Joyful Mindful Travel

Athens, Plaka neighborhood

We just returned to Vermont from a long and wonderful adventure. We feel grateful for every moment of our trip and equally grateful to be home in the Vermont landscape turning lush green and full of blooms.

On our trip, we traveled for the first time to Turkey and to Greece. We were enchanted by Istanbul…the layers of history, the magnificent Hagia Sophia, mosques and turrets, the daily call to prayer throughout the city, the ease we felt in a place where we had been told we might not feel safe. We fell in love with Greece…the rugged, mountainous landscape, the generous, kind, spirited people, the olive oil and olive trees, the ancient history everywhere.

We also participated in a Buddhist retreat with monastics from Plum Village, the main retreat center of the late Vietnamese monk, Thich Nhat Hanh.  I posted a reflection here about Thich Nhat Hanh in January of 2022 when he died at the age of 95.  I wrote about our family’s experiences with him in the late 80’s and 90’s when we attended retreats when our sons were young.  It was a joy to be back with the monastics from this beautiful tradition.  We lived with them for a week in a small village in the Pyrenees during what they call a Snow Retreat.  We were about 60 people, ages 20-80 and from many different countries.  The monastics were from Holland, Italy, France, and Vietnam.  A somewhat surprising characteristic of the monks and nuns of Plum Village that will always be with me is that they are irrepressibly joyful.  They laugh, they joke, they skip, and play volleyball, and at our Snow Retreat, they skied!

We found ourselves slowing down to their pace, and being joyful also… singing, eating in silence and appreciating our food, listening to talks and fellow participants, and sitting in meditation.  I felt so alive that week, as I followed my breath, and fully embraced the beauty all around us as well as the community we became.

Calligraphy by Thich Nhat Hanh

All through our trip, Ashley and I both stopped to draw and sketch almost every day. What struck me again and again, is how much drawing and painting on location, in the middle of wherever you find yourself, is like meditation and feels like mindfulness in action.  When I engage in this seeing drawing sketchbook practice, time disappears, I become completely focused on what I am looking at and seeing, and on my materials at hand.  I become “lost” in the present moment with all my senses fully alive in a playful, joyful experience.

Erechtheum Temple of Athena Polias, Acropolis, Athens

I have a vivid memory of every place where I sat to draw or paint, starting with the Snow Retreat.  I remember the feel of the air on my skin, the weather, the spot I was sitting, the people around me, the sounds, the time of day. I remember the place and what I was drawing, in detail.

An interesting, timely book just came out, Your Brain on Art.  Authors Susan Magsamen and Ivy Ross offer compelling scientific research that shows how engaging in an art project in visual arts, music, design, even cooking, for as little as twenty to forty minutes a day reduces the stress hormone cortisol, no matter your skill level, nurtures our well-being, and leads us to a flourishing kind of life.

Harbor and Venetian castle, Nafplio, Greece

From their website: Your Brain on Art weaves a tapestry of breakthrough research, insights from multidisciplinary pioneers, and compelling stories from people who are using the arts to enhance their lives.

Before we left for our trip I read another recently published book by a sketchbook artist, Koosje Koene, Life is Better When you Draw It.  Koosje is a fervent advocate for just doing it! Just get started with this playful, fun, bold, meditative practice.  You will remember your life. You will fully be present for your life. You will slow down.  If you start, you will learn.  If you seek out companions, they will help you.  Urban and natural world sketchers are everywhere now.  So are podcasts, youtube videos, local classes, online classes...if you want support and or instruction, it is easy to find.

Chania Harbor, Crete

Spring is a lovely time to start a sketchbook.  Koosje says, just find an ordinary unlined notebook and a pen and start.  You can add materials as you learn, get curious, or find yourself in an art store. 

The day before we headed out on our trip, I copied a quote from Leonard Cohen in the front of my sketchbook.

It’s true!  

The years are flying past and we all waste so much time wondering if we should do this or that.

The thing is to leap, to try, to take a chance. Leonard Cohen

Last views of Greece

Beautiful Stuff

Building with treasure boxes from The Beautiful Stuff Project at Prospect Hill Academy

Last week, we worked with teachers at Prospect Hill Academy, (PHA), in Somerville, Massachusetts. We have worked alongside the teachers and administrators at their Pre-Grade 3 campus since last June…primarily supporting the kindergarten teachers as they move to a more meaningful, project-based curriculum and more engaging classroom organization. 

