inspiration

Out of the brains and hearts of babes

/ Fran Haley / 19 Comments

November afternoon. Driving down backroads alongside bare brown fields where a smattering of birds takes flight. Snatches of woods scattering scarlet and yellow leaves into the swirling wind. A glance in the rearview mirror: My kindergarten granddaughter, strapped into her carseat, looks pensively through the window.

I shall make conversation…

—You’re very quiet.

—I’m just thinking.

—About what?

—Different things.

—I see.

(pause to see if she’s going to elaborate. She doesn’t. So…)

—I have a question for you.

—What?

—The other day you said you wanted to be a scientist when you grow up.

—Yes.

—I’m curious: What kind of scientist? There are so many, you know. Do you want to be a biologist, studying living things?

—I want to be a nurture scientist.

—A nurture scientist-? Do you mean nature, or…

—No, a nurture scientist like the Jeopardy! host.

—Ahhh… Mayim Bialik. You mean neuroscientist.

—Yes. I want to be a neuroscientist.

—Do you know what neuroscientists do?

—They learn about how brains work.

She is five.

Full of love and wonder and confidence. These and the deep blue sky are reflected in her eyes. No limits, only infinite possibility. The faith of a child is a pure and mighty thing.

Someday I shall tell her about the hippocampi, the two little seahorses in the brain that so fascinate me, and their importance to learning, memory, and emotion, how they navigate us through the stormy seas of life.

But on this golden afternoon, as we head home where her mother and baby sister await, I just marvel at her own brain. The beginning of a brilliant neuroscientist, if that is indeed what she wants to be. The world can surely use more. Humans, know thyselves. It is a daily, moment-by-moment undertaking.

Meanwhile, as evening settles in, I Christmas-shop online for my granddaughter and discover a book by her role model, Mayim Bialik: Flash Facts: Ten Terrific Tales About Science and Technology!

I place it in the cart, thinking about Bialik’s own inspiration to pursue neuroscience, born of a love for understanding the way we think and feel and communicate. On a whim, I search for “nurture scientist.” Turns out that nurture science is a real thing: research-based therapy around the healing power of nurturing as a means of helping families cope with emotional, behavioral, and developmental difficulties.

The tugging of the tiny hippocampi on those reins between the brain and the heart.

Ever a delicate balance.

“Sketchnotes Contemplative Neuroscience with Richard Davidson at Wisdom 2.0”. ForbesOste. CC BY-NC-ND 2.0

–with thanks to Two Writing Teachers for the Tuesday Slice of Life Story Challenge–

September morningsong

/ Fran Haley / 16 Comments

-a pantoum-

Just outside my window
an unexpected song
so loud and full of joy
I want to sing along

An unexpected song
bright spirit, wild and free
I want to sing along
until you fly from me

Bright spirit, wild and free
winging your doxology
until you fly from me
I’m clinging to your singing

Winging your doxology
so loud and full of joy
I’m clinging to your singing
just outside my window.

The Carolina wren is a little bird with a big voice. I’ve been trying for days to get a photo of this regular visitor perched on our birdhouse church. I finally managed it this morning. As wrens are a common symbol for artists, musicians, and poets, a poem seemed called for. The pantoum form beckoned, with the rhythms of its moving, repeated lines (per new line, in stanzas of four: 1234 2546 5768 7381).

The wren also represents rebirth, immortality, and protection. It is considered a guide through dark times.

Mostly I am awed by its glorious singing.

Suddenly sunflowers

/ Fran Haley / 25 Comments

Where I live
rolling fields
of soybeans, tobacco,
and occasionally cotton
are the familiar.
I imagine
it all looks like
a patchwork quilt
of various textures
and patterns,
from the sky.
Driving by
the pastures
where the pair of old mules
lived and died,
on my way back to school
at summer’s end,
I see something
unexpected.
Sunflowers.
Tall and tangled,
bordering a garden.
Light-seeking sentinels
with open faces
and inner resources
as myriad
as seeds.
At sight of these
yellow-petaled suns
my heart leaps
a little.
Is this what they’re mostly for,
sunflowers?
Beyond seed, oil, fiber,
beyond cleansing the soil
and waters
of nuclear radiation,
burning with their own
silent, mysterious fire
just to inspire?
I realize as I drive
backroads I’ve not driven
in a while
that they are everywhere.
All around me.
Whole fields of them
where I’ve never seen them
before.
They buoy my spirit.
Whatever task
lies before me,
I am up to it.
I stop at a store
to buy sunflower seeds
for my workday lunch salads,
as if channeling
the power of the sun
while remembering
what Van Gogh said,
as he painted:
The sunflower is mine,
in a way.

