WEBVTT 00:00:00.000 --> 00:00:16.500 This is Room in the Trees, a podcast about living a creative life. Room in the Trees is hosted by Trent Reynolds and me, Sabrina Ward-Harrison. 00:00:16.500 --> 00:00:25.300 Show notes including pictures, links, video, and more for every episode can be found at roominthetrees.com. 00:00:25.300 --> 00:00:33.160 You can follow us on Instagram at Sabrina Ward Harrison and at Trent Reynolds Art. And now, here's this week's episode. 00:00:34.980 --> 00:01:02.820 I've had this happen multiple times throughout my life where I will not have thought about a person for a very long time. Like it would be somebody that I met years ago. And then all of a sudden they'll pop into my mind like, ah, I wonder what that person's doing. And then they'll like call me the next day or walk in front of me like two seconds later. Like that's happened to me more times than feels like just strictly coincidental. 00:01:03.540 --> 00:01:06.900 What's that all about? Right. What's that about? Yeah. 00:01:06.900 --> 00:01:26.300 That's that feeling of like, is there, are we energetically so much more connected than we really give ourselves, you know, the belief to realize. And I always wonder like when you're, when someone comes to your mind, does, does they, do they, are they thinking, do you come to their mind? 00:01:26.300 --> 00:01:28.300 Right. 00:01:28.300 --> 00:02:18.100 Yeah. What were you going to say? I was going to say, I grew up on stories of my grandmother, my grandma Reynolds, apparently just was extremely intuitive. I don't know if I've told you these stories before, but one time she woke up out of a dead sleep and said, "Judy," my dad's older sister, "Judy's been in an accident, but she's And then like 10 minutes later, they get a telephone call from the police. Your daughter Judy has been in an accident, but she's okay. Or my dad says like whenever he came home from college, he wouldn't tell his mom when he was coming home, what time, when he left or anything like that. And whenever he got home, she would wake up like 10 or 15 minutes before and set him out milk and cookies or something like that. 00:02:40.300 --> 00:02:41.500 I don't know. 00:02:41.720 --> 00:02:44.780 Let's talk about the word revelation. I like that word a lot. 00:02:45.860 --> 00:02:46.360 Okay. 00:02:46.500 --> 00:02:48.660 What's the official definition of revelation? 00:02:50.340 --> 00:02:52.760 Well, Sabrina, let me look that up right now. 00:02:53.920 --> 00:02:57.500 I've got the internet right here. Revel. 00:02:57.500 --> 00:04:02.860 Define the revel Define revelation A surprising and previously unknown fact, especially one that is made known in a dramatic way so I suppose well I wonder if it's a surprising and previously unknown fact but it's not made known in an especially dramatic way would it not be a revelation maybe it would just be like a a food for thought. I don't know. Or maybe it's, it's not an interesting factor at all, but it's, it wasn't known previously. That's like, that's like one of those, that's one of those like fake superpowers, you know, like, Like some guy's superpower is like he can see the future, but it's only like stuff that doesn't matter at all. Oh, gosh. 00:04:05.340 --> 00:04:21.020 Oh, no. Yeah, like where's the line between something that's just information and then, like where's that line, where is that line officially drawn where something has a revelation, something's just information that you find out. 00:04:23.160 --> 00:04:34.000 Like is it something you've been longing for or you've... you've lacked and you needed to know. 00:04:35.000 --> 00:04:36.320 Right. Like, 00:04:36.780 --> 00:04:46.900 or could it just be a revelation that, that, you know, tomorrow's going to be a good day, you know, another, another day tomorrow. 00:04:47.640 --> 00:04:48.200 Yeah. 00:04:48.200 --> 00:05:23.220 it's got to be it's got to be an example of what the revelation significant uh yeah this uh this definition does not give uh the divine or supernatural disclosure to humans of something related to human existence or the other world so yeah like revelation often associated with religious uh you know practice or belief, using to emphasize the surprising or remarkable quality of someone or something. Okay, the last book of New Testament, recounting divine revelation of the future of St. John. 00:05:26.460 --> 00:05:34.900 No examples. Maybe I could type into Google best revelation revelation ever. 00:05:38.900 --> 00:05:40.360 Let's see what it is. 00:05:41.060 --> 00:05:46.240 It's all like stuff that like book of revelations stuff. Oh, 00:05:46.900 --> 00:05:47.400 yeah. 00:05:47.400 --> 00:05:49.240 Yeah, best commentary. 