While we were at PHA, we met Marina Seevak, who is also working with the kindergarten teachers. Marina founded the Beautiful Stuff Project so that Pre-Grade 2 children might have access to open-ended materials and loose parts in an organized, efficient way.  Marina believes that young children need to play with materials to learn.  She and her organization work with schools primarily in the Boston area.

Treasure box exploration at PHA

We were intrigued to see Marina arrive with large handmade placemats as well as small rectangular cardboard treasure boxes full of curated recycled materials, one of each for each child.  We watched as she introduced these simple materials and explained to the children that they would each have a box to open and to explore and play with in any way that they chose to.

We watched as 20 children opened their boxes and could not keep their hands off the materials!  They started to explore and combine the materials, to role play, to talk to each other about what they were making, to transform shapes, to make patterns, to stack and build, and to tell stories.   

(Dialogue below recorded by the lead teacher in the room.)

Michael: “This is a phone. Hello, can you hear me?” holding a small rectangle of plastic tile to one ear.

Bernardo: “Yes, I can hear you now,” holding a rectangular piece of foam to his ear.

Michael: “Good. I am ready now. You can call the bank and they will give you the money.”

Meanwhile, Bernardo is building a car, using all the materials from his treasure box.  And Michael is building a bank.

Treasure box exploration at PHA

It was thrilling to see the children so engaged, so pleased, so full of energy and ideas, so interested in what other children were making, so seamlessly making one thing and then the next.

Marina told the children that they could put everything back into their box if they wanted to, give it a little shake, and then open it up again and see what would happen next.

She explained to us that the treasure boxes she brought to introduce the ideas and framework were the “classic” treasure boxes, well curated, with a variety of materials that children would be drawn to…glass “gemstones,” small tiles, cylinders of cardboard, foam squares, wooden pegs, large costume jewelry pearls, plastic caps…

Marina said that she and her colleagues had developed treasure boxes for exploring shadows, with a small flashlight in each one, boxes for exploring reflection and other themed treasure boxes.  She said that she had never seen a child bored or a child who did not know what to do with these loose parts.  She said, “They could do this for hours.”

I asked Marina if she knew Cathy Topal, author of the book, Beautiful Stuff with Lella Gandini.  Also, Beautiful Stuff from Nature and several other books on materials. Marina said that she did not know Cathy.  She does know her books, however, and is inspired by them.  She shared with me that the process of collecting and organizing materials with families was often too much to ask of kindergarten teachers.  She has found that the treasure boxes are an ideal solution. Thoughtfully curated, not too much, just enough and just enough variety of loose parts to get children going…I must say, watching the kindergarten children at PHA, I had to agree.

The treasure box experience is complementary to much of the work that we have been engaged in at PHA.  Teachers have introduced blocks, dramatic play, a message/writing area, and art studio to their classrooms.  These were not present when we began to work with PHA last summer.  Now, the teachers and children are embracing play and integrated learning experiences where children use the reading, writing, and math skills that they are learning, as well as gain confidence as collaborators, thinkers, inventors, designers, and story-tellers. A goal in our work with teachers is that teachers will see their classrooms as treasure boxes.

Introducing dramatic play at PHA

An art studio at PHA

We highly recommend the books of Cathy Topal if you have not read them.  This one is a favorite of mine.  The books on Loose Parts by Miriam Beloglovsky and Lisa Daly, published by Red Leaf Press are also excellent.  And check out the Beautiful Stuff Project.  If you do not live in Boston, we are confident that you could learn from and organize a similar approach through a conversation and perhaps consultation with Marina Seevak. 

Block building at PHA

Transformative Learning

The last three days in Vermont have been brilliant blue-sky with snow-covered hills kind of days.  It is mid-February. The light is returning.  I learned that February is the sunniest month in Vermont. Who knew?

During the last two weeks, we have hosted friends and family in our house which is usually home to just the the two of us. It has been fun to have a house full of games and puzzles, shared cooking and meals, laughter and conversations that matter.  We are feeling rejuvenated by company and grateful.

