“What do people do when they don’t have a family on Family Day?” CJ wondered. And it does rather feel obligatory to spend time together, given the title of the holiday. It’s strangely warm today, so we went for a hike at the nearest conservation area. We took the dogs along too.
“Better than hot yoga,” said CJ, reminiscing about that time we tried to turn our living room into a hot yoga studio on Family Day. His comments came before we decided to take the scenic route to the look-out.
After looking out at the empty water reserve (not an actual lake) for a few minutes, the complaining began. The scenic route was decried for its lack of scenic-ness. The eldest remembered he would have to work at 6 o’clock and then his weekend would be over and he’d just spent TWO HOURS doing nothing but going for a walk. CJ slipped and fell while reaching for his pocket snacks and spent some time wallowing with self-pity in a patch of melting ice, after which he spent more time complaining that his pants were wet. “I’m dying of thirst,” he hollered for awhile. The dogs met another dog. Things fell apart.
But briefly there, while we were on the good side of the scenic route, I had a vision of us walking in the woods maybe a decade and a half or two decades from now, all of us, with our accumulated future dogs and partners and children — how many of us there might be, with added people and pets — and of how much I would love seeing everyone together. How fortunate it would make me feel, and also how fortunate I felt at that very moment, with these big independent personalities lumbering and chatting and laughing and complaining around me.
We started something, when we made this family, but I feel it’s out of our hands now — a family is not one person’s idea of it, after all. A family is who we are when we’re together. It’s complicated sometimes and sometimes things go wrong in families. And sometimes you get to spend two hours doing nothing but going for a walk.
I do not take this for granted, especially the laughter.
In other news, I cut CJ’s hair, finally, and the girls baked him a happy haircut-day cake (the cake was hair-free).
Yesterday, I hosted the first of three Teen Writing Adventures, here in our home. I also vacuumed upstairs and down (worth noting, given how rarely it happens). And I went to church with a friend, and then we went out for a leisurely vegetarian lunch.
On Saturday, CJ beat me at chess at the library; and my girls’ soccer team went on a movie outing.
On Saturday evening, a friend invited me to the symphony, and my new yoga soundtrack is now Sibelius.
On Friday night, I fell asleep for two hours in front of the fire.
That pretty much covers it. You’re all caught up now.
Put aside your potty brain, in case that’s where your mind has gone (mine did; I blame Trump, and I think that’s fair).
This post is about a different kind of flow.
As I continue to work on the curriculum for my creativity course, I’m reflecting on what this course is attempting to do. A creativity course is not a creative writing course or a drawing course, but something rather different that would use both of these forms as tools. I first conceived of the idea of designing a creativity course when I was asked to speak to a local writers’ group about time management. I’d prepared a tidy little 10-point lecture on subjects like organization, scheduling, efficiencies, with practical tips on each. But one point, a very important point, seemed to stump everyone, including me.
“Don’t procrastinate,” I said. “Get into the flow and just go.”
“But how can I do that?” one woman asked, genuine agony in her tone. “I can’t seem to get myself to sit down and just get to work.” The others agreed. Invisible barriers seemed to be invisibly stealing their time, distracting them from what they firmly believed they wanted to be doing—which, in this context, was to write.
How to get into the flow? I was unable to answer their question adequately, even though I seem able to get into the flow myself, sometimes with ease, though other times not easily at all—why is that? What does it mean to get into the flow? What, exactly, is flowing? Where is this flow located? Can I train myself to go there—wherever there is—at will?
As I continued to think about this question (or series of questions), I became increasingly intrigued by the nature of the flow mindset, by its qualities, which seem almost to be physical as much as mental, and by the similarities in experiences described across creative disciplines.
colouring page by student, Week One
Let’s consider some of these similarities in the flow experience: There is a feeling of immersion inside another world. Time slows, or one’s sense of time vanishes altogether. The smallest details pop—of action, of sensual awareness. Whatever you’ve given your attention to becomes immensely interesting, absorbing. You feel as though you are following an idea, a pattern, an image, a set of chords or musical notes, a line; you are not dragging something behind you, you are alert to what is before you. It commands your attention. You seem able both to anticipate and to be surprised by what you are making. And the feeling that accompanies you after such an experience is a wonderful high, a buoyancy, a delight in the world around you and its possibilities. You cannot explain what you have done, exactly. It is as if what you have done has been something you experienced as happening rather than made to happen. You reliquinshed control. You are yourself amazed and charmed by what you have done.
Athletes experience this during games; musicians experience this in performances (and in practice); writers experience this as they write; and artists as they create.
