Working in the Wonder Studio: Finding Our Dreams & Voices

The Wonder Studio got a facelift last month, or should I say a floor lift?  The old floor needed to be repaired, and in the process of fixing a sagging portion, they decided to give us new dark gray flooring, which is washable.  Then, we said good-bye to the old rough wood flooring splattered with paint covered by two dusty, faded rugs.  With the new flooring down, the old tables and shelving looked out of place. I found some pre-owned matching tables in storage and rearranged the space for maximum crafting.  The area that had been sagging was more usable art space.  It was right in front of the fireplace, so I found a small area rug online to brighten up the area.  The rug’s name is “paint chip” so I thought it would fit right in and it does. There are a small group of girls who enjoy sitting on the floor to bead, knit, or sew. I think they will enjoy this space.

This month, the 4^th graders have taken over the studio.  Some of them are painting on small canvases, some are making spring wreaths, some are learning to sew pillows, and a few of them are exploring how to turn boxes and tubes into working machines.  Liv, who has amazing engineering skills, is creating a double candy dispenser for herself and her older sister.  Liv is a shy, reticent girl but every year her confidence grows.  Last year, I wrote about her pride in conquering the hot glue gun.  I love watching the girls learn new skills and gain confidence.   This week, some learned how to thread needles and tie knots. Another, learned to use a hack saw (under adult supervision, of course).  And still others honed their hot gluing skills.  Of course, their “cleaning up skills” are still evolving, but I’m hopeful they will stop leaving paintbrushes adhered to tabletops by the time June rolls around.

I know that Wonder Studio is the most important learning space in the school.  The students agree with me too.  The reason it is the most important space is because, the children are in charge of their own learning, the children get to decide what they want to create, the children decide what they need to learn in order to make their dreams a reality.  This is why this kind of learning sticks. The teachers and I can talk, direct, instruct all day long, but if we don’t connect what we are teaching to students’ interests, then the skills we want to give them will not be appreciated and remembered.  For children, learning must be interconnected with their doing, their action, what they love and dream about.

The children tell me that many school projects are fun, but they are usually generated by the teachers.  The students say they enjoy doing what the teachers have planned, but it is only in Wonder Studio where the plans are generated by the children, and that makes all the difference.  It is in Wonder Studio where they find their own unique voice.

Case in point, a moment I will never forget, the reason why I am a teacher: Pearl asked for help this week.  Now, this might seem like a very small moment, tiny indeed.  But it wasn’t.  I was a huge, earth-shaking moment because Pearl is incredibly shy and speaks mostly in a whisper.  Pearl was at the hot glue station creating several miniature coconut people using Styrofoam balls. She called me over and spoke very softly.  I bent my head low, but I still couldn’t understand what she wanted.  I didn’t want to keep asking her to repeat herself, so I said, “I want to help you, but I can’t hear what you are saying.  I have old ears.  Can you speak in a lower register?” As my word came out, I thought, “Lower register? She’s not going to understand what you’re saying!”  But she did! All of a sudden, a deep voice emanated from Pearl’s mouth!  She said, tucking her chin to her chest, “The glue isn’t sticking, Mrs. Emery.  Can you do it?” I laughed.  Then Pearl laughed.  I put my arm around her shoulders, and said in a deep voice, “I will help you, Pearl,” and we laughed again.  I fixed her glue gun problem, and I looked her in the eye and said, “That was the best teaching moment I had all year!”  Everyone laughed, and then it was time to clean up.  As we walked out of the Wonder Studio and back to the school building, the children went back to their classrooms chatting with each other. Pearl walked alongside silently.  Then she abruptly stopped, turned around, and ran back towards me.  She smiled and said using her deepest voice, “I hope you have a good afternoon, Mrs. Emery.” I laughed said in my deepest voice, “You too, Pearl!” She turned and skipped down the hall to catch up with her classmates. I turned and went back to the Wonder Studio filled with happiness. 

My interaction with Pearl is what teaching is all about.  These kinds of interactions are essential for learning.  I’ve been teaching for over four decades, and I’ve learned that the connection teachers make with their students matter and are remembered.  Will Pearl remember the proper technique in working a hot glue gun?  Maybe.  But she will definitely remember how much joy and confidence she found working in the Wonder Studio, and that will last her a lifetime.