We continue to work with our schools in St. Louis and Boston, either through zoom meetings or in-person on-site days.  Our friends who are visiting ask us what we do.  We explain as best we can…

We help teachers organize classrooms and learning experiences for their students that are engaging, well organized, and layered with many opportunities for learning and for creating meaning for themselves and others.  We help teachers become more skilled at working with materials so that they can then support their students in learning and expressing ideas and discoveries in many ways.  We support teachers as they learn how to ask good questions and to listen to students…to cultivate classrooms full of dialogue and exploration, excitement and joy. 

It is all a challenge, and it is all worthwhile.  Change is hard.  And in the end, all real learning is transformative.  Real learning is often not by rote and it is not only about filling in the blanks.  Real learning involves using skills and stretching and putting yourself into the mix.  At least, that is what we believe and that is what we have seen work for the teachers with whom we work and for the students they teach.

Before we visit a school or have series of zoom meetings with teachers, we ask that they share with us what has been happening since we last met.  What are they and their students learning? What are they and their students most excited about? What are their biggest challenges?

Here we share one of those pre zoom meeting communications from a team of Pre-K teachers in St. Louis, Missouri, Gerriane Evans and Karen Mason. They teach at South City Catholic Academy where we are in our second year as consultants.  This reflection shares their progress, what they have changed, how the changes have influenced and involved their students in new learning.  This is transformative learning for everyone.  The practice of reflection like this is helpful to everyone in any school and with any team of teachers.

The College School atelier

JK SCCA 2022-2023

Gerianne & Karen

The Message Center opened on Wednesday, November 16.  It took us a little longer than anticipated to get the area ready. We rearranged a few bookcases to help with lighting and swapped out tables to get a comfortable and inviting writing space. We had limited materials set out at the beginning, no mailboxes just yet. By starting out simple, it gave us a chance to see how the children were going to use the space and materials. Then we could slowly add and change items based on their interests. The message center has been such a wonderful addition to our learning environment, better than we could have imagined.

To introduce the new learning space, it was easy to tie in the theme of Thanksgiving being mid-November by writing thank you notes to a friend or family member. We read a few books to help with this idea. One little boy (who’s going to be a big brother soon) wrote his parents a thank you note for painting his new bedroom upstairs. There have been some really sweet, thoughtful messages.

Mailboxes

The messages seemed to be getting lost in their cubbies and did not provide much motivation for making messages, so after Thanksgiving, we surprised the children with mailboxes. We modeled how to use the mailboxes and why it’s important to have a greeting (TO:)  and closing (FROM:) on each message. At the end of each day, the children are called to their mailboxes to take home their mail to either read or deliver to family. Our 8th Graders even got in on the message making process by making each child a Christmas card. It was an exciting day for all of the children to have mail.

Materials

We’ve continued to add items like stamps, stickers, recycled Christmas cards, cardstock, and various writing tools. We went from using Post-It notes, which kept falling, to generating some common words or phrases (Thank You, I Love You, Happy, Birthday, Mom, Dad, Grandma, Grandpa, Get Well Soon), on laminated strips so the children could become even more independent with their message making.

Powerful Transformation in Mark Marking

The most rewarding part of the message center has been watching kids that did not show much of an interest in writing or art before, now visit the message center, excited about writing. The mark makings below are from a student that did not seem to enjoy writing before. A quick scribble and he was done. He didn’t have a real purpose I suppose. The message center gave him that purpose. He drew meaningful lines to decorate a card for his pet snake. That must be one special snake! I think Snaky received five cards that first week!

Another student used the message center to write many letters to Santa and her family. At the beginning of the year she was not even recognizing her name, let alone writing any letters. Now, she’s been using the tools at the message center to independently practice her name. She’s been so proud of herself and excited to write!

Current Message Center January 2023

We added a weekend journal display on the wall. Each week we take six children to write about something they did with their family over the weekend. The large bookshelf to the right holds literacy activities and additional writing tools and materials. The mailboxes hang on the shorter bookshelf to the left.

