“The magic is… change the world.”

“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.

The Reciprocal Wisdom

I love imagery, photos, sound. Art.

This blogging thing is difficult for me.

I wish sometimes that others could just understand what I’m creating or doing, imagining, or thinking. I wish the intent and meaning of my work was clear without narrative sometimes.
liminality2small(Liminality ll, Marla McLean 2014)

I worry, if I write about it, will I then have the energy to do it?
Mermaid Rivers1(Detail from Rivers, Marla McLean 2013)

Which brings me to the dilemma of not posting since APRIL!

Where do I begin again?

Chronologically?

By intensity?

Is there a thread to return to?

 Slide38I am deciding at this moment to start with the most current of thought and experience.
street(The streets of San Miguel, 2014, MM)
I just returned from co-teaching a course, “Art & Social Justice” in San Miguel de Allende, Mexico with the
Corcoran College of Art & Design Pittman Study Abroad Program.
skullinglesia(Mojiganga, in front of La Parochia, San Miguel de Allende,  2014, MM)

 

It’s my second year of traveling with Art Ed Grad students and Art Ed Director Dr. Pamela Lawton to be immersed in the rich cultural heritage of SMA, as well as facilitate an art project in Casa Hogar Santa Julia, an orphanage/girls home.

group photo(Here’s the Corcoran gang at the studio of Anado and Richard.

 First, let me say that San Miguel de Allende is one of the most beautiful places in the world and it’s a World Heritage sight.
It is an ideal location to travel with Graduate Art Ed Students to inspire, immerse, and learn.

skullbrownguadelupebiliototecadavidleonardo

Despite it’s vast riches (as world-over the case may be), poverty and need still exist. Similar to the US there is a great level of income inequality.

As part of the Corcoran College of Art & Design Study Abroad Course, students are given the challenge of creating art/arts programming at Casa Hogar Santa Julia-Don Bosco. (A look at life at San Miguel de Allende that is often hidden.)
SANYO DIGITAL CAMERA(Photo by Casa Hogar Santa Julia teen, Ana Maria, 2014)

“Casa Hogar Santa Julia, founded in 2005, provides housing, education, and support to girls in need. Surrounded by the competent, caring devotion of their beloved Madres, the girls of Santa Julia are transformed into confident, educated young women.

The needs of these girls stem from the precarious circumstances of their homes of origin; but at Santa Julia, these girls are being equipped to flourish in all parts of their lives—from faith to friendships, preparing for college, and personal discipline.” From the Santa Julia website

Casa Hogar Santa Julia far exceeds our American foster care system. Girls from toddlers to 19 yearl olds are nurtured (emotionally, educationally, physically, and psychologically.) That being said, this is a hard deck of cards to be dealt. The resilience and inner beauty of these girls is fierce in the face of the hardships they deal with daily.

alma and erne 

Loris Malaguzzi , visionary of the Reggio Emilia Pre Primary Schools in Italy really nailed it when he coined the phrase The 100 Languages of Children. This idea is that children or individuals express themselves in a multitude of (non-traditional) ways. When given the opportunity to express through many vehicles (poetic languages of the arts and sciences) and simultaneously being in the company of those who “listen”  through these non-typical communications, great understandings and empathy are developed.

photo share 

The Art project we presented to the teenage girls, was a photography based concept. (We spontaneously created programming for some of the younger girls, however the crux of the course/plan was working with the teens.)

It began with a slide show and talk of The History of Mexican Photography By Contemporary Photographer Pablo Ortiz Monasterio. He took the girls on a journey that ended in popular culture and connection.
pablo

 We then asked the girls, in just one session to photograph, with the caneras we brought,  the following ideas using these prompts:

1. Autoretrato (foto de ustedes)- Self portrait
2. Foto de objecto (objecto importante, que signifique algo)-Significant or important object
3. Foto de algo bello- Something you find beautiful
4. Retrato de alguien que les guste -Photo of someone you like
5. Foto de su lugar favorito aqui -Photo of a favorite place within Casa Hogar Santa Julia

SANYO DIGITAL CAMERA(Photo by Casa Hogar Santa Julia teen, Katia, 2014)

In Reggio-speak these prompts are what is called a “provocation.”

Or something that provokes and generates thought, excitement, wonder, or  relationship.
A good provocation is the opposite of finite. It is an interaction or idea with legs.

 What happened next is almost impossible to describe.
The girls took off like a butterflies being released.
IMG_0704
These teenage girls first  went about this photo shoot cautiously, but then literally began running from place to place,
high and low,

IMG_0686taking photos lowertaking photos up
open and hidden with a sense of urgency.

 taking photos chapel

Language barriers faded as small moments of intimacy, silliness, and connection were shared because of the camera.

santa julia groupAbril_Pick_1(Photo by Casa Hogar Santa Julia teen, Abril, 2014) 

I became witness to their unspoken.
SANYO DIGITAL CAMERA(Photo by Casa Hogar Santa Julia teen, Paola, 2014)

Favorite places, beauty, their personal photos/momentos, their hopes, their place of rest…

SANYO DIGITAL CAMERA(Photo By Casa Hogar Santa Julia teen, Joanna, 2014) 

When we returned the next day with contact sheets, well, I wish you could have seen the moment when we handed each girl their images.

conatct sheets look 
And then we asked them to edit:
directions for contact sheets

1 image for a pillow

2 images to keep.

Pam and I would choose 1 image to be in an art exhibit.

contact sheet

 This was difficult. The girls discussed, meditated on it, were decisive, indecisive, torn. Editing is tough.

While Ben (Corcoran Graduate and our Tech in residence) was off to print. The sewing part of the project began.
Some girls experienced sewing for the first time, while others were skilled.

