Labor of Love

Labor of Love

IMG_7136
I was thinking about the complexities of “labor” today, on this Labor Day eve.
I was thinking about the labor or role of the teacher.  The possibilities and power of relationship and transformation that can happen in a learning environment is on my mind as this new school year has begun. For me this is in the Atelier or Art Studio at SWS.
IMG_6919It made me jump to the phrase “Labor of Love.”

IMG_7058 IMG_7056

Last Spring I became part of a year-long 12 person Art Educator DCPS Fellowship. ACES Art Fellowship. ACES stands for Adverse Childhood Experiences. The fellowship I am a part of aims to create a cadre of trauma –informed art teachers to develop strategies and  practice within their art classes and then share and spread this work within their school communities and throughout DCPS.

IMG_7061

What is ACEs science?

ACEs science refers to the research on the prevalence and consequences of adverse childhood experiences, and what to do to prevent them. It comprises:

  1. The CDC-Kaiser Permanente ACE Study and subsequent surveys that show that most people in the U.S. have at least one ACE, and that people with four ACEs— including living with an alcoholic parent, racism, bullying, witnessing violence outside the home, physical abuse, and losing a parent to divorce — have a huge risk of adult onset of chronic health problems such as heart disease, cancer, diabetes, suicide, and alcoholism.
  2. Brain science (neurobiology of toxic stress) — how toxic stress caused by ACEs damages the function and structure of kids’ developing brains.
  3. Health consequences — how toxic stress caused by ACEs affects short- and long-term health, and can impact every part of the body, leading to autoimmune diseases, such as arthritis, as well as heart disease, breast cancer, lung cancer, etc.
  4. Historical and generational trauma (epigenetic consequences of toxic stress) — how toxic stress caused by ACEs can alter how our DNA functions, and how that can be passed on from generation to generation.
  5. Resilience research — how the brain is plastic and the body wants to heal. This research ranges from looking at how the brain of a teen with a high ACE score can be healed with cognitive behavior therapy, to how schools can integrate trauma-informed and resilience-building practices that result in an increase in students’ scores, test grades and graduation rates.

 

 “ACEs are still experienced by more than one in three children under the age of six.  Even in higher income families, more than one in four children have ACEs.”

 

Here is a wonderful link (where I copied the above info from)

https://acestoohigh.com/

IMG_7136

So what does this mean for the my work?

It means a more intentional and informed practice of being the safety net for children within the context of the SWS Atelier/Art Studio.
IMG_7127

A child does not need to have 1 or more ACES to benefit from me cultivating a compassionate and inclusive classroom based on ACES science. A child who does have one or more ACES has the added potential and benefit of altering their neurology, developing a sense of healthy connection, and developing necessary resiliency.
Untitled

One of my favorite simple strategies within this work is to offer “unconditional regard.” It means taking a breath and offering love, even when a child presents in an unlovable behavior. It means routines, rituals, and language that lessens triggers. It means learning how to de-escalate children who are acting out with care and thought. It means thoughtful planning and facilitating of materials, environment, and lessons through this lens.

IMG_6941

And let us not forget the power of the arts to heal. Materials or the 100 Language of children offer children (and adults!) opportunities to express, explore, experiment, and take risks. It allows one to reflect, make beauty, destroy, make mistakes,  construct, and transform.
IMG_7091 IMG_7096
When opportunities to create art occurs within a safe inclusive space, with a teacher who verbally and non-verbally defines boundaries, offers freedoms, and unconditional regard, there is fertile ground for growth. And for joy.
IMG_6955

SWS and DCPS are systemically committed to this work. It is an honor and privilege to meet consistently with the DCPS ACES Art Fellowship cadre under the facilitation of Lyndsey D.  Vance, ATR-BC, LPC from ProjectCreate, DC in Anacostia.

IMG_7067 IMG_6959

This year, all the ongoing Reggio practice, Constructivist theory, Art Theory, Art Ed, Early Childhood pedagogy, DCPS Standards, Developmentally Appropriate planning, Project Approach, and Mindfulness practices that are embedded in my teaching at SWS, have a new connecting thread. Unconditional regard. Trauma informed practice. Love.