Work In Progress

This space continues to be a work in progress, trial and error if you will, regarding how the materials are used and displayed in this space. We are still planning to add student photos and class names on strips, so that friends can write each other's names more independently. We’re happy with how this area is being used and proud of our work. We enjoy working together with the children in this space and have accepted the challenge of keeping it meaningful for the children.

Expanding the Studio

After your visit, we swapped out a few more tables to get the right fit. We settled on a circle table that seems to fit the current space and provide sufficient space for projects and people. We continued to use the area as it was to complete some already planned projects.

We continued to think about the studio space and made a goal to improve it for the new year.  Our goal was to have more loose parts and materials for the kids to use. We also wanted the children to have more intentionality when creating in the studio. We’ve been working on the following steps: 

1. Think

2. Draw (discuss a plan)

3. Ask (teacher approval)

4. Create

I met with the students in small groups and asked them what they would like to see in the new and improved art studio. They generated a great list of materials and ideas that we’ve been adding to the studio.

Time is the Biggest Challenge

We’ve enjoyed creating and improving both of these learning spaces in our classroom. I would say that time is the biggest challenge. Trying to find time to plan and organize the space, time to get the materials ready and put on display and so forth. I think that’s been the most challenging for both spaces. 

Still Figuring It Out

We are also still figuring out the curriculum mapping (finding the time to plan and complete), documenting and assessments. We have started using Seesaw to make digital portfolios.  We can discuss this more at our next Zoom meeting.

The College School atelier

Mike Rose: Blend Hands-On with Academic Learning

The Vermont farm where Alan & I grew up

In 1962, the day after Labor Day, I got on a school bus, for almost the first time, with my best long time elementary school friends to travel 6 miles north to a brand spanking new junior high/high school — the brain child of five adjoining rural Vermont towns that combined to create this new “union” school.

In the first week I remember wondering naively why I only saw Alan, my next door neighbor with whom I played endless hours with different balls, rode bikes through the woods and fields, walked to and from school…why I only saw Alan on the bus.  I learned, because he told me, that he was in a different group in English, math, and social studies in the morning, and in the afternoon, for the whole 3 hours, he went down the back stairs to the lowest level of the building to a trade shop equipped with all the latest machinery for woodworking, auto mechanics, plumbing, and electrical trades.  I went down there once with him.  He showed me around.  That night at dinner I asked my mom and dad, “Hey, how come I can’t go with Alan in the afternoon down to the shop?  It’s fantastic!”  I don’t remember their answer, exactly, but I do remember it didn’t make sense to me.

At the same time I wondered why Betty—who had won every Friday-at-the-blackboard math competition from first to sixth grade (at the end of the dictation of 9 plus numbers in a column addition, she’d just write the answer)—why was Betty not in my Algebra class?  And why was Gloria—who could catch and throw as well as our star, Bobby, hit as well as most of the boys, and certainly run faster than all of us—why couldn’t Gloria play baseball with us?

A contemporary of mine, Mike Rose, spent a career in education researching variations of these same questions.  Mike Rose was a research professor in the UCLA Graduate School of Education and Information Studies.  He authored several books, including The Mind at Work: Valuing the Intelligence of the American Worker, Why School?: Reclaiming Education for All of Us, and more recently Back to School: Why Everyone Deserves a Second Chance at Education.. He died on August 15, 2022, at age 77, after a short illness. One of the last subjects Mike was pondering and writing about was “Public School and the Social Fabric.” An essay he wrote of that title was published in 2022. 

I was introduced to Rose in an “On Being” podcast hosted by Krista Tippet.

https://onbeing.org/programs/mike-rose-the-deepest-meanings-of-intelligence-and-vocation/#transcript

Mike Rose once wrote this: I grew up a witness to the intelligence of the waitress in motion, the reflective welder, the strategy of the guy on the assembly line. This, then, is something I know: the thought it takes to do physical work.

Krista Tippet wrote of Rose: …the particular way he saw the world resonates more than ever before, as our debates about standardized testing, the information economy, and the future of school only intensify. He argued with care and eloquence that we risk too narrow a view of the way the physical, the human, and the cognitive blend in all kinds of learning and in all kinds of labor.  His insights…offer much to enlarge our civic imagination on big subjects that are newly alive about the heart of who we are, including class dynamics we still scarcely know how to speak about in U.S. culture, and the deepest meanings of intelligence and of vocation.

