The 5 year-old boy who is curled up watching Bob The Builder with his younger brother this morning was, just 24 hours ago, riding the 7:38 Go Train into Toronto, on his way to the Art Gallery of Ontario. For Luke, this was the downtown day that Daddy had promised him weeks ago when he complained that he didn’t want to go to school because it was boring. (Luke’s complaint, not Daddy’s)
“Too many rules”, is the most common response I get when I ask him about his school day. While I think that there are plenty of things that go on in both his daycare Kindergarten and his “big boy school” (the latter being the preferred venue these days) that interest and engage him I sense that, overall, he is finding things in his non-school world that do a better job of intriguing and capturing his imagination.
On our last downtown day in March, we went to the Royal Ontario Museum (ROM) to see the dinosaurs and the Mayan exhibit. By the end of the day, Luke had become my tour guide, in the end, pointing out just how interesting the world outside Milton really was!
And while I had confidence in the power of ancient ruins, mummies and dinosaur bones to hold the attention of a 5 year-old, I wasn’t so sure about the draw of the Group of Seven, Alex Colville and Evan Penny.
So, I was more than a little surprised when the Henry Moore sculpture that holds court in front of the AGO turned out to be my first indication that this was, indeed, going to be an interesting day.
“I see a sculpture, Daddy!” We had talked about sculptures on the train ride into the city.
“Daddy, what does it remind you of”. (I thought that I was going to be the one asking the critical questions here!)
“Uh, gosh I don’t know, Luke, Maybe a smushed doughnut”.
The look of disbelief (and disgust) with which my response was met indicated that I was going to have to work harder today!
“Ok, Luke, your turn, what does it remind you of?”
“I think it looks like two waves. One looks like it is about to crash on the shore, and the other one is waiting behind it. Daddy, see how it’s a little bit higher?”
I wondered whether the little bit of snow that capped each piece of the sculpture had influenced his thinking, but Luke assured me that waves on the ocean don’t have snow on them!
It was a fascinating experience watching Luke move through the galleries, taking his time to sit and look, invite me into conversation—and watch every piece of video footage that accompanied the installations. (After watching the archival clips on the Group of Seven artist, Tom Thomson, Luke asked if we could “get that video” to watch at home.)
Some rooms were chock full of paintings, while others were sparsely appointed and provided lots of room to move and imagine. And the questions that we asked each other allowed us to sit and look in different ways:
“Luke, each of us gets to pick one painting on this wall and tell each other why we chose it.”
“If you were going to ask the person in this picture one question, what would it be?”
“What is the difference between this sculpture and this one?”
From the model ships on the lower level of the gallery, to the trip up the grand spiral staircase to the fourth floor Evan Penny exhibit, to the hidden (Luke insists that we discovered them) set of stairs that afforded a magnificent view of Toronto’s skyscrapers, our trip to the AGO painted a picture in my mind of what happens when we introduce our children to the places that matter to us allow them the time and space to participate in their own way and take time to listen to what they are saying.
In this case, I suspect that both dad and son went to bed last night living in a slightly different world.
“Daddy, when can we do this again?”
“Soon, Luke…very soon!”
Stephen, this is wonderful! I love to hear stories about parents who find a way to appreciate art with their children in honest and thoughtful ways. It sounds like your little man completely enjoyed his adventure to the AGO (as well as the ROM!). Keep it up!!
Thanks for the comment Colleen. I think that, of all the places offering ‘membership’ deals to patrons, the AGO is the one that resonates the most. We’ve taken Luke to the Science Centre, the ROM as well as the theatre. He’s enjoyed all of these excursions, but there was something about this one!
While we haven’t ventured to the ROM with our 4 year old, the AGO is one of our favourite venues! Did you get a chance to go to the basement where there is the creative hands-on area for kids? Caelib loves beginning and ending our trips there, exploring the suggested forms and creating something unique.
On a side note, how come children seem to lose that natural curiosity for learning? I was
So impressed by the high level of inquiry-based learning and critical thinking that goes on in Caelib’s ELKP when I went for the observation…and your son’s questions showcase that, too. Teaching in middle school, it is often such a struggle for many students to ask good questions…it seems they have lost the spark that primary kids have (yup…considering getting my primary ABQ)!
Thanks MJ. We discovered the creativity area just as we were leaving, so we’ll definitely make this a destination next time.
It’s amazing to me just how naturally this type of thinking emerges. Like others, I think that it is the task of schools NOT to do anything that is going to dissuade and step on the questions!
