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Danielle Roesmann's avatar

In my practice, we often talk about the need for scaffolding to support readiness to try something. It doesn't matter how seemingly easy or simple or even logical the small step may be to others, and "should be" to you--if it doesn't feel safe, we add scaffolding. Having some time to play, to feel unrushed, and get messy sounds like the scaffolding that was needed.

It's hard to take new instruction when you're still getting situated. Also, just working with a lot of neurodivergent folks, we're dealing with a lot of hidden symptoms--social anxiety, auditory processing issues, sensory sensitivities, under/overstimulation etc. and I wish more instructors would give some space if someone happens to be going about things in their own way.

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J_'s avatar

I have led quite a few different arts and crafts classes in my time and there are many interesting ways people cope with hitting the rough part of the learning curve. This is one of them! Spite is a wonderful motivator under the right circumstances.

Anyway this was honestly kind of infuriating to read but insightful and timely as I continue to ponder the various reasons some people refuse to study fundamental skills in their creative field of choice.

I've heard "it will stifle my emotional expression to learn [how to make anything but an ashtray]" in so many different spaces, but those tend to be the loudest voices only, and I wonder what else is going unsaid.

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