In the interview, to embody our cultural bias, Rose recounted a rejoinder from a friend of his who said:  You know, it took a guy with a college degree to screw this up and a guy with a high school degree to fix it.

Rose elaborated as follows: [It’s a case of] hands-on experience versus the abstractions that can so often emerge from just learning through books. …what I strive for in my own work and with students who I’ve worked for, I strive to try and figure out how you blend these strands, because again, I’m very uncomfortable with binaries, with simple dichotomies, with, it’s either this or it’s that.

And in fact, I think what happens in most kinds of good work, whether it’s styling hair or neurosurgery, is that you get this blend of formal training with hands-on experience. And the folks who best blend those strands are the people who are usually the best at what they do.

Over the past couple of weeks I’ve been in the middle of a design/build project.  We’re renovating a double set of stairs of a 100+ year old dairy barn from the basement to the second floor, up two flights.  My brother, Mike, the just retired chair of the Ohio State University Department of Architecture, our veteran carpenter friend, Will, and I, spent hours between Mike’s drawings, Will’s critiques, and my wondering and measuring.  Mike and I are a combo of book learning and many experiences in the field building homes and other structures.  With Will’s experience and acumen for calculating and solving the unique problems in fitting a “state code stairway” into an ancient barn, the three of us, as Rose would say, blended our hands on skills and intelligences.  Will built a sturdy (you could take a cow up those stairs, Mike mused) and elegant, rustic style set of stairs.  They fit the space and barn perfectly.   

Drawing by Michael Cadwell

Top level landing

Rose outlines the history of the tensions in our culture that get expressed in different ways.  Sometimes it’s expressed in terms of rural or country or mid-America versus the city or East Coast elites or East Coast institutions. So there’s that sort of country-city tension that runs through our literature, back into the 19th century.

Onto that Rose layers another tension between book learning and practical experience.

Imagine, then, you begin this enterprise that’s called vocational education, with notions like that: that separate whole huge chunks of young humanity into one category or the other.  And, hey, no big surprise, the kids who are clumped into that hand-minded group tended to be poor kids, immigrant kids, kids of color.  Right?  And those who were moved or categorized as being the abstract-minded folks, well, gee, no big surprise, they tended to be white and here for generations and come from more well-to-do families.  John Dewey, our great American philosopher, called this “social predestination.”

In his research Rose took the frameworks of intelligence and cognition and analyzing tasks that are usually reserved for white-collar folks, professional folks, biographies of scientists and entrepreneurs and turned them on the folks who comprise the backbone of the economy and of what makes the world run: physical, manual labor; service work.

And what Rose uncovered was: the knowledge base you have to build to be good at anything from styling hair to plumbing to welding to bricklaying, whatnot, and the deployment of that knowledge and solving problems with it and troubleshooting and making decisions on the fly.  Rose used that lens to highlight and underscore the richness of their work, which so often gets dismissed — until something goes wrong with our plumbing.  And then, suddenly, this is the most important person in the world.

Rose then tied his discoveries back into our education system.  He said: We are locked into a way of thinking about school reform that suffers from …a reductive approach to schooling, to learning, to teaching. I think the unfortunate thing is that if you really know about schools and you really know about teaching, you get in close to classrooms, you watch this very intimate and difficult and complex thing called teaching and learning, you see what a far remove a standardized test score is from the cognitive and emotional and social give-and-take in a classroom.

In the end Mike Rose was hopeful: that we get to the point where we begin to look for much richer ways of thinking about teaching and learning, and richer ways to try and assess what’s going on in schools and classrooms, because here’s the good thing about the current impulse, … it is admitting and putting a bright light on the fact that there are a lot of kids who don’t do well in our schools; and those kids tend to be — poor kids, immigrant kids, children of color; and that we absolutely have to do something. This is a moral, ethical question of equity. We have to do something to do better with those children.

By the end of our senior year in high school, my good friend, Alan, had restored an old Chevy straight 6 into a cool coupe, built his mom a beautiful Birdseye maple chest of drawers, and passed the electrician apprentice exam.  I still couldn’t conjugate the French past perfect, remember the Russian czars, or make much sense of math after numbers were replaced by letters and symbols.  Alan graduated with a full-time job in a Standard Register factory up the road.  I graduated to a college about a mile from Alan’s factory.  When I graduated from college with a Bachelor of Arts in American Literature, my first job was as a carpenter.