00:05:49.600 --> 00:05:50.780 What's a casual revelation? 00:05:51.700 --> 00:05:53.260 Casual revelation. 00:05:54.520 --> 00:05:55.920 Oh, gosh. 00:05:58.860 --> 00:06:07.900 Oh, God. I feel like when Sean kind of shared, confessed his feelings for me, it felt like a revelation, sort of. 00:06:08.700 --> 00:06:38.700 Yeah, for sure. So have there been moments, I guess creatively speaking, like when you're making artwork, where you feel like something has been made known to you about yourself or about what you're creating or a way forward with a project that you feel like was external to yourself? You know, it wasn't just like, oh, I got a new idea. It was like you felt like information was given you. 00:06:39.700 --> 00:06:40.200 Yeah. 00:06:39.700 --> 00:07:15.920 Oh, I always feel that in moments of juxtaposing images when pages come together as a spread. I talk to my students about that feeling of like the alchemy. It's kind of where you, I don't know if this is a very good example, but a feeling of like, oh my gosh, that was so meant to go with this one over here. And I would have never put them together and they landed together again. And it just completely works and I'm not sure if that's a revelation but or did I discover a certain material? Like going oh my gosh, this thing is awesome 00:07:17.180 --> 00:07:40.840 Well, it's like I guess to take like the same route of the world is like to be to reveal like like it feels like in those moments something has been Revealed to you like exposed to become clear that wasn't clear before you know where these two things like we're meant to be together, you know, or somehow relate in a profound way. I think that could be your revelation. 00:07:40.840 --> 00:07:43.440 What about you? 00:07:43.440 --> 00:08:33.280 Oh, goodness. I think probably similarly there, there haven't been like moments really when the heavens have opened up and, you know, a little scroll with with some sentence on it. you know, descends and I open it up and find out something. But there have been, there have been, there have definitely been moments where I feel like I've been taught something or I learned something that doesn't feel like necessarily a natural progression of thoughts and information I already had in my brain. You know, like, like it was as if something external was being communicated to me that wasn't of my own creation or own natural, you know, trajectory. I'm trying to kind of dance around. Yeah. Can you think of what that is? 00:08:34.100 --> 00:08:35.200 Do you mean that a secret? 00:08:35.720 --> 00:09:37.500 No, no. That's the thing is it's, it's not, there's not something that I don't think it's a process where it's like words is the problem. And we're trying to try and trying to communicate it as if it were words, but it'll be moments when you know, a color or a texture or like a process is, like, or a paper will be sitting off to the side and it like the thought will pop into my mind, like, do this. And then I do that. And it's like, I would have never done that before. I'd never thought. I don't know. Yeah. Yeah. Yeah, I know what you're talking about. We often talk about the conversation of creativity, that it's not just you imposing your will, but it's like this back and forth, that you actually learn something or your artwork starts to communicate something back to you of what it needs or what's working and what's not working. And that very much feels like- Yeah. 00:09:37.500 --> 00:09:42.320 of revelation. Hmm. I have to think about that. 00:09:43.560 --> 00:10:16.300 Well, and that's why we ultimately did that whole thing about how we put ourselves in a situation to create so that we have moments like that. I mean, that alchemy, the the euphoria that can come and the struggle and the, like the, the grit of struggle in the creative process and the, but then the revelations of like, oh my gosh, this paint is like, is exactly the right, you know, this, where things fall into line in a surprising, revealing way. 00:10:16.300 --> 00:10:21.300 Right. Another word that I feel like is closely related to me is resonance. 00:10:23.340 --> 00:10:47.720 Yes. Revelation is like it's the right thing at the right time, and it comes from somewhere unanticipated or unknown, right? And resonance is similarly, it's like these two things happen to... come together at the right moment in the right place, right? And there's this kind of resonance that could happen no other way. You know, does that make sense? 