Tag Archives: Self-image

The story behind brown paint

muddy brown

Over the past few months in response to flash fiction challenges set by Charli Mills at the Carrot Ranch, I have been writing snippets from the life a character, Marnie, whose story is beginning to emerge as I respond to the prompts.

A couple of recent prompts had me writing about a particular situation which involved mixing paints in an art class.  While all flash fiction stories relevant to Marnie’s story can be found on her own page, the two specific to this post can be read here and here (scroll to the bottom of each post for the flash fiction).

I was appreciative of the comments on both posts, with those specific to Marnie’s story encouraging me to reflect and think more deeply about the art class situation in relation to both Marnie and the teacher. While I am still mulling over the appropriate response the teacher may make, I thought I would write a longer piece to explore one possibility from Marnie’s point of view. This episode also relates to other flash fiction pieces, but hopefully the longer episode will be strong enough to stand on its own.

Art class

Marnie looked at the paints. The bright colours reminded her of a rainbow, and her unicorn. Her gaze dropped. She needed her unicorn now, but it was up in the office, drying out on Mrs Tomkin’s desk.

“It will be here waiting for you at home time,” Mrs Tomkin had said, smiling. “Okay?”

Marnie nodded, reluctantly, knowing there was no other choice. At least there was only the afternoon session left, and that was art with lovely Miss R.

Miss R. always wore beautiful dresses with colourful patterns. She had long wavy red hair, the colour of Marnie’s and her nails were always painted brightly, sometimes decorated with stars, sometimes with hearts, and sometimes with other patterns. She smelled of paint, and chalk and crayon and other scents Marnie found delightful. She noticed everything about Miss R.; because Miss R. noticed her. Miss R. always had a kind word to say:

“I like the way you used this shade of blue for the sky. I can see a storm is brewing.”

“Tell me about this picture. What’s it all about?”

“I can see you worked hard to get that looking just right.”

Marnie liked it best when she said, as she often did, “I like your choice of colour, Marnie. Your pictures are always bright. They make me happy when I look at them.”

But not today.

Miss R. stopped and looked at Marnie’s work. Her paper was covered in paint the colour of brown mud.  Marnie felt Miss R.’s eyes on her work, then on her. She didn’t look up. She didn’t want Miss R. to see the tears that were threatening to fall, that would fall whatever was said. Her lip quivered.

Miss R. moved on.

“I am not crying. I am not, not, not . . .” but it took all her strength when her insides felt as muddy as the paint on her paper. She felt like mud. Maybe she should look like mud too. She smeared her paint-covered hands on her shirt, and wiped the strand of hair away from her eyes. She wanted to tell Miss R. She wanted to tell her about Bruce and what he had done. But she dare not. Bruce had threatened her and she knew he meant it.

Bruce had tripped her at lunch time and she’d fallen into the puddle. The mud had covered her from head to toe. She’d tried to hold her unicorn high; tried to keep it out of the mud. But it had fallen as she hit the ground. It was all muddy too. Everyone had laughed. Everyone except Jasmine, that is. Jasmine had taken her to Mrs. Tomkin, who had helped her clean herself up and gave her some clean clothes to wear. Mrs Tomkin had said she’d call her Mum, so that was another problem looming. At least things would be okay in art with Miss R.

But not today.

Bruce had pulled faces at her and made threatening arm movements as they lined up. He made fun of the oversized shirt Mrs Tomkins had found for her. Everyone was sniggering at it; at her.

Marnie looked straight ahead, trying to ignore the stares. “I am not crying!”

Then Miss R. was there and she suddenly felt protected, like everything was going to be alright; for a little while at least.

But not today. Today was a bad day, a very bad day. It had been bad in the beginning, and it was going to be bad at the end too. Nothing she could do.

Miss R. handed out the papers and paints. Everyone had their own brush but a small pot of water was shared by four.

Marnie couldn’t wait to get started. She knew what she was going to paint: a rainbow and a unicorn! Maybe a tree and some green grass, with some flowers. She couldn’t have her own unicorn but she could paint it. Miss R. would like her bright happy colours, and her pleasure would make her feel better, for a little while at least.

But not today.

While Marnie was contemplating which colours to mix for her unicorn’s mane, Brucie reached over and snatched Marnie’s brush. With one flourish he had dragged the brush through the middle of each of her colours leaving a dirty brown trail. Marnie had opened her mouth to speak, but Bruce silenced her with a threatening motion of a finger across his neck, as it to slit it open. He stashed her brush on the shelf out of reach, and turned back to his paper, innocent-like. Marnie’s eyes searched for Miss R.’s hoping she had seen and would come to her rescue. But Miss R. was talking to Jasmine and some others at the front, and didn’t see.

Marnie looked at her palette. “I am not crying,” she thought as she tried to still her quivering lip and stop the tears that would give Brucie so much pleasure.

She looked at him and poked her tongue. He held up a fist.

Marnie rubbed first one hand, and then the other into the coolness of the paint, blending all the colours. It felt soothing somehow, the way her hands slid easily through the paints. She watched each colour disappear into the muddy brown she was creating, wishing she too could slide away and disappear where no one would notice her anymore; where no one would taunt or bully or harm. If they couldn’t see her, if she was invisible, maybe she’d be safe.

She looked at her palms – covered in brown, just like the mud that had covered them earlier. She smeared the paint on her paper, covering it from edge to edge so nothing of it remained. She wiped what was left on her shirt. What did it matter? She couldn’t be in more trouble than she already was. They were already going to kill her. Sometimes she wished they would. Sometimes she wished she’d never been born. Sometimes . . .

Miss R. stood beside her desk. Marnie could hear her breathing; could still smell her marvellous scents above that of the muddy brown paint that was now her camouflage. She longed for Miss R. to paint her life away, to ask her about her work and what it meant. But she willed her not; and it must have worked because she walked away. How could she tell her? Her life was as muddy as the paint and she could see no way out.

Thank you

 

Thank you for reading. I appreciate your feedback. I’d love to know what you think of this as a possibility of Marnie’s thinking.

 

 

 

 

Happy being me

Self-esteem

One of the most precious but fragile qualities of a person is their sense of self and self-esteem.

A positive word of encouragement can reinforce the strength of one’s self-image.

Machovka_Happy_fish

image courtesy of http://www.openclipart.org

But that image can be shattered all too easily through a sigh, a grimace, an ill-chosen word or careless remark.

image courtesy of www.openclipart.org

image courtesy of http://www.openclipart.org

Our self-esteem flourishes when we are happy and wilts when we are sad. It is much easier to boost someone when they are up, and to hit them when they are down. Maintaining a healthy self-image requires just the right amount of self-knowledge and confidence to be resilient when faced with negative feedback and to not adopt an inflated sense of importance when receiving false, or genuine, positive input.

Fostering self-esteem in the classroom

image courtesy of www.openclipart.org

image courtesy of http://www.openclipart.org

As a teacher I have always considered it to be equally or more important to strengthen a child’s self-image as it is to extend their thinking and learning abilities.

My primary aim has always been to cultivate a group of happy children, with strong senses of self, confident in what they could do and willing to have a go to extend their learning. I believe that these qualities are necessary in order for children to learn efficiently.

A child who lacks confidence and is fearful of having a go lest a mistake be made, will make slow progress, finding it difficult to move out of the “comfort zone” into the unknown.

Because children have no choice in whether to be in school or not, despite whether they like it or not, then, I believe, it must be a happy place, a place where they want to be and look forward to coming. How powerless must they feel if they are compelled to attend every day in a situation which gives them no pleasure.

www.openclipart.org

image courtesy of http://www.openclipart.org

Sometimes the response to this remark is, “It’s life. They just have to get used to it.”

But really, when you think of it, adults, no matter how trapped they may feel in certain situations, do have a choice. The choices may be no more palatable than the one they are in, but they are able to make that choice. My point is: children don’t make this choice. The choice is made for them. We are lucky that most children accept, and most rather willingly, indeed with enjoyment, this institution of childhood.

Start each day with a song

image courtesy of openclipart.org

image courtesy of openclipart.org

Because these beliefs and values guided the choices I made as a teacher, I started every day with at least a song or two, and always one of affirmation. It is almost impossible to frown when singing, and almost as impossible to not join in when everyone around is singing too.

There were mornings when it was just as important for me to sing the songs as it was for the children. As for them, it gave me time to forget the problem that had occurred outside the classroom, the difficulty getting something to work the required way, or the disagreement that had taken place some time earlier. As for them, it gave me a quiet time to reflect and reassure myself, “I’m okay. I can do this. Let’s get on with our day.”

I noticed, too, that when parent volunteers or other visitors were with us for our song, they also joined in with our singing and invariably followed up with a spontaneous comment about how much they appreciated, and needed, the song as well. Many times I received comments from passers-by about how the class’s happy singing had helped them start their day.

image courtesy of www.openclipart.org

image courtesy of http://www.openclipart.org

I took every possible opportunity to remind parents of how wonderful their children were and we always shared at least one of these songs with parents during end-of-term celebrations of work. I believe the songs help to model, for parents as well as teachers, a way of sharing positive feedback and affirmations with their children.

Affirmation songs

Some of the songs we sang regularly in the mornings were from Anne Infante’s “Special as I can be” CD, the title song of which is my favourite and always the first I introduce to the children.

Anne Infante (image courtesy of Anne)

Anne Infante (image courtesy of Anne)

Image courtesy of Anne

Click here to find out more about Anne and her songs.

I always wrote the songs out on charts so that, from the first day of school, we could follow along with the words as Anne sang them, even before most of the children could recognise any of them. The melody and repetitive structure of each verse invited the children to join in:

Nobody else is just like me. 

I’m as unique as I can be.

I am beautiful, wonderful and

beautiful, special as I can be.”

The following verses substituted things such as “Nobody’s face, nobody’s smile, nobody’s eyes.” I simply told them, before the verse started, the words that changed each time.

It wasn’t long before the children were joining in with the singing and recognising some of the words repeated in the songs e.g. “I” and “beautiful”.

If ever I was called away during the song, they took great delight in being the one to point to the words for the rest of the class to follow.

As the children became confident with one song, I would introduce another; and as our repertoire built, we would sing a different one each day. Sometimes the children would change the chart I had selected for another of their choosing for that particular day.

The children loved these songs, and often during the day, while they were working on another task, someone would start quietly singing a song, and before long everyone would be joining in with joyful affirmation. I loved it when they left the classroom in the afternoon singing another of Anne’s songs, “Today I’m feeling happy. I am, I am, I am.”

image courtesy of www.openclipart.org

image courtesy of http://www.openclipart.org

Singing an affirmation song is a little “happiness pill” you can take every day without any side effects.

Happy being me

Affirmation songs provide benefits in many ways:

  • Share the joy of being alive and happiness with self
  • Put a smile on everyone’s face
  • Invite everyone to participate
  • Encourage acceptance of and respect for self and others
  • Reinforce self-esteem
  • Insulate the classroom from outside troubles
  • Quiet the mind and settle the body in preparation for the day’s work
  • Provide words to express feelings
  • Give musical pleasure
  • Are an avenue for literacy learning.

Please feel welcome to share your thoughts.

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