Creativity is intelligence having fun. – Albert Einstein Are you creative? Most people believe that they are either creative or they are not. They are artistic or they are not. They are musical or they are not. In reality, we all have the capacity to be creative, intelligent human beings. Sometimes we can lose touch with our creative capacities as we navigate the journey of ‘growing up.’ Our educational systems, mass media, and even our own families and social networks teach us how to think, feel, and act in our world, often in the name of ‘fitting in.’ Why? Because that is what normal people do. What is normal though? In our rapidly-changing world, what is considered normal changes every year, month, day, even minute-to-minute. Keeping up with the Jones, has become Keeping Up With The Kardashians, and will soon be Keeping Up With The Intergalactic Martians. I’m just saying, normal is an illusion. Qi Creative believes that every person can create their own awesome by embracing the unique strengths and talents that make them who they are. By creating meaningful learning, people are more able to create divergent thinking and come up with solutions that make life awesome. In the words of Pablo Picasso, “We are all born artists, the challenge is remaining artists as we grow up.” Let us learn from our kids who already know how to be their awesome, creative selves and nurture their learning meaningfully. There is still hope for us grownups, we don’t have to learn anything new. It can be like riding a bike; we only need to put fear aside and trust that we remember how. WOOSH!
Jonathan Rivero BScOT, OT (C), Certified Trauma Specialist CEO & Founder Qi Creative Inc.
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Paula Audrey Rivero BBA, MSW, RSW Creator of Outstanding Opportunity (COO)
In the way that I talk, in the way that I walk, in the way that I write, in riding my beautiful bike, in the clothes that I wear, and how I do my hair, in the red lipstick on my lips and how I move my hips, in the way that I dance, in the way that I Iaugh; when I doodle and play and when I celebrate... I am a creative being!
Heather Sherwood MScSLP, R.SLP, S-LP (C) Speech Language Pathologist & Coach
I do my best creating when I let the environment and the people around me show me the best way to let my creativity shine. Sometimes this means being quiet and observing, which is hard for me, as I am a speech language pathologist, but I try my best. I also think we can all create, especially when we don’t think of creativity as only a part of a creative side, like it’s something we can only do in certain situations. Rather, creativity is a part of all that we do!
Sam Pathirana BScOT, OT (C) Practice Coordinator & Coach
I am blessed with opportunities to create throughout my life, and the truth is, I don’t take advantage of them enough. I love creating through music, art, and food. 2
With Qi, I am able to create something just as beautiful and often times more profound; meaningful learning. The meaningful part is what is most important. When something is meaningful, it is motivating, and if it’s motivating, it’s worth repeating and practicing! The easiest way to do so is to play! I am truly grateful for all the children who have let me into their world to create with them, and am so excited to be able to build upon those experiences, to create meaningful learning with my own kids each day.
Meghan Harris BScHK, MScOT, OT(C) Occupational Therapist & Coach
You can't use up creativity.The more you use, the more you have. – Maya Angelou
I come from a family of artists; creativity is in my blood (it’s in everyone’s!) When studying science in university I didn’t make the time for art and creativity and I forgot how much it is a part of me and how it makes my soul sing! I have put a focus on making time and space for creativity in my life over the past six months and I have seen the benefits. The more I use my creative talents the more I crave creativity in my life and the more ideas I come up with. I’ve enjoyed rediscovering my love for drawing and recently tried a pottery class; it was hard work but invigorating, and very relaxing for my mind and body. How can you use your creativity?
Michael Schwake BSc, BEd Technical Director & Coach
Creativity is my jam. I like to employ creativity and creative problem solving in every situation and at every opportunity. Inspire yourself and others to create something new every day, even if it’s just in your mind. Imagination is Qi to Creativity.
Kim Gilbert BScOT, OT (C) Occupational Therapist & Coach
Every day we create. Everyone creates. You created the child that we at Qi Creative work with to create an easier, more fulfilling life. Isn’t that what we wake up and strive to do every day? Create an easier, happier and more fulfilling life. It can start with a simple idea. A dot. Like 3
the children’s story Press Here. It starts with a simple dot and opens your imagination. Sometimes the paintbrush slips and we make an unexpected mark on the canvas, but, like in the book Beautiful Oops, sometimes mistakes turn out to be beautiful. Take risks and be open to create. I dabble in everything: painting, dancing, drawing, anything that pops up. You never know where talent or creativity lay hidden. This is my life purpose: to open my heart and imagination every day to allow creativity to flow. It starts with one step, one dot, one brick, one family helped and one day you look back and realize you’ve built a picture, a love, a home a family and a life: Create!
Fatema Jivanjee BScKin, MScOT, OT (C) Occupational Therapist & Coach
Creativity comes in many shapes, sizes and forms. We can be and experience creativity through the way we move, speak, and experience the world around us! I believe we all have the ability to be creative and by doing so we can find a way to express ourselves! I enjoy being creative through dance, photography and colouring. :) I also love finding creative solutions and methods for working with our clients and their families. Find your creative self and embrace it! Woosh!
