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.

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Calvin and Hobbes

Calvin and Hobbes crack me up! I was reminded of them when I saw the documentary film Dear Mr. Watterson by Joel Schroeder. (http://www.dearmrwatterson.com/DMW/dearmrwatterson.html)

I think Bill Watterson and his characters are quite creative, so I thought I’d share a strip that cracks me up as a teacher (and a student!). It’s published in There’s Treasure Everywhere – one of many Calvin and Hobbes books I own and enjoy. Even the title is fab!

calvinandhobbes

Ok, now, before other teachers (or creativity researchers) crank and kvetch that Calvin isn’t REALLY being creative because his innovation isn’t useful in this application, let me say I get it! I understand that definition of creativity, but I LOVE Calvin’s possibility thinking (Anna Craft), his notion of loopholes, and his desire to use them. That sense of possibility, of playfulness, of seeing and using loopholes, of reckless abandon, of seeing and creating the new – that is important and useful!

Do I think Calvin needs to learn a bit of prudence? Yes, of course — though it would make his character much less amusing — but prudence cannot come at the cost of possibility thinking or illumination.

Illumination – that AHA! moment — and evaluation (prudence) — are two distinctly different things. Both are valuable and both must be given encouragement, thought, space and time. And, both must be celebrated!

So, one of my goals as a teacher is to encourage creativity, possibility noticing and thinking, dreaming, playfulness, and risk taking, while also teaching, and encouraging evaluation.

Oh, and I also hope to be open to those times when my question actually asks to be interpreted creatively! Cause really, read the question before Calvin once more. Didn’t he do what was asked? Hmmm ….