January 2022 - Growing Up in Santa Cruz

Independent Schools Open Houses

growingupsc — Sat, 01 Jan 2022 19:15:03 +0000

Gateway School K-8TUE & WED | JAN 11 & 12 | 9AM – 12PM255 Swift Street, Santa Cruz(831) 423-0341 | admissions@gatewaysc.orgCome and learn how Gateway School inspires children’s innate curiosity and sense of wonder through daily exploration, discovery, and hands-on experiences. Visit www.gatewaysc.org to schedule a tour. Santa Catalina SchoolSUN | JAN 16 | 10:30-11AM1500 Mark Thomas Drive, Monterey(831) 655-9356 | admission@santacatalina.org Get a tour of campus, meet our students as they engage in the programs they love, and hear from students and faculty about life at Catalina! RSVPs are required. Visti us at santacatalina.org Spring Hill SchoolTHUR | JAN 20 | 6 PM250 California Street, Santa CruzSpringHillSchool.org/open-house-calendarJoin Spring Hill School for an interactive, virtual open house event! You will have the opportunity to meet teachers, ask questions, and experience our approach to education. To attend, register online through our website. Be Natural MusicSAT | JAN 29 | 1 – 4PM740 Water St, Santa Cruz, CA(831) 515-8369 | BeNaturalMusic.LiveGrand Opening: New Cupertino location at 20009 Stevens Creek Blvd; located at the corner of Stevens Creek Blvd & Blaney Ave in Cupertino. We’ll have Youth Rock & Jazz Bands from Santa Cruz performing Live on stage at our new location. Good Shepherd Catholic School TK-8SUN | JAN 30 | 1 – 2pm2727 Mattison Lane, Santa Cruz (831)476.4000 | gsschool.org | inbox@gsschool.orgVirtual Open House. Register on our website to receive log-in details to virtually meet our faculty, parents, and alumni for a brief introduction and then break-out rooms per grade. Holy Cross SchoolSUN | JAN 30 | 11:45 AM150 Emmett Street, Santa Cruz, CA 95060(831) 423-4447 | holycsc.orgJoin us! Visitors will have the opportunity to meet teachers, explore classrooms and learn more about the school program. No reservations required. For more information, please call (831) 423-4447 Salesian Elementary & Junior High SchoolSUN | JAN 30 | 2-4PM605 Enos Lane, Corralitos(831)728.5518 | info@salesianschool.org More than 40 years empowering youth with knowledge, faith, and love. Come explore our 50 acre campus, meet the teachers (TK-8), and Discover Salesian! Visit us at salesianschool.org Moreland Notre Dame Schoolmon-Fri | feb 7-11 133 Brennan Street, Watsonville(831) 728-2051 | mndschool.orgMoreland Notre Dame School is a TK-8th grade Catholic School located in Watsonville. Call today for more information about the 2022/2023 school year and to schedule an individual tour

The post Independent Schools Open Houses first appeared on Growing Up in Santa Cruz.

December’s Winners

growingupsc — Sat, 01 Jan 2022 17:58:10 +0000

Kian Nilas | Age 9 Presley | Age 6 Mrs Penprase’s third grade class at Watsonville Charter School of the Arts Find More Coloring Pages

The post December’s Winners first appeared on Growing Up in Santa Cruz.

Happy New Year

growingupsc — Sat, 01 Jan 2022 17:54:16 +0000

Happy New Years! Spot the Difference Submit your coloring page for a chance to be in our paper Editor@growingupsc.com More Coloring Pages

The post Happy New Year first appeared on Growing Up in Santa Cruz.