*******

My first encounter with sunflowers was in childhood summers spent deep in the countryside. My grandmother’s brother, who suffered trauma at birth and who lived alone in the old homeplace with his siblings looking after him, planted sunflowers in his garden. I marveled at their towering height and how their faces always followed the sun. Fields of sunflowers have indeed been planted to remove toxins from the soil after nuclear radiation. They are cleansing, healing, and surprisingly buoyant: their stems were used as filler for the first life jackets.

There could hardly be a more encouraging motif as the new school year gets underway.

Thanks to Two Writing Teachers for the space and invitation to share these noticings in the weekly Slice of Life Story Challenge.

Culinary adventure

/ Fran Haley / 15 Comments

“Cooking is an art, but all art requires knowing something about the techniques and materials.”

—Nathan Myrhvold, former Microsoft CTO and author of Modernist Cuisine

At a restaurant during our recent vacation, my health-conscious husband ordered a black bean burger. I don’t recall him ever eating one before. For the better part of his life, he’s been a hearty meat eater. The man loves food…his reaction upon tasting this vegetarian concoction: “AMAZING! I can’t believe how good it is!”

Then, with a subtle batting of his eyes: “I wish you could make these.”

—Was that a throwing down of the gauntlet, at my very feet?

Call it inspiration, determination, seeking to please, or self-challenge, whatever: I decided on the spot. I would do this.

I’ve never made black bean burgers before.

As a rule, I don’t like veggie burgers. They’re mushy. The whole idea of a burger is, you know, substance.

And so I do my research. I find a recipe entitled “The Best Black Bean Burgers I’ve Ever Had.” Seems a reasonably good starting point (why settle for less than the best?).

It doesn’t seem too complicated, really. While I organize and prep the ingredients, however, doubts seep in…if this tastes awful or falls apart, maybe we’ll go get Mexican…

I learn a couple of things in this new undertaking. It’s essential to get as much moisture as possible out of the beans. The drier they are, the better the texture, so the recipe says. Not only do they need to be drained, rinsed, and patted dry, they need to go in the oven on a baking sheet for a few minutes. I discover that cumin, smoked paprika, chili powder, and Worcestershire blended with the dried beans create a surprisingly grilled taste.

One big concern: Will the burgers hold together after baking? Sometimes my regular hamburgers don’t. Not enough bread crumbs, maybe? How did my Grannie ever make those phenomenal, flavorful burgers of my childhood? She could have sold them and made a mint. I’ve never been able to duplicate them. The scent of Worcestershire stirs the memory with a wave of intense longing…

Furthermore, I’ve decided not merely to make these black bean burgers, but to recreate the one my husband thought was so amazing. I’ve looked up the restaurant menu for the toppings: avocado, tomato, arugula, red onion, spicy mayonnaise.

— What IS spicy mayonnaise?

More Googling. Mayo mixed with hot sauce, apparently.

“Hey,” I say to my husband, who’s washing his hands after cheerfully helping to shape the patties for baking, “pick the hot sauce you want to go in this ‘spicy mayonnaise.'”

He has a whole collection of hot sauces.

He picks Texas Pete.

All righty then.

And, if nothing else turns out…we do have gorgeous homegrown tomatoes that have been given to us. They are another reason I love summer, these tomatoes. I think, as I slice into their luscious redness: We could just have cheese and tomato sandwiches in case of disaster…

My husband has also chosen Brioche buns: “The bread at the restaurant was really, really soft.”

We take the burgers out of the oven and—wonder of wonders!—they hold together when we lift them off the pan.