The experience is a gift. But it must be said that it’s also the result of discipline. You can’t improvise on a theme without knowing how to play your instrument, without practicing to create a foundation to ground you.
All of this I know.
But is it possible to teach this?
colouring page by student, Week One
This course is my attempt to answer the question: how do I get into the flow?
How do I do what I want to do, which is to create? What if the barriers to creativity are built into our brain structure? How can we convince the left side of our brain to cede control to the right side? How do we see with eyes that recognize the uniqueness of every grain of sand, every line, every shadow, every eyelash? It can feel overwhelming to the left brain. It can feel scary, because we are letting go, we are letting ourselves be flooded with sensory material, because we are leaving ourselves behind, in a way, in order to be immersed in a different experience, and because we are seeing differently, in ways that defy assumptions our left brain relies on to keep our world organized and our brain operating efficiently.
my own colouring page, Week One
You may be changed by opening yourself to the flow. Your left brain knows this, and it’s afraid. What does it feel like to let go and be led? When is the last time you did this? How to create trust in this process, to bring us all to a different place, or way of being, so that at the end of a 12-week course, we will be able to answer the question: how do I get into the flow?
Most of the time, I am not afraid to step into the flow. I make time for it, and when I do, when I’m there in the flow, I am perhaps the most content and at peace with my life that I could ever hope to be. I know the delight it brings me. I know I can’t get stuck there, and in fact that I am lucky to be there, in those moments. I know, too, it’s always there, waiting for me to return.
So. This is my starting place. I’m excited to see whether this is something I can share with others.
Happy New Year!
I am gathering materials for my experimental 12-week creativity course based on Lynda Barry’s Syllabus, which could also be called a writing & drawing course, a cartooning course, or a graphic novel course; it encompasses aspects of all of the above.
Here are the materials I’ve gathered:
*Books: Lynda Barry’s What It Is, and Syllabus. The Essential Rumi, translated by Coleman Barks. The Poetry of Emily Dickinson. (I’m still waiting on the arrival of Cartooning: Philosophy and Practice, by Ivan Brunetti.)
*Materials: 48 Crayola crayons; 12 Primsacolor pencil crayons; Uniball vision pens, fine; Black flair pens; a non-photo blue pencil; pencil sharpener; travel watercolour set with fine brush, brand name Winsor & Newton; India ink; Elmer’s glue and a glue stick; scissors; a box cutter; 1-inch Chinese brush; nylon brush; cork-back 12-inch ruler; a Staedtler pencil set. (Note: most everything on this list was a Christmas gift from my family, and mainly from my husband, with help from the woman at the art store on our corner.)
*Paper materials: compositions books; index cards; copier paper; watercolour paper; blank sketchbook; scraps of different kinds of paper saved from a variety of sources.
I’m going to test out Week One of my course curriculum tomorrow, possibly with the participation of a child, who has expressed interest in joining in. I’m aiming for three hours of dedicated “classroom” work each week, for twelve weeks, plus smaller homework assignments.
This wall of colouring pages, which includes work by friends from last night’s New Year’s Eve party (yo, I know how to throw a rocking party….!), is just the beginning.
Yesterday, I taught my last class of the term.
At the end of class, a student asked, “Does every class you teach feel like this one?” And I knew what he meant. I said, yes, it does. Every class, by the end of term, feels like our classroom felt last night: a buzzing, humour-filled, serious, safe space shared by interested thoughtful equals. There’s magic there. Every term progresses in the same way, from nervousness and skepticism and even a bit of boredom and wondering what we’re getting out of this, to a gradually increasing warmth and trust. Trust is the most important ingredient. How to build trust among strangers? It doesn’t happen all at once. We’re hesitant to share. We’re afraid of being judged. We’re dealing with our own private stuff; turmoil, sadness, anger, loss, stress, anxiety. And we’re writing all the while, often deeply personal material, material we weren’t necessarily expecting to discover, material that we want to protect.
So we have to figure out how to share, how to trust, how to listen, together. And every class, every year, it’s been the same, in my experience: by the last class, we reap the rewards of our work. It’s so hard to say goodbye.
For the last class, I like to read from Ann Patchett’s essay, “The Getaway Car,” from her collection This is the Story of a Happy Marriage, especially the section where she talks about studying creative writing with the great short story writer Grace Paley:
“Grace wanted us to be better people than we were, and she knew that the chances of our becoming real writers depended on it. … She taught me that writing must not be compartmentalized. You don’t step out of the stream of your life to do your work. Work was the life, and who you were as a mother, teacher, friend, citizen, activist, and artist was all the same person. People like to ask me if writing can be taught, and I say yes, I can teach you how to write a better sentence, how to write dialogue, maybe even how to construct a plot. But I can’t teach you how to have something to say. I would not begin to know how to teach another person how to have character, which was what Grace Paley did.”