00:10:49.040 --> 00:10:57.600 Yep. So let's look at the definition of resonance. Yeah. Yeah. The quality in a sound of being deep, full, and reverberating. 00:10:59.280 --> 00:11:02.280 Once there was a kid. 00:11:05.700 --> 00:11:07.500 That's what I think of when I think deep, full, and reverberating. 00:11:07.500 --> 00:11:21.100 In physics, Presnitz describes a phenomenon of amplification that occurs when the frequency of a periodically applied force is in harmonic proportion to a natural frequency in the system in which it's at. 00:11:21.100 --> 00:11:47.000 I think I got a good 20% of that, but the idea of like, or even harmony, like resonance doesn't necessarily have to be like matching frequencies. It could be like harmonized or somehow complimentary frequencies. What's your frequency? 00:11:47.000 --> 00:12:01.040 Have you heard of the thing called, they call it tapping, it's called EFT or something like that. It's this thing where you tap and it changes your brain patterning. It's like, I heard about it in this course I'm taking. 00:12:01.040 --> 00:13:51.640 I have not, but I just looked it up real quick. What is EFT tapping? Emotional freedom technique is an alternative treatment for physical pain and emotional distress. It's also referred to as tapping or psychological acupressure. People who use this technique believe tapping the body can create a balance in your own system and in treatment pain. I haven't heard of that, but actually I think it sounds like it's related to this thing that Liv is going through right now. After our car accident, she just is super anxious about stuff. She gets scared really easily and she just flips out, goes to 100% overdrive of crying. She's just really traumatized. Oh, no. So she's been meeting with this... psychologist, psychiatrist, and she's working with a technique where I guess she makes some kind of sound or movement or something like that while they talk about it. There's an acronym for it and I can't remember what that is, but it kind of sounds similar to this where there's some kind of physical component to the... or like interactive type thing that's going on while you're... So can she do it to herself? I think it's you're doing some kind of movement or activity or interaction while talking about a traumatic event. And somehow the process of making this sound... I'm sure people are aware of this that are listening to this and could do a much better job explaining it I'll have to talk to Laura about that again. Okay, get back to you. Well, that's great. She's getting some help with it Yes. Yes, it has been you know, it has taken its toll for sure that that accident was a rough one 00:13:52.200 --> 00:13:54.200 It's amazing. You're all okay. Oh 00:13:54.640 --> 00:15:47.420 Yes. Yeah, it is it is So this past week, or actually, you know, for this past for a long, long time, I've been thinking a lot about, you know, what kind of art teacher I want to be, what I'm most interested in communicating to an audience, you know, these types of things that you and I have talked about. And as we talk about resonance and revelation and, you know, these moments where... you have this kind of transcendent experience when creating. It's occurred to me that that's the kind of experience I want to help people have. As opposed to, you know, I guess a productive line of questioning has also been, what do you not want to be a teacher of? Or what do you not want to? Right, right, right. And so what I don't want, and I'm not necessarily interested in teaching people is how to sell artwork or make artwork that will sell well or be marketable or how to market yourself or... Yeah. You know what I mean? And I realize I've had so many students over the years that are motivated by so many different things. And obviously one of the big things is like, how do I sell my work? You know, where do I sell it? How do I show it? How do I talk about it so that it sells? What kind of artwork do I make that is more marketable than other artwork? So I guess that was kind of a, that was a revelation. Speaking of revelation, that was kind of a, an important dot. The important dots for me to connect this week is that I realized that I have no desire, and it doesn't really motivate me personally, thinking about the making money and making my stuff appealing for somebody else, you know? So anyway, I thought that, to me, this week I've— 00:15:47.420 --> 00:16:26.740 That's a very good differentiation because one wouldn't even be thinking about those two. They're such separate