I put them on the buns, layer on the toppings. They’re pretty, but the final test awaits…

My husband takes a bite.

He closes his eyes.

“This is the BEST. THING. I. HAVE. EVER. HAD.”

High praise from my former give-me-steak-and-fries guy.

He eats every blessed crumb for the next three meals.

—Mission accomplished.

The black beans combined with finely chopped onion and green pepper create good texture, much like a tender hamburger.

Pretty proud of my culinary work.

*******

As an educator I could make many analogies between this experience and teaching or writing. We see effective or impactful things that we wish to duplicate. Things we’ve not tried before. It’s daunting. Risk of failure is involved. So is risk of succeeding, if you will. There’s an art and science to writing and teaching, just as with cooking. Myhrvold’s quote on knowledge of techniques and materials at the top of this post struck me as foundational; this is the beginning of process. Knowledge combined with a spirit open to experiment can yield surprising results and discoveries; what you experience and create will not be exactly like your model nor a complete replication what others have done before you. It shouldn’t be. You are making something your own. The work reflects the uniqueness of the artist.

Wishing sustained strength and inspiration to all my fellow teachers preparing to return to school with the residual effects of 2020 still lingering. Here’s to aiming for the best. And to our own learning.

with thanks to Two Writing Teachers and the Slice of Life writing community, ever a safe, nourishing place for creative strivings and growth.

Dear Writing

/ Fran Haley / 48 Comments

As a participant in the annual Slice of Life Story Challenge with Two Writing Teachers, I will be posting each day for the month of March.

What better way to start than by expressing my love for writing? Or, to be exact, by expressing my love TO writing for the profound impact it’s had on my life.

Inspired in part by Kobe Bryant’s retirement love letter, “Dear Basketball.”

*******

Dear Writing,

It occurs to me that I’ve never told you how much you mean to me.

It is time, for you mean more now than ever before.

I remember when you first materialized. I was, what, about six years old? I wonder now whether I discovered you or you discovered me, sitting there at the coffee table in the living room, wide-ruled paper in front of me and a fat pencil in my hand. All I know is that it began with story. A pull, a beckoning, a desire to get what was swirling inside me onto pages. By some great alchemy, my blocky letters, erratic spelling, rudimentary sentences ceased to be merely themselves; combined, they became something distinctly Other.

And there you were. Almost a living, breathing presence.

I didn’t know then that you’d come to stay. That as I grew, you would grow with me. That you would, in fact, grow me, always pulling me to more. To think more, explore more, discover more, strive more, play more. To be more.

Do you remember the diary Grandma gave me for Christmas when I was ten or eleven? Trimmed in pink, little girl on the front, with a brass lock and tiny key. Do you remember this entry: “I wrote a story that I hope will be published”? Whatever happened to that diary—? To that story? They’re lost in time. No matter. I can see that page in my mind to this day; is it you that keeps this memory alive?

People began to notice our relationship early on, didn’t they. Teachers who said it was a good thing, who gave tips on how we could be stronger. Friends and family who told me to stick with you: Please keep writing. I owe them all for how they shaped you and me.

Where would I have been without you in my teenage years? In the early days of my marriage? Those were the poetry years, the journal years, when you let me glimpse the beautiful inside the uncertain, when you compelled me to pour out my heart. You were bigger than my anguish, my anger, my fear. You channeled it all, absorbed it all. Ever how circuitous the path, how violent the storm, how steep the mountain, how dark the night, how deep the pain, you were there, leading me to safety, to calm. Even now, I reach for you and you are there. Like the ocean, you bring forth unexpected treasures. And healing. When my emotions and energy are spent, washed clean away, you reveal over and over one thing that always remains: Hope.

For there’s always more to the story, to the ones that I create, to the ones that I live. I think that’s one of the most important lessons you’ve taught me: This chapter of life is ending, but a new one is about to begin. Embrace it. It’s one of your most extraordinary powers. As amazing as your ability to mine my memory. With you I am any age I ever was. I sit on my grandfather’s lap once more; he walks with me, holds my hand. I hear his voice. I am in Grandma’s kitchen while steam fogs the windows, in her arms as she rocks me and sings: Jesus loves me, this I know . . . I see my father’s blue eyes, hear my mother’s laughter and the whir of her sewing machine late into the night. With you my children are still little, my husband is young, black-haired, healthy, whole, and out on the court shooting hoops. And every dog I ever loved comes bounding back to me in absolute joy, all my shortcomings forgiven.

