Cottonwood Plains Elementary School

This school stands as a vibrant tapestry of diversity within the Thompson School District. As the principal shared with me, it is one of the most multicultural schools in the area. My connection to this school felt immediate and profound—the principal’s daughter had been one of my students during my time at Thompson Valley High School. This Title I school, home to a thriving dual-language program in English and Spanish for over a decade, has experienced remarkable shifts in its demographics. In just ten years, it transitioned from 30% to 60% of its students qualifying for free and reduced lunch. Similarly, the school has dramatically improved its chronic absentee rate, reducing it from 40% to an impressive 10%, a testament to the dedication of its community to cultivating growth and success.

During my time here, I was placed in Miss Hunt’s art classroom, a sanctuary of creativity and care. Miss Hunt, an experienced and meticulous teacher, welcomed me with an open heart and mind, and from the start, we recognized how much we could learn from each other. Her classroom management strategies were both simple and strikingly effective, creating a structured yet nurturing environment. Encouraged to bring my unique style to her classroom, I quickly began leading art warm-ups. These exercises centered on breath awareness and drawing, offering students a moment of mindfulness as they transitioned into the creative space.

The energy and spirit of elementary school children left me in awe. Unlike older students, these young artists radiated unfiltered enthusiasm, an openness to ideas, and an unshaken willingness to try. They brimmed with love, excitement, and curiosity—a reminder of the words of Pablo Picasso:
"Every child is an artist. The problem is how to remain an artist once we grow up."

I wrestled with this thought often, pondering how our increasingly analytical, left-brain-focused education system stifles this innate creativity. How can we, as educators, nurture the bold imagination of childhood into adulthood? How can we preserve the magic of possibility? In my classroom, I created a sacred space where students could imagine without limits, where creativity flowed as naturally as breathing itself. I encouraged them to tell stories, hum melodies, and dream aloud as they worked, unlocking the rich worlds within their minds.

One of the most profound inspirations came from a story about Wassily Kandinsky, the father of abstract art. Kandinsky once said, “The artist must train not only his eye but also his soul.” In his early years, Kandinsky was fascinated by the way colors and sounds intertwined, a concept he called synesthesia. He taught the world to see art as more than just visual—it was an experience, a language of the soul. This philosophy resonated with my approach to teaching: allowing students to create not just with their hands, but with their hearts and spirits.

Toward the end of my time at Cottonwood Plains, the principal called me into his office. With warmth in his voice, he shared that several students who had struggled with personal and academic challenges had mentioned my name. They spoke of feeling safe and seen in my classroom, a place where they could express themselves freely. For a student teacher, he noted, this was a rare and significant accomplishment.

Hearing those words moved me deeply. I realized that the art room had become more than just a place to learn—it had become a brave space, a sanctuary where students could take risks, explore, and thrive. In the words of educator John Dewey:
"Education is not preparation for life; education is life itself."

Reflecting on this journey, I am filled with gratitude and determination. I will continue to create spaces where students feel safe and empowered—where their creativity is cherished, their imaginations nurtured, and their voices celebrated. In these spaces, the seeds of possibility are sown, and a better world begins to bloom.