“The magic is… change the world.”

It is January first.

A new year.

And despite being on this planet for quite a while, and teaching in public school for 20 years, there is still a newness, a joy, a surprise, great gratitude, and hope that comes with each day.

This Solstice, (a very special SWS yearly tradition), we wanted to go deeper. We wanted to immerse the children and ourselves into the exploration of darkness as beauty.

We intentionally sought to change the paradigm. The season of the darkest days as delight. A time of coziness, discovery, joy, and reflection as opposed to complaining that it is cold, wet, and dark .

And so I share with you the transdisciplinary, polysensorial, and magical moments of these darkest days. May you find this documentation of children and the darkness symbolic and relevant.



Simultaneously, while exploring the dark, children were creating lanterns. This year, they made Fairy Lanterns.

The lanterns were not a one time make it take it. We read stories of how Fairies are caretakers of the earth. We learned that fairies are part of one of the 4 elements: air, water, fire, or earth. We learned that fairies live all around us, yet, in a magical world that is separated from us by an invisible door.

Using painter tape, allowed children to make the “invisible door”, which they removed to reveal their lantern’s fairy and light.

The multi-step artistic thinking, paired with exploring the dark in the studio and classroom, books of solstice history, fairy tales, and fiction with characters who encounter the dark, led to children developing their own relationships with darkness.

Popular culture inundates children with images, movies, books, advertising, and shows that exalt light as good and beautiful, and dark as evil and unattractive. How do these small daily doses of messaging affect one’s perspective over a lifetime? How does it affect a community and society over time?

“Inside everyone is a great shout of joy waiting to be born” (Quote from The Winter of Listening by David Whyte)

The Winter of Listening
by David Whyte

No one but me by the fire,
my hands burning
red in the palms while
the night wind carries
everything away outside.

All this petty worry
while the great cloak
of the sky grows dark
and intense
round every living thing.

What is precious
inside us does not
care to be known
by the mind
in ways that diminish
its presence.

What we strive for
in perfection
is not what turns us
into the lit angel
we desire,

what disturbs
and then nourishes
has everything
we need.

What we hate
in ourselves
is what we cannot know
in ourselves but
what is true to the pattern
does not need
to be explained.

Inside everyone
is a great shout of joy
waiting to be born.

Even with the summer
so far off
I feel it grown in me
now and ready
to arrive in the world.

All those years
listening to those
who had
nothing to say.

All those years
forgetting
how everything
has its own voice
to make
itself heard.

All those years
forgetting
how easily
you can belong
to everything
simply by listening.

And the slow
difficulty
of remembering
how everything
is born from
an opposite
and miraculous
otherness.

Silence and winter
has led me to that
otherness.

So let this winter
of listening
be enough
for the new life
I must call my own.

We must take the time to linger in the beauty of darkness.

Through conceptual constructs such as darkness, children are given space to create culture as a community.

We are intentional in developing a culture that nurtures, questions, morphs, interconnects, and gives value to curiosity, inclusion, and expression.

Exploring meaning in life, searching for beauty, experiencing wonder, developing perspective, practicing kindness, expressing through 100 languages, and slowing down and listening are all tenets of our rigorous curriculum.

Nothing without joy.

Everything with gratitude.

As we enter into 2019 with our beloved community, we are reminded that no matter the difficulties in life, we are planting seeds in dark fertile ground together

And as Aviv says:

Happy New Year. It is a joy and privilege to share the journey with all of you.

A careful considerate gaze or I am because you are

Here’s some links to explore connections:

To  explore the concept of Ubuntu

Link to NAREA (North American Reggio Emilia Alliance)

Link to Global Children at Harvard Graduate School of Education, Project Zero

Link to Brenee Brown

Link to article on Curiosity

Much love! And feel free to respond below and start a conversation.

And so, How Are You Different Than Nature?

It is the night before the very last day of the 2017-2018 school year. I just couldn’t let the year end without giving you this small gift.

I have here the link to the 12 minute video I made documenting our all-school Earth Day parade. (12 minutes)

The SWS Love Mother Earth Children’s Parade Video

I must thank all the folks who sent photographs and videos, both Erika and I had our hands full and were unable to do it ourselves. Thank you thank you thank you!

Thank you to Lynette Craig who did all the paperwork and phone calls to convince our city to shut down the streets for this parade (park service and the police!). She left to me- only to meet with the officers/officials and sign my name. You have powers!