IMG_7114

“Relationship is the evidence based practice.” Dr. Allison Jackson
IMG_7080

Intuitively I have always known this. In my life, I have been both on the receiving and giving end. Now I have the science and fellowship to truly understand, share, and further develop my practice.

It seems most appropriate today to declare this work, this year, sincerely, as a Labor of Love.
Picture1

Looking forward to connecting and reconnecting!
IMG_6964

Do not be dismayed by the brokenness of the World

Do not be dismayed by the brokenness of the World

Slide01 Slide02 Slide03 Slide04 Slide05 Slide06 Slide07 Slide08 Slide09 Slide10 Slide11 Slide12 Slide13 Slide14 Slide15 Slide16 Slide17 Slide18 Slide19 Slide20 Slide21 Slide22 Slide23 Slide24 Slide25 Slide26 Slide27 Slide28 Slide29 Slide30 Slide31 Slide32 Slide33 Slide34 Slide35 Slide36 Slide37 Slide38 Slide39 Slide40 Slide41 Slide42 Slide43 Slide44 Slide45 Slide46 Slide47 Slide48 Slide49 Slide50 Slide51 Slide52 Slide53 Here are some of the links I am using/will use as resources within this work:

Talking to children ages 5-8 about homelessness


National Coalition for the Homeless lesson plan for ages K-2nd grade

Any Refugee, sending a postcard to displaced children

Trash me Rob-Art Activist

Wangari Maathai

 

 

 

 

An Interview with Wangari Maathai

http://www.motherjones.com/politics/2005/01/root-causes-interview-wangari-maathai

What the World Needs Now

What the World Needs Now

This post documents the process of the making of  our 4 foot by 4 foot bottle cap mosaic, inspired by the Wishes for the World Project. Both projects happened simultaneously. It created a wonderful back and forth between maker space production and socratic meaningful conversation. This piece will be auctioned off to support our DC Reggio Inspired Elementary Public School. xoxo

Slide01
Slide02 Slide03 Slide04 Slide05 Slide06 Slide07 Slide08 Slide09 Slide10 Slide11 Slide12 Slide13 Slide14 Slide15 Slide16 Slide17
IMG_7624

Because you need to. Because you want to.

Because you need to. Because you want to.

Slide02


Slide01
Slide03 Slide04
Slide05 Slide06 Slide07 Slide08 Slide09 Slide10 Slide11 Slide12
Slide13
Slide14
Slide15
Slide17 Slide18
Slide19 Slide20 Slide21 Slide22
Slide23
Slide24 Slide25
fixed

Slide27 Slide28
Slide29 Slide30 Slide31
Slide32
Slide33 Slide34 Slide35
Slide36
Slide37 Slide38 Slide39
Slide40
Slide41
Slide42
Slide43 Slide44 Slide45 Slide46
Slide47
Slide48
Slide49
Slide50
IMG_2444Slide52IMG_2206
poemSlide54


Because we love each other

Because we love each other

It’s hard to believe that I have not posted since November!
It’s not for lack of work. It’s because the projects, the creativity, the trips, the collaborations, have been expansive and mindblowing.
72dpi
So much good stuff, that I have no idea how to edit down the myriad experiences and post!
Not a bad problem to have.

Instead, I am posting the last 2 days in the Studio/Atelier.
I provoked conversation with every small group (PK3, PreK4, and Kindergarten) using the same exact question:
Who does Washington DC belong to?
IMG_1210
Each group, at each specific developmental range showed great thought, engagement, and care.
Through small groups, trusted relationships, and the SWS Reggio-inspired environment, the children have all learned how to engage in conversation. Even at age 3!
3 conversation
School Within School is a part of a year long research project (with 9 other DC private and public schools) out of Harvard Graduate School of Education, Project Zero. The DC city-wide project is titled, Children are Washington DC Citizens. 
I sent the documentation of these conversations to the project researchers and facilitators, Ban Mardel and Mara Krachevsky. Ben emailed me this morning: 

Marla,
I read the conversations and then shared them with my family, who of course, thought they were fantastic. 
Confirmation that we all do have something to learn from young children. 
Ben

