A R T . L E S S O N S

The joy in lesson planning was found in the search for eccentricity. The challenge was methodology, or how to present information without influencing acuity through the projection of my vision.

Step one involved creating an atmosphere of relaxation and groundedness, in hopes to bring deeper association of all the senses. The easiest way to do this was to ask everyone to step outside, remove their shoes, and stand near a tree. For a few moments, all could stand in a space that held no pressure to conform, speak, or act.

The intention was that they carry just a portion of that energy back to the classroom, because it became apparent that to carry it all was idealistic. Art was like love, in that experiences of validation were most beautiful when artists felt it within before attempting to express it outwardly. Every project held the opportunity for them to practice trusting themselves with seeing differently from others, and expressing it accordingly.

What surprised me most, was how often self-expression pains children of a certain age, and how often it can remain a lingering sorrow for the adult.

There is value in not working too hard to buff the projection of inner wounds with a perceptive lack of beauty in the external world. One can’t teach art effectively if the inner eye is clouded with presumed ugliness.