channels going in different directions. Like you are passionate about the experience of— the creative process and the adventure of that. And other people are wanting, there's other, there's other aspects of people that want just straight up. I want to learn how to do this so I can sell it and make money doing it. And they're so different, but they could be under the same umbrella as, as, an art class you know art exactly learning art and so they're very different yeah i just you know 00:16:26.740 --> 00:17:31.520 been looking around at what other people offer online the kinds of classes and instruction that goes on and you know there's a lot of stuff out there where it's like learn how to you know the five top tips of or like 10 best practices for setting yourself up for success or you know like Even that whole ethos is so contrary to what motivates me and what I want to communicate. I want people to transcend, to connect with something higher, to grow and learn and feel more fulfilled and express themselves more truthfully. Like those are the types of experiences, I guess, that I long for personally and excite me most when I see other people able to get there. So anyway, I guess I wanted that was also a question like how would you characterize what? You are trying, this is, I guess we talk about this all the time. I don't know if this is such a new conversation to have because it's. 00:17:31.760 --> 00:17:35.040 No, no, no, no, no, no, no, no, no, no, no, no, no. 00:17:38.400 --> 00:17:39.400 No. 00:17:39.400 --> 00:18:11.960 I guess, how would, if you were to say one thing that motivates you or what you are trying to teach people beyond just the generic, I want to teach people to be creative, like what is it that you're actually trying to provide them with that motivates you to continue to seek out opportunities to teach, right? Like compels you to teach. And then conversely, or on the opposite side of that, what are the types of things that you are not at all interested in teaching or helping people to achieve? 00:18:12.280 --> 00:20:01.560 Well, the first thing that comes to mind is I think I'm trying to teach trusting themselves. I am passionate in seeing people come alive and get things. fall like open to their um no just we're thinking it um well it's just like liberate this it's like i was saying to this in the class yesterday like we're not this class is not get really tight ass and be really controlling it's called liberate it's about like liberating the book that's inside of you so it's that process whatever that way is and coming at it from I like exploring all the different angles to come at approaching that challenge. Like how do you take something that people take, you know, there's a lot of fear and ego and, you know, self-doubt and overwhelm that can happen in the thought of making a book. And so how do we loosen that up so that there's a way that the book can trust itself to unfold and become its most alive, the most alive book it can be. and so like the kind of I like the challenge of how to approach that sideways with people so I kind of come at it not so straight on but come at it in ways that are unexpected that help open that up open that those channels up to make stronger, more effective work. What I don't teach is anything that involves rules. This is how you have to, you know, I think there's a place and a time for really specific things, but that's not where my teaching lies in that. So I'm not interested in teaching How to draw something specifically. 00:20:02.480 --> 00:20:28.600 Right, right. So like more formal or like just how to type stuff. But that being said, though, you are teaching them how to liberate, right? There are techniques. There are not rules but processes. If you had to say that there – what are Sabrina's rules in your – I know you do have rules, right? 00:20:28.700 --> 00:21:43.700 One of them is, like, I just got off a call with Allison, who's someone I'm doing sort of private coaching with her, and she said, I feel like I've just been in an accelerated art school, this process of just, like, for me, her thing was like how I taught about spaciousness. Like, you have to allow, I think that's what I really do teach into art Spaciousness and composition is I think where I, there's rules around how composition can be effective in design. And spaciousness with regarding typography and just the language in general about the weight of the emotional language in a page is important. and I think sequencing, and I think a lot about color too. Not coming at color, which is because you like the color, but coming at color with memory. You know, like we're doing this memory, color and memory exercise that I love doing, and the process of finding, coming across these colors that, you know, someone yesterday was this great memory. She said, I wrote the pic, the pic, This color triggered the memory of her best friend from first grade's mother's lipstick. 