With you, I relive it all. The parts I am proud of and the parts I’m not; the moments I cherish and the ones I survived. With you, they all become a celebration of living, of learning.

I learned long ago that I can harness your power to attack but you showed me that it doesn’t bring me peace; you taught me, instead, to defend. Not as a warrior with drawn sword but as a careful guardian of my own mind and heart. Not by destroying, but by edifying. You enable me to walk in another’s shoes and see through another eyes, to understand that fighting doesn’t move the hearts of others, but story does.

There’s something of the divine about you as well. Marvel of marvels, how a spark in the human brain becomes a thought and a thought becomes substance because of you. Like something from nothing. Ex nihilo. It’s how God created, speaking the world into existence. With words. Without limits. Anything is possible. Believe. To me there’s a sacredness behind the human spirit’s desperate craving to create, to express, to be heard . . .

Which brings me back to being six years old, at the table, pencil in my hand.

And you will outlive me. You are my record, what I leave behind.

Let it be the best of me.

Know that you’re an inextricable part of who I am, one of my life’s greatest gifts. Meant to be given. And so I give you away.

I am grateful beyond words.

I love you.

Fran

A poem written at age sixteen

Detour

/ Fran Haley / 11 Comments

This morning I planned to post a poem I’ve been working on for a while, about the brokenness of the human condition and the need for mending.

But the poem was stubborn; it wouldn’t allow itself to be finished. I ran out of time. A colleague came to pick me up for a meeting and we left early to beat traffic.

From the outset we encountered detours, one of which providentially took us by McDonald’s to grab a coffee. Liquid stamina.

There in the drive-through, between paying and receiving the order, my colleague and I watched a man pull into a parking place. He got out and opened the trunk of his car…

There wasn’t time to wonder, really, what he might be pulling out of that trunk, or for what purpose. He could have planned an act of destruction; isn’t that where our brains go first, nowadays?

I watched intently, not believing what I saw: The man took out a large bag. He shook it in a corner of the parking lot, by a curb and a tangle of trees.

Out of the brush ran a cat, followed by another.

To eat the food the man brought for them, from the bag he carried in his car.

Mission accomplished, the man returned the bag to his trunk and headed into McDonald’s for his own breakfast.

My colleague, a diehard cat-lover, took time to run in and thank this man. He laughed. “I do this everywhere I go. People either love me or hate me.”

It wasn’t a stop we planned to make, on a detour we hadn’t planned to take. This isn’t the piece on broken humanity I planned to post this morning.

Instead, the detour provided a glimpse of human compassion. A taste of the milk of human kindness.

Or, in this case, the cat food of human kindness.

If we can feel this for homeless cats, we can feel it for one other.

Meaning we’re not so broken. Not yet.

Sometimes a detour is about more than steering around a problem.

Sometimes it’s an opportunity to be fed.

Sometimes detours are a taste of the divine.

Reclamation

/ Fran Haley / 20 Comments

I love the stillness of the morning, before the dawn, which is presently hours away. I love the silence, the holy hush preceding the coming of the sun. My family, even the new puppy, slumbers on. If I have a word for these moments, it’s expectancy. If I were to step outside now I might hear footsteps in the pine straw beneath trees that border my back fence; I will not yet be able to see which creature is moving there in the dark. A white-tailed deer, perhaps, or a squirrel, which makes an astonishing amount of noise in the straw, much more more than larger creatures. Two mornings ago, in the first light, I glimpsed a huge gray rabbit running to and fro just beyond the fence. And if I wait long enough, I’ll hear my neighbor’s rooster crow. Any time now. He doesn’t wait for actual light that I can see. He’ll proclaim the new day, the continuum of daily living, before it’s set in motion. He’ll stir the goats in various pens throughout the neighborhood (not to be expected in a little subdivision—whatever happened to restrictive covenants?) and their loud chorus of wild baas will back up the rooster’s solo.