Kids Say the Cutest Things

growingupsc — Sat, 01 Jan 2022 17:52:25 +0000

Independent Schools Review

growingupsc — Sat, 01 Jan 2022 17:44:42 +0000

Independent Schools Serve the Whole Child By Suki Wessling At these independent schools, there’s a helping hand next to every potential crack, waiting to give a student a hand up. January is our Independent Schools issue, and every time I write an article for this issue, I’m reminded of my own family’s search for education that suited our kids’ needs. At one point another parent said to me, “We’re just sending our kids to the neighborhood school; we’re not picky about education.” But it isn’t always pickiness that sends parents looking for alternatives—it’s necessity. Although we often talk as if most kids are some imagined “average” student, all of us come to education with our own special needs. “For whatever reason, there’s a systematic desire to keep this box and try and fit everybody in it,” says Mom of the Month Carmen Clark (check out our article!). “We’re noticing with neurodivergence, this isn’t just one or two kids in the classroom—it’s half the class!” When I interviewed the educators quoted below, I asked them to define “special needs” more broadly than an individualized education program (IEP) that children with identified special needs receive in schools. We all bring our needs to school with us—what are those needs and how can we serve them? Chartwell: Kids bring an IEP…and moreChartwell school (chartwell.org) only serves students with diagnosed language-based learning differences (LD), but they know that their students walk in with a lot more baggage than their diagnosis. First of all, says Jodi Amaditz, Director of the Lower and Middle School, kids don’t just walk in with one disability. “It’s how your brain is wired. Students with dyslexia often have impacted working memory so that plays into math, holding information, auditory processing, following directions.” Shane Whitman, a Lower School Homeroom Teacher, sees that students come in with their disability, but also a self-image formed in response. “They look like they’re expecting to struggle. They don’t expect to have any friends, to do well in school, they have a lot of negative talk in their own mind.” Once students are taught with a method adapted to their learning needs, Shane says, they blossom. “I can see their confidence grow, they sit up straighter, they volunteer in class more often—you can see them maturing as a person just by finding out what their strengths are.” Chartwell offers students the tools they need to show their strengths academically.“Generally, students with dyslexia are simultaneous processors, big picture thinkers—they have trouble with putting things in order,” Jodi explains. “I taught [some students] how to take their ideas and use a mind mapping program. It just kind of blew the kids’ minds. This one student said, ‘Why hasn’t anyone ever taught me this before? This is life-changing!’” Chartwell also acknowledges that students who seem to compensate for their LD in a mainstream school are carrying a burden they shouldn’t have to carry.“It’s exhausting to have to work that hard,” Shane explains. “Even if they are doing well, they shouldn’t have to work ten times harder than the other person, when there’s a way, working a regular amount like everybody else.” Jodi says that in the end, the most important part of the student experience at Chartwell is that the staff really sees the children and understands them. “[The students] realize that the staff also struggles and thinks and learns differently, and that we celebrate that here.” Delta: Trauma-informed teachingDelta Charter High School (deltaschool.org) was intentionally started as a small school to serve the needs of students who are not succeeding in traditional schools. As the student population has shifted, the school stayed true to its mission.“Our goal is to provide really strong relationships so students feel safe to take risks and try new things and to give school another shot—when they’re considering not coming to school at all,” explains Jen Ra’anan, principal/superintendent. Although the school originally served students who were severely at-risk, the student population now features a mix, including students with social-emotional disabilities, with untraditional learning needs, and students who want to do advanced work at Cabrillo more quickly. Just like any public school, Delta has a resource team for the students who have diagnosed LDs. But Jen says that a lot of modifications in a typical 504 Plan are already served by the school’s approach—“We’re kind of a 504 school.” The small environment has most accommodations built in. Jen points out that some traditional ways of dealing with students who are not meeting expectations actually encourage the students not to try at all. For example, Delta teachers don’t dock points for late work because they emphasize the importance of getting the work done no matter what. Life skills like organization and time management, which so many students struggle with, don’t affect grading, and all students get a tutorial period with a teacher who has access to records that show outstanding work in their classes. “Speaking from a trauma-informed place, when you ask students to take responsibility [for missing work], they can’t do it,” Jen explains. “Building those relationships takes time.” Trauma-informed practices are extremely important at Delta, where, Jen explains, students coming from stressful educational experiences “get really good at hiding.” Students at Delta, every one of whom gets interviewed by the principal when they apply, find that they can’t hide anymore. “When we look at our data, we notice that anxiety is at epidemic proportions,” Jen points out. “I tell my staff: You treat everyone who walks through this door like they have trauma.” She admits that having such a flexible program can be difficult. Delta accommodates everything from students’ work schedules, to being a safe space for LGBTQ+ students, to providing distance learning when students experience mental health issues. “Aside from my own child, they’re the most important people in my life. If there’s a railroad track, I’ll lay down on