Thank you to Erika Bowman, my sista Atelierista and dream-it-into-reality-parade- partner. I will miss you. But I get to keep the memories (and friendship!), lucky me.

After the video link is documentation  of some of the early childhood experiences that inform the parade video.

As a team (Prek3, PreK, Kgn) we focused on a year long exploration of Global Environmental Citizenship. Here’s how it emerged in the studio context:

Have a beautiful summer.

I hope beautiful things live forever

 

Balance.

This year, in addition to the daily creating and expression and relationship building in the studio/atelier, I engaged and facilitated a Mardi Gras/Speak for Living Things Parade and an Earth Day Parade with my partner Atelierista, Erika Bowman

One weekend there was a community sign building for a national parade, this past week a pop up interactive art installation, then we made and completed and installed a kinetic sculpture attached on the side of the school “The Listening  Sculpture”,

and there were three big field trips for students to encounter immersive, sensory, recycled, and out of the box art. (ArtTech House, The Glass Forest, and The Renwick)

And all of it connected to each other, overlapped, provoked, and embraced the idea of Global Environmental Stewardship (or as Amira, age 5, summed it up, “Dear Earth, Why are we here?)

…but no blog post. All my time and energy went into the hands on making and organizing.

Hence, the balance issue.

Yesterday,  I represented DCPS  by marching in the DC Capitol Pride Parade with my SWS sisters and brothers.
(YES, it’s been a year of PARADES!)
All to find myself home sick today, coughing, headache…seems like life gave me lemons, so here comes the lemonade!
Overwhelmed by the idea catching up from Earth Day, I am posting from the present- the most current happenings, (and will try and catch up the middle at a later date.)
I have no voice today, so I will stay with this as a metaphor and let the children/SWS speak through this vide0 I created, (since I was stuck at home in bed.) Enjoy the lemonade!
HERE’S THE LINK TO THE VIDEO (approx. 8 minutes):
I want to thank the Renwick, they opened up  No Spectators- The Art of Burning Man exhibit an hour early, so that some of the youngest citizens in DC (ages 4-6) could experience the wonder and beauty of the exhibit (without competing with taller and larger bodies.)
We were welcomed by Geoff, and his invitation to touch and explore was lovely.
The children were moved and wowed. Many felt the weight, the lightness, the sacredness, and emotions of the Temple,
and all were mesmerized by the plethora of possibilities within the art and ideas of the playa.
The upper elementary aged children who visited the exhibit with Erika during the previous weeks were also astounded and inspired.
Upon returning to school, the upper elementary children began to build a collaborative Temple out of recycled cardboard.
The youngest children used tools and helped each other (just like the teams of artists who collaborated in the exhibit) to create a small Burning Man/Woman out of recycled materials with a wish, hope, or memory.
“I remember when I was a little baby , I felt happy with my family.” Brooke, age 4
“My memory is going inside the Renwick gallery. My favorite room was the one with the television in the sky.” Malda, age 6
The pop up museum opened Friday June 8th.
It will be gone by the end of the week.
But maybe gone only in the material state.
The gift of this type of work is the deep resonating memories and the thoughts by the children and community left in the SWS temple.
The gift of this work is children learning first hand, the power of creating a vision and dream into reality with friends.
The gift of this work is creating something in community with others, with both personal and global ideas (reflected in the cards left in the temple.)
The gift of this work is creating the space and the safety to be vulnerable in interactions, sharing wishes, hopes, and remembrances, and in the actual creating.
It was not easy. “If it’s easy, your brain isn’t growing”, a common refrain of mine. “It’s supposed to be a little bit hard.”
This is education:
Inclusive. Cultural. Personal. Community based. Global. Reflective. Expressive. Scientific. Inventive. Kind. Meaningful. Fun. Hard. Connected and inter-connected. Responsive. Oriented from thought to action (and sometimes the other way around,) Most importantly education is being a part of  creating a better world.
(I know that you always are with me.)
It was not easy.
But it was soul filling.
It was hopeful, it was love,
and it will live on.

 

 

Making ripples and Butterfly Flights

It’s a new school year. Filled with possibility, new relationships, and sweet growth for both the children and all the connected adults in their lives.