It’s life waking up again, claiming the day for its own.

On this new day, of this new year, this new decade, I think about life. The trouble with life, I once read, is that it’s so daily. Not merely being alive but trying to accomplish all that must be (or that we think must be) accomplished in this day, this week, this month … last year I learned a lesson about life on hiatus. When the life of someone you love hangs in the balance, all your best-laid plans disintegrate. Poof.

Moving forward becomes an act of will, a revised determination to do what you can, what’s most important, for that given day. Recovering ground, inch by precious inch.

Reclamation.

Whether life is suspended, or stagnant, or spinning out of control, we still have choices. Maybe it’s resting more. Writing more. Reading more, singing more. Praying more. Maybe it’s seeking help. Maybe it’s restoring relationships, or releasing them. Or creating something beautiful, meaningful. What we want to do and what we’re actually able to do in a day, a week, a month, a year, may be vastly different, but reclamation doesn’t happen all at once. It happens in determined, consistent bits by bits. It is deliberate and intentional.

Once I wished for something like parallel lives, a cloning of sorts, with one of me staying home to write all day, one of me getting everything done in the house the way I want it, and another me going to work. I am exacting of myself; I do a thing, I want to do it well, and so I am easily paralyzed by my own standards.

I think of the sea, rolling on and on, its billows and rhythms, its continuity, its fluidity. I contemplate its healing properties, how it is designed to cleanse itself. I look at the photo I included at the top of this post, how, writes the photographer, the cemetery “is being reclaimed by the forest as alders, birch, spruce, fir and a couple apple trees crowd out the dozen or so headstones that stand here.” It’s in Newfoundland and that symbolism strikes right at my writer-heart, new found land.

That’s what reclamation is. Taking back solid ground, or creating new land, from what would submerge it, overtake it. Inch by precious inch, bit by bit. Yesterday I heard a sportscaster speak of Ron Rivera’s move from the Carolina Panthers to the Washington Redskins: “Coach Rivera has been part of a reclamation project before.” It took him four years to take the failing Panthers to the Super Bowl. He’s already begun the work for the Redskins, before he ever gets there … like my rooster here, calling to the dawn before it appears.

It’s hard daily work, reclamation. Progress is slow to see for a time.

But I’ve started.

I pulled the weeds out of the planters on my back deck and planted pansies, a bright bit of welcome on these cold mornings when I take the new puppy out. The puppy is himself an act of reclamation, an affirmation of love my family has always had for dogs (which, I’ve said before, have souls; purer than my own, there in those eyes). He marks a moving forward.

One step at a time, I’ll reclaim the house by many little needed repairs and coats of paint. Patience, endurance …

My writing, my writing. How many stories lay unfinished? Not begun? If I can learn to live nonlinear, to live as fluid as the sea, then anywhere is an entry point. Whenever, wherever, just plunge. The time necessary for writing will come if I just begin the reclamation.

Work. I write this paragraph not only for myself, but for other educators and instructional coaches struggling for clarity and a foothold in an ever-changing, shifting field: Beware the great chasm between theory and application, between programs that are packaged as “the magic bullet” and cost a pretty penny but fail to deliver. Be aware of the great gulf between data that’s visible and the stories of human children, not so visible. Push back all that encroaches on growing the children, that which would inhibit their love of learning. Reclaim that for them. Know them and their families and their stories. Know your colleagues and their stories. Write together, all of you; in this day of restorative practices and social-emotional wellness, why are people not writing more in such settings? We reclaim the very heart of our humanity when we share our stories.

—It is light now. A new day is here; I hear life stirring all around. Forget those restrictive covenants.

Let the reclamation begin.

Photo: Reclamation. Derrick Mercer. CC BY-SA

The course

/ Fran Haley / 6 Comments

Curriculum.

A Latin word that sort of rolls around the throat and off the tongue.

As well it should roll, since it literally means course, derived from curricle, a horse-drawn chariot for racing, and currere, to run.

So, perhaps that’s why there are pacing guides . . .