it!” Jen says. “My goal when my students stand up [to give their graduation speeches] is to hear them say, ‘I did this. You helped me, but I did this’.” Diamond: Where students learn to identify what they needDiamond Technology Institute (dti.pvusd.net) doesn’t seem like a school for kids with special needs. It’s a small charter school focused on Career Technical Education (learn more about CTE by searching “career technical education” on our website). Students at Diamond are required to complete five career pathways—humanities, digital media arts, agriscience, engineering, and entrepreneurship. “The goal is for them to explore and figure out what they want their next steps to be,” explains principal Marci Keller. “Not one Diamond Tech graduate graduates without a plan A, B, C.” Marci explains that the school’s approach is based on FAIL: First Attempt In Learning. “I call it vigor instead of rigor. If something is vigorous, it doesn’t mean it’s not difficult and students don’t struggle a little bit in their learning, and that’s OK.” Every single student at Diamond has an ILP—individual learning plan. Students themselves look at their own data and present to a teacher team each year to update their plan. Academic needs are only a part of each student’s plan. “I have a student whose father passed from Covid,” Marci says. “I have a student whose parents weren’t vaccinated and she was stressed about coming to school because she didn’t want to get it at school and bring it home.” A lot of Diamond Tech students live in multifamily homes where there is no space for study, so the school provides in-school and afterschool opportunities for homework. Marci says that many students have parents going through divorce or other problems at home, and a good number come to school hungry, not knowing when they’ll get their next meal. The school serves the need, whatever it is. “It’s layers and layers,” she says. “A lot of kids have PTSD right now. Social media impacts them at a faster rate than it used to before, for good or for bad. They have a lot of information coming at them much quicker than they used to.” Marci is quick to point out that research on small class size is not clear. But what is clear is the importance of seeing and connecting with students as individuals.“It’s the small community of educators, of the students themselves that connect, the ability to create a culture that you can’t create on a big campus.” Whatever need a student brings in the door at Diamond Tech, they find a community there to meet it. “It’s more like family instead of, ‘Like, I go here’.” Alternative Family Education: Learning designed for the individualAFE (sccsbssc.ss8.sharpschool.com/schools/afe)is a small school with a big mission: to provide a personalized education for each and every student who enrolls. Based on the Branciforte Small Schools Campus, learning programs range from pure homeschooling with a parent to a patchwork of classes, including online, private, community college, and even single courses at mainstream high schools.Homeschooling offers nontraditional students an important benefit, according to AFE teacher Nancy Aylsworth. “Time is one of the big components of homeschooling. What you can accomplish in a half an hour is so much more than a two-hour class.” Because of that, AFE attracts an unusual variety of students: professional athletes and performers, students with a single deep academic passion, students preparing for a nonacademic career who need a diploma, students with serious illness, and more. Some students never come to campus, meeting once a month with their teacher to guide their work. But most students take part in the vibrant community events taking place on the tiny campus and abroad. The school offers academic courses, clubs, clay studio, field trips, and sports—all taught by teachers, parents, students, or community members. Homeschooling ranges from “school at home,” where families follow grade-level curriculum, to “unschooling,” where students themselves determine what and how to learn. Most students, however, fall into the category of “student-led learning,” which may include formal curriculum, but is much more flexible to suit students’ needs. “[Students with serious health issues] can come and participate when they’re able,” Nancy explains. “Or they can stay home and take care of themselves when that’s what they need to be doing. We don’t have a ‘take attendance, oh, you’re not here today’ kind of thing.” Because each student’s education is individually designed for them, almost any special need can be accommodated. “All of our students have a plan that’s geared towards them,” Nancy says. “But we do have a higher percentage than a typical public school population with an IEP because our classes are small and flexible. Students can make connections more easily.” Finally, it’s those connections that lead us into the conclusion that all of these educators shared when I asked him what they had learned about education by working at their small schools. All schools can do some of what small schools do Shane and Jodi at Chartwell would like to see all schools emulate their focus on social-emotional learning and early identification of LDs. “How you’re feeling inside is going to impact how you do in school,” Shane says. Jodi would like to see more comprehensive teacher education about learning differences. Marci at Diamond points out that assuming that all students develop at the same rate leaves behind many students who shine at her school. “Humans grow at different times. Just because a student in ninth grade doesn’t have, for whatever reason, what they need to master [a subject], there should be opportunities down the road.” Several teachers mentioned the small size of their schools, and recommended that large campuses be reorganized into academies or other smaller learning groups.Nancy, whose school is on a campus organized in that way, points out that AFE’s greatest strength is that the students are known and recognized: “As a teacher I know all the students who come on our campus. Even if I don’t work with them directly, I’m there to call them by name, to recognize them. In a small community, students are there to recognize each other, call...