“Stand aside for a while and leave room for learning, observe carefully what children do, and then if you have understood well, perhaps teaching will be different from before.” Loris Malaguzzi

When children learn from their heart and soul the importance of protecting and honoring the earth (even cuty kids), when they learn to wonder, think, imagine, and be curious of the world around them at a young age, when they experience the connection of all living things, they develop the empathy and awareness to make a difference. To be kind. To create solutions. To find metaphors.
And this is why we engage so deeply in the Monarch rescue effort. It is more than science.
It’s making ripples.
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“I wonder if caterpillars play with their friends?” Olivia D., Kindergarten

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“I wonder, how did they take such big bites (of the Milkweed leaf) with a tiny tiny mouth?” Lucy, PreK

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After the caterpillar falls, because the cage is accidentally bumped, the caterpillar curls up. The PreK3 group gasps because they think it’s hurt.

Suddenly it stretches out on the leaf and starts moving.

“It’s not curled! It’s happy now!” Alonzo, PreK3

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“Actually I see (the caterpillars) are the same. Same stripes.” Felix, PreK3

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In these images Laurel communicates all her knowledge and wonder and understandings to me by tapping, and pointing, and expressing non-verbally. By “visually listening” I learned how enthralled and connected she is.

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“I see they have black and white feet.” Lucy, PreK

“I see they have antenna.” William, PreK

“I see 4 antennae.” Lan, PreK

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One Monday, when I arrived at school, I found that 3 of the caterpillars had escaped the cage. Two were found, but one disappeared. I told Mr. Moore the custodian about the missing critter, and hoped when he swept, he would find our missing caterpillar. I crawled under every table and chair. Eventually, I cam to the conclusion that the cat had either crawled away or had been vacuumed up by accident.

5 days later, Alexandra says, “Ms. McLean, I found something in the pony palace.” This is a play house about 25 feet from where the caterpillar tent is.

“What did you find?”, I asked.

“Look!”

I gasped. “Is it alive?”, I asked her.

“I think so.” she replied.

I put that caterpillar on a milkweed and low and behold, after 5 days of no food, it began munching away! It has since turned into a beautiful female butterfly. What a magical story!

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“I wonder why it hangs upside down.” Nergu, PreK

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Transformation of the caterpillar into the chrysalis is a rare thing to witness. This year, children, parents, and staff had the opportunity to watch this four times! It is such a grand moment of wonder and hope. For if this little creature can make such a spectacular transformation, surely we can too.

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“I wonder how does it (the chrysalis) stick up there?” Will C., PreK

Here’s a brief video of the end part of the transformation. It is aptly called, the pupa dance.

 

 

 

 

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“I wonder how does it (the chrysalis) stick up there?” Will C., PreKimg_9816“I think the golden on it tells you it’s a special surprise.” Hope, PreK

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Engaging in small groups with tiny miraculous creatures offers deep moments of observing, thinking, wondering, expressing, and caring. In these small moments were opportunities to focus on not only caring for the earth, but each other too. Listening while others spoke, engaging in kind language, sharing materials, and collaborating. These are not the small things, but the big things. The ripple makers, to spread goodness.

Here’s a wonderful link A Harvard Psycholgist shares 5 ways to raise them to be Kind

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“I wonder, is there a mommy and daddy?” Josephine, PreK

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Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. – Plato

9c012963-eda5-4ad6-984a-da15149442c7
img_0649img_0684When one of the PreK3 children became frightened by the butterfly, the effect was catching. Soon I had four screaming 3 year olds. I quickly grabbed two Kindergarten children, Dale and Olivia, who were on their way to recess, and asked them if they would come in and teach the 3 year olds there was nothing scary, while I took the very frightened little one out to get a drink of water and calm down. The two stayed for a whole hour, even facilitating and helping the younger children make a great big butterfly mural. I really couldn’t have done it without them. When I thanked Dale and Olivia for giving up their recess time to help me out, Olivia looked at me and said, “No, thank YOU Ms. McLean for inviting us.” I almost cried.0cc5567f-54f3-4332-acda-a32442b7beb9

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When it looks like you’re breakdancing in the atelier, you know something good is happening.! Embodying and engaging all senses makes one alive to the world.
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“I think caterpillars have different brains.” Gilly, PreK

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“Hey butterfly, look at this picture. She cute, right?” Ryan, PreK3

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Themes and discussions of freedom emerged, as the children vacillated between wanting to name and keep the butterflies and also wanted to let it go. It also allows children to think about their selves. Wanting to be totally free, but being a child and also wanted someone there, when they are afraid. Isn’t that what we all want?

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“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change

My deepest wish is that I can be an instrument in supporting your child/children to become themselves. Beautiful kind compassionate loving selves.

Here’s to a year of making lots of ripples, and butterfly flights.

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