On Building In the Wilderness

I have seen various articles, recently, including this rather balanced and good one, asking the public to stop building stacks of rocks. I struggle with this issue all the time. Not always specifically with rock balancing (as we call it here), but with engagement with the wilderness. It's what I do, and I'm passionate about it. There are SO many long-lasting benefits to playing in the wilderness, both for adults and children... and for the wilderness. 

Most people now live in urban areas, are very disconnected from the wilderness, and also harbour a fear of it simply because they don't know it, and/or have been warned about it by their parents. So I take them out to gorgeous wilderness areas and let them play with it. Yes, they move rocks and build dams; they pick up sticks and play with them; build bridges and forts and storefronts where they craft beautiful 'wares' out of clay they scraped from the creeks, mud they scooped from the ground, grasses and leaves they plucked, and moss they pulled from the trees. And as they do this I help them to understand the importance of those things. I show them how the moss holds the water on the rocks to feed the trees; how it forms the bed for the many plants and animals that grow in the trees. I show them the body of the mushroom that lay hidden in the rotten log they crushed, and the importance of that mycelium to the welfare of the whole forest. I show them the many insects and gastropods, etc. that live on the bottom of the rocks in the creeks and the many animals and plants that thrive in and around the mud they are messing with. And they go home filthy, leaving the landscape changed, and also they are changed, themselves. They know the landscape. They aren't afraid to engage with it, and they have a deep appreciation of the many varied and integral parts of it.

When most of us look at a map of a proposed development or construction, we see a map. We can usually relate to it for how it fits or doesn't fit into our community plan or activities. But we don't often think about how many species of insects live on the bottom of the rocks in the creek that flows through the top left quadrant of that map. We don't usually know how our bums feel after sitting in the wet moss on the rotten log at the base of the biggest tree in the bottom left quadrant. We don't think about how much that area or the whole of our community will be impacted by the loss of that area. We don't have a deep sense of caring for the wilderness of that area, so we don't take that into consideration. And then it isn't just altered - it's gone.

This is happening everywhere. So many of us feel unperturbed when we hear that they're building pipelines out in the unpopulated areas of our wilderness, because that wilderness is not our home. The people giving directives to make changes to the wilderness are not often personally acquainted with that wilderness. Our homes are refuges from the wilderness, in towns and cities that are, themselves, refuges from the wilderness. But those concepts separate us from it, and we lose sight of our own welfare. Humans are wilderness. We have to learn to engage with it every single day because it is part of our global body - so that even the tiny changes we make matter to us. The changes will be part of us too, and if we engage with our wilderness wholly and personally, we can be thoughtful about how we engage.

So do I feel it's OK for us all to go littering the shores with piles of rocks, pulling the moss off the trees and artfully carving up the trunks of trees? No. And this is a challenge for me. But I feel that being challenged by the ways we engage with our wilderness is very important. I feel it's essential that we go out and play. And while we play we must question (or help those with us to question) every move we make and its impact on the body of the ecosystem we are a part of. 

I sometimes balance rocks. I find it personally rewarding, and also a wonderful activity to help others to engage with a bit of landscape they may have previously walked over, unseeing. As I pick up the rocks I check for animals, algae and eggs living on and under them, and when I'm finished I carefully put them back again. I do this in order to leave things closer to the way I found them, but I also do it because balanced rocks can fall on small animals. I am not sure I'm doing the right thing, but I think the conversation around how we engage with our ecosystem is definitely the right thing.

How and Why to Use Technology in a Forest School

One of the draws of forest schools is the fact that many are 'unplugged'. At a time when our culture is becoming exponentially more digitally connected, we're noticing some pitfalls of being too connected. We are seeking ways to ground our thoughts and experiences, often literally by going out on the land and leaving technological devices behind. I think this is great, but I also think technology has a place in forest schools.

At Wild Art you'll definitely notice fewer electronic devices, which isn't even so much of an expressed rule as a matter of practicality when we're traipsing around over logs, through creeks and swamps, and up and down trees. We're too busy using our senses to bother with devices that require hands and mental focus. But there are exceptions.

It's important to me that wilderness is not just an escape from the rest of our lives, but that it is integral to our lives. That means that we have to let wilderness into our homes and technology from our homes into the wilderness. This way our thoughts and learning have no boundaries.