Lucero Vargas-Almeida R. SLP Bilingual Speech Language Pathologist & Coach
My creativity is the result of my lived experience and is expressed in all aspects of my life. It is manifest in how I resolve situations that appear throughout my day. I am creative because I am vital; because I love life, the people that surround me, and the things Ido. I like sharing creative energy with others. To the extent that I am integrated into the environment in which I live, my creativity is expressed as a tool that enriches every moment, every thought, every breath and I feel the force of creativity speak in my actions. Creativity is alive and aware of life itself. 4
Crystal Baines MSc.SLP. R. SLP, SLP(C) Speech Language Pathologist & Coach
One of the things I love about working at Qi Creative is getting to flex my creative muscles in new ways every day. To me, being creative means being flexible, open to new ideas, and willing to try new things. At Qi Creative, meaningful learning is not what we do, it’s what we create. We are encouraged to live life creatively and see the world through a creative lens and create our awesome by helping families create their awesome. I would like to take this opportunity to thank the Qi Coaches and Qi Families for being part of my creative process and contributing to my awesome. My rule for creativity: When nothing goes right, go left.
Luis Ballester BScOT, OT (C) Occupational Therapist & Coach
I am a creator, like everybody else: each one of us only has to look around to receive proof of this; everything that happens in our lives has a connection with something that we have done, are doing or may have even not done. From that point of view, we have a big impact on the results we observe all around. For some people, this can be scary because the reality doesn’t always match our expectations. On the other hand, I think this is very cool because each one of us has the capacity to make changes and create a different set of circumstances; it might be hard or take a long time, sure. Since we are creating all the time, whether we are aware of it or not, the important idea is that we have a say and it can be done. Go create something you like!
Bronwen Black BA, MScOT (C) Occupational Therapist & Coach
I believe creativity is more of a journey than a destination; more of a way of being than a specific finished product. It's how we see the world in new and unique ways and show what we see to others. Creativity is within everyone to explore and share! 5
Once upon a time, in a far away place, I participated in a seminar on how to tell stories that heal; it was May 2002 in Edinburgh, Scotland. Our instructor was Pat Williams, a storyteller. And she was good; there were about fifteen people attending and we were all spellbound by her stories, to the point that by the end of the day, nobody wanted to leave. The bonus? I learnt tools that I have been using almost daily ever since: for example, I learned that stories are a strong part of our culture (any culture) because they help us make sense of the world and teach about what is expected of each one of us. The oldest stories are here because they serve a purpose far more important than entertainment: stories provide solutions to everyday problems. Once I realized this, I started using stories in my professional life and after my son was born, I also started using them at home. Not only was I able to have a positive impact on others, I enjoyed the creative process (most of the time, just starting with a seed of an idea and letting it develop without interference). Whenever I told a story with an intention to heal, all I had to do was find the pattern of the problem (not the problem itself) and then add a pattern of solution (not the solution itself). The brain works better with metaphors, see? 6
There are three cardinal rules of healing stories: 1) Don’t ever read a story from a book or a script because the story will lose the particular spark that ignites between the listener and the teller. 2) Don’t memorize stories because it smothers the living element; just see the story in your mind! 3) Stories are to be told, not interpreted or analyzed; in other words, as soon as you explain the story, the conscious part of the brain takes over and we miss the potential benefits of accessing the subconscious mind, with its impact on over 95% of our behaviour, not an effective move. Two weeks ago I volunteered at my son’s school for a four-day trip involving other schools from Western Canada; I was assigned a cabin and nine (nine!) eleven-year old boys to keep happy; everybody had a great time during the day. Come bed time things changed and some of the children started feeling anxious, worried and homesick. It was time for a story and I had come prepared thanks to my son’s wonderful teacher and brilliant writer at the Waldorf Independent School of Edmonton, Hallie Mazurkiewicz; she created a healing story to help the children in her class deal with the separation anxiety this trip was likely to cause, not just to the group going to B.C., also to those left behind in Edmonton. The second and third nights I told the children stories in which all of them became heroes, the reason they allowed me to do that was because I had helped them feel safe the previous night with Hallie’s story; with her permission, here is Chameleon. Enjoy! Chameleon Once upon a time, high up in a lush tree there lived Chameleon. Chameleon was small and ever-emerald green, and had two things he loved more than anything in the world: Leaf and Branch. Chameleon happily sat all daylong on Branch, and like chameleons do, he would take his tail, and tightly coil it around Branch. This way Chameleon was always safely anchored into his tree and he never had to worry. On very hot days, Chameleon would find some shade under Leaf, and in the evening when it was chilly, Chameleon would cuddle up underneath Leaf, sleeping soundly. And so, Chameleon was very content with his life, spending his days with his tail coiled around branch, and his nights snuggling leaf, day after day, night after night. But one day, a visitor arrived. Chameleon had never seen a magnificent creature quite like this before. The creature had expansive wings that stretched out as long as Branch, and huge brown feathers. “Hello,” said Chameleon. “Who are you?” “I am the Eagle,” the creature replied. “Where do you come from?” Chameleon asked. “I come from the mountains,” said the Eagle. 7
