Category: Art

Sew Easy: Lessons in Perseverance

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There are three rites of passage in the Wonder Studio: using the hot glue gun, working a hack saw, and learning to sew. The joyful expressions on students’ faces as they learn these skills are salve for my weary teacher’s soul.  These small accomplishments remind me of my original purpose when designing the Wonder Studio. Student agency was key.  I want to provide a safe place in which to make mistakes and grow confidence.  Sometimes, I get lulled into the belief that it’s just a messy place where kids spill paint, smear glue, and don’t adequately clean up. And then there are those moments when Susie uses the hacksaw for the first time and loudly proclaims, “I just use the hack saw! It was fun!” Beaming from ear to ear, she lifts up two pieces of wood to show everyone her handiwork. 

Sometimes, success takes a while, sometimes we need to overcome our fears first.  This was the case for Liv, who needed to hot glue small pieces for an intricate wooden spinning fidget that she was constructing.  She was afraid of using the hot glue gun, so I offered to glue the pieces.  Liv was not satisfied with the job I had done: too much glue and not quite in the exact perfect spot.  My big hands couldn’t execute the results she had desired.  Over the course of the next week, Liv got up the courage to use the hot glue gun herself.  She put together her fidget just as she had imagined. 

Then she quietly came up to me and said, “I am so proud of myself.”

“Yes, it is beautiful,” I said.

“Not for making it, Mrs. Emery. I’m proud that I overcame my fear of the glue gun.”

I chuckled and slapped her a high five, “Hooray for you!” I said.

The once hesitant, shy Liv is now master of the glue gun.  This experience of playing and experimenting with materials is essential for building confidence and character.

This week, Allie sat down next to me and expressed her desire to learn to sew. I agreed to show her.  Allie wanted to make a small drawstring pouch in which to collect pom-poms.  Doesn’t everyone?  I first traced a circle on a piece of colorful fabric.  Then Allie cut out the circle.  I outlined in pencil the track in which Lynne should sew.  I threaded a needle and asked her to watch me.  Allie became agitated. She started to recount all the reasons why she couldn’t learn how to sew.  Tears formed in her eyes, and she abruptly stood up ready to flee.  I motioned for her to sit back down. 

“I can’t do it! You have to show me,” she said. 

“Allie, listen.  Take a deep breath.  That’s what I’ve been doing,” I said calmly.

“You have to show me!” she demanded.

“Yes, but you have to look at me. Look at my hands.  Watch what I’m doing,”

She began to relax and concentrate on my hands. 

I began to verbalize my actions, “Up, pull through, down, pull though,” over and over again.

Then I handed the needle to Allie.  She began one stitch, two stitches, then over the edge of the fabric. Oh, no – a mistake.  Allie froze, she stood up, and tears well in her eyes again, “I can’t do it!” she yelled.

I reached out my hand, “It’s okay.  It’s okay.  That’s a very common mistake. I made that mistake a hundred times when I was learning to sew.”

She looked at me skeptically.

“You think that I never make mistakes?” I asked.

“Yes, you are perfect,” she declared seriously.

I laughed,” I make mistakes all the time.  It may look like things are easy for me because I’m old.  But I couldn’t learn anything if I didn’t make mistakes.  Mistakes are opportunities to learn.”

I pulled out the floss, threaded the needle again, and handed it back to Allie.  She sat down and began again.  She sewed all the way around the circle.  I clapped and smiled.  She grinned from ear to ear.  I pulled the drawstring and the circle magically became a pouch.  Allie put in her selected pom-poms.

“Allie, I’m going to help Liv. Make sure that you don’t cut the ends of the floss,” I said and left her for a few minutes.”

When I returned the floss ends were cut short.  I looked at Allie astonished, “Why did you cut the floss ends?”

“Because I didn’t want the long strings hanging,” she explained, adding that another girl told her to cut them.  The other girl loudly denied it.

“I told you not to cut them, Allie.  I don’t understand.”

“I didn’t know why you said that.  I didn’t know what would happened,” she replied looking scared.

“It’s okay,” I said, pulling out the thread and hold up the fabric circle, “Now you have the needle track to guide you. It will be easier this time.”

Allie dried her eyes and took the circle from me.  She began again and made no mistakes.  When she was done, we refilled it with colorful pompoms.  I showed Allie how to carefully put the drawstrings and tie them in a bow so she could easily open and close her precious pouch.

Allie did learn to sew last Thursday, but she leaned so much more.  She learned to never give up, to always try again, and to persevere even when things got hard, especially when things got hard.  And most of all, always push past your mistakes and push through your fear.