Wow, I love that. I could read it over and over.
When I started teaching, four years ago, I needed money, and I was grateful for work. But it turns out that money was the least of it.
I teach because I love the process, and because I’m excited by possibility and potential in all shapes and sizes, and because it challenges me to be creative and constantly learning, and because I admire my students, each one of them, for being brave enough to go through this process, which isn’t always easy, and which they may not have expected to go through when they first signed up. There’s magic in the classroom. I’ve witnessed it. And I’m greedy. I want to keep witnessing it.
Should I have gotten that PhD, way back when it was a real possibility? Have I missed my calling? In some ways, I know I’m not a great teacher, and I’m no academic; I’m more of a coach, setting up practices and games, or a trail guide, leading a group into the woods for an adventure, or a host at a rather quiet party. Maybe I should be exploring possibilities outside of academia. Maybe there are other routes, other pathways, to teaching.
Maybe you have brilliant, simple, creative, helpful ideas you could share. Please, and thank you.
This is what happens when the kids don’t have school and the parents lecture them sternly about taking initiative, while also banning them from the use of video gaming devices between the hours of 9AM – 4PM …
Introducing the Back Yard Olympics!
This is multi-day event, involving all six family members (dogs not included), with sports like Badminton Whack-It (pictured above), Racewalking, Tug-of-War, Header Wars, Basement Juggling, and today’s final event, Tricycle Time Trials. We’re just suiting up for the Tricycle Time Trials, and all I can say is, why don’t we take this one all the way around the block?
I’m back. We should definitely not, no never, take the Tricycle Time Trials all the way around the block. First of all, in tricycle terms, all the way around the block is basically a marathon. Second of all, refer to the photo evidence, below. Best kept to the back yard. xo, Carrie
*I got silver in the time trial. Not that I’m bragging or anything, okay, yes, I am bragging. I’m exactly this cool. Now you know.
How to sum up an experience like Omega, you ask, sitting in your office, once again, with a dog curled alertly at your feet? A child has just rushed in to tell you that she has gotten to 7 juggles (of the soccer ball, with her feet) in the “summer juggling camp” organized by your husband, to keep your children active and entertained, while you were away.
You were way for six days, but it could have been months. It could have been that you fell down into a different world, unrelated to your own, as vivid, as real, but somehow without connection to your own. You crossed a drawbridge that let itself down, into a small, contained universe which you inhabited almost like you’d become a child again.
You drew pictures. You wrote by hand. You went to class. You ate meals provided for you, and you compliantly accepted the food that appeared, eating something called “chickpea scramble” for breakfast every morning, almost obediently. You napped on pillows under a table with your fellow classmates. In the evening before bed, you went to tuck shop and bought a snack. You swam in a swampy seaweed infested lake. You laughed till you cried with your friend. You had a camp name. You were, in fact, a child at camp, again.
There were marvellously awful moments, such as when you struggled in full-on sun, sweat pouring off you, to erect an enormous, ridiculous tent, while the campers nearby reminisced about recently hiking the Appalachian Trail, popping up their compact tents in mere minutes. You almost cried, running in the heat to seek out duct tape—for the love of God, duct tape!—to repair your ridiculous and broken tent. And then you slept in luxury on a queen-size mattress, inflated with a motorized roaring machine that irritated those hardier neighbours who had recently hiked the Appalachian Trail.
There was the morning you rose at 4AM to attend a two and a half hour kundalini yoga class, that consisted largely of sitting cross-legged whilst chanting under the instruction of a tone-deaf guru.
There was the heat, the thunder storm, and the morning you had to take the rain-soaked tent down and pack up in the mud, only to be confronted by a breakfast of turmeric-soaked lentils immediately afterward.
But this was bliss.
It was blissful to spend hours every day writing and drawing. You didn’t know you could draw. You didn’t know you had characters inside of you, their faces waiting to be seen, their hidden emotions so certain on the page, present in a few quick lines you’d sketched there. After class, you would find your way back to the classroom to work—writing and drawing, drawing and writing. Determined as a child. Delighted as a child. You would want to thank this genius teacher, whose genius is her delight in the process, and her generosity. There was no waste in Lynda Barry’s class. Time was honoured. It was honoured with work, and it was honoured with rest, and it was honoured with delight in what you were all making, individually and together.
You went on this adventure, and you came home again.
But you’re still there, you think. Half of you is still there, safe and bewildered and surprised and elated.
Thank you, Lynda Barry.
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