00:21:43.700 --> 00:21:45.260 I was like, yes. 00:21:45.700 --> 00:21:57.860 These random details, but that great sense of coming at our connection with color in a way that ties it to something. It ties it to our life. 00:21:58.640 --> 00:22:26.860 I had a friend when, I mean, this was before elementary school. This was like preschool school. where when I went over to his house, his mom always got us McDonald's. Yeah. And so ever since then, like her perfume, it triggers that for me. Like when I, either when I go to McDonald's or when I smell that perfume, it's like Tyler Hamilton's mom's right there. 00:22:30.340 --> 00:22:31.700 Right. Right. 00:22:31.700 --> 00:22:32.780 That's crazy. 00:22:32.780 --> 00:22:53.180 Oh, and I think those impressions that people have, just to say that at that age, you know, it's like they were such grown-ups to think we are that age now. Right. Or even older than that age. Yeah. As adults, that impression that we... Yeah. 00:22:53.520 --> 00:22:54.020 Yeah. 00:22:54.460 --> 00:24:18.760 It's the strangest thing sometimes just being a father realizing like when I had this opinion of my dad, you know, thought he was so kind of with it and, you know, knew everything. And it's like my dad was actually younger than I am now. And I just don't feel like... I don't think I could compare myself to that. He probably didn't feel with it. He probably didn't feel like he had it all under control, but our perception when we were kids is so different. Yeah. But I wanted to go back, though, to what you were saying is – I don't know. I think there's, we, of course you don't want to like try to standardize. You don't want to take things, take the life out of, and the, just the variability that comes with the creative process and trying to teach and engage with people on that. But I think, I don't know, I think there's, it's interesting to think of, like if you had to write a textbook about, about liberate like this is how liberate is taught it's how it sounds awful right because it's kind of antithetical to your whole approach but I do wonder what those you know what the what the outline would be what the rules would be what the guidelines you know the structure of it all and how that yeah we're doing it 00:24:18.760 --> 00:24:38.500 too we because we do we're doing a roadmap so each phase We're creating each week there's a roadmap of like what and I've never done that before so it's really is interesting to sort of. So you're actually doing that? Really breaking down. Yeah, really. So that's fascinating. Step by step process. 00:24:38.500 --> 00:24:39.660 Yeah. That's fascinating. 00:24:39.740 --> 00:24:50.440 Yep. Is that difficult for you? Or do you feel like it's taught you or forced you to kind of dig deeper and try and understand exactly what it is that you're doing or trying to do? 00:24:51.000 --> 00:26:03.440 Yeah, it's very interesting because it's making you really have to, the things that you intuitively think that you just do... you have to connect and remember like, okay, that, oh, that's, that's a step. I didn't even think of that. That is a step that I take that I didn't think about was a step. So each time I teaching it, I'm getting clearer and clearer with like, oh yeah, that's, there's that little element. So, and working with Megan, who's my assistant, who's able to really take my teaching and then apply it into, she puts together the roadmaps in Canva and, so that for the students, so it's really helpful to have someone who has that, their mind can kind of hear what I'm saying and then translate that into, into something that visually people can kind of just read and follow and have, you know, check, literally have check marks. Like, did I do this phase? And even if they're abstract phases or abstract directions a little bit, like, but they're, but they're really, they are pretty straightforward. So I love, so I love the experience now where we're teaching and we're not like, we're not getting bombarded with questions. It's really, 00:26:04.120 --> 00:26:04.620 they're, 00:26:04.660 --> 00:26:56.740 what we're doing is, is been very effective because people are like just doing it and they're not like, wait, so what do you mean