I hope you will take the time to read the following conversations.
They are best viewed if you zoom in to 150-200 percent. (Sorry I crammed everything in a little tight)
The progression is Kindergarten, then PreK4, and then PreK3. They are best when read aloud.
Let me know what you hear, what you think, and what you wonder in the comment section below. Let’s extend these conversations…

Slide01
Kindergarten Conversations
Slide02
Slide03
Slide04Slide05
Slide06
Slide08
PreK 4 Conversations
Slide09
Slide11
Slide13
PreK 3 Conversations
Slide14Slide15Slide16Slide17Even after 20 years of doing this work with such young humans, or perhaps because of 20 years doing this work, I am both enthralled and humbled by the power of their reflection, connection, and expression. This work offers educators and parents an opportunity to see/hear the mindfulness of young children. 


emerson 72DC

I will spend time with the childrens’ thoughts and images. I will formulate more questions and interpretations. It (the documentation) is an opportunity to see the child individually and as part of a group/community. It is teacher research. It is progressive education. It is, as Emerson says, because we love each other.

118_0144

This Work Reminds Me of Flying

This Work Reminds Me of Flying

making bw
The Prek 3 Classes have emabarked on a project. The children started talking about “statues” a few months ago when I had them working on a collaborative wire sculpture in the studio. Their excitement about seeing sculptures and statues in Washington, DC got the classroom teachers and I planning a trip to the National Sculpture Garden. They already “owned” the sculptures in their neighborhoods and parks, we were curious on how they would own sculptures in a formal DC space. This documentation sheds some light and reflection on the ongoing experiences.


Slide03
Slide02

Slide04Slide05
Slide06


Slide07


Slide08

Slide09
Slide10


Slide11 Slide12
Slide13
Slide14
Slide15
Slide16
Slide17
Slide18Slide19
Slide20
Slide21
Slide22

The Children Got the Closest.

The Children Got the Closest.

There is a symbiotic relationship I have with my profession/s. Artist and Atelierista.
When I am both teaching and creating art I am immersed in and blessed with: aha moments of discovery, the anxiousness of the unknown, the struggle and challenges of making ideas into something visible, the struggle and challenges of materials, tools, and media, limitations of time, deep thought, play, experimentation, expanses of altered time, introspection, reflection, conversation, mistakes, mistakes that are paradigm shifting, collaboration, the feelings of exhilaration and fear within expression.

I start this blog off with these thoughts because, the children conceptualized, experienced, and sketched the music of Bach played live by Joshua Bell on a Stradivarius Violin in Union Station surrounded by a gazillion people, and it is breathtaking. Every part of this experience is breathtaking.

This is Liam’s sketches while listening to Joshua Bell perform live at Union Station.
IMG_4674
This year, the Kindergarten classes are engaged in a year-long exploration and encounter with Union Station, located about 8 blocks from School.
IMG_3735photo 1IMG_4643IMG_4053IMG_3975IMG_3865IMG_3862IMG_4319IMG_4229IMG_4232IMG_4329looking at documentationIMG_4445IMG_4455IMG_3912IMG_3938IMG_4443IMG_3977IMG_5319IMG_3954IMG_3968IMG_4031IMG_4032IMG_4239IMG_4193IMG_4240
elevatorIMG_4002IMG_4071IMG_8218IMG_4009IMG_4017IMG_5309 look at bookIMG_4084IMG_5315
The poetry of these pictures illustrate the connections, interactions, observations, and encounters that the Kindergarten Citizens experienced in the last few months. In and out of Union Station, the immersion, awe, and thinking is evident in the Historic gem of a building, teaming with humanity. The children’s presence seamlessly adds to the hustle and bustle as they sprawled and pointed and pondered.

But wait, this blog post is about the children’s conceptualization and making visible the music of Joshua Bell.

Perhaps you have seen the viral video clip  of Joshua Bell, one of the best concert violinist in the world played for free, for 45 minutes, on a violin worth 3.5 million dollars  at a subway station in Wash DC. Over a thousand people passed by Bell, only seven stopped to listen him play, including a 3-year old boy, and only one person recognized him.

So imagine my excitement when a week after taking the Kindergarten children on another excursion to Union Station I saw this headline in the Washington Post: 

Joshua Bell to play again in DC after 2007 stunt

By – Associated Press – Tuesday, September 23, 2014

WASHINGTON (AP) – Joshua Bell wants a do-over in Washington.

