A selection of photos from our workshop:
This month's Messing About workshop also featured cardboard. Many of the teachers present had been participating in the #cardboardchallenge with the children in their classes and brought that excitement.
We also had three children attend the teacher workshop with us.
We noticed a series of 3d compositions were created - most of them were representational (ships, robots, pigs).
Where last month had produced such a wide variety of strategies for messing about, we wondered about the parallel work this month. Was this a product of the teachers' time messing about with the cardboard over the past month? Was this because it was the second workshop and some level of comfort had been established? Was this because the children present were so comfortable taking inspiration from the work around the room (where adults might feel uncomfortable "copying")?
A huge thank you to Ryan from ABC Imaging for the great donation of cardboard tubes
After hosting our workshop, and then serendipitously discovering the #cardboardchallenge, we naturally have a buzz of excitement going on here.
Not only do we have the opportunity to engage our own learning in addition to the children's learning, we also are finding ourselves immersed in a wider community of advocacy. Advocacy for honoring creativity. Advocacy for recognizing the capabilities and competencies of children. Advocacy for the participation in our world.
Maureen, one of the Boulder Journey School teachers who attended the workshop and interacts with us on social media, found the following article on Nirvan Mullick, the videographer who sparked this movement:
The Perfect Moment Goes Perfectly Viral
The article sparked a lot of questions for Maureen, who shared her curiosity:
I thought you would be particularly intrigued by the last paragraph, Mullick talks about "getting lost in something" and "perfect moments" and if we can create those moments for others...made me think about how we started our dialogue on the Hawkins Workshop night.
David Hawkins referred to the times in the classroom when "discoveries are made, noted, lost, and made again". As Maureen reflected, there are so many perfect moments with children; how do we choose? How do we know which ones will ignite?
We see this in classrooms which engage an emergent curriculum as well, as we move through the three phases of Messing About, sometimes the paths from the triangle phase take off, and sometimes they quietly fade out.
Tell us about your processes: how do you decide which moments to highlight, to follow? Which media do you use as your platform for advocacy?
What does it mean to engage? to learn? to play?
In partnership with Boulder Journey School, we offered cardboard to a group of teachers to play with. Inspired by the three-phase cycle of messing about, we took time to openly explore, to declare our intentions, and to reflect.
We chose cardboard as a material to mess about with because it is an eolithic find - it is easily accessible and often thrown away. All they had to do was ask and Boulder Journey School was flooded with cardboard of all shapes and sizes. We also chose cardboard because it is such a friendly material - it is lightweight, transformable, and its possibilities are endless.
We wondered at the individual projects we encountered. Was there a necessary piece to the parallel play that we engaged in? What would it have taken for us to engage in collaborative play? Was it safer to be engaged separately with the same material while we are still getting to know each other?
Hawkins Centers of Learning
Hawkins Centers of Learning (HCoL), a 501C3 chartered in 2005, serves the educational community by preserving, articulating, and translating into practice the ideas of Frances and David Hawkins.