“Oh,” said Chameleon, “Do you have Branch and Leaf there?” “No,” said Eagle, “But I have majestic purple mountains, nestled gently in a crown of fluffy clouds.” “Oh!” said Chameleon. “Would you like to come?” Eagle asked. “Oh…N-no, no thank you. I’m quite happy here, with Leaf and Branch.” The Eagle went away. That night, as Chameleon snuggled under Leaf, he had a feeling that he had never quite felt before. There was a stirring in his heart, and for the first time, he felt a little bit of sadness. A small part of him longed to see the purple mountains that Eagle talked about, but then he remembered his beloved Leaf and Branch, and he pushed the thoughts away. The next day, Chameleon had another visitor. This visitor was bumpy, and moist. It had cool skin and sticky webbed feet. “Hello,” said Chameleon. “Who are you?” “I am Frog,” the creature replied. “Where do you come from?” Chameleon asked. “I come from the pond,” said Frog. “Oh,” said Chameleon, “Do you have Branch and Leaf there?” “No,” said Frog, “But I have crystal cool waters, and velvety soft lily pads with fragrant pink blossoms. “Oh, how lovely!” said Chameleon. “Would you like to come?” Frog asked. “Oh…Thank you kindly, but I…I’m happy here with Branch and Leaf.” So Frog went on his way. That night, Chameleon felt the strange sadness again. He wondered about the adventures that Eagle and Frog had seen. He tried to push the thought of the mountains and the pond out of his head, but he tossed and turned restlessly. Chameleon finally fell asleep, but he did not sleep as soundly as he used to. The next day, another visitor arrived. He was tiny and black, with a hard exoskeleton. “Hello,” said Chameleon. “Who are you?” “I am Beetle,” the creature replied. “Where do you come from?” Chameleon asked. “I come from the desert,” said the Beetle. “Oh,” said Chameleon, “Do you have Branch and Leaf there?” “No,” said the Beetle, “But I have hot, rolling sand dunes, bright-blossoming cacti, and a beautiful oasis. “Oh!” said Chameleon. “Would you like to come?” Beetle asked. 8
“Oh…I don’t think so. I’m happy here, with Leaf and Branch.” So the Beetle went on his way. That evening, as Chameleon was coiled around Branch, and snuggled under Leaf, he couldn’t help but imagine the mountains, the pond, and the desert. He pictured his new friends the Eagle, the Frog, and the Beetle, adventuring in their exotic lands. But Chameleon gripped even tighter to Branch, trying to shake the thoughts in his head. He tossed—and turned, and tossed and turned, until finally—he fell asleep. And when he did, he began to dream: In his dream, Branch and Leaf had come alive, and they had voices of their own. They softly sang to Chameleon: Feel the wind upon your face, Know it’s us that you embrace. Travel far and travel wide, When you return, be at our side. Branch and Leaf were smiling, happily, waving to Chameleon. When he awoke, Chameleon felt different. He was nervous; he did not want to leave Branch and Leaf, but he decided he would never be sure of anything unless he went on a journey. Chameleon looked down, down, down the tree. He thought about slowly uncoiling his tail, but he got very frightened, and coiled his tail tighter. He said to himself, “Perhaps I’ll just stay…after all, Branch and Leaf need me.” But then suddenly, a cool breeze blew, and he heard a quiet song, barely louder than a whisper: Feel the wind upon your face, Know it’s us that you embrace. Travel far and travel wide, When you return, be at our side. Chameleon remembered his dream. He remembered Branch and Leaf smiling as they waved goodbye, and he knew deep down, he needed to go. So slowly, slowly, he uncoiled his tail from Branch…and when he did, the feeling was…amazing! He could move it in all directions. He liked how free he felt! Gingerly, he began to creep slowly down the tree. When he reached the forest floor, Chameleon awoke to a whole new world of sights and smells. The earthy forest floor, the crunch of twigs underfoot, the fresh crisp air. He continued on his journey down the forest path, deciding first he would visit the mountains. When he got to the foot of the mountains, Chameleon looked up. The slope was steep, and the walk was far. Chameleon suddenly felt nervous. Had he made a mistake? Perhaps he should return home back to Leaf and Branch right now. But then he heard a song, carried on the wind: Feel the wind upon your face, Know it’s us that you embrace. Travel far and travel wide,
