Replace Negativity with Creativity!

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What a great thought! Replace negativity with creativity.

I found this gem while reading Beautiful Faces by Jane Davenport. (Which by the way, is an awesome book. The link is her website.)

When I first read it “replace negativity with creativity,” I laughed out loud. Not because it was funny, but because it was remarkably good. It is such a brilliant, simple visual that holds profoundness beyond its uncomplicated beauty. I adore artistic creativity and engage in it often. But, when I read Jane’s words I immediately thought of creative thinking.

“YES!” I thought. “Let’s replace negativity with creativity. Let’s replace negative thinking with creative thinking!”

Unlike negativity, creative thinking “bridges the gap between what is dreamt and what is desired; it knows no bounds and is not restricted by possibilities.” How fantabulous is that?!!

I recently returned from my yearly appointment at the Dana-Farber Cancer Institute. I gotta say, those doctors, nurses, and researchers are some seriously brainy men and women! They are constantly engaging cancer, and all its destructive negativity, with their brilliance and creative thinking.

This visit, my oncologist and I talked about a drug they are creating specifically for Waldenstrom’s macroglobulinemia. He shared a myriad of thoughts, ideas and wonderings that they are encountering in their work. He was apologetic as he told me they hadn’t yet completed the drug.

I chuckled inwardly and said, “Oh my! I’m not surprised at all that it’s super difficult and entails a boat load of hard work. It is one crazy, fabulous, brilliantly-complicated piece of creative thinking and doing!”

Like me, and all creatives, my doctor and his team employ many processes and strategies as we work to replace negativity with creativity. Here are a few I regularly employ.

  • Possibility thinking
    • Being open to the notion that there are many possibilities. Possibilities not yet conceived, as well as those imagined but not yet realized.
  • Lateral thinking
    • Looking at the problem/issue from all different angles, even those that might seem a bit ridiculous, implausible or less than useful.
  • Divergent thinking
    • Generating all sorts of ideas — ones that are outside, as well as inside, the box.
  • Making connections
    • Many times these connections are between seemingly unrelated things.
  • Conversation
  • Silence
  • Fermentation
    • LOL! I’m not sure anyone else refers to it as fermenting, but I enjoy the image. This is when I stop deliberate consideration of the problem or any possible solutions. Much like actual fermentation it mught look like nothing is happening. But, nothing could be farther from the truth. My unconcious mind is working to make sense of my ideas, and at some point, clarity and/or new ideas blubble up to my conscious mind, bursting forth as flashes of insight or revised ideas.
  • Questioning
    • I’m like a 5 year old! I ask lots of questions – especially, but not limited to, “How might we?” “What if?” “How come?” “How do you know?” and “Why not?”
  • Sleeping
  • Walking
    • My MA tutor Karl K. Jeffries — also quite a brainy dude — suggested a walk, whenever I was being overcome by “existential angst” thinking my research and effort was meaningless, and would never amount to anything. The stepping away and moving — especially walking outside — was always valuable.
  • Deep sighs of relief
    • Uri Alon — yet another brainy guy in my universe — talks about deep sighs of relief in his systems biology lectures. In a relaxed state he says “we tend to be more curious, playful … it’s good for learning.” Uri states there is actually a feedback loop between the relaxed state and breathing. We breathe more deeply when we are relaxed, and we can induce that more relaxed state by breathing deeply  — by taking, as he explains “deep sighs of relief.” Try it, it actually works! I use deep sighs of relief regularly with myself and my Kindergarten students. Depending on the vigor of your exhale, it can be very funny!
  • Looking deeply
    • This deep looking sometimes involves research, but often is simply prolonged purposeful staring at my ideas and thoughts.
  • Openness to the new, surprising, and unexpected.
  • Risk taking
    • Sometimes all of the above is the risk taking endeavor, sometimes the risk is about the action, sometimes about the product.
  • Critical Thinking and evaluation
    • Having done all these things and more, I then need to think critically and see if my ideas, products or processes are actually useful.
  • Perseverance
    • It’s super important to continue — even when it is tough, frustrating, and we’re deep in the cloud. Rethinking, starting the process all over again, remaining open, hopeful and determined are essential if we are to replace negativity with creativity.

I’m going to keep at it in my life and my work. I have no doubt the Dana-Farber people will too. My fingers are crossed they will succeed in creating a drug for WM treatment sooner rather than later — successfully erasing a bit more negativity in the world.

How about you?

What will you do?

I hope you’ll give it a go.

Replace negativity with creativity!

I believe in you!

 

 

 

 

 

 

 

 

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Sewing, thinking, and creating with Faith Ringgold

Tar Beach is, in my opinion, both simple and profound. it is easy to understand and yet filled with illustrations and ideas that inspire both wonder and discussion. It is an excellent platform from which to explore a female artist/author, and to integrate arts and creativity into the curriculum.