Later that day, I was walking down the hallway past Allie’s class.  And there she was, colorful pom-pom pouch in hand showing it off to her admiring classmates like sewing was easy, like she had known how to sew all along.  And this is why I continue to love teaching.  These moments, these times with students, these small important lessons help them grow and make me proud that I continue to be a teacher.

Inside the Wonder Studio: Marvelous Mess

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Last week, the 4th graders were in the midst of their third week of studio work.  They have been inspired to try some new things.  A few found old knitting needles and lots of colorful yarn, so they have been sitting together chatting and knitting, happy to be in each other’s company.  Another group was fascinated by a paper-mâché sphere I created using a balloon as the base.  As they worked, it was apparent that this was the first time they ever used paper-mâché.  I stopped assuming they knew how to apply the newspaper and sat down with them to demonstrate the technique.  They quickly caught on and sat contently applying layer after layer of newspaper.  Patting down air bubbles and smoothing the surface of their spheres.  I asked them what they were going to do with them, once they were done and each child responded the same, “I don’t know.  I’m thinking.” So I left them to their thoughts and gooey application.

As I stopped to survey their work from my perch on the stairs, I noticed that we were teetering on the brink of capacity.  The rest of the wonder crew were using balsa wood, cardboard, and hot glue to make various structures, signs, tine abodes for rock people, jewelry storage stands, and other imaginative gadgets. Every square inch of this small space was occupied. One student, who has been intent on making a large wooden box was busily gluing on the floor in my adjacent office.  From this height, I also noticed what a great mess they were creating: balls of yarn rolled across the floor, bits of balsa wood scraps scattered over the rug, a trail of red paint crossed the room from table to garbage can. It was a good thing I bought two dozen craft aprons so at least the students could remain relatively clean.  The paper-mâché  crew were up to their elbows in white goo as they patted their stick spheres.  I realized that this mess-making was making everyone happy.  It created a calming atmosphere.  Children need these sensory experiences.  Curious, I asked the group, “How many of you have a place at home to make art and get messy?” Not one child raised her hand.  I was not surprised, but it saddened me.  It made me doubly aware of how much the children need this time and space to create and get messy.  This realization made me more patient with spills and splatters.  Learning is a messy process.  Children need lots of practice getting messy, trying, failing, and trying again.  So when Leah suddenly called out, and I see the glue solution has spilled all over her apron and down her legs, I smile, and I say, “It’s okay, go to the sink.  It washes right out.”

When Libby has spread out a large, taped-together piece of paper and arranged little paint pots set in a semi-circle, I am so glad because her body has finally relaxed.  Her shoulders aren’t up to her ears anymore.  Her body flows, moving with her paint brush.  I take a quick photo and send it to her mom with the subject title: “This Girl is an Artist.”  So often, we are quick to label the natural trials and tribulations of childhood as a pathology of one type or another.  We want to name every human quirk and eccentricity.  Instead, maybe we just need more art.  I know from personal experience the power art has to heal.

Finally, as I cajole the girls to clean up after our short time together.  Callie dawdles.  She is having trouble gettering her jacket on.  “My arms are sticking inside my sleeves,” she declares.  I touch her arms, “Callie, didn’t you wash your arms?” I exclaim.  She assures me that she did.  I guide her back to the sink to show her how to wash off the glue.  She had just stuck her arms under the water the first time.  Now, I show her how to rub the glue off with water, soap, and paper towel. Simple things, but not so evident to children. I laugh and help her dry off.

This messiness is all part of the charm of childhood. It is part of play, learning, and being together with one another.  This messy space I manage is crucially important. Even though it’s just a small crowded hallway to most people, it is a special and magical messy space to the children and me.

No Reason to Fear the Wind

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Spring is normally a busy time for me at school.  I’m in charge of standardized testing, grade placement, and wrapping up all student support documents for the year.  Everything in my entire being yearns to resist this regimentation.  Rather, my body and mind desperately need to relax, refresh, and find things to celebrate.  I have no desire to analyze test scores, manage student placement for fall, or organize all the hundreds of pages of documents that I am responsible for keeping current and filing away in the right places.

Instead, I want to relish warm weather and blue sky.  I want to delight in bright colors and the air filled with the steady hum of bubble bees.  I left school one day just a half-hour early to find my way to my local garden shop, Back to Nature.  It is a place I revisit regularly to find my balance and connect with green and growing things. 