The post Independent Schools Review first appeared on Growing Up in Santa Cruz.

Empowering Youth

growingupsc — Sat, 01 Jan 2022 17:39:45 +0000

Empowering Youth and Addressing Bullying From Bystander to Upstander By Jessica Zovar In the end, we will remember not the words of our enemies, but the silence of our friends. – Martin Luther King, Jr. I remember walking the halls as a timid sixth grader, hearing unkind words directed toward others echoing off the walls, and fearful that standing up for myself or others against hurtful words could have major implications. Let’s be honest; middle school is not always the friendliest of landscapes. Often the dreamy-eyed wonder of childhood is waning, identities are on shaky ground and youth yearn for belonging and acceptance from their peers. As a licensed marriage and family therapist specializing in working with teens and Life Skills teacher for middle school students at Mount Madonna School, I see the impacts of bullying behavior on victims, classroom and school culture. During a recent sharing circle, middle school students recounted their personal experiences with bullying. “Those who bully do so because they think no one will speak out, and often it is those who have more social power who commit acts of bullying,” one student shared. For youth to press against the social hierarchies, means to risk their own social standing and a fear reaction can prevent students from being the change or seeking help from an adult. In Life Skills classes, utilizing activities and dialogue, we strive to teach students about their own moral compass and practice stepping forward into bravery. We offer students the chance to hear from others, creating a felt-sense of empathy from which they can draw on in moments of difficulty and we work through a variety of topics relevant to living a healthy and values-led adolescence. It’s no surprise that bullying behavior can easily sprout. Research suggests one out every four children are bullied, 43% experience cyber-bullying, and that most bullying occurs in spaces where no adult is present. To build a safer world, we must empower youth to believe in their own positive influence and to have the skills needed to cross the line from bystander to “upstander.” When we hear or see something we know isn’t right we often freeze, assessing the risk in stepping forward. We become locked in our role as bystanders and hope for better days without personal risk. Something has to give; at this point, we can no longer stand aside, too much is at risk for our youth. To have a choice we need to stress to youth that left unchecked, bullying causes significant mental, emotional, and in some cases physical, harm and there are non-violent ways to intervene and be an upstander. To start a conversation about bullying behavior, ask youth how they feel emotionally and in their bodies when they see or hear something that is not right. What are the warning signs that bullying is occurring? This helps youth to learn to trust their own internal system and to choose the best response! Younger children especially love to role play the skills needed to help themselves and one another, aiming at drawing out their own inner wisdom. It only takes one minute at a time to be an upstander! Here are a few tips to help empower youth with options for responding to bullying behavior: Encourage younger children to tell an adult and explain the difference between tattling and telling Michele Borba, Ed.D., developed the B.U.S.T.E.R acronym for stopping hurtful acts: Befriend the victim through comfort, empathy Use distraction away from the scene Speak Out! (“That’s hurtful!” “That’s not ok!”) Tell someone who can intervene and help Exit alone or with others (bullies love audiences) Reason – state a reason why this isn’t ok (“Don’t do that, you are hurting someone or “You are going to get in trouble”) For high school aged kids, identifying what they feel is acceptable and unacceptable behavior is helpful for building their moral compass It’s critical to the well-being of our youth that together we are all allies, all “upstanders” in addressing this epidemic. At Mount Madonna School we are intentionally building a culture of support and enlisting the bravery of our youth to stand up to hurtful, harmful words and actions. Jessica Zovar received her master’s in psychology in 2012 and has worked in schools, medical settings and private practice as a therapist and educator for over 15 years. Her work and life experiences reinforce her inclination toward approaches that value the innate wisdom inside each one of us. She is committed to projects that celebrate uniqueness and model compassionate communication and joined the Mount Madonna School faculty because of its balanced educational approach which emphasizes students’ social-emotional well-being and sense of belonging. Read More Parenting Articles

