Some kinds of help

Our architecture project continues and we’re moving towards building scale models of our 3-D sketches.  This has been a challenging part of the process for us as it requires more adult helping than I would usually be comfortable providing.  While the children are able to take on some parts of the process, they are often assuming more of a fore-person role in directing the adults as we wield the utility knives and the super-sticky glue.  It’s been challenging in other ways too as the educators have been forced to develop skills that aren’t usually part of our jobs; precise measuring, cutting wooden dowels, using ratios to adjust the size of the model to suit the materials; balsa wood, it turns out only comes in certain widths.  We’ve also had to think about our own roles as teachers who may want to influence the process (towards making a building a little simpler, for instance) but who are trying to remain true to the students’ creative intentions.

The students’ creative process has been interesting to observe.  Several students worked on their 3-D sketches over the course of many weeks, adding small details every few days.  Now, they have to make their sketches more permanent and they’re torn about what elements to keep and what they’d like to change.

U.E.’s curved, sculptural house with a courtyard is being simplified as he re-creates it. He’s particularly fond of his new asymmetrical doorway.  We’re still not sure how to tackle the roof, which he also wants to be curved.

The tape is there to hold the pieces while the glue dries.
The tape is there to hold the pieces while the glue dries.

F.I.’s building has changed significantly as we discovered that museum board can be cut to create curves and that it holds its shape much better than cardboard or plastic.

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M.K.’s tall building has stayed true to its original design but she has added a perimeter fence as well as two mouse holes on opposite sides of the structure so that the mice can run through.  It’s a delightful combination of pragmatism and whimsy.

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Embedded in Ontario’s Arts Curriculum document is the Creative Process Chart.  Teachers are asked to facilitate student creativity by becoming aware that their ideas will flow through this process and that they should be given an opportunity to revise and refine their work after it’s been presented for feedback at an initial phase.  For grown-up architects, scale balsa wood models and drawings are their preliminary works.  For our students, however, the scale models are the final product they create after having refined and revised the ideas they developed by creating 3-D sketches.  Being an observer and a contributor to this process has been both challenging and fun.  It’s hard to know where the line is between being a “usefully ignorant co-worker in the thick of the action” (McWilliam, 2008) and taking over the project.  We’re all learning as we go.  Part of our learning as educators has been to think about how much help is too much help when we’re in the throws of a project that requires some adult assistance to be safe.  It’s a balance we’re still trying to find.  It reminds me of the line from the Shel Silverstein poem Helping:

And some kind of help is the kind of help

That helping’s all about.

And some kind of help is the kind of help

We all can do without.

I’m interested to hear how other educators have handled this dilemma.  How much help enlivens creativity, allowing students to bring their ideas to life?  How much deadens it?  How much is too much?

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