Making ripples and Butterfly Flights

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.

“I wonder if caterpillars play with their friends?” Olivia D., Kindergarten


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


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


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


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.


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

“I see they have antenna.” William, PreK

“I see 4 antennae.” Lan, PreK


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.


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!


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


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.


“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.

Processed with Snapseed.

“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


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


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



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

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

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.
Processed with Snapseed. Processed with Snapseed.

Processed with Snapseed.

“I think caterpillars have different brains.” Gilly, PreK

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

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?

“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.


The possibility of flight

A strange thing happened this September…no Monarch eggs or caterpillars were to be found on the Milkweed plants in the Peabody school garden. Every year, this is an important ritual. In fact most of the SWS teachers are part of the International Monarch Teacher Network.

I was truly disappointed.

Then, one afternoon, Margi Fineran (room 11 assistant teacher) asked me what the caterpillars were crawling all over the parsley in the children’s garden.

I did a little online research and came to the conclusion that they were Black Swallowtail caterpillars.

I took some in the studio. I was a little nervous. The Monarch life cycle I understood. I went to intensive trainings so I would not harm them, and in fact support their migration. With the Swallowtails, it was a whole new experience. However, it was just the provocation I needed to start the new PreK children thinking about looking closely, observing, and representing their thinking.


I took home those caterpillars every weekend. Of the four I took in, three went into a chrysalis. Instead of hanging from the top, like the Monarchs, the Swallowtails made a “string” around their waist to support themselves while they transformed.

To me they look like some kind of magical seahorse.

It was weeks before I noticed a change in their appearance, indicating it was almost time to emerge.

And then it happened.

Never underestimate the large effect a small moment can make.

Since I had no idea what to feed the Swallowtail butterflies once they emerged, each was released within 4-6 hours of it’s arrival. There would be no observational drawings for weeks at a time, as I did with the Monarch’s. I felt an urgency to release them so that they would survive.

Here is release 1:


For release number two, I asked for some help from Kindergarten friends:


For the final and third release, I asked my PreK friends for help:


There is such profound joy and exhilaration in releasing these small winged beings into the universe. It is the feeling of your heart swelling. It is a collective brief moment shared by all present. It feels like a big gift. When you are there in that moment time changes-as if nothing else exists, but the possibility of flight.

As I post these photos I am smiling.

Natalie left this image on the Buddha Board, a temporary water painting that evaporates. How wonderfully narrative it was of the fleeting experience.

Back inside school, looking closely and becoming observant continued to evolve as a project for the PreK’s. Now, I wanted them to use a new media, paint. This time, instead of using a live caterpillar, they chose from photos I captured during the field trip to the Arboretum. There were so many steps to take. Choosing the colors with thought and care and then following the many protocols for using the paints, brushes, easel and paint cart.  Children have such capacity to rise up to expectations when they are trusted to take on new roles and possibilities.

Ava’s representation


The next preK journey in looking closely, will be observing and using  diverse materials in a new way.

There is no discovery , awakening, or understanding without first possessing the ability to think and see and smell and hear and imagine through observation.

How often is thought unnoticed in a representation by a child? We as adults also need to be observant, and practice this skill, or we might certainly  miss something important.

These projects (all projects) and this journey continues. Being observant is in fact a life long journey. But let us celebrate and maybe even see something we did not before through the children and their work.

The Kindergarten children have been on another trajectory. Last year, I noticed how much the then PreK children reveled in transforming themselves. Their stories and play, use of scarves and materials during free-time was complex and innovative. “What if? “I asked mr Jere and Ms. Scofield, “The children designed, created and sewed their own costumes in connection to something in your classrooms?”

So, we brainstormed. Each class has a special story they have been dramatizing in multiple ways. In Jere’s class, it is Chicken Little. In Ms Scofield’s, The Bears on Hemlock Mountain. Using narrative, voice, movement and discussion, each class is deconstructing and acting out literature in a meaningful way.

I invited a costume designer as both a provocation and as an expert. Then, the studio work began:

Henny Penny design by Emma Clare


Carter designed a raccoon costume.

This project is truly challenging. The children not only have to draw themselves as the likeness of a character, but, they have to think about if the design can work realistically as a costume, based on the advice of our specialist Ms. Celestine.

Design for the character named Jonathan by Kiran


Jai designed a Chicken Little costume.

Chicken Little design By Zaire

Foxy Loxy design by Henry

Raccoon costume by Han

Each sketch and rendering offers multiple insights into learning.  In the studo and in connection with the classrooms, interdisciplinary and multimodal thinking is intentionally developed.

I am aware, that I have taken on a huge endeavor. Each child will be constructing these costumes…not me and not the parent.

Just like those Black Swallowtail caterpillars I took inside, there is a whole lot of unknown mixed with the known. I am indeed a little nervous. And like I did for those caterpillars, I intend on creating an optimal environment. I also will provide nourishment for growth (the kids are planning, talking, and  hands on learning how to sew independently.)

It is my deepest hope mixed with intentional work that those Swallowtail caterpillars that I knew little about in the beginning represent the metaphor needed for the emerging project work-  the gradual magic of transformation.

And with hard work, the possibility of flight.






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