Building a Community of Students: Circle of Courage

Belonging, Independence, Mastery and Generosity

I’ve implemented several assignments that allowed students to engage in and experience the 4 domains of the Native American Paradigm as explained in the book entitled, Reclaiming Youth at Risk (Larry K. Brendtro, 1992).

To celebrate a sense of Belonging students are encouraged to collaborate in team –like fashion while brainstorming by contributing a small bit to the larger project. Initially, it is easier to experience a sense of pride collectively as some student of yet to experience that emotion. This also lessens the obligation and pressure to create something solo and the opening of the flood gates by scrutinizing peers. For this assignment, our class recycled the paper palettes left from rolling a brayer of red ink while stenciling valentines. The students then took the stencils, palettes and cut hearts. 5 students assembled collages which were combined into a larger format. The students wanted to cut the symbol of a ‘peace sign’ out to combine love and peace. Therefore, the theme of hearts departed from the hearts associated with Valentine’s day. This was a polylogic effort in that one idea spawned another and through group discussion, something unique was developed. This collective effort fuels one’s ability to reason, think creatively. Additionally, it boosts confidence, self-esteem and the quality of inter-personal relationships. While not always project-based, a sense of belonging is promoted by simply greeting each student by name or collectively- young ladies or gentlemen.

Independence- in the art class room students are presented with a blank slate; whether it be a canvas, paper, or objects in need of assembly. The emotions of feeling inadequate are felt on a personal level and verbalized by expressing and lack of interest or relevance. I have found that high school students often say ‘I hate art’ and are subjected to it as it is required to graduate. This dissipates if they are to become engaged and encouraged to take advantage of an opportunity as means of gaining experience rather than, creating a ‘pretty picture’. Additionally, it takes courage to take on the challenge of transforming the ‘nothing’ before them to the level of aesthetics. This task is daunting. The relevance is made greater when referenced to other content areas, maths for example.

Mastery- can only be gained through the act of doing and engagement. Mastery is achieved when a student is fully satisfied with the results and is free of judgment or goals on a rubric. This is supported with the Common Core Grading Standards as it promotes intrinsic rewards; rather than, point-based learning. Differentiation is simple while being cognizant of attainable goals per student. This is individualizing instruction without compromising objectives and frankly can only be accomplished by knowing each students. This requires circulating and engaging with the students. ‘Packets’ don’t allow for this.

Generosity- from every sketch or preliminary planning to the final result, a gift is generated. The marks on a paper, selected colors or the folds in a origami piece are personal. It is not a surprise that students feel a sense of generosity when allowed and encouraged to give their work as a gift. A sense a pride is fueled when they are allowed to add a narrative and explain the process. Once mastery is attained, students are ask to show other students. This allows them to offer their expertise. More frequently, students assist in maintaining the cleanliness of the classroom which is a form of generosity and giving of time.

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