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When you return, be at our side. Chameleon felt strong again, and he began the slow, steady process of climbing the great purple mountain. When he got to the very top, Chameleon found Eagle sitting on his nest. “Hello,” said Eagle, “I knew you would come.” And the two looked out silently, admiring the sights to the North, the South, the East, and the West; the expanse of trees and hills that stretched out in all directions; the critters buzzing, flying, and chirping; and of course, the crown of fluffy white clouds encircling the mountaintop like a crown. As he sat there, something amazing happened. Chameleon’s ever-emerald skin started to change; it took on a deep, majestic purple, just like the mountains. Chameleon was amazed with himself, and he felt different. Chameleon said goodbye and was on his way. This time, he headed toward the pond. When he arrived at the water’s edge he admired its crystal clarity, like a mirror reflecting the sky. He saw the lily pads and their bright pink blossoms. But he felt nervous to get too close; after all, he had never touched a pool of water before. Then the wind blew gently: Feel the wind upon your face, Know it’s us that you embrace. Travel far and travel wide, When you return, be at our side. So Chameleon stepped forward and gingerly dipped his toe into the crystal cool water—and ahhhhhh, how wonderful it felt! Suddenly Chameleon’s skin started to take on the rich ultramarine color of the pond. Frog was sitting on a velvety soft lily pad and spotted Chameleon. “Hello Chameleon! You are looking well! I knew you’d come!” said Frog. “Come join me on my lily pad!” So Chameleon went to feel the soft velvety pad under his skin, and smell the fragrant blossom of the water lily. The two sat silently on the lily pad, looking across the water, watching the water bugs dance and the water ripple for some time. Then Chameleon bid the Frog goodbye, and continued on his journey. This time, he headed in the direction of the desert. When he reached the edge of the forest where the trees started to clear, he peered out and saw rolling expanses of hot golden sand. “What if I burn my feet?” Chameleon thought. “What if I wander too far and lose my way?” But just then, the wind blew: Feel the wind upon your face, Know it’s us that you embrace. Travel far and travel wide, When you return, be at our side. So Chameleon took his first step into the hot golden sand. How warm it felt on his feet! How glorious the sun felt upon his back! His skin started to turn a spackled mixture of brown and gold: the colours of the desert. Just then, Chameleon spotted the bright coloured cacti, and next to it was his old friend Beetle. “Hello,” said Beetle, “You are looking well. I knew you would come.” Beetle then took Chameleon to see the colossal sand dunes that towered to impressive heights. “Come,” 10
said Beetle, and the two slid all the way down the sand dunes—nature’s most thrilling slide—laughing and giggling all the way down. Afterward, they got a drink at the cool oasis, and lay down in the shade underneath the gentle palms. After some time, Chameleon bid Beetle farewell, and began the long journey home. As he walked and walked, he thought joyfully about all the sights he had seen and the adventures he had had. He thought about his skin and the miracle of change he had seen: royal purple, crystal clear blue, golden yellow. What more did he have inside of him? When he arrived back at his tree he was very happy to see things were just as he had left them, but somehow he felt different. “Branch…Leaf,” he said, “There is something you must know. I have come from the mountains. I have come from the pond. I have come from the desert.” “In my skin I carry the colours of the world. I am Chameleon. I must travel far and wide…but I promise, I will always come home to you.” With that, Chameleon wrapped his tail around Branch, snuggled up to Leaf, and drifted off into the deepest sleep he had had in a very long time.
4. 5. CR
THE END.
Luis Ballester 16
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Mind-mapping is a process to generate and link ideas. It’s a wonderful way to organize and collect your thoughts. It can be used for idea generation, brainstorming and even in presentations to create an awesome visual representation.There are many applications and programs for mind-mapping and idea generation. For example, some good (and free) mind-mapping programs for kids include: » Popplet.com » Xmind.net - this one has many templates to get you started! » Coggle.com » Sketchlot.com - this one is designed for teachers and students for easy sharing of assignments » Bubble.us » Mindmup.com These are the programs that I found the easiest to learn and use, as well as most child-friendly. It’s always best to learn by playing with the programs and uncovering their features through playful exploration. It can also be a lot of fun. Although there are many great online programs for mind-mapping, one of the best ways to create a mind-map is with pencil, paper, and an idea! 12
Kim Gilbert
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Our environment is filled with information that affects each of our seven senses. Touch, Sight, Smell, Taste, Sound, Proprioception (awareness of where our body parts are) and Vestibulation (balance system). Sometimes this information can be overwhelming...other times we need more of it! We can create a sensory toolkit that will help us to get the right kind of input. The sensory toolkit can be an actual box that has items in it, or you may have a space in your room or classroom in which you keep the items you need. The best way to find the right sensory tool for you is to experiment! Play around with different textures, smells and sounds to see what makes you or your child excited and which have a more calming effect. Everyone has different sensory needs so what works for one person may not always work for another. Play around and find what works best for you.
