time, oscillating

Station Clock
Station Clock (Photo credit: Wikipedia)

In the meantime I discovered the places “where the seams come undone”, as my mother called it. Every classroom in my school had a clock on the wall right over the door, and all the clocks had identical clock faces, and every one of them showed a slightly different time.

I don’t know whether clocks in classrooms today are all connected to one central, totalitarian time piece as I suspect might be the case, though I hope it is not so. I always loved the way time oscillated between classes, obstinately refusing to be tamed. Officially, students had three minutes to walk to the next classroom after a period ended. But for the way from science to math, for example, you’d better made do with 1 minute and 29 seconds – the clock in Ms. Kirsch’s class was as fast as our teacher’s ability to conjure numbers out of the back entrance to Hilbert’s Hotel and as inexorable as her refusal to admit to time measured outside her class room.

On the other hand, you could afford to leisurely stroll to French after that, using not only the 1 minute and 31 leftover seconds from math but also the 40 seconds the French clock was late, giving you an ample 5 minutes and 11 seconds (not counted the additional minute or two Mme. Petite rustled with her papers, ignoring her students’ ongoing conversation). The clock in language arts had the peculiar and infamous habit of stopping at exactly 12.01 pm every couple of weeks and could only be persuaded back into service by Superintendent Segrob who, for that very reason, was particularly fond of it, and year after year insisted on repairing rather than replacing it.

Every day for a few moments just before noon instruction in language arts paused and everyone’s eyes followed the unhurried second hand making its way from 11.59.59 am to just after 12.01.02 pm. It was almost like a pagan ritual, these approximately sixty-three seconds of silence, as if we were paying our respects to the spirit of the clock, Time. Time, sputtering, fleeing, stopping, resuming its course, divided itself up over the 79 clocks in our school according to its own preference. With other words, it seemed to be on our side and refused to be institutionalized.

I know that the language art clock did not stop on that day. I don’t think it would have been possible for it to stop while I was willing it on. Apart from Time herself though nobody noticed that I counted every second of the school day, 24,000 seconds in all, stops, gains and losses, until, at last, the 2.47 pm bell wrapped it all up hurriedly and dropped the leftovers for the time dogs.

kids and art – life is an adventure!

kids and art - life is an adventure!

Children are born with the natural ability to “make art”. Without ever having received formal instruction they will still alter their environment in a way that reveals the creative mind all humans possess. A stick is used to scribble in the sand, stones are arranged in pleasing patterns, flowers and leaves are strung on grass, a pencil is picked up and a wall decorated.

Children – like adults – use art to answer the challenges of their lives. Art is a medium to contemplate and resolve the essential questions of who we are, why we are alive and what is expected of us.

In a child’s life this can mean: What do I do when I am bored, feel tension, do not understand what is expected of me, but also: how do I communicate that I am happy, that I saw something amazing, remind my parents and caretakers that life is an adventure and that I ask you to be in the moment with me?

Teaching art in a classroom can strengthen the confidence a child needs to hold on to this amazing skill beyond childhood.

Keeping in mind that art is not an external experience, but is rooted deep inside each child, we understand why it can be confusing and discouraging to children if art is presented to them as belonging to an inaccessible adult sphere. Data of artist’s biographies are of little relevance to a second grader.

Instead we can talk to them about the origins of art and ask them about their own experiences as artists. A wealth of beautifully illustrated children’s’ books can help the teacher and the parent in the classroom (or at home) to do so in words that relate to the children’s’ need for a coherent, honest and joyful encounter with art. Artful children’s’ books acknowledge that art is relevant in the child’s own sphere. Asking children to talk about their own art always leads to fruitful discussions and true insight into the nature of artistic expression.

In order for children to develop the ability to love, they need to be loved first. In the same way it is true that children are enabled to acquire a true appreciation of the cultural products presented to them as “art” by a sincere recognition and appreciation of their own natural authority as artists. It is in this sense that the German artist Joseph Beuys stated that every person is – also – an artist and that Picasso reflected on his own artistic journey with the words: “It took me a lifetime to paint like a child”.