The Importance of Arts Education in Afterschool

Source: Oakland Leaf

For several years there has been an on-going decline in the funding for arts education in schools which we have been discussing as a major problem. (See previous LIAS blogs on art here.)

Afterschool programs are perfectly positioned to fill this gap. Below, we offer 2 guest blogs from Oakland Leaf on the importance of creativity and arts education.

Oakland Leaf Afterschool Program Manager on The Power of Creative Arts Education

By Guest Blogger, Jonathan Higgenbotham, Bret Harte Middle School Afterschool Program Manager. (This blog was originally published on Oakland Leaf.)

Middle school can be tough on self-esteem. Social comparison becomes more intense and can lead to feelings of unworthiness that affect everything from healthy decision-making to academic performance. When I was in middle school, participation in team sports boosted my confidence and kept me on a positive path. As the manager of an afterschool program with a strong emphasis on the visual arts, I have had the opportunity to observe how creative pursuits can have a similar transformative impact on a young person’s life. 

Source: Oakland Leaf 

At the beginning of the school year, after more than a year of remote learning, most of our afterschool program students experienced some degree of social anxiety or awkwardness. A handful of students, however, suffered much more intensely than others. I remember one of our students, an only child who had virtually no contact with other kids while school campuses were closed, was extremely insecure and struggled to communicate or even make eye contact with his peers.

He flourished in our visual arts classes though and, quickly, everything began to change for him. The vivid imagination and endless ideas that he had been unable to share in words began to fly out of him onto the paper, canvas, and screen. He started to get tons of positive feedback from his classmates. He developed friendships with other students with a passion for anime and comic books, across surprisingly diverse peer groups, and he no longer spent lunch and recess during the school day alone. 

Of course, engagement with the arts isn’t some kind of magic fix for every kid’s experience of marginalization. But I have seen with my own eyes, time and time again, how participation in the arts has connected the most unlikely kids.  And how it has inspired them to be more expressive and authentic in other areas of their lives…more willing to step outside of their comfort zones and try new and hard things. 

I think this is especially the case in creative youth development programs like Oakland Leaf’s, where all activities have an integrated social and emotional learning component that promotes creative risk-taking, peer appreciation, and bridge-building across differences. And where all of our educators, including our art teachers, are trained in multicultural education, trauma-informed practices, and restorative justice.

Cultivating Creative Spaces: A week in the life of Oakland Leaf afterschool programs

by Guest Blogger, Isa Gonzalez, Director of Community Programs (This blog was originally published on Oakland Leaf.)

“Oakland Leaf has emphasized creative expression since our founding project, a citywide youth talent show. An abundance of research confirms what we have seen again and again in our work with youth: arts education strengthens young peoples’ academic, problem-solving, and social skills, and boosts confidence and motivation. And equally important, by cultivating creatives spaces, we are cultivating joyful spaces where young people feel empowered to be their full authentic selves.” - Oakland Leaf blog 

I started my work with Oakland Leaf as an intern in a media arts program called Youth Roots when I was just 13 years old. After I graduated from college, I returned to Oakland Leaf as an After-school Program Instructor and then, later, I was promoted first to Program Manager and then, earlier this year, to Director of Community Programs. I’ve had very different responsibilities in each of these roles, but my underlying goal has always been the same: to cultivate safe spaces for youth to be their full authentic selves. 

Source: Oakland Leaf

I have found creative expression to be one of the most powerful tools for fostering authenticity. Talking about personal feelings can make people feel vulnerable, and children especially don’t often have the language to describe what they are going through. And it is not uncommon for young people to be closed off, especially if they feel judged or marginalized by their family or peers.

Nonverbal tools, and especially art activities, help kids identify and express their emotions, and share their authentic selves. Studies show that artistic expression can decrease feelings of anger and depression and can help students regulate their emotions. Creative expression is embedded into both our social and emotional learning and our restorative justice programming.