As I park my car and enter the space, I immediately feel at ease.  Yellow and purple pansies greet me.  I take a deep breath.  I consciously drop my shoulders and let go of all the stressors that have been accumulating throughout the day.  They all mean nothing .  What matters to me is beauty and flowers and the spiraling bees drunk on honey.

I let myself wander, taking photo after photo of spring colors in the form of flowers.  I inhale their fragrance.  I’m not at school any more.  This is my small moment to enjoy.

For about a decade or more, I’ve been slowly growing my roots.  Letting go of toxic people even when they are family and allowing myself to feel joy. Growing my roots was a hidden and slow process.  I have always felt a little untethered, aimless, impulsive. Now, as I approach seventy, I want to slow down, consider the small wonders all around me, take them in, and sit in gratitude with them.  I don’t want to rush around being anxious and fearful.  I am cultivating faith and peace.  I know I will need a steady supply of these as I age.

The garden sheds that in December were filled with holiday wreathes, flowers, and decorations are now transformed for spring.  Bouquets of tulips and daises line the shelves.  Statutes of bunnies, frogs, birds, and turtles hide in every corner.  A large banner hangs in one shed proclaiming “When the root is deep, there is no reason to fear the wind.”  I stop and smile at this garden wisdom.  I know I need these moments for my roots to dig more firmly into the ground.  I know that tending my inner garden is crucially important.  Without these bits of respite.  I would once again feel in flux, at the mercy of the slightest of breeze.  Now, I have dug in deep, spread my strong and agile roots.  Now, I can’t be easily toppled.  Now I stand firm.

Inside the Wonder Studio: A Space for Mistakes

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All things are literally better, lovelier, and more beloved

for the imperfections which have been divinely appointed…

– John Ruskin

When I conceived of the Wonder Studio eight years ago, I thought of a space where students could go to create and play with craft and building materials.  I wanted the kids to have freedom to think up an idea and create it.  Their projects were not made by following directions. They were made by experimenting and tinkering; trying out an idea and changing it.

For the first six years, the space was called Wonder Lab, and it was housed in a large former art room where kids could build large projects with cardboard, wood, duct tape, hammers, nails, and paint.  Then, two years ago, the Wonder Lab space was needed for a new Computer Science & Engineering  (CS&E) Lab, so I quietly moved to the lobby area between the CS&E and my office.  It was cozy with a fireplace and access to a circular porch.  I dubbed it the Wonder Studio and continued to invite children to come and imagine, and they have.  Their projects are smaller now, but their ideas continue to be big.

Sometimes, I think the children are not paying attention, that they don’t fully understand the importance of the Wonder Studio. And of course, I’ve been proven wrong.  This week, a group of 5th graders were working on building a replica of their classrooms to present as a gift to their teachers on Teacher Appreciation Day.  They have been working diligently to complete it for the past six weeks.  As they began to decorate the structure, they wrapped muslin onto the walls of the classroom.  They used Elmer’s glue and as a result the fabric bubbled and buckled.  I wish they had consulted me beforehand, but they are an independent and tenacious lot.  When they came to me for advice, we talked about their options. First, I thought of removing the fabric, but it was glued down so well, it would have destroyed the walls. Next, we tried smoothing it with our hands and some tongue depressors.  Then, I tried pulling the fabric tighter and trimming off the excess. The girls were dismayed and dissatisfied. I told them that when the fabric dried, it might look better, and that when they attached the miniature bulletin boards and whiteboards, they would hide much of the buckling fabric.

The leader of the group was clearly disappointed.  She said, “Oh it’s ugly now.  Let’s give it to Mrs. Emery.” 

I smiled, “Well, thank you very much.  You are going to give me it because you think it’s ugly?”

Another girl piped up quickly,” No, Mrs. Emery, we’d give it to you because you are a creator, and you understand when thing don’t turn out perfectly.  You love them anyway.”

I laughed and touched my heart, “That is the best thing I’ve heard in a long time. Thank you.”

Then we returned to work together to make the fabric smoother.  They decided that they would indeed give the model to their teachers.  I can’t wait to see how it finally turns out.

Never underestimate children!  They truly appreciate this space in which to make mistakes.  And I’m so glad I created it for them.  I beam with pride knowing that they see me as being someone who accepts mistakes; someone who embraces ugly.  I have always been that way.  I don’t know why.  Naturally shy with people, I am bold when crafting. I love challenging myself and trying new things. I’m okay if something turns out wobbly and uneven.  That gives the object more character, more charm, more substance.