Moving on . . .

Suffice it to say that I’ve spent a good deal deal of time lately thinking about and discussing curriculum with teachers. At this point, I could launch into an exhaustive albeit incomplete analysis of types of curriculum (new facets develop almost daily), but it’s that’s not my purpose here. Having spent all of last Friday co-facilitating professional development for my colleagues on core instruction, I will reference my state’s definition of curriculum:

“The materials, instructional programs, texts, lessons and mapping (for academics and behavior/social-emotional functioning) delivered to all students. These should be evidence-based, aligned with student needs, provide clear mapping towards meeting standards, take into account student skill deficits, and align with school resources. The chosen curriculum should be evaluated often for effectiveness but with a keen eye first on implementation fidelity. In other words, before abandoning a program, the team should ensure it was implemented as it was designed because this is a common cause of poor outcomes” (NC MTSS Implementation Guide, “Defining Core”).

—There you have it, friends. That’s the course.

The running of this course is what concerns me.

Consider those phrases: aligned with student needs and taking into account student skill deficits. A course of study, a prescribed curriculum, doesn’t always, and isn’t able, of itself, to take into account student needs and deficits. The curriculum is a thing. A long and winding road that’s sometimes treacherous to navigate, for the thoughts, ideas, ideologies, theories, experience, assumptions, and intents of curriculum designers (and adopters) are not always clear or evident to the minds of those who are trying to discern them while simultaneously attempting to plot the course for a class of diverse learners. We see the what for the arduous path it is. We can sometimes see, even appreciate, the why. We struggle most with the how. The how too easily becomes an effort to run this course at all costs, to finish well, to plow on full-strength to the best of one’s ability in order to cover the necessary ground, i.e., all the standards and objectives as laid out. And the greatest how of all: How to run this race well when so many students are nowhere near the starting gate in regard to meeting standards, or proficiency?

Years ago a mentor told me we must stop thinking via the deficit model. We must see the whole child, meaning that we must acknowledge students’ strengths and focus on what they can do vs. what they can’t. I believe in the truth of this; I just know that it’s hard to hang onto in the throes of the daily race while rattling bumpity-bump down a formidable and rigorous course. Last Friday my teaching colleagues spent a lot of time thinking about children who aren’t “making it” in core instruction. Teachers considered why, then why again, then why again . . . coming to the conclusion that while there are curriculum tights to adhere to, for all kids to have the chance to be successful, there must also be curriculum tweaks. Collective decisions made with professional judgment. A concentrated meeting of the minds, a gleaning and sharing of experience and expertise, not for any other children but the very ones in front of us . . . .

That brings us to instruction, the real how. That’s why we HAVE professional development, to continue reaching for strategies, better ways of supporting students in getting from where they are to where they need to be. It doesn’t come prepackaged. It comes by knowing the children. In growing pedagogical know-how. In creativity. In thinking a great deal more out of the box when the box clearly doesn’t fit. In collaboration, through collective decisions made with professional judgment, with respect to the professionals that teachers are. The true art of teaching means tapping into the very core of humanity, in fostering atmospheres and experiences in which all learners will grow. . . and that undoes our analogy, doesn’t it? For if curriculum is the running of the race, who, then, is the charioteer? Who are the horses, running for all they’re worth? What, pray tell, is the chariot? Is education itself merely a marathon, a twisting and turning through obstacle courses laden with increasingly higher hurdles to clear, a jumping through hoops that progressively constrict?

When I was completing my teaching degree I lamented the high volume of work for little meaningful benefit or lasting takeaways. My advisor sighed: “I might as well tell you that education courses are basically tests of endurance.”

That is not what education should be. For students, for teachers, for anyone.

I’d rather think of the course as Life. The student as the charioteer. The student’s teachers over the years as the chariot engineers and artisans, continually building, tightening, tweaking, balancing, and adding their own unique embellishments to the vehicle that will carry that student forward through the future. The horses are named Knowledge, Wisdom, and Preparation; they are always hungry, always wanting to be fed so that they can keep driving on. The horse leading them all is called Inspiration . . .

But of course education, nor curriculum, is really about racing. Right?

