One Amazing Thing
"....the title is my belief that the world is filled with wonders. All too often we are so busy with our daily preoccupations that we fail to fully notice the wondrous nature of the people and situations we encounter...I want everyone to realize that we each have at least one amazing thing in our lives. I want my readers to search through their lives and find their own amazing thing, and to appreciate it--and their unique, wonder-filled lives. I hope that people will open up and share their amazing stories with each other--an with their dear ones. Sometimes our dear ones, our families, are the last to know about our 'one amazing thing.' "
--A Conversation With Chitra Divakaruni--
I have just finished reading Chitra Divakaruni's One Amazing Thing. It was an excellent read, enticingly crafted and thought-provoking. When I finished the last page of the story there were two further reading possibilities: the conversation with the author and/or a Reading Group Guide. I seldom read those sections, preferring to first work out in my own head the questions and thoughts I might have had while reading, so often just close the book then, or come back later. I'm glad I didn’t do either, but instead, took the few minutes needed to read the conversation.
Divakaruni's wish for others to examine and share their own One Amazing Thing-experiences resonated, pleased me enormously. It was exactly the nudge I've needed to begin this post, so here is a story I’ve wanted to tell for a very long time:
I have no formal training or credentials for teaching, but I’ve always loved sharing with anyone what I’ve learned on my own, but especially with children. So, the ‘open classroom’ of One Candle Schoolhouse was a grandiose description for simply providing a huge variety of books and supplies to a bunch of age-varying kids, then winging it on telling them how to use them each Saturday. During ‘Summer School’ it was three days of improvisation.
I did have a basic tenet, though: for any project begun, they would then have to use it as the basis for another learning experience--in another medium, and then again. Three separate-but-connected, evolutionary, projects.
However, providing so much freedom of choice and materials, I had discovered, was unusual and problematic for the rural Filipino children of my community. They’d had neither the educational exposure of how to use them, or the cultural permission to be personally creative. These student’s traditional methods of obtaining an education were by memorizing, copying, and then mechanically repeating information by rote. Drawing a tree or a flower didn’t mean finding and drawing a real object themselves, it meant reproducing a popular, stylized drawing someone else had done, one that all recognized and agreed upon as what an artistic flower or tree should look like.
So, one typically chaotic day at OCS, standing amidst a swirling hubbub of children roaming from computer room to class room, to kitchen or back, they were stepping over kids reading who were slumped on the floor in the narrow passageway, they were stopping to help cook or compose or paint or take their turn learning to type, craft jewelry, create Sudoko games, make floor puzzles, use a camera to take pictures of others making envelopes for the blank cards they’d designed and were selling…oh, I didn't know which way to turn next! In that spot in the middle of the room, I suddenly felt a tug on my dress. It was Reynalyn, silently offering to show me something.
Reynalyn was ten years old. She had been coming every Saturday (and school vacations) since she was seven. She seldom spoke English to me, but always seemed to understand what I said, even though most times she either didn’t finish her part of a group project or did something else entirely. Today it was the latter.
My heart sank when I looked through the sheaf of papers she’d drawn—there were those dreaded clones of stylized flowers and trees I’d grown to despise—pages and pages of them! I’m sure my eyes grew big with the effort to focus, to breathe deep and find something positive to say; I fought to stifle the discouraged and despairing things I felt. I was failing with her. Though it was important to her to be part of the group, nothing seemed to inspire her to venture even a little bit away from the safety of reproducing what had garnered praise outside of OCS.
Okay. Fair enough. Make the best of it, Diane; think quick…smile…hand them back to her and say…
"Write a sentence for each one, then you can scan them into Publisher and make a book!"
Which is exactly what she did. She scanned every drawing, imported them and composed each page with a unique frame for the drawings. She added individual text boxes with descriptive sentences. Had a student with a camera take her portrait for the inside front page. Printed and then hand-stitched the folios together, herself--with only a little guidance along the way. It was a great success, everyone praising her work while I felt a great flood of relief. She had finally experienced the joy of producing something unique from the mundane.
That in itself was wonderful, but the Amazing Thing was yet to come…
For any project the students undertook, they always had to identify their work with a portrait and a small bio. I deeply regret no longer having a copy of what it was that Reynalyn had next made, but this is how she presented herself:
My name is Reynalyn Jandog. I am ten years old. I make books.
Here is the proof of it:


...as well as her own, original, artwork:








