Tag Archives: wonder

Wonder and Awe in Nature and Watercolors

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Have you ever captured wonder? Ever been (lovingly) slapped in the face with awe?

I have.

This day it was the wonder of this sky.

I’ve driven this dirt road many times. Sometimes I notice the dust and unevenness of the road. But today I was present to this. Or perhaps more accurately this was present to me — calling me to look, to see, to breathe, and to be open to the wonder of the ordinary. I snapped a picture in my mind, and with my camera.

My brother and I hiked, chatted, and pointed out various things to each other. I’m blessed to have him as my hiking partner. No matter how many leaves I notice, or how many times I say “Oh, look at that!” he never tells me “You know we just saw that last week.” or “You said the exact same thing 5 minutes ago.” He, too, is open to being in the moment, present to the wonder, joy, blessing, and amazingness of nature.

We walked and noticed new paths, and different vistas. And we sat. Exploration is super. Hiking is a joy. But sitting, sitting is absolutely necessary! It reminds me of Savasana in yoga. It’s a few moments, intentionally taken, to allow ourselves to experience who we are in the moment, to notice what our practice, our hike, our noticing, our awe, has produced in our bodies, minds, and spirits. It’s a time to rest.

We always find at least one lovely spot to sit. Sometimes we chat. Sometimes we photograph or paint. Sometimes we just rest in the awe of the present moment.

Ginny Graves wrote — in A Healthier Life (Real Simple Special Edition 10/21)

Positive emotions, like awe, love, and gratitude, suffuse your body with an uplifting sensation that can make you feel more at peace with yourself and at one with the world.

Mindfulness might help you train your brain to be less worried and more buoyant.

I love the idea and believe it to be true. Another day I’ll find the science to share with you. For now, I just share my experience.

My brother and I practice mindfulness as we hike. Sometimes it’s in mindful walking, sometimes it’s being present to the sights, sounds, and smells that surround us as we move. Other times it is the discovery of something we hadn’t yet seen. And always, it’s the sitting, and soaking in the space.

Look at all the shades of green. The plethora of plants. The amazing reflections in the water. This was a day for breathing and allowing the awe that I felt, and the almost magical bigness of the space and moment hold me. It’s funny to speak of it in that way. But that is the experience. It is being in the presence of something greater than me, of being surrounded by beauty. As I sit there I don’t know how to describe it other than being held, supported, with space to just breathe and be.

Another day at the same spot, I captured my wonder by looking deeply and using watercolor to capture a tiny bit of nature in my mini hiking journal. It’s funny because watercolor is something else that fills me with wonder and awe, and draws me deeply into a place of mindfulness. After painting I captured the moment to keep with me.

This is, for me, the image of an day well spent. Hiking shoes off. My feet in the green bed of clover at the bottom of the step on which I’m sitting. My view captured on the mini watercolor journal I carry with me. Looking at this image brings me back to that moment. I feel the joy I felt as I looked at all this in front of me. I see the brilliant green that stretches out in front of me, and I hear the water gurgling over the rocks. Amazing the wonder that can be held in an image, on the page, and in my heart and mind.

I couldn’t get out to hike the next day. Instead I brewed a big cup of matcha and sat in the quiet coolness of morning. I flipped through some photos from previous hikes. I took them with the intention of having watercoloring inspiration.

I decided to use this image of a small patch of flowers. The wildness of overlapping leaves, a plethora of different plants, and flowers popping out all over drew me. I liked the wildness — somehow it seemed like sweet cacophony of beauty. Is it possible for a cacophony to be sweet and beautiful?

As I sipped my tea, and zoomed in on the various areas of the photo, I was brought back to that moment in nature. I revisited the many different shades of green in the leaves, the darkness of the shadows and the soil, the textures, and the pops of color. I played with the paint and water mixtures, noticing how it moved on the page. As I did, I felt my breath and my spirit ease a bit. I painted and sipped tea in joy-filled silence.

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A Walk in the Woods

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The most fortunate are those who have a wonderful capacity to appreciate again and again, freshly and naively, the basic goods of life, with awe, pleasure, wonder and even ecstasy. (Abraham H. Maslow)

What a great quote. I love the assertion that the basic goods of life can be appreciated and experienced with “awe, pleasure, wonder, and even ecstasy.” I love it, and yet as I think about it, I have two conflicting thoughts. The first is “Wow, wouldn’t that be an amazing way to live life? Constantly in awe, pleasure, wonder, and even ecstasy over the basic goods of life!” The other is “Oh come on, how is that even possible?”

Great question!

As I contemplate it in my own life I’m noticing several things that allow me to spend moments in that space of awe, pleasure, wonder, and even ecstasy.

I experience it most, I think, when I’m walking in the woods. And, I’m most able to experience it, even there, when I am:
…. mindfully present
… curious
… willing to be child-like, or as Maslow says, naive — which includes a openness to surprise, wonder, and awe.

When I’m truly present, rather than simply walking in the woods with my heart and mind somewhere else, the woods are a never ending source of surprise and amazement. I find myself constantly telling my brother “Oh! Look at that!” or “Wow! That’s so beautiful!”

Sometimes, I catch myself, laugh, and ask “Geez, do you ever want to slap me for saying – Oh, look at this – about the same thing when I see it again later on?” Thankfully he never does — partly because he’s super patient, partly because he, too, knows and lives with wonder and awe.

Here are some of the basic goods of life I encountered on our last walk that I experienced with awe, pleasure, wonder and even, a bit of ecstasy.

The beauty of flowers still seen in their autumn clothes, and the lush varied forest floor at my feet.

Remarkable colors and patterns

Trees — standing or fallen — strong and beautiful.

These days we traverse tons of leaves as we search out our favorite spots along the river. This day, one of them hitched a ride on my laces. It made me chuckle when I noticed it.

Instead of brushing it off, I let it stay with me at the river. I appreciated its texture and the way it looked against the river. I admired its ingenuity and courage, and imagined it enjoying its moment in the sun by the river.

Silly? Perhaps. Naive? Maybe. A moment of wonder, awe, joy, and even a bit of ecstasy? Absolutely.

Perhaps Maslow believed we are most fortunate in these moments, because he knew these moments open us to gratitude, and gratitude makes happiness possible.

Sit, Sip, Breathe, Look

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PART ONE:

I love to sit on my back porch. I sit, sip delicious green tea, breathe, and look.

One tree is particularly attractive to me. It stands in my neighbor’s backyard, and greets me from above their fence. I first noticed it as its leaves turned from green to brilliant gold. Its trunk and branches stood in spectacularly stark contrast to the blazing leaves.

I began to wonder if I could capture it in art. Each time I’m on the porch, I look at this tree. I study it. I admire it. I imagine how I might capture its shape and structure. I wonder what colors and techniques I might use to create the fiery leaves glistening in the sun.

Then, one day, in a remarkably unexpected turn of events, I noticed the tree was bare. All its leaves had fallen to the ground …

… and I saw the sky.

Wow!

Same tree. Same sky.

And yet, completely new.

New perspective. New information. New understanding. New love.

(Click on each photo to see an enlarged version.)

It’s amazing isn’t it?

I’m contemplating doing a study of this tree and sky. Can you imagine? Each day, maybe more than once a day, I would capture this tree and sky in my journal. Every page the same, and yet wildly different! Even if two pages end up being the same, I will grow in my understanding of the tree, the sky, my materials, and my process. And, who’s to say I have to make the sky blue, or the clouds white? It’s my journal, my study, my discovery, my process, my learning, my joy!

I’m excited … and a bit nervous.

PART TWO:

While I wonder if I have a watercolor journal lying around, and where it actually might be, my thoughts turn to my Kindergartners.

Wouldn’t it be amazing if I did this tree and sky study, and then shared it with them? Not as an art project, but as a way to be, and as a powerful way to learn!

I should copyright and market this as a new pedagogical practice – The Sit, Sip, Breathe and Look, Method of Learning. Sit, Sip, Breathe, and Look — Increased learning through relaxation and curiosity. For short I could call it the SSBL Method of Learning.

I started writing the paragraph above with a chuckle. I thought, typed, deleted, and thought some more as I crated a title for my learning method. My chuckles — and clarity– increased as I typed the quick explanation and abbreviation. Naming it seemed to enhance the legitimacy of this as a fantabulous pedagogical practice! Hmmm. I think there’s an article, or some coaching possibilities here.

Until then, back to my students. How would I present my study and the SSBL Method to them? What would I want to them to know?
*It’s good — and important — to sit, sip, breathe, and look.
*Our brains learn best when we, and they, are relaxed.
*Noticing, thinking, and wondering are fascinating, fantabulous, and fun.
*Be curious.
*Be open to more — more noticing, more thinking, more wondering.
*Look, and then look again.
*Even when you think you know something, look again.
*Especially when you think you know something, look again.
*Be willing to be surprised. Expect it, even!
*It’s ok to not know, yet. It’s actually kind of exciting!
*It’s ok to be a little nervous.
*Keep looking.
*Keep learning.
*Be inspired by others.
*Share your noticing, wondering, thinking, ideas, with others.
*Create a study.
*You can do it.

And, there’s no point in telling them all of this, if I don’t also help them do it.

So what might I do to help them embrace the SSBL method of learning?
*Create the infrastructure they need to be successful.
*Talk with their parents and invite them into the SSBL method and concept of learning.
*Explain some of the brain science the supports this method of learning.
*Encourage the parents to create opportunities for the children to sit, sip, breathe, and look.
*Inspire the parents to join their children in their sit, sip, breathe, and look sessions.
*Gift parents with their own study journal.
*Incorporate this form of inquiry and learning as a regular part of our school day.
*Provide time for students to sit, sip, breathe, and look — for their own interests, and curricular purposes.
*Create journals for them to use to record their studies.
*Teach them how to make journals that they can make for their studies.
*Join them in their studies, and invite them into mine.
*Model curiosity, wonder, and awe.
*Value their study and make time to let them share it with others.

I can’t wait to give this a bit more thought, and then give it a go with my girls! Oh, (wink) and market it!






Birds, Photos, and Stories

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It’s a beautiful quiet morning. The breeze is cool and lovely, and everything feels like gift.

As I sit, I notice a bird on the power line, silhouetted against the morning sun. I grab my phone and take a few photos. Intrigued by the images, and chasing the perfect one, I take a few more.

It may seem silly to pay so much attention to birds sitting on a power line. Really, what’s the draw?

At first the draw was art and possibility. The birds seemed like a perfect subject, with great possibilities for pen, pencil, or watercolor.

With each photo, I noticed more and more, and as I did, curiosity, wonder, awe, and delight joined the party.

The sun was bright white, and at first the scene appeared black and white to me. But, as I studied the photographs I took, I noticed blue. Blue?! I gazed upwards at the actual scene. Sure enough, there it was.

I took one more shot, and was gifted with the moon!

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At some point, connection and making meaning rounded out my morning party.

Curiosity, wonder, delight, and awe have been my constant companions these past few days. They’ve been filling my thoughts as I make art, and popping up in my research and reading as a colleague and I construct new curriculum. This morning they were present like faithful friends, encouraging me to photograph, study, consider, and enjoy these birds on the wire.

And, speaking of faithful friends — birds! They tweet their remarkable voices in the woods while I walk, and in the yard while I sit. They flit in and out of the garden, and even venture bravely onto the porch near my chair. And, just the other day, they blessed my art world in this Art Tool-kit video on sketching birds, and this remarkable resource by John Muir Laws.

When I first noticed the bird perched on the line this morning, I grabbed his image for the artistic possibilities. I thought he might fly off, and I’d miss the moment. But he stayed, and was joined by friends.

I’ve been working on breathing, and trusting life and God during these unusual days of the pandemic. That work, the birds continued presence, and my peaceful noticing, brought to mind the great spiritual His Eye is On the Sparrow, and the scripture of how important the small and seemingly insignificant sparrows are to God.

Birds, photos, and stories. I love when everyday things come together to tell a story.

I am held, seen, and heard.
I am loved.
Beauty is always present.
Hope is always warranted.
There is always more.
More joy, more surprise, more awe,
More beauty, more possibility, more reason to hope.
Look for the more.
It is here.
Expect it.
Accept it.
Live it.

There are endless stories to tell. Make them good ones.

Notice, Think, and Wonder

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I’ve been wondering how to transform the building portion of our social studies work into something that the girls can do if they are at home, or at school with restrictions due to the pandemic. And, I’ve been thinking of ways to see the need for change and the limitations of the pandemic as opportunities rather than road blocks.

Our social studies builds include many opportunities for collaboration, thinking, spatial reasoning, community building, engineering, imagination, and communication. Often we do them with wooden blocks filling our maker space with buildings that the Kindergarten architects and builders must travel between with careful purpose. At other times the builds are even grander as our maker space becomes a supermarket with life size walls, working doors, and handmade products, cards, cash registers, and shopping bags.

I decided to give the PLUS PLUS – 240 Piece Basic Mix blocks a try. They come in a small tube, and seemed to have a plethora of ways one could use them to build, create, and tell a story. And, since they are small, creations could be made at a desk, and easily captured by a photograph to share with one another if we are working remotely. I bought a set for myself to experiment as I constructed lessons and provocations for the girls.

I was excited as I dumped the 240 pieces onto my desk. I can only imagine the joy the girls will feel. I was happy that even though there are 240 pieces they can stay in a rather small space, and since they have flat sides they didn’t roll away from me at any time.

I started my exploration by simply playing with them, and seeing what I noticed along the way. It was a lot!

My first noticings:

What do I like? Trees. Let’s see if I can make one.

My first inclination was to use the rectangular nature to create a bottom square base. I’m not exactly sure why. I almost think i was distracted from the nature of the tree, by the nature of the blocks. But no worries.

I noticed plus plus printed on one side of the blocks. I considered turning them so as not to see them — I found them distracting. So might some of my learners. It’s a good thing to notice, honor, talk and wonder about, but also to encourage the possibility of breathing through — especially as one is in the playing mode.

The square base seemed like a logical starting point. But instead of giving me a place to start, it became an obstacle as the sides are all different and made building up from the base quite difficult. Dare I say impossible? Perhaps, I will, but just for now.

My fiinal noticing for this shape helped me as I moved forward. You really have to be willing to fail, notice, think, wonder, and start again with no fretting. It’s a basic design thinking principle. There was actually a course at the Stanford d.school entitled “Fail Faster” highlighting the idea of failing early and often. I love that we can begin encouraging some of our youngest learners — and ourselves — to embrace a basic tenant of design thinking through the use of block play.

Failing Faster and Noticing more:

After being mesmerized by the rectangles, I decided to focus on the tree. I wondered if I could make a circular trunk? Close, but not perfect by a long shot, and it seemed to become more wonky as I added more blocks.

I felt a moment of frustration and then reminded myself — “It’s play, Molly. It’s about discovery, learning, and joy.”

So I considered embracing the imperfections. What story could I tell if I worked with the imperfections instead of against them? What could I learn by just moving forward? I imagined animals that might live in the tree, or that the spaces were the knots found in the wood grain. As I began to have more fun, I become more proficient, I actually began to find a bit of flow.

This is a big noticing I think. Play is important. Discovery is important. Joy is important. We need to remember that as educators. We need to model it, encourage it, and celebrate it.

My tree:

I love my tree!

As I looked at it, I imagined a classroom discussion.

The comments could be negative: “It’s got a really short trunk, and not many branches.” “I’ve never seen a trunk like that. Why is your trunk multi-colored?” Positive: “Wow. That’s awesome!” Self–deprecating “Wow. I could never do that!” Seeking information “How did you do that?”

I noticed that my creation which made me feel so good, could become something that made me feel bad, made others feel inadequate, or could be a source of continued joy, discovery, collaboration and learning. It’s all in how we talk about it. It’s critical that we give our students the language they need to engage in positive, collaborative, respectful, learning driven conversations.

Simple phrases like — I notice. I wonder. Tell me more. What if? How might we? — are great ways to collaborate and share ideas. Oh! I’m reminded of the great questions in James E. Ryan’s Book.

His questions encourage conversation, understanding, and teamwork. Wait, What? I wonder…? Couldn’t we at least …? How can I help …? What truly matters? If you haven’t read his book, you should. It’s easy reading, funny, and super insightful. Imagine if you and your students embraced his 5 essential questions in the classroom, and life!

What else could we do?

I loved the idea of creating letters or favorite words. Again it wasn’t as easy or straight forward as it sounds. It was important to remind myself to play, and to stick to the basic form I was after rather than chasing a very elusive perfection. After I created my letters in 2D form I worked to add feet and allow them to stand. Interestingly enough, the different letters required different types of feet in order to stand. And, even though I was successful creating feet for one didn’t mean I could immediately create another pair — even tho they were the same!

This brought me to some critical thinking. It’s vital that we find a way to share this with parents. Play is important. Struggle, failure, noticing, wondering, trying again are integral parts of designing, but also of learning in all its forms! I want to construct some sort of a fact sheet for parents that gives them the same phrases we want their children to use, and helps them understand play, and how they might enhance their children’s play and learning!

My last noticing and thought is, funny enough, I think I want to open each tube and remove the instruction sheet. I found it a hinderance to my play and discovery. It was quite prescriptive rather than inspiring. It’s unfortunate because the blocks have such potential. I found this video showing children playing with the blocks. It was inspirational, so I might direct parents to it at some point. But really I want to steer them away from the already done and encourage play, trust, try, do, learn!

Testing my theory:

Is play, trust, try, do, learn really the best approach? I decided to find a video that showed how to make a top. It was made by a kid, which was fantabulous. It was fun to watch, learn, and create. I learned a bit about how the blocks can fit together. But, I must say I was also left at a stand still. What could I do with those blocks? There is value in learning to make a shape I am sure, but I think there is a danger as well — of getting stuck, of thinking that is the way to go, of wondering if you need someone to tell you what to do.

So, yes, play, trust, do, question, learn. It’s the way to go! Now to embrace that as I notice, think, wonder and create spaces for block play and learning in social studies!

Tell Me More

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I recently did a free-paint art project with my students. The only requirement was to paint something on the paper using the paint colors they had mixed during our color mixing activity. They love to paint, and being able to use colors they created intensified their enjoyment.

I moved around the room snapping photos, chatting with the girls, and putting finished works on the drying rack. On one of my passes I captured this.

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I was intrigued by the horizontal lines. I loved the structure and the contrast between the flowers organic shape and the horizontal lines.

After a bit of time I returned to this same artist. She was focused. She didn’t raise her head but continued to look and add, look and add.

Her work was so different than when I last saw it. I was intrigued. I loved it even more now then before. I wasn’t sure what was behind the flower, but I liked. I snapped a photo, and told her how cool I thought it was.

jojo2

She stopped painting, gave it one more look. and then with a gigantic smile and complete clarity, she looked up and said.  “It’s a flower growing in a library.”

Me: “Oh, wow … it is!!! That’s fantabulous!”

I snapped another photo, and continued the controlled chaos that art clean up sometimes is.

Afterwards I realize I missed an opportunity. I missed an opportunity to take a breath and a moment to let her tell me more.

Did she have that idea from the beginning?

Did it just happen?

Did her work remind her of a library?

Does she have a library with a flower in it?

So many questions. So many opportunities for connection, affirmation, wonder, relationship, joy, learning.

For some time, I fretted about not giving her that time.

Now I see it as a lesson and an opportunity for me to learn and grow as an educator and human being. And, I breathe easy remembering her focus, intensity, experience and smile. She was content.

Be creative … and other things.

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Just read an NPR author interview with Mo Willems. He’s working as the  first ever Education Artist-in-Residence at the Kennedy Center.  How super cool is that?!?!!!

Mo said he hoped to entertain and inspire — adults and children — to create. Love that! Me too.

He goes on to suggest that if you want your kids to create, you’ve got to create. You don’t have to be good at whatever you choose, you just need to do it.

I laughed out loud when I read this:

I think sometimes the greatest thing you can say to a kid if a kid says, “Hey Mom, will you do this for me?” or “Make me a sandwich,” or something — say, “Not now, I’m drawing.” (Mo Willems, NPR Author Interview, July 2, 2019, 5:07AM)

Can you imagine saying that, or hearing it? Such a simple sentence with a ton of meaning. Mom draws, and is into it!

LOVE!

What if we, as educators, took Mo’s advice to heart about all the subjects we teach? How might we share our love for all the things we are teaching — even if we’re not super good at some of them?

It’s interesting to consider, isn’t it? I do math — sudoku, cooking, dice games, building, art, measuring, dominos, counting, figuring stuff out, playing instruments. I read — books, magazines, blogs, knitting patterns, prayers, journal articles, art books, music. I write — letters, poems, journals, blog posts, affirmations, lists. I experiment — cooking, building, art, gardening, finding new ways to get places. I’m passionate about all these things and do them all the time. I know this, but I’m not sure all my students know it.

These are important skills, loves, and activities, for me, and for my kiddos. Sharing that with my kids in real, touchable, seeable, experiential ways would be super! I think the power is in being a fellow learner and lover of all these things, not just doing these things as their teacher.

Have you ever thought, wondered, hoped about this? Have you ever considered being that mom/teacher who says “Not now, I’m doing math … reading a story … building a castle.” Or maybe even the one who says “Not now, I’m doing math … reading a story … building a castle … wanna come join me?”

Hmmmm! LOVE IT!!!

Now to ask questions, use my imagination, imagine possibilities, and try new things. Now to find the things as yet unseen — time and opportunity!

If you feel like it, join me!

Here are some of my beginning questions:

  • How might I find the time in my day to share my passions with my students?
  • How might I be a mathematician, scientist, artist, reader, writer, builder, maker, side by side with my students?
  • How might I rethink our schedule to find time?
  • How might I use independent work as a time for me to be a learner/worker alongside my kids?
  • How might I tweak/use my language to share more about what I’m doing?
  • How might we all share things we’re doing outside of school as mathematicians, scientists, artists, readers, writers, builders, and/or makers?

Love to have you join in this wondering-questioning-problem-finding-and-solving conversation!

 

 

 

 

 

My Watercolor Process

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I’ve spent a good bit of time watercoloring these past few weeks.  Today, I decided to share my process with you.

Now to be clear, I’m not suggesting you adopt my process in its entirety. Just saying you might learn something from it!

  1. Take a 3 hour watercolor class.
  2. Learn some cool things.
  3. Fall in love all over again with watercolors.
  4. Head out for a hike and some plein air painting.
  5. Forget I am a beginner.
  6. Fail to remind myself — “”Bad art happens to good artists!”
  7. Experience angst — lots of angst.
  8. Nearly fall out of love with watercolors.
  9. Resist throwing everything in the river.
  10. Drive 5 hours.
  11. Sleep 8 hours.
  12. Go to church.
  13. Breathe.
  14. Eat.
  15. Nap.
  16. Do things that have nothing to do with watercolors.
  17. Catch sight of an unfinished painting.
  18. Give in to the allure, and bring the paints out of hiding.
  19. Paint with more wonder, and less judgement.
  20. Experience the joy of process and product again.

 

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The Currency of Hope and Beauty

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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.

Bringing Ideas to Life

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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.