The Grammy-winning violinist played for change in a D.C. Metro station in 2007 during an experiment with The Washington Post, and almost no one paid attention. It made for a good magazine story that won the Pulitzer Prize. But Bell hasn’t been able to live it down after seven years.

Now, Bell tells the Post (http://wapo.st/ZGRQRm ) he is planning another public performance in the main hall at Washington’s Union Station. And he hopes to have an audience this time. The performance is set for Sept. 30 at 12:30 p.m.

I love my colleagues at SWS! When I squeeled that we HAD to take the kids in just 3 days, both Kindergarten Teachers, Margaret Ricks and Laura McCarthy took a breath and made this last minute hustle with chaperones and schedule changes a reality.

But first: I showed the kids the above video about all the grown ups who walked by a world class violinist, because he looked like just some guy in jeans and a baseball cap. Here’s their faces as they watched:
IMG_4437
They were flabbergasted. 
Parent, Emily Greif told me there was a childrens book made about what happened, and how it was the child who heard and wanted to stop to hear the music, but the Mom was too much in a hurry. The child noticed.
She lent us the book. Here’s a short trailer about it: The Man with the Violin


The children wanted to hear the book again and again. The day before the Joshua Bell concert, the children would yell out as they passed me, “We’re going to Joshua Bell tomorrow!”

The day of, many parents in excitement pulled up some Joshua Bell music for their children to listen to. Even before the concert, children were doing this at home:
IMG_5307
IMG_5306
Finally the day arrived.
The kids had to eat quickly and then walk briskly to Union Station. Spirits were high. They sang as they walked. And then we arrived.
You cannot imagine the adult crowd. Almost 45 minutes before start time and it was packed!
Being a short person who can readily scoot to the front, I attempted to part the crowds like Moses, shouting out, “Please make way for the 5 year olds! Excuse me can I lead these children through so they can see?” I was almost to the inner circle just one row of people to go, I had 40 5 year olds and a dozen adults protecting them from the throngs. And then a voice rang out. “It’s first come first serve and we were here first. We are not moving!!!”
“Can they please just scoot in front of you and sit? The adults will stand back.”
“We were here first!!!”

And so I signaled, to go back the other way. 
As the crowd capacity grew I finally said, “Everyone sit! We are claiming our ground!”
The adults encircled the children with love and passed out the sketchbooks.
It was loud and chaotic.
And then something completely magical happened…
IMG_4650IMG_4675First, they started sketching the noise and the crowd.
IMG_5316Lily’s diagram or map of the concert.

IMG_4671photo 2 (2)And then the second magical thing happened. The music started. And the din of the crowd silenced. The haunting and soaring, the joyful and the somber sounds of Bach surrounded us all. And this is what I witnessed:
IMG_5335Sasha F.’s sketch

Edwin’s sketch (below)

IMG_5333

Bryce
IMG_5323
Auden
IMG_5331
Apolena
IMG_5327
Milena’s sketch
IMG_5311

IMG_4651IMG_4672
Please watch this brief video clip of what is was like there, in the moment these images were taken. The magic of making sound visible.


The experience was seemingly spiritual, as the sounds and the sketching melted away the sea of adult legs pressing in on and around the children. Their being, their presence as participants in this historic moment solidified and confirmed their citizenship. In fact their sense of noticing and hearing surpassed the majority of the crowd of almost 1,500 who were  jostling to get closer and closer and closer. In fact, the children managed to get the closest…inside, in their hearts and souls.

The newspapers gave great reviews to the event, but I wanted Joshua Bell to know about these small folks and their experience with his music. I sent Joshua Bell’s “people” an email with some photos of the children and their sketches of his music.

A week later I received this response, and a package in the mail.
IMG_5304

Dear Marla,

Thank you so very much for your email to the Joshua Bell team. I am based in Los Angeles and just returned today.

I found the children’s drawings quite fantastic and thank you for sending them along. How lucky they are to have you as their teacher,  someone who thinks “out of the box” and knows a good teaching moment when there is one.

I’d very much like to send you the new Bach CD for the children to listen to and an autographed photo of Joshua if you will kindly provide me with your mailing address.