by that? Or what's that? Or yeah, it's, it's, it's exciting, but man, it is, And I'm sure you experience this too when you're teaching online live to people and you just have these 41 people or, but they're just staring at you and you're just like, I'm just, you can't have, can't even think of the fact that there are people like listening to what you're saying and trying to, oh, just, you know, just, you know. you're trying to, I'm just gesturing with my hands and explaining stuff. And we're talking about right now, like the base, the, the backgrounds and the base of your book and like kind of establishing the bones and building out that, but you get off the phone and you're just like, Oh my God, was that just insane? I don't even know. But people seem to be really, really loving it. 00:26:57.060 --> 00:27:02.400 So it is kind of daunting to think of, uh, 00:27:02.400 --> 00:27:34.380 like the reality this is not like oh maybe they'll like it or not it's like i've got to really really teach them this stuff and i've got to do it well and i'm going to do it succinctly and um and not let them get overwhelmed by it and we've actually tried to banish the word overwhelmed because my dad a few years ago said serena you got to take that out of your vocabulary you got to stop with that word because it doesn't it's not helpful to anything so right the students are also trying to we're all trying to not use that word because it's just it's such a go-to like catch all like i'm just overwhelmed like get 00:27:34.380 --> 00:27:45.400 over it take action yeah yeah it is kind of it's like a word that just stops stops yeah it stops everything instead of enabling or empowering it's just like 00:27:45.400 --> 00:27:49.560 ends. So tell me about your process of that. What, what's your side of it? 00:27:50.220 --> 00:28:45.560 Well, I was, I was listening to you, to describe that. And, and it just reminds me, that's why I love teaching so much. Like it just, it really forces you into a mental space of, of having to pull apart your assumptions, you know, and really try to get to the bottom of, uh, of how you understand the world and understand how these things work because you have to figure out how to clearly communicate it to other people and other people are not you. So you have to, it forces you to kind of understand it at a, at a larger or more overarching level. I don't know. There's something, there's something to the process of dissecting your experience and your knowledge, um, in that way to try to then put it back together as something that will be effective in teaching or communicating those ideas. But I just think is unlike any other, you know, 00:28:46.440 --> 00:28:48.340 process that I know of. 00:28:48.880 --> 00:29:17.920 And I think that as a teacher taking the risk of being, seeming absolutely ridiculous for what you're asking them to do. I think that take that boldness of saying, go do this. And it's something you're like, seriously go do that. Like go do X, Y, and Z, which are not, that don't in the moment make any sense why you're really doing them. And you're like, I'm getting paint on my hands. I'm getting this. What am I, why am I doing this whole thing and getting people to trust, but you have to be brave enough to put it out there to say, trust me on, 00:29:18.820 --> 00:29:19.320 you know, 00:29:20.020 --> 00:29:47.200 confidently say, this is part of it. This is important too. And, you know, and then getting over that initial, like, what? And then going, oh, my God, it's just been, you know, getting the juice from it. And that juice drives the next phase, and the next phase, and the next phase, it has to kind of... But you can, you know, as a teacher, you can just be like, yay, yay, yay. Yay. Yay. Yay. 00:29:47.200 --> 00:31:04.540 Yay. One thing I like about teaching art in particular is that you have a lot more flexibility to give assignments that don't necessarily have a-- like a justification. Yeah. I don't know. That's maybe that's, maybe that's not the right way of saying it, but I love like as an art student, um, in my, in grad school, I did this thing where I joined a church on the South side of Chicago. Right. And I wasn't there as a social anthropologist. I wasn't there as like a seminary student, you know, or like, I wasn't going to write in a peer reviewed journal about my experience. And, nobody really knew why I was there. And they just knew that I went to the school of the art Institute of Chicago, which is, you know, supposedly a pretty good art school. Right. So they just, they didn't question it. Yeah. Right. But I could just be there in experiencing without having to like, you know, have this, this, this justification built up around my presence, you know? Anyway, I feel like art kind of gives you that, that freedom to move around, you know, without having to, you know, write a paper about it or justify it before you have any kind of experience. I think teaching art is like that too. 00:31:04.900 --> 00:31:06.480 I signed up for a painting class. 