Taming the not so idle hands

Posted on October 2, 2012 by MaryALivingston

We have all had moments like this when working with a group of kids. One child is so full of energy that sitting still is impossible. Yes, impossible, and I do not say this lightly.

I watched this energetic child squirm, wiggle and twist. With hands that drummed, fidgeted and poked it seemed like we were in for a long night of religious education.

One quick glance from me garnered an, “Am I in trouble?” response.

The child seemed to be trying so hard to sit still, listen, and not interrupt the lessons or other pier participation.

“Am I in trouble?” the child queried again.

I slid a few sheets of paper under those fidgeting fingers along with some colored markers. “When I am easily distracted, it helps me to doodle. Give it a try.” My smile was met with a broad grin and my offer accepted.

An amazing peace fell over the room. Oh, the hands were still busy, writing each pier name on a paper airplane. Then a dove with an olive branch followed by three crosses on a hill.

The student was listening and exchanging in dialog all the while creating little masterpieces.

Religious education class is opened and closed with prayer. That evening, the doodles during class were placed in the center of the table as we all prayed together.

When trying to reach a kid, try art.

Another Odd Duck

Posted on August 28, 2012 by MaryALivingston

Remember this? Donald in Mathmagic Land

I recall seeing this in film format, back in the days of projectors and traditional film in classrooms. In our case, the entire school viewed the film. I was absolutely fascinated.

This animation by Disney attempted to convince kids that math was important. Even though it utilized animation and a familiar character, this little film did not awaken math for my fellow students, rather, it cemented their dislike.

Not to pick on my daughter-in-law, but when she uttered the words, “I hate math,” I was compelled to show her the video of Donald. Yes, I have a copy. Her poor face contorted into a twisted ball of raw pain. This experience, at her expense, really enlightened me. Start with art. She, too, is a photographer. We can talk about f/stops, shutter speeds and light temperature without missing a beat.

Since drawing is innate to a child, really to the human creature, it is a more functional approach to utilize art to teach math and science rather than trying to tell people the reason they like art is math.

The paper Drawing on Student Understanding, Using illustrations to invoke deeper thinking about animals., By Mary Stein, Shannan McNair, and Jan Butcher exemplifies a more modern approach to recognizing the interwoven nature of art and science.

The enrichment program I started in middle school and continued through high school lacked this interrelatedness. A few successful instructors invited all disciplines for students to expand their understanding of the world around them. For most, however, they appreciated math and tolerated art in student achievement.

Years later, as I bring my personal art out of hiding, I am awakened to a sense of wholeness.

Odd Duck

Posted on August 25, 2012 by MaryALivingston

One of the boys grabbed the snake from her cage, she bit him. He dropped her and she quickly hid behind textbook boxes. The kids all stepped back. When I reached into the six-foot boa’s hiding place, she calmly slid into my hand. We became friends. It was the first week of school, I turned 11 that week. I liked drawing pictures, racing bikes, climbing trees, snakes, and math. I was an odd duck.

In all fairness, I understand her perspective. The program instructor from Seed Planted 4. When the program instructor told me that I was not good at art, that I should focus on math and science. I was crushed. She did not do this to be mean, she was trying to help me. The circumstances were such:
I lived in a poor community.
I was from a poor family.
I did not have a good home life.
I had a high math and science aptitude.

The instructor viewed math and science as my way out of cultural poverty. This was back in the days, those unenlightened days, of girls don’t like math. I was an odd duck. I liked math and was good at it. The numbers just made sense. So when she announced that I had a class where I could learn anything, I said, “I want to learn to draw,” my request did not sit well with her plan for my future.

Truth be told, I don’t think she relayed the message from the expert who looked at my art. I did not receive direct feedback. It came from the instructor, not the source, and the instructor had an agenda.

The saving grace for growing up. My favorite teacher. My grandparents.

Art finds a way in, no matter the path we take.
When the front doors are closed, we may just find a back door left ajar and have a chance to sneak bliss on the naysayer’s watch.