At Wild Art, a whole-world view and self-direction are paramount. Of all the things I hope people will learn at Wild Art, I hope most that they leave with a sense that their own engagement with the world matters. And technology is a part of our world. Banning it would be futile, and worse still, would force it into dark corners, where there is little support. So just as I welcome any conversation topic during the time we share together, I welcome technology.

Watches, visual aids, cell-phones and cameras are by far the most common devices among the kids I work with. Watches allow the kids to keep track of their own time, and sometimes help them understand the world around them (movement of the earth; weather, and even reflection and light as they play with the sun bouncing off their wrists). Visual aids are usually brought by me. I have a nice pair of binoculars, and flashlights are sometimes helpful, but the best of them is a pocket-sized 60x microscope that I carry around for looking at anything and everything that suits our fancy. Cell phones aren't that common. Many kids have them, but leave them behind for fear of damaging or losing them in the woods. I don't have one myself, and although occasionally someone pulls one out to check the time, take a photo or arrange a ride home, I rarely see them. I think that reception is pretty poor when we're in the forest out here, anyway. And cameras.

I love cameras. I document Wild Art days myself at least once a month, and sometimes the kids get involved with cameras, too. Getting new perspectives on the things we look at is always a great way to engage, and using cameras can be an excellent way to find and explore new vantage points. Camera-use also often means thinking about communication: Not only does it matter what we are communicating with our photos, but how does the photo-set up influence the viewer, and how does our own perspective influence the photo? All of these questions (and many others) come up and scatter widely into other areas of life. Even just the social interactions that arise from sharing our vantage points, our technological ideas and understanding, and our creativity are valuable. And this is all when the technology is on the side. What about when it's at the core of the group's inquiry?

Recently one of the Wild Art groups made a movie. It was a natural path to take, since their engagement had been mostly social, comedic, and with a lot of talk about video games they had been playing at home. So I embraced it and suggested movie-making. They spent the next four weeks developing and filming their funny idea, and this is the result:

 

(Thanks to these wonderful teens for allowing me to share their movie!)

They also presented their movie in the woods, using a projector, a king-size sheet, about a hundred and fifty feet of extension cords, and some ropes, sticks and rocks to set it all up. It seemed to me like a fabulous combination of technology and wilderness.

But what about the wilderness? Doesn't all this technology take away from our engagement with it? Maybe. But it also deepens our engagement. When we work and live in the wilderness, we can't help but be deeply familiar with it. Just like you know the feeling of your favourite pillow under your head, you know the different feelings of sitting on various types of moss and bark if you've spent enough time doing so. You know what species of tree branches will work best to hold up your bed-sheet movie screen, and what age of fern-fronds will be strong enough to tie a knot with. You know which twigs you can break off for convenience, and which are still alive and better left alone. You not only become familiar with the species of plants, insects and other animals that you cross paths with in the wild, but you become aware of their habits, their habitat, and the way these things matter and intersect with your own life. You will be an integral, engaged, and conscientious part of the world. And after all, isn't that what we use technology for?

Barefoot Education

So our barefoot day started like this. It's always easier to climb a tree barefoot... the contact of our skin against the bark gives us traction, and while our feet are out of sight we can feel our way around the trunk and branches to find the best and safest footholds.

Once they were down from the tree, they left their boots behind and happened upon a patch of mud. The fragrance of the mud as it squished slightly grainy between their toes was powerful - compared by the kids to poop and compost.

And the feeling of the grass, all dry and sunny but with a soft spongy wetness as the kids' weight pushed water up from beneath to rinse the bottom of their muddy feet.

We thought we'd go check out the flooded forest we'd explored last January, and the kids took a little detour to access it via the creek. (You know... because the other route was too dry!) Getting to the creek required the kids picking their way between prickly salmonberry and holly on the ground, watching carefully for dog and deer poop, and maneuvering between hard branches, sharp reeds and soft muddy holes.

The previously-flooded forest is now mostly dry, but green all over with the soft cool leaves and pungent blossoms of skunk cabbage (AKA swamp lantern, though we don't bother with that term). There was a near injury here, as one of the kids stepped hard on the point of a buried stick in the mud. Luckily it was a bloodless injury, and the play continued.