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Ideas for BuildingYour Sensory Toolkit Sensory Bins filled with rice, lentils, small toys, or sponges are great for experiencing a variety of tactile sensations. Fidgets can be any small item that can be held in the hand. They often help with keeping focus and attention. Light-Up Toys can act as a great tool for children who enjoy visual inputs from their environment. Calming Bottles are another great visual tool that typically have a calming effect as an individual watches objects in the bottle settle into place. These can be made with glitter, water and clear glue. Scented Stickers, Perfumes, Diffusers and Candles can all provide sensory input to help calm or excite a person. Typically, vanilla and lavander are quite calming smells. Chewlery and Chewy Toys work great for people who enjoy sensory input through their mouth. Rocking chairs, Swings, Bouncing, Spinning and Jumping are all vestibular activities. These allow for movement in different directions and often help calm or excite a person depending on what they need. Heavy Work (carrying heavy textbooks), Pushing Activities (push-ups, pushing carts) and Pulling Activities (tug-of-war) are all types of proprioceptive exercises. They can also help calm or excite a person. Headphones and Earplugs can help if the noises in the environment semm to be overwhelming.
Fatema Jivanjee
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Like any other skill, thinking outside the box can be developed with practice. By allowing yourself the time, space, and opportunity for creativity, you will create new possibility and potential and the opportunity to reach new heights. Find freedom outside the box!
RESTRICTED POTENTIAL LIMITED CREATIVITY
COMFORTABLE 16
1. TAKE 2. DREA 3. DARE G 4. BRAINSTO 5. CREATE YOU
E A RISK AM BIG GREATLY ORM IDEAS UR AWESOME
I am a Creative Being
Paula Audrey Rivero
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I love games, I love learning, I love helping. Creating games to help children learn is one of my passions, a passion that I have shared with a number of Qi Creative families. I’m always looking for the next opportunity to make speech and language goals fun and meaningful for children and families. Games are a great way to connect as a family and a great way to target speech and language skills. Some of my favourites are simple and easy to make and can be used to target almost any goal. Here are a couple of my tried and true recipes so that you can create your own speech and language games. Cards My favourite way to use cards is to create two copies of everything so that you can have the choice to play a matching game or go fish. Put anything you want on the face of the cards - this is great for practicing speech sounds, grammar, descriptions, identifying emotions, greetings, asking questions, turn taking and much more. What you’ll need: » Cardstock or thick paper (so that you can’t see through). » Ruler or measuring tape » Markers » Scissors How to make it: » Divide your paper into equal squares using the ruler or measuring tape. I usually like to make cards 2” x 2” or 2” x 3”, but make them whatever size you like as long as they are all the same. » Draw and write in each of the squares. Make two of everything so that every card has a pair. Include words for the pictures even if your child is not yet reading, this promotes literacy and sound awareness. » Cut the squares out, making sure they all look the same from the back. » You’re ready to play! 18
Matching Game Turn the cards all face down and take turns trying to find a match, whoever finds the most matches wins. Practice the targeted speech or language goal as you flip over each card. Have fun! Go Fish Deal five cards and take turns asking others if they have a pair for one of your cards, if they don’t, go fish and draw a card from the pile. Whoever gets the most matches wins. Have fun! Board Game Get the whole family involved and make your own family board game. Keep it simple, use some different colours to decorate and get creative. Have each family member make up a rule. This is a great way to practice taking turns, asking and answering questions, following directions, conversation topic maintenance, and much more. What you’ll need: » Paper » Markers » Place markers – you can buy these from your local dollar store or use something you have around the house. » Dice or spinner How to make it: » Draw a board with a start and an end point. I like to go around in a square or make an “S” shape on the page. Make the shape about two inches wide so that there’s room to put place markers. » Divide the board into spaces to land on, use four or five different colours so that the spaces are different. » Make a rule for each of the different coloured spaces. Rules can be written on the space or on a card that you draw when you land on that space Here are some examples of rules that I’ve used: Following directions – When you land on the space you have to jump three times and then touch your nose. 19
Answering questions – When you land on the space you are in the hot seat! Answer the question to roll again. (e.g.Who is your favourite TV character?) Asking questions – When you land on the space there is a topic that you have to ask someone a question about (e.g. the space has a picture of school and the person who lands there has to ask someone something about school.) Conversation topic maintenance – when you land on the space there is a topic, go around to every player and each person has to say one thing about that topic. » Once you have your rules, you’re ready to play! Roll the dice or spin the spinner and move your place marker. Follow the rule of the space you land on. Have fun! Tip: if you want your games to last longer, you can buy self-seal laminating pouches at Staples or Wal-mart to laminate without a laminator. Tip: if someone in your family communicates with an AAC device, take pictures of the cards or game rules and program them into the device so that everyone can participate.