The post Empowering Youth first appeared on Growing Up in Santa Cruz.

New Year Local Artist

growingupsc — Sat, 01 Jan 2022 17:34:17 +0000

Joaquin Cruz Local Artist My name is Joaquin Cruz, I’m 17 and currently a senior at SLVHS. I’m what feels like inches away from the end of high school which is somewhat terrifying but at least that means I’m growing. The paintings and art I do has meaning and no meaning, it really varies. While painting, sketching, testing different mediums regardless of how it looks, etc. I did my best to create somewhat of a surreal look, even though that look and mindset changed frequently. The majority of my art revolves around the themes of my ethnicity, how I see myself (portraits), how I see the political climates during the moments I paint, etc. But sometimes (which can be kind of shown with these works), I took a moment from making a meaning and just wanted to create something. Some of my inspirations or people I’ve looked up to for the works shown are artists like David Choe and Stanley Donwood, as well as some fashion designers such as Kerwin Frost, Jeremy Scott, and Nigo. I worked with various kinds of mediums, such as acrylic, pour acrylic, colored pencils, chalk, pastel, alcohol markers, watercolor markers, acrylic markers, sharpies, spray paint, flammable material, etc. Technique wise? I just did the good old Joaquin technique of doing whatever I assumed or thought would be a good idea at the time. I used what I could to my advantage to get whatever was in my head out. I intend to continue pushing myself to those limits and creating whatever I create, even if it looks like pure gibberish to the eyes. Read More Local Artist Articles

The post New Year Local Artist first appeared on Growing Up in Santa Cruz.

Self Esteem in Teens

growingupsc — Sat, 01 Jan 2022 17:31:13 +0000

Secret to Building Self-Esteem in Teens By Susan Tatsui-D’Arcy Being a teen today has many complexities that the rest of us old folks never had to maneuver. We didn’t have 18 months of social isolation where most of our interpersonal interactions were spent perusing social media posts. We didn’t have bullies who hid behind digital screens while they blasted hateful messages and photos to us for everyone to see. Most of the teens I work with today suffer from depression and devastating self-esteem issues. Teens so desperately need to receive affirmations to feel that they’re normal. Whether it’s knowing that their favorite sweatshirt looks good on them or that they’re applying to the best colleges. I find it concerning when teens value their peers’ advice over their parents’ and even mine (I’m their college advisor!). One 16-year-old boy told me that it wasn’t until his peers gave him thumbs up, that he finally felt confident enough to share his idea publicly. While I know that teens trust their peers – especially the super popular and attractive teens, I worry that so much rides on what their peers (and others) think of them. So how do we help our teens develop healthy perspectives and positive personal self-esteem? Projects! Brainstorming about an issue or problem, and then solving some portion of that problem by doing a project, helps teens find their voices and begin to establish who they are in this ever-changing world. The process of doing a project requires research, critical thinking, problem solving, and initiative. By delving into these 4 skills, these teens learn how to navigate real-world problems. They see how their personal impact positively affects others – and that’s REAL. It’s not a fickle peer’s comment or fleeting friendship; it’s knowing that they are doing something that needs to be done – and they’re doing it themselves. I remember when Rory Kennedy (yes, that Kennedy, the documentary film maker who is the daughter of Robert F. Kennedy) gave my youngest daughter Jaclyn an additional $10,000 scholarship (total $20,000) at the National Toyota Community Scholars event in Kentucky, Jaclyn told me that she was so proud to be recognized by such an esteemed group of judges. When I reminded her that I have been telling her how exceptional she was since she was 7, she responded: “Yeah, but you’re my mom… Of course you’re going to say that!”. I find that teens who do individual projects (not group projects and not things that are required by teachers or clubs) because they are interested in fixing these problems or exploring these areas, become confident, interesting, and happy young adults. They put their ideas and energy into developing projects that help society (or to become successful). You can’t take away self-esteem that is grounded in real work that they accomplish on their own. Read More Parenting Articles