Platforms, shelves, shops, mats, and all manner of other things were built, mostly composed of sticks, skunk cabbage, and mud.

Various interesting footprints (both human and animal) were discovered, as well as frogs, fresh water shrimp, caddisfly larvae, water beetles, a centipede, and many varied textures and fluidities of mud.

Did I say mud? Wet mud and dry mud.

Truffle-like mud.

And even some beaver-made chips, with a dry wavy texture and a crumply kind of feeling when you happen to walk across them in your bare feet.

 

There was everything a person could need for exploration and discovery. This is a place this group has visited at least a couple of times this year (and the meadow and creek before it, many, MANY times...), but it changes every day; the sights, the sounds, the lives of plants and animals, and the feeling of it all between our toes.

 Going barefoot is something I find very important. Maybe not in the coldest months, but absolutely when the weather is (barely) warm enough, and we're on a mission of exploration. Has it ever occurred to you how many things we miss as we walk over them with the thick soles of our shoes, unaware? How many insects and plants do we crush? How many different types of mud to we pass over without a second thought? We are missing out!

I often remind the kids to think of all the types of life that are under their feet at any moment, but I see my words drift by them like breeze. The feeling of the world under their feet - mucking and squishing and poking and scraping - doesn't drift by. It's a sensation they can't ignore. Exploring the world in bare feet makes it necessary to be engaged with the rich diversity we're walking on. Even in the city, bare feet make us aware of the various types of man-made surfaces we traverse, and the many activities that may have happened there (is it really clean enough to wear bare feet?). Our bare feet literally get us down and dirty with the world. And that, to me, is the best place to be for learning about the world.

Dr. Kacie Flegal explains that "Feet are one of the most sensory-rich parts of the human body. The soles of the feet are extremely sensitive to touch, and there are large concentrations of proprioceptors in the joints and muscles of the feet. In fact, the feet alone have as many proprioceptors as the entire spinal column! ... It is never too late to encourage the proprioceptive and vestibular systems in our own bodies as we continue to grow new neural connections, even as we age. Often, it is the proprioceptive and vestibular systems that become inhibited as adults. We lose balance and focus in our bodies and our lives and, as a result, may lose profound connections to our environment, ourselves, and other people."

So take off your shoes and run outside! Maybe climb a tree - maybe jump in a creek or a gloriously muddy spot. Maybe walk all tickly through the long meadow grass. The world is so richly beautiful, and just waiting for us to know it!

Unschooling to School: Cooperation vs. Competition

*Please note that this article is crossposted from Rickshaw Unschooling, and refers to blog posts on Rickshaw Unschooling blog. 

You might have noticed a distinct lack of reporting on this "Unschooling to School" adventure we're on. Both of the kids are still enrolled with school programs, and both still choosing to be there. But I'm not happy. I decided it was time to be honest about it on this blog. I don't want to defame the programs they're enrolled in, both of which are run by passionate and caring teachers, so I am extremely cautious in how I word this:

The schools aren't the problem; our cultural parenting is the problem. Schools just teach in the way we expect them to.  

Our culture celebrates competition, dominance and heroism, while as parents we feel successful when our children learn to fit into tightly defined molds and in grading and schooling them we compel them not to deviate. 

This dichotomy sets all of them up for either extravagant rebellion, spectacular success, heads-down drudgery, or catastrophic failure. Sounds extreme, but that's just because most of us have graduated from this system and are still aiming for the drudgery. In both my kids' cases, the programs they're attending are trying very hard to work around the provincial requirements in order to provide an experience for the kids that is more wholistic and more engaging than what the provincial learning outcomes indicate. Even the Province is attempting to make a change, and will be implementing new, more wholistic learning outcomes this coming year. But as parents we still want to see that our kids are measuring up. We want them to compete (and win!). We want them to get in there with all the other parents' competing little geniuses - and WIN, goddammit! We want the schools to make them win. And that situation means that a school is a place where people win and lose. Grades, tests, contests, and teachers' expectations are all venues for our little dears to step up and prove themselves as better than all the rest... or to fail at life. That is an expression my kid has learned at school this year.