Crystal Baines
“All children are artists.The problem is how to remain an artist once he grows up.” – Pablo Picasso I was introduced to this quote when I began working at Qi Creative and I absolutely love and see a lot of truth in Picasso’s words. Children are some of the most creative people I know, always using their imaginations to come up with cool and quirky ideas, colouring outside of the lines and using anything and everything to build inventions and projects. As we get older our views of creativity often become limited to areas of the arts such as painting, music, writing and drama, or aspects of science. Around the 20
same time we begin to put ourselves into one of two categories, creative beings and noncreative beings. Social Worker and author Brené Brown argues “there is no such thing as creative and non-creative people, only people who use their creativity and people who don’t.” The truth is all people can harness their creativity and by doing so can promote and improve their health! Adopting a limited definition of creativity and a fear of comparison and being “not good enough” stops many people from appreciating their own potential and kills their creative spirit. The exciting news is we all have the ability to look at creativity in a new light and begin cultivating our creative potential through practice today! I’d like to introduce you to a concept called Everyday Creativity developed by Ruth Richards at the Harvard Medical School. Everyday Creativity is a concept that takes creativity beyond the borders of art and science. It looks at expressions of originality and meaningfulness in everyday life and activities. It recognizes that creativity is both a product and a process, including the way we think, solve problems, adapt to situations and our environments, and engage in self-expression in addition to participation in the conventional ideas of creativity mentioned above. “Creativity, which is the expression of our originality, helps us stay mindful that what we bring to the world is completely original and cannot be compared. And, without comparison, concepts like ahead or behind, or best or worst lose their meaning” (Brené Brown, 2010). I’d like to invite you to reflect on and challenge your current ideas surrounding creativity. By beginning to view yourself as a creative being and adopting the practice of everyday creativity into your daily life many benefits are to be had! Health Benefits of Everyday Creativity 1. May decrease experiences and symptoms of anxiety and depression, and help to restore emotional balance 2. Improves symptoms of pain and pain control 3. Increases immune system functioning 4. Can act as a means of healing, self-expression and positive identity formation 5. Improved cognitive functioning
Meghan Harris 21
AS OME
I can’t say that I’ve ever been one of those people who believes that everything in life happens to you for a reason. I know that all of us at some point in our lives have gone through highs and lows, and that sometimes the last thing you ever want to hear, even yourself, is that something happened to you for a reason. This story, however, was not the case. Four years ago, I was sitting in the lecture hall of a building I’d never entered before; a landscape inhabited by graduate students and a poster from the Students’ Union listing an Occupational Therapy career forum that I thought I might visit. I decided that even if it ends up not being very useful, as a ninteen-year-old beginning her university career checking out tentative Masters programs, a bite or two of free pizza always helps and it was to be my supper for a long Wednesday night. The forum was two speakers in when a guest wearing a green cardigan with a peculiar circled logo came to the stage and started his speech with a poem. He asked the crowd what their definition of spirituality was, and explained that spirituality can be anything, big or small, as long as it was something that gave you meaning. It was that evening that I was introduced to Qi Creative, a catalyst that set me in a direction for how I wanted to explore the next many years of my life. Everything happens for a reason is a phrase that, to me, usually comes off as far too general, based on unpredictable randomness and unknowable encounters, as if there was absolutely no way one could have noticed it coming from a distance. I firmly believe that the harder I work, the luckier I tend to be, and that this luck is my reason, filled with the culmination of choices in a direction of personal ambition. If everything happens for a reason, it is because I’ve set it to be that way, in as many slow steps and big leaps as it needs in order to flourish. As years passed, learning the art and science of working with families opened my eyes to how everything is interconnected; that meaning in life can’t just be found or handed to you, but created; that a strengths-based approach to getting to know people isn’t soft 22
or inefficient, but perhaps necessary; and I found myself graduating with more than just a toolbox of skills. I found my purpose, my working philosophy, and best of all, refined exactly how I wanted to work as a professional, and my past month as an intern for Qi Creative has only exemplified it. If I didn’t attend that forum and didn’t have Qi Creative floating in my head as an example of how I wanted to carve out my degree, I know my reason would have traveled in a much different direction. But reason runs even deeper than yourself, this I have also learned. When I say that I truly found my reasons for pursuing my degree fitting nicely with an internship with Qi Creative, it is because I know that there wasn’t a checklist of physical tasks or networking to do that mattered the most, but an intangible, powerful force of philosophy that was the foundation to why myself, and those within the village of Qi, care for and work towards reaching the successes of others with relentless devotion. So, I’ve changed my mind regarding wether or not everything happens for a reason; I know it does. With each choice that I make, with each crime and each kindness I give, I cast a vote into determining the kind of world, the kind of life, the kind of person I want to become. Be your own reason, the master of your own purpose, and everything that happens after can only benefit more, for you and for those around you.