My favorite movie as a child was The Music Man.  First of all, it was a musical, and as a kid I wished life was a musical, so we could all burst into song at any moment of the day, in good times and bad.  Indeed, the world would be a better place if this were the case.  The ending of The Music Man has remained in my memory, and its message took hold deep in my heart and mind.  Professor Harold Hill was clearly a huckster, but he was also a dreamer.  So when his music students (who could not read a note of music) come out to march in the town parade, they are seen by Professor Hill and the townspeople as being a brilliant, accomplished band.  That scene formed my philosophy of education, which has sustained me for over 40 years: Give kids space and encouragement to create.  Applaud both their accomplishments and their mistakes.  With time, they will surely grow and do great things.

Inside the Wonder Studio: Life in Miniature

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A brave and brilliant 5th grade Wonder Studio crafter wearing kaleidoscope glasses.

When I was in the 5th grade, I loved making miniature replicas of things that I was learning about in school: prairie houses, covered wagons, log cabins, and so much more.  When I read about ancient history, I would make models of castles, pyramids, and I even made a sugar cube Roman Colosseum. I loved designing and building in miniature. I loved the challenge of finding materials that could be used in my creations. My good friend, Roxane, was an expert at sewing tiny families of mice clothed in wonderful Victorian costumes.  I didn’t know how she crafted them so meticulously. My creations definitely looked child-made.  I was so proud of them.  Taking the time to create them deepened my understanding not only of the crafting process, but also of the time period I was endeavoring to replicate.

This month in the Wonder Studio, the 5th graders have been working on a small scale.  No one mandated that they do so.  They all just started making tiny projects.  It might be due to the fact that they are starting a unit in math in which they are required to make tiny houses for clients. The clients are comprised of willing teachers and school staff.  No matter what the reason, this focus on small is age appropriate and well-suited to their developmental level.  Their fingers are now skillful enough to manufacture tiny things, and they are intellectually curious about how various things work.  By making miniature models, they are able to gain a fuller understanding of how the real things work.

This is the 5th graders’ second round in Wonder Studio this year.  They no longer need an introduction to where materials are stored or how to operate simple machines  the hot glue gun, saddle stapler, saw, drill, cardboard scissors, iron, etc.) As soon as we enter the studio, they rush to work.  They all have ideas and are ready to put them into action.

The hot glue guns are very popular!

A group of three students, then four, now six are constructing a model of their classroom to present to their teachers on Teacher Appreciate Day in April. Four students are creating the classroom with foam core, cardboard, and wood scraps.  Two others have labeled themselves “the carpenters,” and are making a series of tiny wooden desks and chairs for the classroom.  I sit back and marvel at their ingenuity.  I jump in when I’m asked for materials or crating assistance.  But the ideas?  The ideas are all theirs.  In these short set of weeks, I’ve seen their confidence and ideas grow.  They are more willing to take risks.  They problem-solve, collaborate, and call on each other’s best skills.  When I witness this natural buzz of creative process, I become so excited because to me this is the essence of learning.  They are in the zone.  They are in what Csikzentmihalyi called the state of flow.

Students make miniature bulletin boards for their tiny classroom model.

Another pair of students have decided to create bakery products.  They are concocting donuts, coffee cakes, and cupcakes with found objects from the Wonder Studio.  One student found a way to make roasted marshmallows. They find things that I didn’t even know we had!  They cut, paint, glue with happy abandon.

Donuts, coffee cake, pie, cake pops, cupcakes and roasted marshmallows!

Anna has brought a small plastic bag with her to the Wonder Studio.  She takes out a miniature pinball machine that she started at home.  It is incredibly tiny, and she is determined to make it work.  I am in awe of her precision. I keep wondering how we can transfer this kind of agency and enthusiasm to regular classroom experiences.  The students always tell me that Wonder Studio should be a “real subject” like math and English.  They want that challenge of coming up with an idea, their own idea, and seeing it grow into a reality. They need time to do this.

Tiny working pinball machine.

Ida, who is unafraid to try something new, excels in Wonder Studio.  I call her “our engineer.”  She loves making tiny replicas of machines that really work (a humane trap, a windmill, a rolling cart – to name a few).  This week, she saw a “That was Easy” button I had on a counter and decided to make one out of cardboard soup container lids.  Ida’s button says, “OOF!” on the top, and when you press it, it makes a soft whooshing sound.  I am amazed and ask her how she constructed it. Ida looks at me like I have just asked the dumbest question on the face of the planet, shrugs her shoulders, and says confidently, “Compressed air.” I am constantly surprised by Ida’s ingenious designs.

