A Fire Dragon Bed for Azari

Cora would like to share a Lego idea she created. She said,

“I got inspired by the dragon’s foot pieces to put them on beds. I put those on just for decoration. So the original elf beds only had a pillow but my bed has a claw as part of the pillow and foot piece for the Elf’s feet to catch onto. These help them stay on the dragon but can also help them lay down without falling.”   

Cora is prepping other ideas to submit to Lego Ideas like the dragon trap below. She wants them to make her toys so other kids can play with them, and she can get free Legos.

  
 

Adventures in the Land of Lego

Parents of every generation spend time reminiscing, comparing memories of their  childhoods to the experiences of their children, worrying that something is missing. Oftentimes my friends and I lament our “good old days” when we ran around the neighborhood without hawk-eyed helicopter parents tracking our every move, when there was just one phone in the house–attached to the wall by a short cord–which everyone in the family shared, and MTV played music videos 24/7.

Like our own kids, we recall playing with Legos. The Legos of our youth consisted of a bunch of bricks in varying shapes and sizes and a few mini figures that we transformed into our own imaginary worlds. Today most kids purchase Legos in kits with themes, often tied to movies and other mass-consumed cultural icons like Harry Potter and Disney Princesses. There were few blueprints for what to do with Legos in the 1980s. Today, kids follow step-by-step instructions for what to make with them, and often that’s as far as they’ll go. They beg for a kit, build it once, and set it on a shelf to be admired like an architectural model.

This isn’t the worst thing in the world. Following printed instructions kids practice literacy skills, learning to read the visual plans and follow directions. In displaying the results of their efforts, they practice the skills of art collectors making choices about where and how to show their work. What they do not do is explore their own ideas.

When my step-son George was younger he was really into Lego Star Wars. He asked for large kits for birthday and Christmas presents. I remember him building the kits according to the directions upon receipt. But he spent more time using Sharpie markers and scotch tape to give each Storm Trooper its own color-coordinated uniform and watching YouTube videos to learn how to transform individual components into various types of weapons his troops could employ. Once, he made me a birthday card out of Lego. I know there’s a photo somewhere…

While I initially tried to keep Cora’s Lego collection to the classics while she begged for some of the Lego Friends kits, made and marketed for girls. She learned to follow the instructions to build the kits as they appear on the box, and she enjoys this so much that she takes some of the kits apart to rebuild them. I think she likes the structure this process provides, as well as the results. I can relate – sometimes it’s nice to follow a recipe, other times I like to throw a bunch of ingredients together to make a new recipe.

Cora seems to enjoy deconstructing the kits, piece by tiny piece, as much as she enjoys putting them together. This takes time and because she’s always been more of a big motor muscle skills kid, I know she’s learning just as much through this process – sitting quietly and separating the small parts with her hands.

She’s also been recombining pieces from the sets to create her own creations – some reflect a narrative in development while others are more like color field experiments in three dimensions.

While this can make it frustrating to find all the pieces when she wants to put a kit back together, that’s part of the Lego Adventure–sifting through the bins, looking for just the right brick. And when you can’t find that one, identifying and settling on a substitute. Problem solved, through creative reinvention.

 

 

 

 

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Drawing Work

(This is a follow-up to my last post about drawing with Cora.)

Cora’s friend sent her a drawing of her baby chickens last week. It was sweet and simple. I suggested she send a drawing of our girls in return.

She dictated a message and I wrote it for her. She proceeded to make marks on the paper with glitter glue talking her way through. In the end, she had a collection of blobs haphazardly scattered around the page. 

After some discussion, I convinced her to give it another try. Afterall, she was trying to communicate an important message to her friend.

“Amelia…If you see a hawk put your hens away in the henhouse.”

We talked about where the chickens would be standing and where the hawk would be flying and she made lines for earth and sky. That seemed to be all she needed.  Something to break through the blank slate. She added a sun, grass, and a few hens. Finally, we talked her way through the hawk – head, beak, body, wings, feet, and her favorite part – super long, sharp talons. 

 I told her, again, how proud I was of her work. I knew she could do it. And I can’t wait for her to do it again.

Drawing Lesson: Home

My last post was about the picturebook Home by Carson Ellis.  At the end I set a plan to engage Cora further with the theme of home through art making. On a sunny day last week I got her to go outside with me for an observation drawing session.

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I have long been a fan of a little book called Observation Drawing with Children. I’m sure I’ve written about it here before. The authors describe observation drawing as a responsive process by which “the viewer become[s] aware of the elusive as well as the obvious qualities of subjects,” (Smith, et al, 1998, p. 6). As such it is easy to understand learning to draw as part of learning to look more closely at and see the world around us. When I had a daily practice of drawing from observation I felt more connected to things around me, more mindful of my surroundings.

Cora hasn’t even shown much interest in making original drawings (realistic or imagined). You can imagine how sad this makes me as an art educator… She has made some incredible drawings over the years but it’s not really her thing. “You like to draw. I like to sing,” she tells me. Knowing this, I shouldn’t have been surprised that she was a somewhat reluctant participant in my plans.

We started by looking at the cover of Home and picking the house that most resembled ours (a log cabin).  Then we talked about the shapes and lines that make up our house. Smith, etal write extensively and provide examples of dialogues with children to help readers plan for their own observation drawing sessions with kids. There is something about the back and forth between looking, naming, and drawing that helps make everything more concrete.

Cora had no trouble talking about our house. We named the major shapes we saw. We talked about what rooms are behind each window. But when it came to putting these ideas down on paper, she stalled. She’s afraid of “doing it wrong” and, I think, disappointing me now matter how many times I tell her I’m going to love whatever she does and remind her of the great drawings she has made in the past. I have to remind myself not to push her if she’s not ready for this.

In the end, We worked together on the drawing. I made lots of the big shapes (the fame of the house and windows, for example) and she drew the details (panes of glass and siding).

We’ll try this again soon. Like anything, I believe practice breeds confidence. My hope is that at some point she’ll take off on her own and find a love for drawing all that she sees – at home and abroad.

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Our yellow door is a defining feature of our home.

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Testing greens to find the best match.

 

Wintertime Nature Study

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It’s hard to be indoors this time of year. We spend so much time in the yard and garden from early spring to late fall I really feel trapped by the cold. This year I’ve made a commitment to getting out for a bit with Cora each day regardless of the weather. I’m meeting mixed results. The chickens help as she misses them as much as the swings. But overall we’re pretty disconnected from the natural world at this time of year.

We are growing all we can on the windowsills. The chia Gnome is sprouting his beard and potatoes are growing roots in glasses of water. For Christmas, we potted paperwhites for Cora to pass around as gifts. It’s been fun to these people’s homes and see the flowers growing taller and budding.

Cora has been eagerly waiting for our flowers. The other day I bumped into the tallest of the bunch and knocked off the largest bud. I was so pissed at myself but quickly realized the teachable moment this would give us to look inside the bud – if you’ve ever grown paperwhites you know the buds push out of their leaf cocoons to such a great extent that you can see the shape of them bulging. It was fun to cut that pod open and take out the guts. Cora chopped the stem, stuck it with a toothpick, and opened the flowers by hand.

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I’m teaching a course on the history of art education this term. We always start with Frederich Froebel’s vision of kindergarten. I think he would have approved of this hands- and minds-on discovery time. What are you doing to stay connected to the natural world this winter?

New Year’s Day Craft Clean-out

January 1st is all about fresh starts. Inspired by Martha Stewart and self-help gurus of all flavors, for lots of people that means deep cleaning the spaces we fill with junk throughout the year. Today I introduced Crafty Cora to the tradition.

If you’re a classroom teacher working in a choice-based environment, a parent trying to support your children’s creative development at home, or some combination of both, you know that over time supplies get messy. While many people argue that messiness is a sign of creativity, I don’t believe it’s conducive to artistic exploration and productivity over time. Like other professionals, artists need to keep their tools organized so they can find them when they need them.

So, with the hope that organizing Cora’s art supplies would promote her creative development in 2016, we emptied everything out of her four drawer craft cabinet, sorted it, tossed the trash, and reset the stage for new endeavors.

Below is one of the drawers about halfway through our cleanup today. As you can see, it had become a random assortment of rubber stamps, pipe cleaners, cardboard rings, fabric, string, beads, and more.

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It was important to me that Cora help, even if that mostly meant pulling things out of the bins and playing around with them while jamming out to the Beatles on her headphones. That’s what deep cleaning is all about, surveying the content of our clutter, remembering what we have that’s gotten buried, and considering possibilities for the future.

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Here’s where we ended for the day.

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Top to bottom, clockwise from upper left.

Of course, we still have these loose parts left to address tomorrow.

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Because really, the clean-up never ends. Happy New Year!