We did an interactive read aloud of the book – actually reading it two or three times at different points along the process of the project. We watched videos of Faith talking about her writing and art – especially her story quilts. We examined pictures of the quilts and noticed that the stories were told in word and illustration. We inquired about, reflected on, and discussed many things.

Why is the book called Tar Beach? What is the tar beach? Have you ever been to a tar beach? Do you think it would be fun? Why or why not? Can someone really fly over the city like Cassie? Do stars come lift you up so you can fly? What could Faith Ringgold possibly mean? Why does Cassie fly where she flies in the story? Have you ever wanted to belong to a club but couldn’t? Have you ever wanted to do something to help others feel better? Have you ever wanted to do something to help your parents feel better? What are your dreams? Where would you go if you could go anywhere?

The discussion was rich, and continued as the girls worked on the art/literacy project.

I combined ideas I found on the web (see resources) with my own ideas to create a project that involved drawing and a certain sense of mapping – choosing and implementing the body position of their flying person, as well as placement of their person on the paper, color mixing, painting, small motor skills (cutting, gluing), sewing, imagining and writing.

The project was not simple. It took a bit of prep on my part and a good bit of stamina and work by the girls. We worked together on this project for several days.

  • I measured the paper and cut many sheets of paper. We needed a background, a piece for the sky, a piece for them to draw themselves flying, a piece for them to write their dreams, and squares to glue around the edge for the quilted part.
  • The girls brainstormed how they might look if they were flying. Once the had an idea they liked, they set to creating it in pencil. Happy with their work, they went over the lines with sharpie markers. (There is something striking about children’s work in black sharpie.) Finally they added color to their person.
  • They pasted the square pieces – in the fashion of a quilt – along the edges of a 12 x 18 sheet of paper. By the way, it takes a LOT longer than you might imagine. I was impressed with the girls perseverance.
  • They created a night sky using various shades of blue and purple and filled the sky with glitter stars.
  • Once their sky painting dried they decided how they would fly and glued their person onto the sky.
  • They were very careful and deliberate with all their work!
  • Finally, after thinking deeply about where they would want to fly and why, they used their best spelling, and writing, to transcribe their thoughts onto the project.

faithringold2

At first I thought that would be the end of the project – glue all the things onto the background and display them. However, it seemed unfinished, and somehow disrespectful of the strength and capabilities of the girls, to have quilt pieces devoid of any sewing.

I was reminded of a quote by Jerome Bruner. After visiting some Reggio Emilia schools (they are early education classrooms, by the way), Jerome commented on the level of respect afforded the children by the educators. “It is like a seminar at the graduate department of the university, with the same kind of respect, of exchange in talking about what you have just said, and about your former thinking” (Rindaldi, p. 58). While the quote comments on thinking, I believe it can be expanded to include respect for the students’ work as well as their thinking.

I decided I would bring in my sewing machine and have the girls sew their art pieces with my machine. We talked about the fact that I, and many of the adults in their lives, sew on a machine. I explained the way the machine worked – in all its glory as well as it’s potential for harm. (No one wants a needle sewn through their finger!) I told the girls that I was confident in their ability (with my help) to use the machine and generate beautiful things. Then, we got to work.

faith ringold sophia

I sat behind them as they sewed. We had a dialogue regarding where and how they should sew. We talked about going fast or slow. We discussed hand positioning. We agreed that if I said “stop” they would immediately remove their foot from the pedal. They were fantastic! For a five year olds, there was quite a bit of sewing – and it was all straight lines so they had to work on keeping the paper at the proper guide. After a bit of time coaching each girl, I was pretty much a watchful spectator.

When we were all finished, I created a used their pieces to create a quilt on the hall bulletin board. It was awesome to notice all the older girls and teachers who stopped to examine, and marvel at, our words and artwork.

faithringold quilt

RESOURCES:

Inspiration for art project:

  1. http://weskart.blogspot.com/2010/12/faith-ringgold.html
  2. http://pinkandgreenmama.blogspot.com/2010/05/art-in-schools-faith-ringgold-paper.html#.U-FFXoBdUoo

Video:

  1. Making the quilt –  http://www.youtube.com/watch?v=794M-mcOJY4
  2. Writing Tar Beach –  http://www.youtube.com/watch?v=ZdPxHvGB1Xo

Faith Ringgold:

  1. http://www.faithringgold.com/
  2. http://faithringgold.blogspot.com/2007/03/faith-ringgold.html

Reggio Quote:

  1. Carlina Rinaldi, In Dialogue with Reggio Emilia: Listening, Researching and Learning. London: Routledge.