My son got a paper back from his teacher, who happens to be well-known for his amazing views on and implementation of education. And my son couldn't understand why he should change a sentence that had nothing wrong with it grammatically, and that expressed what he wanted it to express. The teacher had criticized him for not making suggested changes, and I said to him, "You have a choice. You can either make the change without questioning it, or ask him why, or not make the change and explain your reasons in the margin." He looked at me with a look of bewilderment and stress. He was scared to speak up for his beliefs. In that moment I saw that his experience of school has robbed him of his confidence. To me that is tragic.

My son now questions all of his own ideas. He writes them off as not-good-enough, or impossible. He used to see questions as opportunities to talk about things he cared about, but now often feels terrified when people ask him questions - as if they are already judging his response. So, increasingly, he chooses not to speak at all. The kid who was uber popular when he first joined the school now feels alone in the same group of peers. I've told him that that feeling comes from his own lack of confidence, but that lack of confidence is nurtured by the competition that determines his every move.

My daughter has a far more relaxed classroom. But I see the effects on her, too. She used to excitedly write down every song, story and poem that entered her mind, sharing them either in her self-published magazine or sending them to Cricket. Recently she has begun doubting herself - looking for skills that will fit better into her classroom expectations rather than those she is passionate about.

So here we are at the end of spring break, and I smell the fresh wind of change, again. My daughter has decided to become a pop star and has spent this bounty of spare time tearing her fingers up from practicing guitar for multiple hours every day. My son has found a renewed interest in sciences, and spent the entire latter half of spring break researching physics and dabbling in electronics, chemistry and programming. He also has taken the half-assed science fair project he made for his school science fair to a much higher standard for the bigger science fair he's taking it to next week. He did this not because he was asked to, but because he has found a reason to care about it. Now, to be honest - he might not be going to that science fair if his teacher hadn't chosen him to go - it was something of a competition he won to be among the school's entries in this fair, and the school is paying for it. I don't pretend for a moment that this competitive situation isn't benefiting him in this case.

It's the overall picture that bothers me. What if, instead of feeling afraid that their contributions might be worthless, or feeling glorified that they beat out some other kids to be seen, our kids could just share? The experience of sharing their work with no strings or expectations attached would give them real world feedback from people with genuine interest in their ideas. They could learn from those experiences about what went well for them and what didn't; what felt satisfying and what they might want to pursue further. I am imagining open non-competitive expos - maybe on different topics. I imagine spaces full of enthusiasm and innovation, where everyone goes away feeling valued. You don't feel valued from winning a contest as much as you do from sharing with people who are genuinely interested in hearing and sharing with you. In such situations there will be people who discover that their talents or passions are different than they expected, but this will happen through their own judgements rather than because of the judgements of others.

She had a problem: she wants to listen to her music while walking, but not be shut off from the world by wearing earphones. So they got together to solve the problem, and using some salvaged speakers and other parts, he is trying to create a little wearable speaker for her mp3 player, while she provides tea, snacks, input and musical entertainment. Most awesome cooperative spring break project.

I know some people will tell me (because I've heard it so often before) that this notion of non-competition is useless - that our kids need to learn to win because that's what the real world is like. They need to learn to fight for their goals or they'll never achieve them. The real world is cold and cruel, and only the fittest survive. Yeah, well... what if we changed that? What if we made our real world a place where everyone had value? I believe in that. I have seen it happen in many smaller organizations that happened to (by chance or design) have a lack of competition and judgement. I want that world for my children, and I want that world for me.

I'll finish with some remarks from evolutionary biologist Elisabet Sahtouris. Watch the video at the bottom for more details and visuals.