“Thank you for pointing out the importance of professional wisdom,” said one of the teachers leaving the core instruction session last week, “and for honoring all the things we’re already doing. It was so uplifting.”

We’ve been off and running so hard for so long but now, oh yes, maybe now, we are getting somewhere.

Photo: Chariot (The Brandenburg Gate in Berlin, Germany). Shawn Allen. CC BY

A healing presence

/ Fran Haley / 21 Comments

One of the kids in our Harry Potter club, a third grader, wanted to know:

“Mrs. Haley, if you could do any of the magic, what would it be?”

That’s an easy one.

“Healing,” I say.

The children think I mean “episkey,” the little mending of a broken nose or split lip (its name coming from Greek for ‘repair’).

But I mean the healing song.

The one without words, that puts the maimed, the mortally wounded, back together; the song that knits gaping wounds closed.

In the books, the strange song, invented by Professor Snape—perhaps the ultimate antihero—heals devastating physical wounds. They’re obvious; the injured people lie around bleeding profusely.

So many people walk around in the real world just as wounded, emotionally, spiritually, mentally.

Sometimes it is obvious.

Sometimes it is not.

I am not a magical character in a fantasy series nor a trained medical professional. I am no alchemist, apothecary, or angel. I cannot dispense healing.

But I write.

My words don’t grant healing, but maybe they can stir hope of it.

I can listen.

I don’t have a healing song, but I can have a hearing heart.

I can be still.

I can be a pocket of calm inside a world of clamor.

It’s not in my power to fix broken hearts, broken spirits, broken minds, broken families. If I could, I would have done so for many I’ve loved.

I can only be a presence, a voice, an encouragement to be strong in the broken places.

—Yes, healing.

—That is what I wish, children.

Image result for if you don't heal what cut you

 

 

 

Life imitates art

/ Fran Haley / 11 Comments

img_0527

“Life imitates Art far more than Art imitates Life.” -Oscar Wilde

When I saw my colleague’s handmade “Principles of Art” on the wall of the art classroom, I thought: Wait – couldn’t these be principles of life, too?

Inspiration struck; in fact, it dared me to try . . . so, here goes . . . .

How to Use Tools in Life

Pattern

Let us step away from repetition; save it for rhythm. Think instead of a template laid before us, with diagrams and guidelines, a model to be examined before cutting to fit who we are and are becoming, always making the necessary alterations as we go. 

Contrast

—isn’t easy, might be painful, but is necessary, for it makes elements that need to be seen stand out: the good, the bad, the ugly. It also makes better and best possible, for it is in differences that we find beauty, that we reach beyond realms that we know into those we don’t; this is how we grow. 

Emphasis

Find your focus. What’s WORTH emphasizing? Everything cannot have the same intensity or there’s no big picture, no real vision, and meaning is lost. 

Balance

—means stability. Not attempting too much or too little. Too much and we become oppressed, paralyzed, ineffective. Too little, and we become bored, listless, unproductive. Balance is achieved by planning for it, knowing that the work and the break from the work are essential, equivalent, and correlated gifts. 

Scale

—is about relationships. And perspective. It takes courage to see these as they are. Healthy relationships are in proportion. Unhealthy ones are not. A whole must relate to another whole, not to parts. The only person you can adjust is you. Use your power wisely.

Harmony

Finding common ground, honoring inherent sameness, coming to a pleasing agreement or resolution, is finding our place of belonging, one to another.

Rhythm (movement)

—begins with the beating of our hearts. Humanity is meant to to make music, sing, to dance, to run; rhythm is exciting, reminds us we are alive. It is not random. It is structured. It is anticipated. It is a recognizable, repeated pattern necessary for order and flow. It’s all about the right timing.  

Unity

—is about overall clarity and completeness. It occurs only when all individuals, all pieces, are in harmony with one another. Clutter and confusion are gone.

Variety

Ah, the spice of life . . . intricacies, complexities, diversity, the delight of the unexpected . . . all that transforms existence from an interesting experience to one breathtaking adventure. 

Double challenge: Re-read as 1) Tools for writing and again as 2) Tools for teaching.