Curriculum of Curiosity
Wednesday, October 29, 2008 at 09:04AM 
Often, in educational research and theory, you find the same ideas expressed with different words, by different people, at different times.
You read about an “exciting new innovation” that, if you have been around for awhile, you realize you’ve heard before. Books are written that apply new jargon to old ideas. You explore an educator’s interesting ideas further and find out someone else was doing the same work twenty years before, in a different country.
After awhile, you begin to realize that ideas that resonate around something truthful will rise and rise again, until they are recognized by many people in many places.
After reading about education for more than a decade, I find that I am drawn again and again to the same core ideas, no matter who is talking about them — authentic art, children orchestrating their own learning, thoughtful and purposeful adults working with children, long-term projects.
Reggio educators talk about “provocations” — deliberate and thoughtful actions taken by adults to provoke or extend children’s thinking.
Unschoolers talk about “strewing” the environment.
This shared concept recognizes that children (like all people) would rather make their own discoveries than be told what to do.
One very successful experiment we made with a group of three- and four-year-olds: We set a lovely bouquet of spring daffodils in the art studio in a beautiful vase, on a small pine table. Next to the table was an easel, a very familiar site in the studio, which had several easels. Instead of being set up with the normal selection of paints, however, there were many glass jars filled with an abundance of different shades of yellow and green. Not just one yellow, but six different subtle shades of yellow. Not just one green, but an amazing selection of greens, from light citrusy green-yellow to dark glossy green.
The juxtaposition of these things was a provocation. No one pointed them out to the children, saying “Look at this! Look at the colors!” No one asked, “Would you like to paint the daffodils?” They were simply in the studio, waiting to be discovered. The children found them, were delighted, and created beautiful paintings. They had new ideas about mixing colors; in fact, their ideas were taken to a whole new level from red + blue = purple. They understood the possibilities, and they immediately incorporated them into their thinking and began hatching new ideas of their own.
We talked about how we wanted students to interact with our classroom. We didn’t want them to come in and know every day that the block area contained this and the art studio had that. We wanted them to come in every day and not know what they might find. This, we felt, would encourage them to see their classroom as a dynamic, ever-evolving environment where anything could happen. In turn, we felt being on their toes all the time would help encourage habits of curiosity and interest.
Rather than put every material out on the first day of school, we added things throughout the year. Rather than announcing any new addition as a special treat and drawing attention to it (which creates the additional problem of 15 children wanting to use it at once), we simply added things and let them be discovered. Then the children told each other and showed each other.
At home, I still value this curriculum of curiosity. I think about how much my actions — careless or thoughtful, accidental or purposeful — affect my children’s attitudes and habits. I think about what a different reaction you elicit when you say “Look at this thing for you to do; here, this is how you do it” rather than simply creating an environment of possibility.
The difference between having an art studio and having art materials in a drawer is that the first acts as a constant provocation — the easel always beckons, the art materials call to you from their sunny shelf. Using that as inspiration, I try to make sure the rest of our home is filled with things that beckon — books, sketchbooks, journals, music, cozy nooks, science tools, field guides, binoculars. And always, always, most important — room to work. A clean table, an empty place on the floor. Not only exciting new things to find and use, but a place to use them.
Back to the daffodils ... I wonder what would have happened if we had put out the same flowers, the same paints, and then told the children that everyone would take turn painting the flowers. No wonder, no excitement of discovery, no figuring out what was there. No deciding what to do with your find, no thrill of showing another child. Instead, a defined task and 14 other people doing it, too. What habits and attitudes does that teach?
Reader Comments (24)
jennifer, thank you! you can try just one thing and see how it goes. e-mail me any time if you want to talk more. :^)
nancy, i would *love* to park my vw in nc. ;^) and don't worry about your success/failure ratio -- just worry about your try/don't-try ratio. think of all the great modeling you're doing for your kids -- don't be afraid to try something new, give it your all and don't worry about making mistakes, mistakes can be fixed, don't give up if things don't work the first (or second, or third) time, always pursue your best self... :^) i promise to share more examples if you promise to keep posting in the forum!
lynn, thank you. i also like to remove things; by removing clutter you really highlight what's left. also, it gives you a chance to put things away so you can rotate what you have -- making it seem like a lot more. (things are so much more interesting to children when they haven't seen them in awhile!) once you have pared down to the basics, that's when you can start thoughtfully introducing things. and it doesn't have to be purchased items -- it can be a bowl full of fall leaves next to your watercolors or a chunk of dead log on a tray with magnifying glasses and tweezers. more than anything, it's an attitude. but you make a really good point -- it's important to delete and edit before you add!
thanks, sarah! ;^) i keep back a lot of art supplies, too, both to rotate what's out and so every once in awhile i can just pull something out of my hat. dominic was doing a really beautiful sketch the other day and when he was done i said, "i think we have some scratch boards, would you..." and he was so excited. if i had the scratch boards out all the time, i know he would have thought that was sooooo booooring. ;^)
i know what you're saying about keeping your own excitement in check, too! but you’re right -- curiosity and discovery are ageless. :^)
gotta say 6 different shades of yellow makes me SWOON with delight. this is something mrs. hogensen would have done. 8^)
my mom rocked this concept, particularly with books. i call it *suggestive decorating* now, but i wasn't on to her then, when she placed certain books ever-so-casually on the top of the piano, or in stacks in the stairwell (my favorite reading spot)...
i'm still learning this. my children are just like me, that is to say, obstinately independent, and they can lose interest when i overwhelm with enthusiasm. like a big muddy puppy jumping all over the thrill of their discovery.
but i'm working on it.
and the decluttering is so important! that's another work in progress around here. we've made inroads lately and it feels so fresh. like a blank canvas.
the decluttering is, alas, a constant on my to-do list...
se7en, you are *too* kind. thank you. and yes -- just creating the right environment is 2/3rds of the battle. :^)
It is amazing too how just moving the same stuff around the house will spark new found excitement and discovery. I frequently do that with our toys. Just this week I moved our toy kitchen set from the library (where it was accessible but hardly touched) to the living room and all of a sudden my kids are playing kitchen all the time again.
Maintaining a stimulating and creative environment yet soothing and restful places for everyone too has always been up there in the way we homeschool. I loved what you said in the comments about try/not try ratio..I guess we're so hard on ourselves aren't we/.. I often feel like I'm not doing enough. And yet they're learning. It's a marvelous process to watch and partake in.
Again thankyou- you are full of great homeschooling wisdom I look forward to reading and learning more.
nancy, great! i’m glad this has inspired you! :^)
my sister still remembers her kindergarten teacher teaching her class how to draw stick men and stick women (triangle body!) -- and then forcing them to draw people that way from then on! lol. i think we can make a lot of mistakes with kids and still get back on the right track. ;^)
your daughter sounds very self-confident, which is awesome. :^)