What if I told you everything?
Stratford Caldecott in his book Beauty in the Word renames the Trivium’s Grammar, Dialectic, and Rhetoric as Remembering, Thinking, and Communicating. Or Jenny Rallens in her video The Liturgical Classroom and Virtue Formation uses Lectio, Meditatio, Compositi and talks about the idea of Compositi being ‘honey making’.
Both Communicating and Compositi are creative.
As I was thinking about these ideas and remembering Bloom’s Taxonomy, I was getting excited about creative projects I could bring into my homeschooling! I’m a creative person; I could totally think up projects for each subject that would segue well with what my kids were studying. Unit studies, lap books, crafts! But the more I thought about that, I started to wonder, is that really the type of creativity that Bloom’s Taxonomy is speaking about? Is that true Communication and Compositi?
If I make a project for my children to use with their homeschooling, who is being creative? Me? And am I dragging them through something that doesn’t add anything to their learning?
I had already done that a few times by following a few other curricula, and what I learned that no matter what the projects were, my kids forgot them. I came to the conclusion that the only person being creative in these situations was me. It was another moment for me to realize that homeschooling is not about me, what I want to do, or what I think is fun. It’s about what is best for them, how they learn, and even if writing out Latin words in Light Bright pegs on a rainy afternoon sounds like fun to me, my kids might not think so.
I had circled back to my first question: How do I foster this top tier of creativity in my children? Is this even compatible with classical home schooling? And then I thought about when I had seen it in my children. After a semester on poetry (and years of poetry copywork), one of my daughters started writing her own poetry, without any prompting from me. Another had written her own poem and made a cross-stitched picture of it. My sons loved drawing their own comic strips and I had seen what they had learned in our medieval studies making their way into the strips. Another son used what he learned in the poetry semester to write music and obtain a merit badge. All of this was totally unprompted by me.
What I had given them was the scaffold to be creative. I taught them the skills (rhyme and meter) and gave them the tools (hearing poetry and a deep well of ideas).
Now, how can I more purposely build a scaffold, and foster even deeper creativity? What kind of schoolwork is making the creativity for them, and what type of schoolwork is giving them the ability to create with the skills and tools they’ve learned? What type of schoolwork enables them to behold glory and represent that glory in their own medium?
Something I am going to be trying is Charlotte Mason’s Book of Centuries. I recently read one of the best books on Charlotte Mason’s practices that I have ever read, aside from Charlotte’s own series, titled The Living Page by author Laurie Bestvater. It is a book I am going to tell everyone about. What seemed like a murky idea in Charlotte’s books that I never quite understood, Laurie has teased out with a lot of research and devotion to her task, and she writes about it with eloquence.
Why the book of Centuries, The Nature Notebook, a Commonplace Book, and a Timeline Notebook? Because they are scaffolds. Here are the tools and here are the directions, but the end product is fully up to the student. It is about what they have assimilated through their reading and learning, and taken as their own to be expressed on paper as only they can.
As an artist, a blank canvas can be intimidating. How much easier if the art teacher tells you to draw a still life in monochromatic colors, or complimentary colors? The notebooks have rules to follow which give the child support, and parameters. Freedom to create comes with parameters.
If you do narrations with your children, you have provided the skills, and the tools, you built the scaffold, and the narration is the creativity. The picture narration your child draws is the creativity. But you have also given the scaffold. You have read a story — the child is supplying an oral narration on that story. Or the child is giving a picture narration of the story. You’re not handing them a blank page and telling them to create. You’re not creating for them, and asking them to somehow ingest that lesson as their own.
This is something that I am going to be checking myself with from now on. Have I given them the skills? The tools? Have I built the scaffold? Or have I created something for them and asked them to fill in the blanks? I need to keep reminding myself that this is not about me, this homeschooling journey is about them. My job is to build the scaffold.
Briana Elizabeth has been at this homeschool gig since her 23 year old son was in 7th grade, and his psychiatrist told her that he had to be homeschooled. Her son never went back to public school that year, and the following year, she pulled her 4th grade daughter out of public school. Her five other children have all been homeschooled entirely. It was baptism by fire, but she wouldn’t trade it for the world. Through the years, she has in the end, not only educated her children, but herself, and homeschooling has brought about a whole paradigm change of living for her family. The education that had seemed only possible for the elite was possible through classically homeschooling.