 With sincere thanks and best wishes,

 Jane
Jane Covner

Press Representative / JAG Entertainment

4265 Hazeltine Ave. / Sherman Oaks, CA 91423

jcovner@jagpr.com

 “Music gives a soul to the universe, wings to the mind,

flight to the imagination, and life to everything.” …Plato

Her response moved me. She also validated the depth of young children and the importance and beauty of their collective voice.

The very first time I handed out the Union Station Sketchbooks,
“real artist sketchbooks” to the children,
and the first time the children sketched into them
at Union Station, Mason Grace turned to me and said;
“This journal is like a bible.”

And I say to that, Amen.
IMG_4673

 

From seeds

From seeds

“From seeds” comes from a conversation that came about today when I was in the SWS garden harvesting vegetables and flowers to paint with Caleb, Franklin, and Boaz (PreK children).

The act of picking the produce or herbs or flowers develops a shared anticipation, as each child waits their turn to cut, pluck, or support a friend who is  cutting.
It’s exciting, the bees are buzzing, the wind blows, the sun shines, or maybe it is raining. It is an act made with care. It is filled with sound and touch and friends. 
Placing each tender newly harvested item onto a tray or basket to bring back to the art studio, there is a glee and a joy.
IMG_3742Once we have happily skipped back inside to the studio, the work of looking
IMG_3791
and collaboratively choosing just the right pallette of paint for each piece of nature becomes a debate.
It’s brown
No, it’s purple.
Well maybe purple brown.
Where is that?
There! There!
IMG_3665As a group, this act of looking, observing, debating, and choosing goes on for each pepper, tomato, zinnia, or radish.
It is slow.
It is purposeful.
It is a task that connects the children deeply to each nature item, even if they didn’t pick it. It connects each child to one another as they help, shout, whisper, and cajole their friend who is choosing a paint, that no, it really should be a light green for the stem.
IMG_3667After this beautiful experience of harvesting, and collaboratively choosing a pallette of paint, each child gets to choose what they want to paint.
Since they themselves pulled the radish from the dirt, passed the radish from hand to hand while choosing a tub of paint that matches it, and then carried it all to the table…what happened next was a natural act.
IMG_3985These small children, PreK children, naturally understood  the beauty and nuances and began to paint.
IMG_3681The Trail of Tears Bean on the vine gestured.
It was silent.
This is more than painting a still life.
This is connecting to life.

This week as millions marched world wide to stop climate change and met to discuss the health and future of our planet, I am struck by the importance of these small connecting moments in the garden with our young SWS caretakers of the urban garden at the entrance to our school.

desmond tutu
Please read the conversation below. It speaks to a child’s understanding of interconnectedness, of consumerism, and in the end…that it all comes “from the seed.”
Slide3We had this conversation outside, hands in the earth by the radish bed.
I wonder, if I did not take them out, if SWS did not have the vision  and will to place a garden at the entrance to our school, if parents and staff did not have the  passion and energy to volunteer and create and upkeep this plot, if our FoodPrints program did not exist, if the teachers did not have the values to get the kids in the mess and the dirt and the seeds…
would the conversation had ended at “…food comes from the store”?

It is science, it is art, it is literacy, it is nutrition, but it is oh so much more.

Slide5Slide4Slide2These acts of engagement and connection are acts of activism. They are acts of expression. They are acts of discovery. They are acts of joy.
Slide1
Better than “dust to dust,”
our young children are expressing that human existence is “From the Seeds, From the Seeds.”
Growing.
Growing hope.

Please watch this 3 minute video. It is a love letter. This is the poem by Kathy Jetnil-Kijiner of the Marshall Islands that brought down the house at the UN Climate Summit today. It is moving in a way that you wouldn’t believe. 

Dear Matafele (a love letter to a child)


Growing 
Growing hope
Please linger in the garden with your child, or volunteer to cook, harvest, plant and water at SWS, in your community, or wherever you live.
Get a little dirty.
March, sing, dance, research, talk, touch, create.
Every small act.
We truly are interconnected.
We are all
From
the seeds.

(Thank you to Boaz, Franklin, and Caleb who inspired this post.)