Engineers and crafters at work.

These small creations, this work in miniature, garner big results.  The students now own the Wonder Studio.  It is their space.  They know how to use it.  They are no longer hesitant but dive head-long into projects – trying ideas, sometimes abandoning them, but mostly following through and sharing their creations proudly.

Rainbow Writing with Kindergarteners

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I count myself fortunate.  My busy job includes spending time with kindergarten writers and there is no greater joy than that.  Since September, these novice writers have grown steadily.  First, they drew their stories and told them to each other.  Eventually, they began to write their stories instead of saying them aloud.  They valiantly sounded out each letter until they formed the approximate word.  Most times they could read back what they had written.  When they couldn’t read it back, they looked at their picture and found other words.  Writing in Kindergarten takes a great amount of perseverance and faith. Their stick-to-itiveness is remarkable.  They are a determined lot.

That’s why I was not surprised when I came to my weekly writing workshop on a Monday afternoon in mid-February to see all the kindergarten writers busy working on various steps in the writing process: brainstorming, planning, drafting, conferring with a teacher, and finally creating a cover for publication. When I stepped inside the doorway, several of them immediately called to me. 

“Sit here!” 

“Sit with us!” 

“Come write with us,” one girl called and patted the chair next to her.

It is good to have five-year-old friends who are writers.  They are welcoming and affirming.  I sat down and asked what they were working on.  They readily shared their drawings and stories.  One of them commanded, “Write a story.”

I smiled.  I have been joining them for writing workshop for six months now, and almost every time I make sure that they see me writing.  I have explained to our teachers that writing with your students is as important (and I dare say – more important) that conferring with them.  When children see you write, they better understand the process and can learn how you go about planning, composing, and revising.  This type of showing is so much better than telling.

Though I know writing with children is important, I wasn’t sure that the children had noticed.  However, this past week proved that the children do indeed take notice and that they want adults to join them in the writing process rather than always being the facilitator or editor.  Writing alongside them actually wields more power – makes a greater impact.

So, I steady myself on the kindergarten-sized chair and I ask, “What should I write about?”

“Rainbows,” Charlotte explains.

I chuckle, and think to myself, “Of course, kindergarten girls – rainbows indeed.”

One of them runs off to get me three sheets of paper.  They are learning to write a story in three parts: beginning, middle, and end.  I take the paper and bend my head towards the table.  I do not look up but instead concentrate carefully on what I want to write.  I start with a picture.  I draw two giant clouds and then I get an idea.  I start to draw small cats dropping out of one cloud and small dogs dropping out of the other.

“What is she doing?” whispers one of them.

“Look!” whispers another.

I do not raise my head or say anything.  I keep concentrating.

They begin to giggle.  “Dogs and cats are falling,”  one of them declares.

One of them hops up excitedly, “It’s raining cats and dogs!” she screams.“I know what that means.  I know what that means!”  Julie shouts.

She bends down next to me and tucks her face two inches from mine. I can’t help but stop and look at her.

“It means it is raining very hard,” Julie explains.

I smile and nod my head.  I flip the page and start drawing a giant puddle.

“What’s that?” one of them asks.

“It’s a puddle!’’ another answers.

“I know. I know.  The dogs and cats are going to drop into the puddle!” Julie  predicts.

I have never had so much fun writing a story.  These young writers are thoroughly engaged and engaging.  They continue with their work, and we write together quietly.  Sometimes one of them will offer me an orange pencil so I can color in one of the cats. 

            A shy student who was sitting at another table comes over to me, encouraged by her teacher.  She hands her book to me. 

            “Oh, you finished your story, Olivia!” I say.  She nods her head.

            “I’d like to hear it.  Will you read it to me?”  I ask gently.

            Olivia nods her head again.

She is very shy and tentative.  She speaks softly, and we have spent the year encouraging her and giving her opportunities to speak.  From her drawings and writing, it is clear Olivia has a lot to say.  She has sophisticated thoughts that we might have missed if we didn’t give her and her classmates this time to imagine and create.

Soon, writing workshop time comes to an end, and they gather together in the authors’ circle.  I leave my rainbow story for them to read at another time as Olivia raises her hand to share.

