Education
Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’
The IB PYP curriculum is structured to support an inquiry-based approach, guided by empathy, kindness, and the concept of the “power of yet,” which fosters validation within a safe, non-judgmental space. While physical safety is crucial, emotional safety is equally important. This emotional safety must first be nurtured within the individual, who then becomes the facilitator, replicator, and enabler of such an environment. As a result, the curriculum extends beyond a mere written framework; it is a living approach—one that nurtures a culture of coexisting ideas, fostering both personal growth and collaborative learning
So what is this “Power of Yet?”
The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted in the growth mindset theory. It refers to the belief that abilities and intelligence can be developed through effort, perseverance, and learning. When someone says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement—
“I can’t do this yet.” This small shift helps to reframe challenges as opportunities for growth rather than fixed limitations. It encourages a mindset where mistakes are seen as a natural part of the learning process and success is achievable through continuous effort and improvement.
As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded individuals.
In today’s educational landscape, the significance of nurturing self-expression in children cannot be overstated. As we navigate a world increasingly focused on emotional intelligence and creativity, primary art classes stand out as vital spaces for young learners. These classes provide children with opportunities to explore their identities and express themselves creatively. A powerful approach to enhancing this environment involves the concepts of “yes” and “yet.” By integrating these affirmations, educators can create a validating atmosphere that empowers children to embrace their individuality and artistic expression.
How to validate?
One of the most effective ways to create a nurturing environment in an art class is through validation/ the power of “yes.” When children present their artwork or ideas, a teacher’s enthusiastic affirmation can make a significant impact. Positive responses to a child’s creative choices not only boost their confidence but also reinforce their sense of belonging within the classroom community.
For instance, consider a scenario where a child shows their painting of a fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve chosen! They really bring your imagination to life!” Such affirmations validate the child’s effort and creativity, encouraging them to take pride in their unique perspective. This practice fosters a culture of positivity where students feel encouraged to share their ideas freely.
Moreover, acknowledging children’s feelings is vital in this context. Art can be an emotional outlet, and children often face frustrations or self-doubt during the creative process. If a student expresses frustration about their work, a teacher can respond with empathy: “Yes, it’s okay to feel that way. Art can be challenging!” This validation helps children feel understood, creating an environment where they are more willing to share their thoughts and emotions.
The concept of “yet” is equally powerful in promoting validation and a growth mindset among young artists. When children encounter difficulties For example, if a child struggles with a particular technique, the teacher might say, “You haven’t mastered it yet, but let’s try together!” This simple shift in language redefines challenges as opportunities for growth, helping children understand that mastery comes with practice and persistence. By embedding “yet” into classroom discussions, educators encourage children to see their artistic journey as ongoing and evolving.
Using “yet” also allows children to recognize their potential. If a student states, “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice some more.” This reframing not only promotes resilience but also instills a sense of hope and determination. Children learn that struggles are part of the creative process, and that improvement is always within reach.
“They are copying me!” – Creating a Safe Space
To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a classroom environment that prioritizes safety, support, and respect. Central to this is fostering a culture of non-judgmental feedback, where students feel empowered to share their ideas and creations without fear of criticism.
Often, I observe students covering their artwork or hiding their work, anxious that their peers may copy them. It is crucial to acknowledge and validate these concerns. Through thoughtful discussions on academic integrity and the importance of crediting others’ work, we can shift the conversation. Instead of labeling it as “copying,” we can frame it as “being inspired by,” transforming what could be a negative feeling into a positive, growth-focused one. By encouraging students to recognize and express their sources of inspiration, we not only honor
their creative process but also promote a culture of respect and collaboration, where each individual’s contributions are valued.
Non-Judgmental Feedback to us and to the learners
I have consistently observed my mentor’s approach during our team discussions, where he emphasizes acknowledging what went well, while also creating space for constructive “even better if” feedback. He provides clear, actionable feedforward that is both practical and attainable, which has been invaluable in helping me refine and improve my work. Additionally, he encourages the team to reflect on their successes through anecdotes, coupled with achievable feedforward, which effectively scaffolds the learning process. This approach nurtures a growth mindset and empowers individuals to build on their strengths, fostering meaningful progress in their ongoing journey of improvement.
In celebrating the art of being, we lay the foundation for a generation of confident, creative individuals. Art classes, when infused with the power of “yes” and “yet,” become transformative spaces where children can thrive, experiment, and ultimately discover who they are as artists and as people. Through this journey, they learn that their voices matter, and that their unique expressions contribute to the vibrant tapestry of the world around them. This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.
Bibliography: Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. Thomas, M. (2013). The Art of Encouragement in Education. Routledge. Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD. McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.
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