Deanna Halls BSc., PHEc., Professional Human Ecologist and Qi Coach
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1) Fold along the dotted lines to make creases and fold back.
2) Fold in the dotted line.
4) Fold to meet the center line.
3) Fold in the dotted line. 24
5) Fold in the dotted line.
6) Draw eyes and wings. You’re finished!
Heather Sherwood
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I’ve had the opportunity to work in a variety of classroom settings, while working with Qi Creative I have had the opportunity to observe and help work on what success in the classroom looks like. It’s not something simple; there is not always a set method that works, but there are elements to tune the formula that works for you. As a teacher, parent, or child, you may have been exposed to one of the three major methods. There’s the classic Teacher-Directed method, which is perhaps the most rigid, but can be effective if the methodology is clear, consistent, and implemented in a caring environment. There’s the less-traditional Student-Directed model, which places the responsibility on the children to develop a classroom that is caring, collaborative, democratic, and directed by the students. The last, and certainly not least, is the Collaborative model, which is based on mutual understanding, empathy, and working together. Each has its merits, benefits, and sometimes deterrents. Since our topic is creativity we will look at methods that can be helpful for each of these techniques. First, you need to understand the difference between behaving and behaviours. In a classroom, students and teachers alike exhibit behaviours that influence each other. It is a symbiotic relationship that can work together to reach amazing outcomes if tuned just right. Sometimes in the struggle over what is perceived as behaving, teachers and students can lose themselves in what it means to behave. Compromising, this difference allows the two to blur into something that is a curmudgeon to deal with.
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Understand, that as a teacher and student, it’s important to be present. Observe yourself and others, self-advocate for your needs. Teachers and students have needs that align and are different; it’s important to recognize what they are and acknowledge them. I
think back to all the different things I might need in a classroom in order to self-regulate: shaking my leg, having a snack, and the ability to choose my seat in the classroom are a few of many. Everyone has their own individual path to success, your path should be defined in what helps you and helps the group as a whole. As a Teacher your role is to know the needs of students, as students we grow in understanding of ourselves and others. Empathy is the communicative/collaborative language that helps us understand each others needs. Creative classroom management starts teaching empathy by modelling it. One of the best ways to model it is with a classroom contract. No classroom should be absent of a classroom contract, clear rules that are agreed upon by all parties. My own belief is that these should be collaborative, because the goal should be a greater understanding of each other. Whether it is the role of the teacher or student, these are all things that can be reflected in a classroom contract. Never make assumptions and don’t get overly specific. As they say the devil is in the details, and these can get pretty elaborate. Logical consequences can be democratic or, at least, agreed upon. As a rule of thumb, I try to leave anything that has an obvious natural consequence off of these contracts. Being bogged down in the details can result in the contract being compromised by unexpected variables, making the contract null and void, or weaponized into a point/counter-point debate, instead of a guiding tool. Classroom Contracts should reflect outcomes for teachers and students alike, printed out on a large poster and placed in a visible place in the classroom; that way it isn’t too far away to refer to. Seating is always one of the next steps to address. Whether it is an open seating plan, non-traditional, or set, there needs to be a means to administer it, even if the regular teacher is absent that class. Much of the seating plan is dependent on the classroom management model, but even more so in the power of names. A teacher can have the same class for all blocks or different classes of students for each block. Knowing your students’ names is one of the quickest ways to establish a rapport with your classroom. I can be horrible with remembering names, so I always employ memory tricks, like using three facts about someone and saying someone’s name in three different contexts. The best part is that practicing this can be a great way to build a positive context to mentioning someone’s name. Everyone can think of a negative experience where someone has called their name out, but you didn’t think about it until I mentioned negative experience, so build your usage around positive ones. My three different contexts are built around creative means: a point of positive praise, a point of individually 27
identifying someone by a trait or compliment, and an invitation to participate in a classroom activity. Names are always an effective tool. Make a list then strive to check off all of the targeted goals. Not just remembering names, but pairing it with legitimate and positive praise is a great means of building rapport. Another benefit of consideration in a classroom is proximity. Whether it is proximity to peers, proximity to aid, or proximity to needs, all must be considered when developing a seating plan. We know that physical interventions are one of the most severe forms of behaviour intervention. But simple proximity, plays just as important a role to shape your classrooms needs. Certain children may be influenced by their like or dislike of each other, certain stimuli can play a major role in their successes. You should observe your class to know what adjustments might need to be made. Some children may need to sit closer to the front, while others thrive in different spots. Just the idea of a spot in class can help solicit a well behaved class. One of my favourite techniques using proximity was something I developed called Checkmate. When a student or staff broke the classroom contract, they were put into check. A different seat near the front, close to the teachers desk know as Check. I even had a picture of a King from chess to place on a desk. If a child continued