Show Some Love

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This January to March time is always a rush of non-stop activity at school.  The Northeast, dreary winter weather does nothing to help soothe the onslaught of stress. I get so wrapped up in the doing that I don’t even realize I’m hunching my shoulders and holding my breath most of the day.  And I love what I do!  I love helping children.  The helping part is the easy, rewarding part for me.  It’s the never-ending to-do list of faculty meetings, parent meetings, assessments, evaluations – check lists upon check lists.  I am a very organized person, but the enormous amount of never-ending work has the potential to drown and discourage me.  But I won’t let it!

Thank goodness for mid-February.  Mid-February is a reminder to breathe, slow down, and show myself some self-love. My wedding anniversary is February 10th.  Since our first anniversary 38 years ago, my husband and I have used the 10th to herald in four days of celebration.  For us, it is a time to reflect of what we are grateful for; a time to remember that we are each other’s best thing. The 10th also stands as a reminder for me to pause, take a step back and undo some of the knot of work projects.  The work is important, but if I don’t take time for myself and show myself some love, the work will ultimately suffer.

Here are 14 ways I’m intentionally showing myself some love this February:

Smile – I notice that when I smile, I feel better. My mood lifts, and it’s contagious! People smile back and I feel connected.  When I look in the mirror, I am learning to appreciate my lines, wrinkles, and spots.  “This is me; this is my face.  Hello! You are loved,” I say to myself and grin.

Laugh – I am a laugher.  I cannot help it.  I laugh all the time.  I didn’t notice that I laugh a lot until friends brought it up.  I find joy in many things.  I think it is my laughter that keeps me sane, keeps everything in perspective when times are rough.  When I’m having a hard time, I often seek out a funny movie to put me back on track. Laughter, as they say, is the best medicine.

Read and Rest – I love to read, but often choose working over reading.  I have intentionally eked out some space in my day to read and rest, to read a bit and then ponder what the author is showing me. Words, images, ideas come flowing in, and I take a deep breath.  I am connected now to my internal world and it makes me more curious and hopeful.

Peaceful Pen – I cannot seem to find the time during the week to write, so the weekends serve as my time to escape with my pen (or keyboard as the case may be). I wake up early each morning, look out the window past the meadow and woods, think about what is on my mind, and sit down to write for a few hours.  I find that this time is essential for me.  Without this writing time, I feel incomplete and unhappy. Writing is breathing to me.

Joy in Nature – Nature brings out the best in me.  I am fortunate that I live in a place with nature all around: woods, farms, parks, and gardens.  I regularly visit these places.  When I’m in nature, beauty sinks into my skin, and I am reminded that I am a small part of this big, beautiful planet.

Beautiful Bouquet – I love flowers, all flowers. Okay, I admit tulips are my favorite.  Yellow ones.  I’m glad for that because roses are very expensive.  Roses are beautiful too, but I like something more subtle, like wildflowers in the summer. In February, I stop off before work and buy myself a simple bouquet of tulips for my desk.  They last over a week and every time I look at them, the remind me to pause and rest for a moment.

Café Life – I’ve been finding time before and after work stop by local cafes.  I choose a different one throughout the week.  It is like going on a little adventure.  Most times, I have to take out and run, but when there is more time, I sit down and savor my favorite drink, cupping it in my hands and breathing in the aroma.

Sweet Indulgence – Chocolate.  I love chocolate.  I eat way too much chocolate.  Instead of consuming lots of chocolate throughout the day (someone put a bowl of candy in the faculty room)!  I’ve decided to show a little self-control and choose one sweet indulgence each week.  This is not your run of the mill candy bar.  This is a sumptuous, decadent dessert.  It something planned, something to look forward to.

Meditate to Rejuvenate –  I am learning to slow my monkey mind and meditate.  It is not comfortable for me.  I’ve been teaching a 4th grader how to meditate to help calm her monkey mind.  It wasn’t until meditating with her that I realized how important it is to take a few minutes out of the day to center oneself.  After meditating for 5 minutes, my body felt suddenly relaxed, and my mind was refreshed.  I didn’t feel overwhelmingly tired with the need for my afternoon coffee.

Step it up! I rush around all day and sit all night.  I’ve decided to change my couch potato habit and get up and move. I may stretch, do tai chi, dance in my socks, or practice martial arts with my husband.  But my daily activity is walking.  I love to walk in the woods, but when I can’t do that, I walk in town to window shop and people gaze. 

Artistic Spark – Drawing, painting, weaving, sewing, creating collages is something that has brought me joy since I was young.  I don’t need to be the best artist.  I just let the materials take me where they want me to go, and I find that as I move my hand, my whole body and mind relaxes.  I get into the artistic flow and everything else disappears.