Our three children have visited many art galleries and museums through the years. My Art background and my love for all creative expression have “coloured” their world from the time they could hold crayons in their high chairs. I’ve always thought of myself as quite aware and supportive of my children’s (and my students’) creative pursuits. I will always remember one visit to the AGO when my daughter was around 5 years old. She was sitting in one of those areas where you can draw and was working away at her masterpiece. I noticed an older woman watching her with interest. Proud mother that I am, I said, ” She wants to be an artist when she grows up.” The woman looked at me with a look of shock on her face…”Why, she IS an artist already!” How right that woman was…we are all artists from the time we are born, observing and creating our world, as only artists can. Your son has an artist’s eye…I hope his “boredom” at school does not take that away from him. Despite the reminder I received that day from the woman at the AGO, and despite my encouragement and support of my daughter’s artistic talents, my daughter does not draw or create anymore. She didn’t choose an arts programme in university…I think our school system forgets that all children are “born artists”, even university-bound students. The Arts should be more than an “option”…advanced credits in some form of the Arts should be a pre-requisite for graduation from high school.(I think, right now, they only have to take one “Arts” in grade 9). Our students need to be exposed to the arts…I just spent the last month preparing our Christmas Concert. I organized the Grade 7/8 class into groups according to strengths and interests…Artists, Dancers, Singers, Stage Crew, AV/Tech, and Builders. We created “The Huron Carol” by painting Northern Group of Seven type trees, designing and building a life-size wigwam, students choreographed a dance, etc. Our performance was the theme which the other classes performed around. The Grade 7/8 class feels so proud that they were such an integral part of creating our performance. Parents, staff, other students were impressed…I asked my principal (jokingly) if I could change my SERC/SERT role to one where I could just work with the students to create performances. He replied, “I wish…” and I think so many of us “wish”, but we are so constrained by “learning expectations”, “success criteria”, etc., etc. Can we not focus more on allowing students to meet those learning expectations through experiences that don’t “bore” them? Perhaps then, after being involved in Creating Through The Arts, their success will be reflected in the looks of pride and joy on their faces! I’d take that over having the highest EQAO scores in the province!
Debbie, these are important comments for a number of reasons, not the least of which has to do with an emerging project in your own school board (more on that later!)
An intriguing idea to make more art exposure, instruction and experience mandatory. I wonder why we still spend so much energy wringing our hands over the social problems that exist in our schools and our communities. The answer may be waiting for us in approaches like yours!
Hi Stephen,
I’m interested in hearing more about what’s going on in our own board. One of the most memorable educational experiences I’ve had, outside of the classroom, was when I was selected to be on a planning panel with other “arts-related” teachers to develop learning experiences for the Mississauga Children’s Festival. We did that for about three years. Very rewarding!
Please keep me posted about what’s happening board-wise. I’d welcome communication through board e-mail, if you have the time.
As an afterthought, you’re so right about dealing with social problems through exposure to “creating through the arts”. One of the driving forces behind our wigwam building was a boy who has spent many hours throughout his school years, “discussing his behaviour” in the principal’s office. During our Christmas Concert preparations, he was my “right hand man”!!!!!!
We learn so much from just hanging out with our kids.
My children changed the trajectory of my life in the sense that we chose to let them lead the way (they might tell a different version of the story). My days racing mountain bikes, catching fish through the ice, snaring rabbits, trolling for trout in a canoe, convening hockey tournaments and playing piano/flute duets were all a result of following my kids in their interests and learning from them. Even in their 20′s they still teach me so much (http://fryed.wordpress.com/2012/12/28/unpluging-to-learn/).
Learning occurs everywhere, and our children can give us such a fresh perspective on what we may not see if we are not looking for it.
Thanks for sharing.
Following our kids…hanging out…listening…watching…observing. What a perfect definition for the approaches to “assessment” that we are so desperately struggling to make part of our practice.
We’ve become really good at defining what we’re looking for, slapping it on a rubric and using it to isolate what counts as success. Unfortunately, so much gets pushed to the side, including what you have identified as being essential for true growth and development.
Thanks for the comments!
When you entered the gallery,did you tell Luke that there was a limited time? I doubt it. To me a timetable of events restricts creativity and limits our time to ponder . At a gallery such as this many of us set a timetable for the day and then we tend to rush ourselves to the next exhibit.
I loved to read about your sitting time at various sites where you two contemplated and questioned.
Perhaps those who let the child follow his/her strengths …allowing the child to paint ,read,write,calculate until they are done, are the teachers who help children become the problem solvers of tomorrow.
Anecdotes such as this one are the kind every teacher ,parent and caregiver should write each day.but hey we have a timetable to adhere to.
Hi Roger. You make an excellent point. In fact, I remember saying a couple of times, “don’t worry, we have all day.”
For me, part of the “progressive” dynamic of the 60′s recognized the importance of large expanses of time to explore, play and interact. Hopefully, our attention to full-day early learning programs will return to an understanding that, as Donna points out above, learning can and does take place anywhere, at any time.
Yes, imagine if we walked into our classrooms on Monday morning and annoounced, “Don’ worry, we have all week!”
Hi Stephen,
I loved this post! I am currently teaching in a school where many of my students don’t have the opportunity to enjoy the same type of “non-school world” as do the children of more affluent families. I feel strongly that, as teachers, it is our responsibility to expose our students to the world outside of school.
I took my students to the AGH in the Fall, and suddenly saw my students in a whole new light! Like your experience with your son, I was enthralled to listen to them as they participated in their own way with the art around them. They were so taken by Emily Carr’s exhibition, and the way that she was able to make her trees “drip”. They stood in silence, admiring, absorbing. One of my students said he never realized before that you can paint “hope”. This experience made me realize that each of my students is so much more than the person I see sitting at a desk in my classroom. I only wish that we weren’t constrained by time, that we could have explored at our leisure more freely – and I wish that transportation was more affordable so that we could do things like this more often.