The post Self Esteem in Teens first appeared on Growing Up in Santa Cruz.

Love Birth Matters

Laura Maxson — Sat, 01 Jan 2022 17:24:27 +0000

Love, the Best Drug of All By Laura Maxson LM Love – it’s something you want in big doses during labor. Feeling loved and being loving, both help release the hormone oxytocin – the fuel that runs the engine of labor. Pulsing into the bloodstream from the posterior pituitary gland, oxytocin goes directly into the brain, triggering the release of endorphins (nature’s opiates) as it also finds oxytocin receptors in the uterus, causing contractions. Oxytocin and endorphins go hand in hand in labor, resulting in a cycle of oxytocin release, answered by heightened endorphin levels. As labor progresses, the laboring person sinks further and further into their body, deepening their journey out of the thinking brain and into the more instinctive, primitive brain where they know how to give birth, a place also known as labor-land. Semidarkness, soft sounds, privacy, trust and loving support all encourage oxytocin to flow and enhance labor. Loud conversations, beeping machines, opening doors, and announcements on the loudspeaker tend to inhibit oxytocin flow, which inhibits labor. Pitocin, a synthetic oxytocin, is commonly used in the hospital to create or enhance contractions, most often to correct a problem. Administered directly into the bloodstream through an IV, Pitocin is delivered continuously, in an ever-increasing dose that stimulates the uterus. Pitocin is not able to cross the blood/brain barrier to trigger endorphin release. While Pitocin does increase contractions, it can also upset the normal flow of hormones involved with labor, birth and breastfeeding. A planned homebirth is dependent on naturally occurring oxytocin to drive labor, so midwives do all they can to promote optimal levels of birth hormones by encouraging privacy and instinctual behavior. The midwife stays out of the way as much as possible while still providing a touchstone of trust and security. While some planned homebirths will transfer to the hospital for Pitocin, these numbers are much lower than the percentage of planned hospital births receiving Pitocin in labor. In the classic movie, The Business of Being Born, it seemed that everyone in the hospital got Pitocin in that frantic montage showing care providers ordering nurses to, “pit her!” Pitocin can be good medicine, increasing contractions in dysfunctional labors, often making the difference between a vaginal birth and cesarean. The problem comes from the number of labors that are classified dysfunctional when in fact it could be the labor environment that is dysfunctional. Even here in groovy Santa Cruz, Pitocin rates are high. It is hard to know what comes first: an epidural causing labor to slow, necessitating Pitocin augmentation, or strong Pitocin augmentation or induction contractions prompting an epidural request. Pitocin use and epidural placement are not routinely reported. Soft lighting, being undisturbed, feeling loved by the labor support team, especially partners, are critical to coping with labor. Because it can be so difficult to achieve an undisturbed state in the hospital, many do opt for pain relieving drugs in order to cope. Distractions often increase with Pitocin administration (IVs, extra fetal monitoring, etc.,) and while it is much harder to go deep into the primitive brain to find labor-land when on Pitocin, it’s not impossible. Laboring on Pitocin, without an epidural will take intimate, undisturbed connection with a partner and/or labor support provider. How to achieve this connection in the hospital? A birth doula on the team can help. A partner has more opportunities to gaze lovingly into a laboring parent’s eyes, when a doula is applying counter-pressure to their back, getting more juice or getting up to close the door one more time – doulas increase intimacy for the laboring couples. Intimacy decreases stress and increases relaxation and oxytocin production. When weighing Pitocin’s benefits against the risks, we often only consider the risk of over-stimulating the uterus or stressing the baby. Risks inherent in shifting the maternal hormonal response, as well as the baby’s during Pitocin labors, have barely been studied. We need to better understand the function of the normal hormonal mix of fetal and maternal endorphins and catecholamines (stress hormones) that nature provides at the moment of birth. What can people do to give their hormones the best chance to work for a normal, natural labor? Birth doulas and labor tubs are a start, along with the midwifery model of care and, if not birthing at home, then a homelike environment. At the very least – just shut the door and turn off the lights to let the love (and oxytocin) flow. Sarah Buckley MD has written much about oxytocin – www.sarahbuckley.com The Business of Being Born – www.vimeo.com/ondemand/thebusinessofbeingborn2 Listing of birth doulas, childbirth educators, midwives and more – www.birthnet.org Read More Parenting Articles