00:31:06.740 --> 00:31:07.240 You did? 00:31:07.420 --> 00:31:26.120 Yeah, I'm taking a painting class from a lovely painter. It makes me just, it's opening my eyes going, there's so many different art classes I would love to take. Yeah, me too. You know, applying my own style and stuff to learning and just some I want to see how other people create their stuff. 00:31:27.740 --> 00:31:43.200 Well, I think it's wonderful when you learn a new technique or a new material. It gives you a different point of view on the way you create. It gives you another voice or another vocabulary to work with to do your own work. 00:31:44.500 --> 00:31:47.660 Yeah. What color classes do you want to take? Art classes. 00:31:48.020 --> 00:31:48.520 Yeah. 00:31:48.500 --> 00:32:12.340 Oh my gosh. I guess right now I'm so kind of locked in on like the, the lasers and the 3d printing and the, I would love to, to have more of a control over that. So how to design things and have them fabricated and then incorporate those things into my artwork. So like a, 00:32:12.340 --> 00:32:13.200 Oh, 00:32:14.620 --> 00:32:19.020 CNC milling. It sounds so exciting. 00:32:21.680 --> 00:33:06.340 3D printing, you know, different materials and mold making. I talked my department chair into getting a subscription to Stan Winston School. It's an online school for like makeup artists and people who do practical effects. So it's like how to do silicone molds and stuff like that. Yeah. I don't know. So stuff like that calls to me. I'd also like to take a painting or drawing class from somebody who is like hyper realistic. Kind of, you're kind of curious about that because I've never, I think that the kind of discipline that is required by that might be, might be interesting to, to learn. 00:33:06.720 --> 00:33:07.220 Yeah. 00:33:07.200 --> 00:33:12.180 what's coming up this week? Anything that you want to, 00:33:12.440 --> 00:33:33.140 I just want to tell people that they're doing a great job. That this is, we're going to look back and go, how did we even have our minds? How are you been able to like function with so much uncertainty and different messages were being told in all different directions about what was, we may be locked up for two years or what, you know, or things would be reopened in a month or. 00:33:33.140 --> 00:34:46.920 It really is hard to plan your life when there is so much like base level uncertainty, just what the world is going to be like. Agreed. Everybody. What about you? Well, for me, it's just keep my head down. Yeah. One foot in front of the other. I don't know. I, I, it depends on the day, but some days I just really, really struggle with, especially with the middle schoolers who I feel just haven't been able to weather this change of context very well. And I get so much apathy. And it just feels like dumping all this time and energy just to try to get the creativity rolling. And I just get blank stares. And the work they turn in is obviously just they don't care about. And Oh, man. I'm just getting and getting through the end of this year and trying to be the best teacher I can until then. 00:34:47.520 --> 00:35:00.600 And then I think you should be also thinking mindfully of like who your ideal students are and like visualizing that too. So you're visualizing people that have that excitement and that curiosity and. 00:35:00.600 --> 00:35:02.320 what age would you love to work with? 00:35:03.460 --> 00:35:10.820 Thanks for listening. We'll be back next week. In the meantime, you can follow us on Instagram at Sabrina Ward Harrison and at Trent Reynolds Art. 00:35:11.020 --> 00:35:17.060 And check out the show notes at roominthetrees.com where you can also get in touch if you have any ideas you'd like to share. 00:35:17.260 --> 00:35:24.400 If you like this podcast, Please consider showing your support. You can become a subscribing patron at patreon.com forward slash room. 00:35:24.580 --> 00:35:36.040 Please help us grow our audience by rating us or writing a review on iTunes. To do that, you can use the link roominthetrees.com forward slash iTunes in any phone or computer internet browser.