Both Alan and I blended our next few years of experience with our past and growing knowledge in our fields of interest.  Alan started and ran a successful appliance sales and repair business.  I became an educator (head of two different schools), and in between designed and built several homes.  It seems that, on our own, Alan and I did what Rose would advocate that we could have had more available to us in school. We were motivated in our own ways…and lucky in our endeavors.

As an educator and a design/builder I have come to understand deeply the need to embrace what our Reggio Emilia colleagues refer to as The Hundred Languages…the many ways we come to understand the world and express ourselves in it.

Thank you, Mike Rose, for your profound understanding of the same.

Painting by Kathryn Milillo

A Child's Place

The West Yard, campus at A Child’s Place

About a month ago, I was at my grandson, Jack’s, preschool, A Child’s Place, in Lincroft, New Jersey.  I had agreed to offer a professional development morning and planned it in collaboration with the director, Zach Klausz, and a small group of teachers.  A Child’s Place is a Reggio-inspired school founded by Alba Di Bello.  I met Alba some years ago at an education conference and was happy to discover that my grandson would attend the school that she led for thirty-four years.  Zach and the teachers at A Child’s Place and I decided that reading Bringing Reggio Emilia Home over the summer would be a good way to prepare for my day with them.   I organized the morning and my slide presentation around some of the themes from the book: the learning community; dialogue, conversations and listening to children; the hundred languages of children; and project work.

I structured the presentation so that after each theme, we could think together about what resonated with them, their practice, and where they saw that they might expand and grow their practice with children.

We met in a comfortable room with one wall of windows that look out on an expansive outdoor classroom and the fields and woods that surround the school.  Tables were arranged in a circle so that the 15 or so teachers and administrators could be learners together and engage in dialogue about what was most important to them.

Demonstrating “bug drawing,” pretending to follow the path of a tiny insect around the contours of an object with your eyes and your pen.

It was a joy to have a morning with Jack’s teachers and to listen to their thoughts.  What struck me, more than ever, is that all these practices, that are central to the Reggio Approach, are also central to best practice no matter where the inspiration comes from.  Reflecting on the morning I was reminded that all these practices are focused on developing a democratic community, where all voices matter, where all voices are heard and valued and nurtured.  All voices in a school include children, teachers, parents, the larger community.  Zach, the director, posed the idea of a learning community as one that grows wider and deeper and does not have an end.  The idea of project work culminating in some offering to the larger community was a new idea to the teachers. This has become a central tenet of our work as Cadwell Collaborative…that learning is not for us alone, that all of us can share and offer what we learn to others in beautiful ways that become a gift.

Teacher practicing bug drawing/contour drawing with a leaf from the campus of A Child’s Place.

When we say that all voices matter, what is the broad and wide understanding of voice? “Voices” means children’s and adults’ words, ideas, learning, theories, perspectives, expressed in many ways and in many “languages,” as they say in Reggio Emilia…words, drawings, songs, gesture and drama, dance, numbers, sculpture….

The teachers gained a new appreciation for these foundational ideas during our morning together and so did I.  I realized, once again, and in a new way, that these themes… the learning community; dialogue, conversations and listening to children; the hundred languages of children; and project work…are bound together through the idea of democracy, inclusion, equality, shared ownership, collaboration, and offering to the community.

The outdoor spaces at A Child’s Place offer endless possibilities for learning and engagement with the natural world as a part of our learning community. That morning, I shared the Tree Project from Reggio Emilia that I wrote about in chapter three of Bringing Reggio Emilia Home. This project will always be an inspiration to me. The Diana School, where I spent so many happy days, is surrounded by the trees of the Giardini Publici, the public gardens, in Reggio Emilia. A Child’s Place is surrounded by mature trees and an expanse of field and green space that is rare these days.  I am so happy that Jack is at this school.  I so look forward to visiting often.   

Selecting leaves to draw, A Child’s Place, November, 2022

• Thanks to A Child’s Place and to Linda Littenberg for the images in this post.