Kids and the Creative Process

 

Dear Reader,

I am currently working with two groups of eighth graders at a middle school here in Maine, to create dances that will be performed in a few days. Many of these students – twenty-five in each class – have never had dance classes before. I am working with them to invent their own movement, and make their own dances.

Our creative process is amazing.

As I write, we have one more day to rehearse, and then it’s performance day. Showtime!

Each group just found their title today, and an ending for their dance. Over the course of six previous classes, they have had to try something unfamiliar. They have had to learn some basic tools ( dancing on a high, middle, and low level, changing speeds, repetition, etc.) and some ways to put movement together.

In addition, they have had to overcome their fears, as well as deal with the all group dynamics you might find among small groups in a typical eighth grade class. This is ironic in a way, because our themes are discrimination, labels, and what it can be like to be “in” or “out” of a group. They have had to learn how to focus as a very large group, and get ready to perform, even though most have never performed.

Sounds like a pretty tall order, doesn’t it?

But they have done it.

Oh, we still have a lot of work to do during our final day of rehearsal, but the dances, at least, are done. It hasn’t always been easy. There has been plenty of chatter, distraction, and the nervousness that naturally might come with trying something new.

And let’s face it, dance is a very visible activity!

But we have all worked thorough it together. I have made suggestions, but they have come up with all the big ideas, and they have decided what happens next. Somehow, in the midst of all this, they have recognized when a movement or idea doesn’t feel right, and they have stuck with the process until they found an alternative that does feel right.

That, to me, is group creativity in action, and I am impressed.

I stay out of the way as much as I can, because I know that their ideas are more important than mine. When I do make suggestions, it is only to keep them going until they think of something better – and they usually do. And here’s the important thing – their alternative is usually right for them. The two classes have created very different dances, and each dance reflects perfectly who they are as a group – the way they express themselves, the way they get along (or not), and the issues they face together.

I wish you could see it, dear reader. I think adults could learn something about creativity and collaboration from them.

We don’t know what will happen on performance day, but that almost doesn’t matter. What matters more is the time we have put in together in the classroom, trying movement, laughing, disagreeing, being scared and doing it anyway.

I applaud them, and I thank them for being my teachers.

I honor your loving heart,

John