A Slice of Life

It all depends on how you slice it. Pie, cake, quiche, and life. Cut it one way you have the remarkably crunchy crust. Slice it another way you get the creamy filling overflowing with delicious bits.

I’m really digging the idea that the stories we tell ourselves depend upon how we slice up that pie that is our big beautiful life. I’ve got a lot to appreciate, and it’s time I stopped overlooking those joys.


Slice of Life #1 – Glorious weather

The weather this past week has been glorious — warmer than usual. I’m not sure I’m ready for the heat of spring and summer, but for now I am enjoying the brilliant light and warmth of the sun.

Sun through the window
Warms my feet
As I sit and move
Balanced 
Upon the big red ball seat

Watercolor covered gesso 
Intrigues me
Paper protected
Colors running free
Possibility abounds

Slice of Life #2 – The woods were spectacular.

We set off on the hike with less layers, and no snow spikes. Amazingly enough, just a few feet into the woods, we encountered ankle deep snow covering the path for as far as the eye could see. Back to the car we went. Spikes strapped to our boots we set out again. 

Walking in the snow was a struggle — slipping, sinking in, pole and spikes sometimes sticking. We chuckled about the struggle, reminded one another of our growing fitness and ever present grit, and continued towards a favorite spot to sit, chat, pray, and paint. Thankfully we’ve dialed in our hiking gear fairly well, so we’re able to spend a long time sitting before the cold starts to sink in.

Talk about small joys. The list is long: 

A thermarest sitting pad
Layers, lots of layers
Woolen Wright socks – warm and thin, my perfect combo
Easily carried and eaten snacks, which happen to be yummy and healthy
Watercolors
A fantabulous travel brush
My tiny watercolor journal
My even tinier art-toolkit palette
Sun
Snow (Have I mentioned lately that I love snow?)
Blue sky
Amazing shadows
Beautiful trees
Rushing water
Chirping birds
Us 

Slice of Life #3 – A Sprawling mess

This sprawling mess of tools is taking up a rather large area of the room. I must watch my step to miss the jigsaw blade, the gigantic screwdriver, and the twist of the extension cords. 

It’s a mess for sure, but a beautiful, joyfilled, awesome mess. Why? Let me count the ways. It means I have the opportunity to make, fix, do. I have power. I have tools. I have a space. I have a brother who helps me wield these tools in wonderful ways. And, I now have a working sliding door for my bathroom. YAY!!! 

Slice of Life #4 – Creativity

Creative artistic endeavors
Feed me and fill me with joy
Acrylic paint, papers, glue
Possibilities abound

Ugh and Ah 
In the span of a few moments
The change precipitated by a simple 
Flip of the page

My fingers 
Manipulate the pieces
Ripping, moving, changing
As my eyes and brain consider

Matching spots and pieces
My fingers glue
And coax the collage 
To take shape


I wouldn’t be me if my discoveries didn’t make me think about my teaching practice.

Wouldn’t it be great if we sliced things just right for our students and their parents?

When we talk to them, let’s point out and enjoy the delicious juicy bits. Let’s celebrate all the great ingredients we have at our disposal. Let’s collaborate to change the recipe to showcase the awesomeness of each particular pie. Let’s adjust the temperature on the oven so the last bits of egg custard are cooked beautifully.

Pie, cake, quiche, life, and learning. It’s all how you slice it.

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.

 

towers 2

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.)

towers 1

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.

Creativity and Leadership

I recently had an article published entitled Cultivating Dynamic Leadership through Creativity.

I give three examples of leadership in a creative venue:

  • She leads through her curiosity and sensible risk taking, and all emerge with new understanding and innovative methods.
  • She leads with empathy, which drives her to connect and comfort others.
  • She leads through her belief in the power of possibility, discovery, research and experimentation.

When a friend of mine read the article, and these examples, she said “I wonder if people just read these examples, if they’d know who you are writing about.”

I wonder that, too!

So, who do you think she (or he) might be?

A teacher? An entrepreneur? An artist? An IT professional? A psychologist? A parent? A scientist? A researcher? A doctor?

While each are suitable guesses, they are not who I had in mind when I wrote.

I didn’t write of a professional, or even of an adult. Instead, I wrote of my kindergarten students.

build leadership sized

They are remarkable, strong, powerful children. While they are fantabulous, these characteristics are not unique to them. All children, have incredible strength, power and potential.

My teaching practice is informed by my belief in this profound power and potential of children. I try, as best I can, to allow my teaching, and my reflection, to be nourished and driven by the “joy, passion, wonder and conviction” of my understanding of the truth of the strong, powerful child. (Managing the Classroom for Creativity, James 2015)

Children are natural leaders. Placed in an environment that enables and encourages creativity, their innate leadership abilities germinate, increase and flourish.

Resources:

James, M. (2017). Cultivating Dynamic Leadership Through Creativity. KPS Voyager, 2017, 8.  (https://issuu.com/kentplace/docs/voyager2017_final?e=1889902/47525909)
James, M. (2015). Managing the Classroom for Creativity. Journal of Creative Education Vol. 6, No. 10, 1032-1043 (http://file.scirp.org/pdf/CE_2015061915593867.pdf)