to break the classroom contract, Checkmate was the office. I even have seen a few variations of this with classrooms that have used other terms, but make it your own based on the needs of your classroom setting. What this was effectively doing was creating a specific proximity that was an artificially created consequence, that employed a tangible–a chess piece–to illustrate that it was a change of state. Depending on the needs of your class, you could have a space that helps promote sensory/self regulation. You could even have a multi-step process, as long as it is not too convoluted. Teachers who break the classroom contract are not immune to check, but it’s the perfect way to model how to get out of it. All rules need to be clear and consistently enforced. Negotiation is the number one way to break down the integrity of a Classroom Contract. If you need to employ a Checkmate be sure to speak to administration, as this usually was either leaving the class or going to administration. They need to know what you are doing and how best to support you. Negotiation, is something that should only take place when collaboratively developing rulesets. Otherwise, as mentioned before, it can compromise the ruleset for a classroom. It can create an instability or perception of one set of rules for each person, versus the whole. Exceptions can occur, but they are usually agreed upon prior to situations where 28
exceptions should be made. If you encounter a shortfall, it might be time to revisit your contract. Negotiation is also a means to turn consequences, into the threat of consequences, which in itself can be traumatizing. Consistency doesn’t mean rigid, it means fair, it means trying to target success for everyone. Lesson planning is important, but we sometimes forget to review our successes and reflect on what happened. If you try something that is successful, maybe there are ways you can incorporate those same techniques into a future lesson, a way to be creative. Also, sometimes we need to just get hold of a better understanding of the behaviours of our class. Having a behaviour journal is a good way to determine both the baseline of your class and what are the areas needing tweaking. It’s also a good way to determine with data if you have a behaviour problem or are potentially projecting a perception, it is good to address both the micro and macro views. Having the best data lets you target concerns that may be the root of addressing other concerns and in turn have the most impact. I always was a fan of the collaborative model. The reality is that we are in this together. Elements of both Student Centred and Teacher Centred models rely on all parties to influence each other. Even if it is as simple as being seen as the expert or the leader. Whether it is Student or Teacher Centred, all parties play a role in each other’s respective success. Classroom management is a careful dance, one where you really need to know yourself, your strengths and all stakeholders involved. One person, whether student or staff, can be the defiant voice which undermines the system; all need to be signed up to work toward success. You need to be selective in determining what tweaks you do to your formula. Over-adjusting can lead to instability and inconsistency. Even under-reacting can be a slippery slope to chaos. There is a high need for self-reflection and regulation, for all parties. Creating an environment where you reflect on these roles and goals is conducive to creating the ideal classroom for success, even students benefit from self-reflection and empathy building. Classroom management is an opportunity market, one that rewards collaboration and creativity.
Michael Schwake
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My words are my art. Ever since I can remember, I always loved words. I love how words feel on my tongue, and how they ring in the air. Most of all, I love how words convey meaning. Whether it be through a story, a poem, a song, or a speech, words have power. They make us feel, they make us think, and they make us act. And while I may not be the best storyteller, poet, or speaker, in my own humble way, I am able to use words to create. In my day to day, I do my best to carefully construct my sentences, with the hope that my verbal communication is as effective as it can be. However, for those who know me, it’s obvious that this skill often eludes me, as I just get too excited, and the words come out before I can think them through. It helps that I have a few go-to phrases, which have also evolved over the years. Professionally, I also have the privilege of using words to create. While I am honoured to contribute to each issue of WOOSH, the majority of my opportunities to create come in the form of service plans, visit notes and clinical summaries. This may seem dry, and it takes energy and dedication, but the truth is, my written work allows me the freedom and control that I aspire to in my verbal communication. By taking the time to carefully think about what I write, I am able to use words to connect, celebrate, empower, and teach. The subtle difference between “struggles with” and “working on” can be the difference between a family and a team feeling discouraged and a family and a team feeling empowered and excited to learn. Words allow me to take the somewhat broad and at times overwhelming goal of “self-regulation,” and break it down into the more specific goal of “accessing calming strategies with the help of a caregiver.” This can not only help us to celebrate the successes and growth that we are seeing, but also more effectively communicate with stakeholders when it comes to funding. 30
These are just a few examples, but they are the little details that I deal with every day. The words I use allow me to celebrate the growth I see, while also creating just right challenges to encourage more meaningful learning opportunities, and point out how to achieve them. Paperwork gives me the opportunity to create in a way that I never anticipated. I am grateful for this challenge, and the reminder it gives me to always reflect on the words that I use. It may not be as widely appreciated as a poem or a song, but my paperwork really is my art, and I can truly say that I am proud of my creations!
Sam Pathirana
Happy is orange It looks like a trolley It smells like cake and muffins It tastes like cookies It feels like pushing a trolley Happiness is play. Owen Reilly Qi Adventure Club member 31
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