Soak Away Stress – You know those luxurious bathrooms with the deep marble tubs or the beautiful jacuzzi looking over the sea? No – I don’t have either one.  But I have a deep need to soak away stress, so I bought myself a little footbath and some fragrant bath salts for my tired feet.  At least once a week, I fill up the footbath with warm water, sprinkle in the bath salts, and breathe in lavender and sage.In a few minutes, my feet feel loved.

Make Time for Music – Even though I have not one ounce of musical talent, I love music.  I listen, I sing along, I hum throughout the day. The world needs more music.  I remember going to a Broadway musical with my mother and refusing to leave when the show was over because I wanted life to be a musical.  I was twenty-three at the time! I just don’t understand why we can’t just break out into song.  And so – music accompanies me everywhere I go.  It helps me think, and it allows me to relax.

Random Act of Kindness – The best way I know to feel joy and love is to spread it to others.  Each day, I conscientiously make sure I  perform an act of Kindness for someone else.  It doesn’t have to be a grand, bold gesture.  It can be as simple as a smile!

Celebration in the Wonder Studio: Lunar New Year

~ wordancerblog ~ 4 Comments

A dozen girls gather at recess time to work in the Wonder Studio.  They are in the midst of painting, decorating, and constructing projects of their choice.  This week, I added a box in the shape of a dragon’s head to celebrate Lunar New year.  I quickly cut the box to look like a dragon with a wide pointed-tooth grin.  The girls collected some found objects to make the dragon’s eyes, nostrils, and teeth.  Then we all took turns collaging bright colored tissue paper all over the head in layers upon layers.  Once completed, the dragon would be hung right outside their classrooms to celebrate Lunar New Year.

I have done this dragon project with countless students over several decades.  I love this tradition because it always sparks children’s imaginations and makes the classroom atmosphere festive.  I think the best way for young children to learn about other cultures is through celebrations (food, storytelling, and art). These are powerful ways in which to hold memories.  When I was a classroom teacher, this art project would be the anchor for deep research into the holiday and the Asian culture.  We read widely and began to understand these cultures and traditions more organically.

These days, I’ve noticed that with more and more emphasis on curricular initiatives there seems to be less and less time to celebrate, less and less time for conversations, and less time for connection. The classrooms are a rush of activity, one lesson after the next – go, go, go.  Don’t stop. Don’t think.  Don’t feel the struggle and joy in learning.

I’m glad I can eke out some time for kids to converse and create; some time to experiment and play; some time to celebrate the small things.  They need to know the joy of taking a risk – of taking a cardboard box and transforming into something whimsical.  There is magic held within that simple box, and I want children to experience that creative power.

As they worked, they began asking questions about Lunar New Year.  They began talking to each other naturally.  Some of them knew quite a bit about the holiday and supplied lots of information with facts and personal experiences. Questions grew and so did the students’ understanding.  They wanted to know more.  They wanted to become part of the celebration.

Books About Lunar New Year

3rd Grade Makers: Creating in the Wonder Studio

~ wordancerblog ~ 3 Comments

Sometimes the best learning environment

for students isn’t a bunch of devices powered by Wi-Fi,

sometimes it’s a huge pile of cardboard

powered by pure imagination.

                                                                        -Krissy Venosdale

It’s January, and it’s finally time for the 3rd graders to have time in the Wonder Studio during recess. They are beyond excited.  I look out onto a sea of eager faces, and they are literally bouncing with energy. I gather them on the porch before we venture inside, “Listen please.  I’m giving you two sets of directions: Number one – go into my office, take off your coats, and put them on the chairs on the left side of the room.  Number two – Then go into the Wonder Studio and sit on the steps. When you are all seated, I will give you a guided tour of what we have in the Wonder Studio today.”

To my surprise, they quieted down immediately, listened to my directions, and followed them to a T.  Note to self: when something is dearly important to children, they will tune in and engage in the process with their whole hearts and curious minds. The 3rd graders have been patiently waiting for this day.  The 5th graders participated in October and November, the 4th graders participated in November and December, and now it is their turn.  The quota for each session was 9 students.  Every single 3rd graders signed up to participate! In order to give everyone a chance, so I increased the quota to 12 students per session.  The studio is a very small space. I crossed my fingers and hoped that this group could navigate the room and materials without too much chaos.  To my delight, they got right to work, setting up their spaces and helping each other.  Long before this day, they had been thinking hard about what they wanted to create.  Soon, the studio was abuzz with activity.

