On a scale from one to ten, H and M were about a 12 when it came to embarking on this project. They started with lofty ideas unhindered by practicality, available materials, or self-consciousness. They ran full speed into the project, and I attempted to slow them down by showing them how to begin building a marble track. If you wanted windmills, tunnels, swirls, drops, twists, and jumps, would you even know how to begin?
Well, they had to begin at the end. Starting at the bottom of the track was the key. Then, with a gradual increase in slopes, tons and tons of trial and error, testing angles and tilts, creating barricades, stoppers, and supports, the track took shape.
I was most impressed watching M work. At first his focus was so intense, it looked impenetrable. But as M worked, wielding the oh-so-wonderful and powerful glue gun in his capable hands, I gave him a few pointers and they quickly sunk in. M incorporated the advice seamlessly, and as he began to understand the basic principles of physics, he was off. He demonstrated intuitive knowledge of angles, velocity, measurement, and his steady focused process was amazing to watch.
“This is a great Birthday project!” M
The next week, M announced that he didn’t even need my assistance any longer, that he was confident in his ability to build on his own. He tested his track, and rubbed his hands together, and confidently got right back to work. “Alright, nice work crew.” –M
H was still trying to get his ending right. The marbles kept getting stuck in his Plinko board of wooden pegs. The marbles were each different sizes too, so some would work, and others not. He decided to remove the pegs after too many frustrations over how to make it work. But he was okay with having the glue still stuck to the slide.
“I want the fear of having to bounce over it.” H
“M, you might want to glue a little piece here to make it stronger.” -H
M keeps telling me that he is not a planning guy, that what he enjoys most is just jumping into things, and getting started and learning along the way. Much of art IS about making plans and developing ideas, and I try to make it an important part of their process. But watching M experiment, adapt, and solve problems as he constructed the track, made me see the value in just jumping into things and learning along the way. Thanks M, what a good reminder. As teachers, we have to create situations that give kids the time and space to experience their own ingenuity, discovery, and innovation. This is their childhood, and they deserve it.
H was fueled by huge and gloriously bright ideas. He wanted his marble to trickle down a bumpy wall and splash into a water dish or land in a volcano. He envisioned spirals and tunnels and tubes. As construction got underway, his visions of grandeur diminished, except for the strong desire to create a volcano. He was determined and it happened. He had already worked in paper mache, so he knew that’s what he wanted to use. I set him up with the bucket of paste, the paper, tape, and toilet paper roll, and he was off. With very little guidance, he made that volcano happen!
Again, it’s great to see when previous lessons and experiences with materials create pathways for new projects and new ideas.