilliance, thinking, collaboration, humility, awesomeness, laughter, honesty, passion, and playfulness on that stage.

Being part of this panel for the  Innovative Lives Series helped me to more fully embrace my expertise and fantabulousness! I presented with the big boys and girls, and in the process, I discovered, I am one of them!

 




Post script:

May 2014 I earned my MA Creative Thinking. A little over a year later, I had this blog, and a published paper. Four years later, an invitation to the Smithsonian.

Wow!

Gotta give a huge shout out to Karl K. Jeffries and his program at UCLan!  You, Karl, are a spectacular mentor, and creative thinker. And, a huge thank you to the many others who walk this creative, playful, fantabulous journey with me. I’m incredibly grateful!

 

 

 

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.

Helping Students Reach Higher

As educators we often talk about wanting our students to:

  • reach
  • stretch
  • go as far as they can
  • achieve

We also work hard to provide:

  • instructions
  • help
  • scaffolding
  • tools
  • structure

My classroom word wall is quite fluid. Sometimes it has our names on it, other times it has words we may encounter in our various learning units. Once we return from winter break, and move towards spring break, I begin to give the world wall more and more to my students.

In reading they each write three words they want to add to our word wall. They must be words they know how to spell like they are written in a library book.

I’m careful to not say “Three words you know how to spell correctly.” When they use inventive spelling — which is appropriate and important in Kindergarten — the words they write are correct if they, and I, can read them. For instance eat might be written ete. Or, teacher might be encoded as teechr. These are examples of correct inventive spelling, because they follow phonetic rules, and accurately convey the sounds, words, and thoughts of the writer. I don’t want them to begin thinking that the way they write is incorrect, and only by memorizing words, or asking for help, are they able to spell, write, and share their ideas.

In Social Studies, my students think of three words related to our topic, that they’d like to add to our word wall. Often these are words that are difficult to spell like they are spelled in library books. My girls stretch them out as best they can, then we work together to make any needed changes. This gives me the opportunity to share rules, digraphs, blends, and crazy things about the English language (for instance, ir, ur, and er have the same sound!), as well as help my girls find their own errors in thinking, hearing and sounding out.

For instance, one girl wanted to write strong. She srog. We stretched the word out, tapping the sounds – to try and tease out that n sound. She added it. Then I asked her to read me her word again. She read strong. “Hmmm,” I said, “I read srong.” She looked at me with a puzzled look, and sounded it out while holding my gaze. Then she looked at what she wrote and sounded it out again. Finally, she laughed and said “Oh, t! I forgot a t.”

These moments are examples of my students reaching, stretching, and attaining, while I support and scaffold. Sometimes, though, the reaching, stretching, and scaffolding is much more literal.

My students are confident in their own ability to find safe and effective ways to use things in our classroom to achieve their goals. So, they often create their own scaffold, and reach as high as they desire.

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But, there are times the height they hope to attain is beyond their reach. That’s when I offer myself as a resource. I provide the scaffold they need to reach higher than they might on their own.

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I really like that I am supporting them, rather than holding them. They get the chair. They have to be brave enough to step onto the scaffolding (me) and stand tall. Even though I am spotting them all the while it’s not always easy! Once on the scaffold, they have to breathe, trust, focus, reach higher. and write — undeterred by the distance they are from the floor!

For me, these are all moments of creativity.

  • Thinking outside the box.
  • Being open to possibility.
  • Inventing as we spell.
  • Not being deterred by what seems impossible considering the tools we have or do not have.
  • Risking.
  • Being brave.
  • Giving it a go.
  • Reflecting, adapting and rethinking.

And, let us not forget the equally important and essential parts of engaging in creative thinking and doing:

  • Experiencing joy.
  • Being struck by beauty and awesomeness.
  • Learning.

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!

 

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:

IMG_9233

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.

The Joy of Inventing

Recently heard in my classroom …

Miss James!

I LOVE inventing! Inventions are the BEST!

(And yes, the bold, large font is appropriate as it conveys, I hope, just a bit of her enthusiasm!)

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Oh my GOSH!!! I loved the passion, zeal, and joy of this young inventor!

She’s right, you know, inventions are awesome and fantabulous!  They are the best because they allow, encourage, enable:

  • joy
  • passion
  • engagement
  • independance
  • collaboration
  • thinking
  • problem solving
  • sensible risk taking
  • failure, re-thinking, re-designing, re-making, and increased understanding
  • creativity
  • learning
  • love of making, exploring, and learning

I loved her enthusiasm, and I’m so glad she shared it with me. I am grateful for the reminder to search for, and find, ways to support freedom, making, play and inventing in my learning space!

 

 

 

Once a Cloud-lover, Always a Cloud-lover

I was a raincloud for Halloween this year.

halloween cloud

It was a hit with my students, the parents, and my colleagues. It was creative, not too hard to make, and best of all, made me chuckle, . (Thanks to Make It – Love It blog for the idea!)

The day after Halloween I happened to see one of my former students in the nurse’s office. We chatted for a bit, and the nurse mentioned how much she liked my costume. My former student said “A raincloud?” The nurse said “Yes, isn’t that great?” I loved my student’s response ….

“I thought you would be the cloud. You know, like the cloud we go in when we are learning.”

OH MY GOSH! The learning cloud. She got it, and remembered all the work we did last year with the cloud. It was a swoon worthy comment for sure!

I responded, “Oh my GOSH! What an awesome idea. That would have been fantabulous!!! Thanks so much for thinking of that. I love it.”

She smiled, and we shared an exuberant high five.

I left the office with a spring in my step, joy in my heart … and a curious question swirling in my brain.

“How might I show that the cloud on my head, is the cloud of learning of Uri Alon?” Answers flooded my brain — most cracked me up. That would be a costume that needed lots of explanations.

I may never actually be the cloud of learning for Halloween, but I am overjoyed that my former student thought of it, and shared it with me!

May she, and all of us, be lovers of the cloud of learning forever!

 

Resources:

Uri Alon TEDtalk regarding the cloud

The Cloud in the Classroom

Card Carrying Members