Carlie wanted a small box, which I found for her.  “I’m making a bed,” she declared.

Francee wanted a bigger box and some cardboard.  “What are you making?” I asked.

“A hotel for my scrunchies,” she said, holding up three colorful fabric scrunchies.

I laughed.  I had never thought of making a hotel for scrunchies.  I marveled at her creativity.

Francee’s enthusiasm was contagious, and she soon had two classmates helping her construct the hotel.  It had three floors created with plastic strawberry baskets and needlepoint canvas.

Some people would observe this scene and define it as childish.  I suppose it is, but childish not in a dismissive and frivolous way.  When I think of the word childish, I think of creativity, imagination, a great sense of play, adventure, and wonder.  The studio session captured these childish times: a child painting paper plates with bright colors, another child duct-taping blocks together to make her own version of a Rubik’s cube, and yet another child stringing beads and wooden snowflakes together to make a winter garland.

Carlie has returned to request a stapler. “What do you need it for?” I ask.  I’ve learned to ask this question because often students do not request the tool that they actually need.  In this case, Carlie wanted the stapler to “sew” pillows for her bed.  I looked at the tiny fabric squares in her hand.  She had put a cotton ball in each square and showed me where she wanted to staple.  “May I show you something?’ I asked her gently.  She nodded her head.  “Staples are not the best tool for making pillows.  Let’s try sewing instead.  Would you like me to teach you how to do it?” Carlie nodded again.  We worked together to sew two small pillows perfectly for her cardboard bed.  “Do I have time to make a quilt?” Carlie asked. “Next session,” I promise.

I looked at the clock. “We have five minutes to clean up,” I announce to the girls.  They moan in unison. “I know.  I know.  You have done excellent work.  There will be more time next week.”  They slowly complied, as I stood directing where to put palettes and paint brushes.  Someone had spilled some water and others come to her aid.  We found space for paintings to dry and beads to stay organized.  Francee’s hotel was put on a high shelf, as was Carlie’s bed.

This childish time is essential, so nourishing.  I know it, and the girls know it. We have formed a strong bond.  There is such satisfaction, such a sense of purpose when making something with your own two hands out of your own wild imagination.  We all want to stay here in the Wonder Studio just a little longer.

Christmas Zen: Shed Some Holiday Cheer

~ wordancerblog ~ 1 Comment

During the weeks before Christmas, I enjoyed frequenting local garden shops to take in the smell of pine and look at all the holiday decorations.  This year, one neighborhood garden shop had several sheds set up covering their extensive grounds. Each shed held different types of decorations: wreaths, floral arrangements, ornaments, and bells.  I walked inside each one and breathed deeply.  Every particle in my body relaxed in those small cozy spaces.  I felt safe and calm surrounded by nature and seasonal beauty.

I often have thought if I lived in a house and had a backyard, I would love to have my own shed – a she shed.  It would be constructed of unvarnished wood that would weather into a soft gray.  I would paint the interior bright white and have a large set of windows on one wall. It would have French doors to let in as much light as possible.  I would have some simple shabby chic furniture: a table with mismatched chairs and an enormous overstuffed arm chair to sink into while I write and dream.  I would have a cozy rug in blue and green and bookcases to display pottery, books and trinkets I’ve collected over the years.  It would be a shed of my own where I could create and set free my imagination.

As I stepped into each of the garden sheds, I was filled with delight.  The wreath shed smelled like pine, juniper, and cinnamon.  I inhaled the scent and felt so happy.  I didn’t want to leave, but I pressed on to a small shed with floral centerpieces in rustic tins and brass bells.  Another shed contained a display of jingle bells on leather straps along one whole wall.  I stood in the middle of the shed, closed my eyes, and stretched out my arms.  I took in all I could from this special Christmas magic.  I was desperately in need of some holiday cheer.

I spent the better part of an hour wandering from shed to shed looking at my reflection in the glass ornaments, picking up small treasures to decorate my tree, and brushing my hand against prickly pine boughs.  I came in search of the wonder of the season, and I found it here in these rustic sheds filled with joy and light.  The last shed I came to was closed.  I could not enter.  At the threshold was a concrete stature of a frog sitting in the lotus position. Above his head hung a small slate with the words: “Santa is coming.”  I smiled.  All was well with the world.  Santa is indeed coming, and small things still hold great joy.

She Shed Inspiration

She Sheds:A Room of Your Own

She Sheds Style: Make Your Space Your Own

Building a DIY She Shed on a Budget