The post Love Birth Matters first appeared on Growing Up in Santa Cruz.

January 2022’s Mom

growingupsc — Sat, 01 Jan 2022 17:21:02 +0000

Carmen Clark Teaches Art for Life Suki Wessling Welcome back to our monthly feature of moms who give back to our community while also raising their children. Research shows that even in families where both spouses are involved, women face more obstacles while attempting to juggle parenting and work. We love to celebrate you, moms! You know it’s serious when they devote a whole room to art. When Carmen Clark, 42, a classroom aide and owner of Crooked Beauty in Felton, moved into a new home with her husband, Aaron Clark, co-owner of Bro Prints, she had one firm request: their dining room would be dedicated to making art. Her two kids, Esperanza and Ivan (19 and 14), grew up in a house with paint on the wall-to-wall carpet—they and their friends loved it. “We kind of had Waldorf here at home,” Carmen says, explaining that while she was educated in the Waldorf method, her own kids went to public school. And that’s where Carmen has been as an adult, too. She has worked for years as an instructional aide for the County Office of Education, teaching art and supporting students with special needs. “I was raised with a strong sense of service,” Carmen explains. “My first teaching job was at a private school, and I realized I really prefer the underserved and marginalized.” Carmen takes that sense of service into her business, an art store and maker space. “It’s the culmination of my entire life,” Carmen says. “I didn’t consider myself an artist. When I was younger, I had a narrow mindset, partly because I was surrounded by talented artists and I was always pitting myself against them and judging myself.” Carmen points out that when you ask kindergarteners who is an artist, they all raise their hands. But by fourth grade, the kids point to the one or two who have been labeled the “good” artists. Carmen wants to serve all artists who walk in her door, whether they are children ready to explore, adults wanting to get in touch with the child artist they were, or people with special needs of any kind. “As an instructional aide in special education, I realized how segregated that population is from the rest of us and that’s heartbreaking! The more diverse a community and the more we celebrate those diversities, the stronger we are.” Anyone, Carmen firmly believes, can be an artist. “I think there’s a misconception with art that in order to be labeled an artist you have to have some innate talent, that you just pick up a pencil and you’re da Vinci, Picasso, or Frida Kahlo,” Carmen says. “That’s just not true. Any dedicated artist will tell you how many hours they spent honing their craft.” Carmen herself has spent countless hours on her own craft—and on making her business a welcoming place. She wants it to be a place where people are inspired, where their work and self-expression are valued, and where no one is worried about dropping paint on the floor. Why does she continue taking on new challenges, including getting her bachelor’s degree in her forties? “I think I get bored really easily! And I love learning, finding out what’s next—what more can I do? I’m not ever satisfied with a schedule that is the same day in and out.” Visit Crooked Beauty at CrookedBeautyArt.com. Listen to a podcast of this interview: tinyurl.com/CarmenClarkGrowingUp Read More Moms Who Make a Difference Articles

The post January 2022’s Mom first appeared on Growing Up in Santa Cruz.