"We have a marvelous example, in our own bodies, of a highly-evolved, decentralized, cooperative economy, which communes as well as communicating. It uses direct transmission of information and it is completely transparent. The biggest discovery I ever made in evolution was to discover what I call the maturation cycle that permeates all of evolution - that any species has to go through a juvenile or youthful phase, in which is has to acquire as much territory and resources as it can, and multiply as fast as it can, and elbow others out of the way, and establish itself in its place on the planet. And eventually, it gets too energy expensive to elbow the others out. The competition becomes very very expensive. And there comes a point at which there seems to be a maturation process in which the species discovers the advantages of cooperation - that cooperation is much less energy consumptive, so that you have lots more energy to use in being creative in friendly ways with others. When they finally reach the mature phase, having solved both global hunger and global pollution, they start building cooperatives with a division of labour, and every different kind of bacterium gives some of its DNA into a central library we call the nucleus, which then binds them to living forever in that cell. And so these cooperatives are actually new on the planet and have to go through their own maturation. And it takes another billion years, after two billion years to reach the stage of those cooperatives, another billion years they're going through their youthful phase - same kind of behaviour - until they reach maturation and form multi-celled creatures. Those, to me, are the two biggest steps that ever happened in evolution: the formation of the nucleated cell and the formation of the multi-celled creatures from them. We, of course, are multi-celled creatures. We are now, as humans, going through our own juvenile phase, into maturation." ... "We're now at the second time when this empire-building phase has become too energy expensive. We've reached planetary limits in using up resources and all kinds of things as we well know. We've created a perfect storm of crises and we've got to grow up. It's as simple as that. It's time for humans to reach the mature cooperative phase. We need not the hero's journey myth that brought us to where we are now - the adventure story - but a story of cooperation."

Musicians with No Training

Tali spent years begrudgingly taking lessons for violin and cello. He loved his teachers - he loved his time with them - but he didn't love being taught. Rhiannon learns very analytically, so has taken guitar lessons and joined a children's choir, but she never felt impassioned about either. Then Tali got a concertina, and we decided to just let him play with it. No lessons; no advice. Just play. After all, that is what music is about, right?

So he did play. Everything from sound-effects to classical and Irish music, to his own invented French and Balkan-sounding music that seems to just spawn out of his bellows. And eventually Rhiannon became so infatuated with pop music that she now wants voice and guitar lessons to aid her planned audition for the Voice. As she waits a few months for those lessons, she has begun teaching herself using guitar sheets for the songs written by her favourite singer. I think it helps that I don't like the music very much. There's no pressure on either of them to do anything for me, and both of them fill our house with music most days - purely of their own hearts and ingenuity. And it totally delights me!!

This is one of those beautiful life-learning successes I hope to remember.

Why I Ditched the Classroom for the Wild

In a world where pedal desks, blended learning and active learning classrooms are gaining popularity, I would like us to ditch classrooms entirely. And technology too, for the most part.

I would like us all - learners from birth through adulthood to end-of-life - to spend time exploring the world together instead of sitting in schools or staring at screens to educate ourselves. I'd like us all to spend a few more hours outside every single day and call it our education. And lots of people disagree. "That's just great", they say, "but my kids aren't three anymore, and they're no longer into sitting in the dirt making mud pies". Or they tell me that our kids need to learn skills for this century as opposed to an antiquated and quaint appreciation of "nature". This is where I get excited.

Let me show you how teens and adults can learn from a good mud pie, a romp in the rain and a quaint appreciation of nature. Let me show you how in just two and a half hours of self-directed wilderness exploration a group of kids, teens, or adults can learn as much or more than they might have in a classroom, and yet go home glowing and filthy with the effort and joy of it all. And because it's a whole body-and-mind experience, they're likely to retain more of it, too.

This is Wild Art. This is explorative learning in the wilderness. It's the foundation of a healthy development as individuals and society, and I think it should form the bulk of our children's education.

Am I saying we should all be unplugged all the time? No. Here I am using the Internet to convey my thoughts. I and a couple of the kids were taking photos during our last outings, just so we could share this adventure and so I could put this idea out on the web. I began our day yesterday by reading some information I found about pea and fingernail clams online, as well as an email from a local biologist describing the lives of these creatures the kids had discovered in a forest swamp, earlier this month. Clearly, technology and the internet are vital to our learning. But it starts with wading in the swamp and digging through mud and algae just for fun, and saying "hey guys! Look what we found in the algae!" It starts with feeling great about getting out in the wilderness and having no agenda at all - just an open-minded group of people learning to see their world; learning to appreciate nature.