Beginning things can be tricky, especially when there are language barriers (none of us were bi-lingual, and our Spanish skills ranged from nothing to a 5 year old’s level!) The girls’ English skills ranged from very little to excellent. Through a mix of doing, diagrams, English, Spanish, body language, and lots of visible listening, together we became a small temporary community.

directions for pillow

The following days were filled with  communion. It is why for generations people have gathered to stitch together; in New Orleans the men gather to hand stitch elaborate Mardi Gras Indian costumes, and the women of America stitching quilts in quilting bees.
IMG_0568cutting sewing sewingWe returned the next day with the photo they had picked for their pillow on transfer paper.
IMG_0636After ironing onto the fabric, the moment of suspense and excitement where the image transfers…
IMG_0638IMG_0641IMG_0645

The steady work of the hand in a circle of others for hours creates space for both conversation and silence in the presence of shared work.

We brought fabric markers so the girls could put text on their pillows, dreams or thoughts. Many chose to write in English or asked for translations. The words were quite astounding.
IMG_0708(The pillow reads: My Dream is to be a good sister.)

IMG_0662IMG_0663
IMG_0728(The pillow reads, Always Smiling at Life, Thank you God)

IMG_0660(Her pillow speaks of loving her 3 siblings)

This is also, why, in the context of the Reggio-inspired Atelier, children work in small groups. It creates a circle of familiarity and trust, a repeated gathering where the making is the vehicle for complex relationships.

stuffing fun(The many uses of pillow stuffing)

 In the case of the girls at Santa Julia, their relationships already exist. Our small group of Corcoran students and staff were there to offer another language, another experience, an interaction, a provocation, and an opportunity to facilitate an exchange through the arts.

IMG_0742
This year, for the first time, Pamela Lawton and I chose one image for each girl to be exhibited in Gallery 13, at La Fabrica de Aurora.

Slide1Here are some of the images we selected for this exhibition:
ErneBy Erne

SANYO DIGITAL CAMERABy Soco

SANYO DIGITAL CAMERABy Paola

SANYO DIGITAL CAMERABy Leonor

P1100020By Silvia

 While we, the Corcoran engaged in this “service,” it is always ambiguous as to who in fact benefits most from these small moments.

 
I contend that while we gave the girls this opportunity, it was in fact, ourselves who received the greatest gifts.

 The girls, knowing we were there for just a short time took the greatest risks.

By sharing their space and place, and engaging us gringos (who by the way, spoke Spanish at the level of a 5 year old at best!) they communicated great integrity, creativity, and gratitude.

 silvia

Self Portrait By Silvia

I think perhaps this is true of teaching,  universally. Yes, teachers work tirelessly and endlessly to develop, create, facilitate, and fight for the rights of children. However it is the reciprocal wisdom that the teacher receives from the student (sometimes in indirect ways that you don’t even realize in the moment) that makes life full, meaningful, and worth living.

 

If one can access through reflection the gifts  received, well, that is the secret and art to persevering in teaching (and life itself.)

 
The exhibit is up through November 2nd.

In gratitude to:

Veronique and Bob Pittman, who make the Pittman Study Abroad Program in Mexico through the Corcoran possible.

Robert Devers, Director of Corcoran Study Abroad Programs for his incredible planning, organization, and support.

Dr. Pamela Lawton, Director of Art Education at The Corcoran, Partner in crime.

Pablo Ortiz Monasterio, Photographer/collaborator. He truly helped us rethink this project while in the planning stages, and provoked us to both broaden and edit our plans. He also gave an exceptional lecture to the girls at Santa Julia.

The incredible women of Casa Hogar Santa Julia-Don Bosco:

Barbara Rueda, Madre Lidia,  Arcelia Chávez, all the Madres who greeted and smiled and made us feel welcome!

The Grad students: Amanda, Christine,  Judybeth, Lauren, who participated in this course with gusto.

The Santa Julia girls who participated in our programming with gusto.

Ben Granderson, who printed and formatted all the images, and also volunteered.

LaMar  and Mara, for volunteering.

SANYO DIGITAL CAMERA

 

 

 

 

 

 

Provocations

Wow, this is the first time in my blogging history that I let so much time pass between the last post. This fact creates stress because so many meaningful, powerful and surprising things have occurred since my last post.

Where do I start?

Chronological? Thematic? Most recent?

I just went to hear Kathleen Kushman, author of Fires In The Mind speak about adolescents and motivation & mastery. It occurred to me, that  the same issues are relevant in Early Childhood. I would even go so far in saying that motivation and mastery in learning are born of and sustained by  provocation.

Provocations. This concept embedded in Reggio inspired environments is one of my favorite values.  Instead of handing children knowledge and asking them to regurgitate it, Reggio Inspired teachers plan, create questions, consider the environment, materials, groupings, trips, experiences and  guests for “how will this provoke learning?” And then “What do we see and hear that informs further exploration and learning”?

I have decided I will simply post some snapshots of provocations that were both planned and unplanned over the past 6 weeks. The stories will follow (soon!)  See if you can see and even hear these learning experiences through the images:

 

 

(Editing an idea into a symbol for a quilt square.)
Creating fixative for natural dye and natural dye collection contributions (as brainstormed by the kids.)

Laila is tracing her symbol. The tracing paper was cut to create a  dressmakers pattern. The pattern was pinned to the child selected recycled textiles and cut.  The symbol was pinned to the naturally dyed fabric and put in a hoop, and all the Kindergarten children are slowly sewing.

P.S.  The above project was provoked when I applied and received a Partner ship with the Textile Museum with the two Kindergarten classes which revolves around the ideas of recycled textiles and going green. All the pre-k’s are provoked by the textile frenzy and will also be sewing soon.

P.P.S. Wishing everyone a lovely Spring!