Carrie Reuning-Hummel, my Suzuki teacher mentor, shared how greatly she was influenced by Kay Snow-Davis’ book Point of Power: A Relationship with Your Soul.

Of course, wanting to understand Carrie’s perspective as deeply as possible, I checked out the book from our library and dove in.

About the Theory

Kay Snow-Davis argues that every person contains natural abilities and creativity — and that ability and creativity wants to be expressed. There are, however, different modalities of those expressions. Not every person will express their talent in the same way as someone else. And when a person to attempts to express their ability and creativity in a way that is against their nature, their “self-esteem is diminished, health is compromised, and relationships lack trust and depth.”

Snow-Davis has identified four points of power. These points of power are the gateways of personal ability and creativity to naturally enter the world.

Knowing one’s specific point of power enables one to determine the areas in their life where they are mentally forcing themselves to live unnaturally and engage in diminishing behaviors and actions.

Furthermore, identifying a student’s point of power can be an indispensable resource for encouraging their natural creativity and ability. I think this is why Carrie loves Snow-Davis’ work.

Four Points

In her book Snow-Davis uses the tree as an analogy to describe the four points of power to readers. There are Roots, Trunks, Branches and Leaves. Each modality has certain needs and characteristics which can be used to identify the power point and then consciously shape an environment to suit that power point.

ROOTS

Roots who healthfully express themselves find great joy in doing what they are doing. Like the roots of a tree, they dig deep into the earth and are satisfied to feel who/how/what they are with little sun/air/disruption. They live moment to moment, and are happiest when they can completely immerse themselves in an activity. Roots are drawn to hands on, repetitive work.

For a root, rewards or existential meaning is unnecessary, because they are just happy to do what they are doing. The reward is the doing itself.

Transition can be very difficult for roots who often fall into habitual patterns and routines. A root does not often feel compelled to have lengthy conversations, especially if it is grounded in idea and not reality.

If your student is a root you can consider supporting them in the following ways…
– give concise, direct instruction
– limit game and reward systems
– dive deep into repetitive activities (don’t feel like you must change pace often)
– walk a student through major transitions
– offer experiential opportunities before the big day (time in a concert hall, feeling of playing a duet, mock auditions)

TRUNK

Trunks who healthfully express themselves find great joy in accomplishment. Like the trunk of a tree the are steady, structured, and unyielding. A trunk is someone who creates a check list, does everything on the checklist, and checks everything off on the list as they go. Trunks are considered self disciplined, persistent, and reliable.

For a trunk, motivation comes in seeing a job well done. They respond very well to recognition of their accomplishments.

Trunks can have difficulty in following through with a project when objectives change mid-way through. It is more challenging for trunks to be imaginative and flexible, especially once a course of action is determined.

If your student is a trunk you can consider supporting them in the following ways…
– provide clear instructions, never change the objective or rules
– set up a series of accomplishable taks
– keep records of repetitions (in a notebook, sticker chart, 100’s coloring sheet)
– make plans far in advance and share them in the lesson
– prioritize step-by-step instruction, activities, and events

BRANCH

Branches who healthfully express themselves find great joy in bringing ideas to life. Like the branches of a tree, the bridge the transition between the shimmering leaves and the steady trunk. Branches love using the imagination to envision something, brainstorm how to make it a reality, and communicating with a team to birth that idea into reality. They also are quick to draw thematic connections between seemingly dissimilar things.

For a branch, motivation comes in enacting their own living ideas. It is important for branches to feel their ideas are heard and will contribute to the end result.

Because branches express their ability and creativity right at the beginning of projects (as they move from idea to reality), they often feel compelled to move on to other projects rather than stay with a project to the end.

If your student is a branch you can consider supporting them in the following ways…
– engage their creative process (what game should we play? what is your plan? what should we perform on the spring concert?)
– change activities often
– invite them into long term planning
– give them autonomy in putting together events such as home concerts or group class projects

LEAF

Leaves who healthfully express themselves find great joy in creating fantastical worlds in their imagination. Leaves are the sort of people you can make a comment to, and they respond a few seconds later with a completely different, seemingly unrelated remark. They have the amazing capacity to story tell, vision, role play, and create in their own minds.

Leaves spend very little time engaged in their physical reality. They are often ‘daydreaming’ or lost in their own thoughts. Leaves can appear to be uncoordinated and scatter brained, but they are really just participating in an incredible internal dialogue.

For a leaf, motivation comes from allowing their imagination to roam free. It is important for leaves to feel an unbridled ability to go where their mind takes them, and grounded the experience in reality is of little importance to them.

Leaves generate thousands of ideas each moment, but struggle to processing those ideas into realistic events/projects/goals.

If your student is a leaf you can consider supporting them in the following ways…
– engage their imagination as often as possible (what does this sound like? where are we going? who are you playing for? pretend we are playing this in the composer’s era)
– dive deep into just a few activities, you can stay within them for hours if the imagination is used
– rarely discuss plans, projects, or goals
– draw attention to sensory perception, remind leaf to come back to their own body
– facilitate the ideas a leaf suggests (if they imagine a fantastical concert, help make it happen)

Power Privilege

Certain expressions of creativity and ability are privileged more than others.

We live in a trunk culture. Factory lines, school curricula, and deadlines are just a few examples of the way trunkness colors the way we work.

People in our culture are rewarded (financially, with esteem, etc.) when they get stuff done — often at the expense of their natural creativity and ability.

In the 21st century, I believe branches are also receiving privilege. The revolutionary visionaries, thinkers, and innovators (especially in the tech world) are those capable of bringing incredible visions to reality, and then surrounding themselves by trunks and roots who can carry out their vision.

Leaves and roots receive little reward for their modalities of expression. Or, perhaps more accurately, their type of work is appreciated but nearly impossible to do on a typical timeline in a typical workspace. These students are given labels, prescribed medication, and trained to work against the grain of their own nature.

Beyond Archetypes

I don’t believe all humans fall into four simple categories. We are far more complicated than that. I do believe, though, that the root, trunk, branch, leaf model enables teachers to recognize and encourage the unique expression of all students — especially those who are leaves and roots.

This model allows me to recognize and work with patterns in my own creative process, as well as be more patient when cooperating with those who don’t approach work in the same way I do.

What a relief it is to know that difference isn’t dangerous. In fact, diversity of expression allows for collaboration.

Invite a leaf (visioning), branch (brainstorming), trunk (mission accomplishment), and root (maintenance) who together understand each others strengths to work on a project together and you will know what effortless work looks like.

As a teacher you can arrange for these scenarios. You can support the unique points of power of your students and make sure that as a studio, parents, students, and teachers alike know and respect the expressions of creativity and ability in others.