What we learned during two and a half hours of playing in the mud and water:

Ecosystems, observation, measurement, quantification and consequence. The big picture. It's obvious we're looking at ecosystems by going out in them, but it's so much more than that, too. These two photos show the same spot (different angle due to change of accessibility!) one week apart. See that little pond emptying into the creek from about 3 feet above, in the photo on the left? That's the same little pond in the photo on the right, but the creek had swollen so much with the week's rain that there was only about an eight-inch difference in height by the time the second photo was taken. And while I stood ankle-deep on a little gravel bar to take the first photo, the second was taken from the other side of the creek, since I would have been nearly waist-deep had I gone to the gravel bar. This observation, made in many places and to many different degrees, had various consequences. First, there was the experiential lesson of learning to observe. Then there was noticing the consequences of the creek's change to the ecosystem it flows through, and to us, our activities, and our thought-processes. We continuously evaluated how deep the water was and how much it had changed in depth, speed, temperature, erosive power and ecological consequence. To make such observations and hypotheses during an extended exploration of a large area is to truly deepen them, and to apply them to a bigger picture. Learning to see and to always consider the big picture is, in my opinion, one of the most essential lessons. In the wilderness - especially in a social group exploring the wilderness together - we naturally see the big picture.

Measurement, risk-evaluation, and problem-solving - not to mention collaboration. The creek, having breached its banks in many places, flowed out into the cedar forest, and although it was generally too deep to navigate, various roots and clumps of collected twigs made it possible to traverse the flooded forest with caution, and the kids found many ways to test, problem-solve, and group-work their way through it. It was also a great exercise in observation, since keen and cautious observation was essential to staying out of the many chest-deep areas. A couple of kids demonstrated this quite dramatically by falling in.

Just an extension of the above thoughts - this turned out to be the safest way into the flooded forest: a very quickly-moving rapid between two islands (and between two trees!). The water on either side was about four feet deep.

 

There is always, of course, the option to challenge oneself. This brave young soul challenged herself to cross the creek - about five to six feet deep at this location - on a stable but slightly slippery alder. Observation and imagination collided for me as she paused to look at a great blue heron that was digging through the marsh just fifty feet away, and then some of us noticed this young hippo coming up beside the crossing-log... always good to have a little wooden hippo in the temperate rain forest!! I have often been asked how I mitigate risks like this one. And it was a risk - absolutely. As a mentor, this takes my own evaluation of the situation, as well as an on-the-spot assessment of whether I could solve any problem that might arise. In this particular location, the creek was deep but quiet, as the bulk of the flow was happening beyond some piled logs about eight feet away. So I coached her across the log (mostly encouraging her in her own process), and stood very close, ready to leap in and pull her out, if needed. Thankfully such a rescue wasn't necessary, and this crossing will improve her skills and confidence.

Playing with flow and water depth, but also making constant observations about structure stability, weight and holding capacity of the flooded forest floor, and navigating group dynamics.

We made quite a few questions, observations and extrapolations about beavers as we traversed their habitat and noticed many beaver-chewed trees and sticks. This also led to a couple of discussions about Giardia and other parasites; health-risks of exploring the wilderness, how to mitigate those risks, what the outcome might be, and what potential healthcare is available to help should we contract Giardia (not much). Interestingly, this also led to some brief discussion of local wild foods.

The creek didn't stop after flooding the forest - it also flowed out into the meadow, creating beautiful running streams along the trails. Many observations were made about the springy spongy meadow. We rescued a caterpillar and found a few drowned worms. And mostly the open meadow led to conversations about the weather, and some good opportunities for running.

But why just run? The kids wanted to see themselves slow-motion running along this trail, and thanks to the technology I had with me (an inexpensive little waterproof camera), I was able to accommodate, on the spot. As they watched this video they explored anatomy, physics, and technology. And this spot was also an opportunity to discover how various members of our community react to a change in their routine. One of these groups approached the flooded trail from a spot thigh-deep in the flooded swamp beside the trail, and watched various dog-walkers and joggers either turn around at the sight of the water or walk in a short distance to evaluate depth and then turn around. In one case a jogger took off her socks and shoes and jogged through barefoot!

The flooded meadow seemed to inspire some dramatic play, so we went with it.

Sometimes it's difficult to see any immediate curriculum-related value in these moments. That makes them even more important. See this joy? This is the joy that will mean she remembers this day for a long time, even if she doesn't remember the words "Giardia" or "flood-plain".

