Today was the Craft Fair. Each year Peninsula has a fair in early December that's part fund-raiser, part school marketing, and part social event; it's one of my favorite events for the same reasons I like things like biking and travel. This year, as usual, we were over there during early set-up: my daughter had a table this year, and was selling handmade jewelry. (She did pretty well, too, and we had some interesting conversations around pricing: in particular, whether you should charge people more for pieces that actually take you longer to make when you're just learning, or whether you give people a discount because your early work isn't necessarily as good as your later work.)

setting up the front porch, via flickr
After helping my daughter get settled with her stuff-- which basically involved making sure she had the boxes that she needed, and that he'd connected with her fellow Girl Scouts-- I walked around and took pictures. I always like the school right before these events open: it's like being backstage before a show.

turning the play space into a cafe, via flickr
Of course, since its a progressive school, Peninsula has always had a pretty active arts and crafts program, though the specific offerings have varied depending on the interests of the teachers, tradition, etc.. (Though by varied, I mean decade by decade: my wife's weaving teacher arrived at the school during the Roosevelt administration, and left sometime in the Reagan years.) For a long time, I regarded it as an interesting part of the school culture, but more recently I've come to form a theory that it serves an important role balancing the other parts of the school curriculum.

our renovated auditorium, via flickr
It's a bit of a stereotype about the school that Peninsula kids spend a lot of time learning interpersonal stuff, getting in touch with their feelings, etc.-- typical flaky California educational stuff. Like some stereotypes, there's a grain of truth to that, at least in the lower grades: certainly the nursery kids are explicitly taught how to behave, how to deal with disagreements and bad feelings, etc.. I think for the older kids it's more implicit, in part because most of them have been through years of training already, but also because they all kind of realize that they need to be civil because they're all going to be living with each other for the next several years.
There's nothing wrong with this, but even for someone who writes, teaches, and designs events for a living, it seems a bit... insubstantial. But after reading Matthew Crawford and Richard Sennett, and especially the way craft standards support the rough, blunt communication about success and failure, I started to see the crafts at Peninsula in a new light.
karyssa miller's weavings, via flickr
For while it's important to get along with other people, and to be creative, it's also important to know that some things absolutely have to be done in certain ways, and that beyond a very basic level, expression can't happen without mastery of your medium and cultivation of talent. The kids start off on very simple looms, and progress over time to more sophisticated ones: it's a big thing to move to the floor looms, or to graduate from rope pots to the potter's wheel. Further, the loom doesn't give a damn whether you're imaginative, or you get along with your friends: it needs to be handled a certain way, and it requires you to have a feel for your materials. The utter impersonality of craftwork forces you to learn things that you don't in more egalitarian and human contexts, and the fact that the school provides both is a good thing.

soup heroes, via flickr
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