This joy is the place where friendships are built and developed; where children, teens and adults learn (often through dramatic play) to navigate our intensely social world. The relationships carried on through these kids' lives will carry some of this day's learning along into later stages of life, as these kids trigger each other's memories of shared experiences.

This is the place where the brain is excited into building connections between the many experiences we've given it during this adventure, the many experiences we brought with us, and the many that are still to come.   (This and the following photo generously contributed by one of the students.)

And this is also the place where we learn to know and accept ourselves as part of the world; to let sink in the great learning we're doing, to appreciate where we find ourselves and where we are going, to make great leaps forward and to sit calmly in the current moment - and to appreciate the nature of everything.

Never Too Old to Play In the Rain

When the world gives you rain, enjoy it!

The grade 6-9 group took a few minutes to sit quietly and observe, hear, smell and feel the rainy woods.

Plus there was some dam-building and creek diversion.

Once one person is stuck, everybody else might as well join her!

Mud.

Everywhere mud!

Glorious mud!!

(Yes!)

Might as well wash off and have a drink of the rain.

But not for long. The grade 4-6 group became as wet as they possibly could.

...much to their unanimous delight.

Ahhh... Gloves. Or would those better be called sponges?

You're never too old to love water. So when the clouds gift us with it, get out in it!!

.

The Importance of Printmaking

I am a printmaker. It's one of the things I'm proud to say about myself. Printmaking is not just a craft, but a way of looking at the world. And one of my life's greatest delights is when I can share this craft and lens with others. Today I was fortunate to have the opportunity to share it with a bunch of kids.

How to make a simple dry-point intaglio print:

First scrape down and round off the edges of your plate. Then plan your work with a permanent marker on the plate.

Then use an etching scribe to scratch the design into the plate. We used acrylic plates first.

Then we used zinc for the second round of prints. The scribe cuts a groove into the surface that has a burr on one side (and sometimes on both sides). This groove will hold the ink during printing.

When the plate is run through the press, the wet paper is pressed into all the grooves, and around the plate, giving a noticeable relief to the print. We can take advantage of this by carving the plate to form an interesting 3-D effect when it's printed.

When using only lines for depth of colour, texture, and form, it can take a very long time to get the whole plate finished.

Some scribes are easier to create deeper lines with, but in the end inking is as much or perhaps even more important to the outcome of the print than the lines themselves.

Ahhh... ink. Thick and sticky, it needs to be mixed well on the glass plate using little cardboard paddles. I don't have a photo of the paper, but generally when we start inking a small plate is a good time to start soaking the thick, fibrous intaglio paper. This ensures that the pulp of the paper will be moveable and will push well into all the crannies of the plate.

Then the ink is wiped onto and rubbed into the etching plates.

Using a smooth paper, we then have to wipe all extraneous ink off the plate! Technically, all the lines (grooves) should hold the ink while it wipes relatively cleanly from the smooth upper surface. However, the wiping can be tweaked in many different ways to allow for a lot of rich moody tones and layers of depth.

Finally, the wiped plate is laid on the press bed, hands washed (for the umpteenth time in this process!), the wet paper laid carefully over the plate, and then a sheet of newsprint and three layers of wool felt. And then we slowly and steadily run it through the tightly-wound press.

And this is what it's all for! That moment when we peel back the paper and discover what we've created!! No two prints are entirely alike, and every time we peel back the paper it feels a bit like a gift.

Between 2-hour-long sessions of intaglio practice, we went out for a very wet rainforest picnic, and to see if we could find some nature-made prints. We found our own footprints, first, then the print left by lichen that has fallen off a tree. We found the hole in the ground left by an uprooted tree, and even an owl pellet! We decided it qualified because, like all prints, it's a mark left by something departed - an impression of the past and a clue about past events.

owl pellet

Prints often have a feeling of melancholy, because of the inherent absence or loss involved in their making. We breathed on the studio windows and made prints of our faces in the steam. They were gone by the end of the day. It's good to think about prints; about the impression we leave upon the world and the impact we have. Prints speak also about memory. They remind us that the impression is not always the same as the original. And like memory, every retelling takes on a different character; a different reality. Prints remind us of our importance in the world, of the many different and multifaceted truths, and of the relative changeability of it all.