For example, as part of our conflict resolution work, before facilitating a conversation, we have the students fill out a reflection form sharing their version of events, how things could have gone differently, what harm was done, and how it might be repaired. Students have the option to share their thoughts as words or as drawings. The experience of writing, for many kids, is automatically associated with academics and this stifles their expression. Drawing, on the other hand, is associated with play and this supports many students to open up in a way they wouldn’t otherwise. Similarly, during our mindfulness sessions, we give students the option of coloring or drawing, rather than just sitting or lying still. 

Source: Oakland Leaf

When students have positive experiences with the creative processes and tools we expose them to, they adopt them as life-long practices that they can turn to for self-expression, self-regulation, and self-understanding long after they age out of our programs. The skills, knowledge, and sense of purpose and connection that I acquired as an Oakland Leaf youth program participant continue to serve me to this day.

MORE ABOUT…

Jonathan Higgenbotham is Bret Harte’s Afterschool Program Manager and was born and raised in Oakland. He attended Pine Manor College and entered into the field of education. He is a former Science and PE teacher and greatly enjoys building upon the curiosity and intelligence of young minds. He is also a high school basketball coach and has worked and volunteered with the Black Cowboy Association for about 5 years. He strives to embrace and empower young generations to be the greatest they can be. He is a huge proponent in leading by example as well incorporating as much fun and joy into the work on the daily.

Isa Gonzalez is Oakland Leaf’s Director of Community Programs. Before transitioning into her current role, Isa served as the Program Manager at one of Oakland Leaf’s afterschool programs. As a minority in Oakland, she has been labeled as a female who is statistically designed to fail, and lives in a city labeled as a “malignant place.” But Isa refused to let others define her, and always was eager to realize her dreams. Isa discovered her passion for equity in education and Feminism through an Oakland Leaf critical media afterschool program. Isa is a life-long learner and is passionate about sharing her knowledge with those who surround her. At Oakland Leaf, Isa continues her mission of providing youth with the resources that they might not be able to attain elsewhere, and gives them the tools to be active agents of change in our communities.

Oakland Leaf was founded in 2001 by a collective of East Oakland educators intent on empowering youth voice. At the time, Oakland was experiencing a surge in crime and violence, the country was about to enter a war, and many kids in Oakland didn’t have an outlet or a platform to examine and express their fears, anxieties, hopes and dreams. Oakland Leaf’s first program was the All Oakland Youth Talent Show. More than two decades later, they have evolved into a highly regarded leader in the fields of youth development and out-of-school time learning. 

UPCOMING WEBINARS:

Almost every day there is a piece in the news about Artificial Intelligence (AI) and its dangers. AI is all around us, and whether or not you realize it, people use artificial intelligence every single day. Many young people, even those who are very tech savvy, know little about this topic. Adults, including those in afterschool programs, know even less. Yet, AI is being used by companies more and more. As we venture deeper into the digital age, understanding AI and its educational potential becomes more crucial than ever.

We believe that youth need to understand more about AI, and afterschool is a perfect place to do this. But are afterschool leaders equipped for this? It’s important for educators to understand AI so they can help their youth make sense of a technological development that is predicted to be a huge force in the world, experts say. It’s crucial for educators to be AI literate, to be able to explain what it is, and to understand its powers and limitations.

To learn more and register, click here.

The 2024 election offers a number of opportunities to engage older youth in civic engagement. But these opportunities require input from youth, organizing and planning- so start program planning early because there is no better time for youth to be involved in making a change than through the ballot box. We can frame these efforts as “meaningful participation”, “civic engagement”, “youth leadership” or “community service.”

This webinar will review the benefits of youth engagement in the elections and what programs can do to encourage youth involvement and voting. We will also talk about how to involve youth in voter registration and determine what news is reliable and which is misinformation. We will also talk about how youth who are under 18 and unable to vote can be involved.

To learn more and register, click here.

Creativity in Children: A Pathway to Growth and Exploration

By Guest Blogger Akoma Unity Center. (This blog was originally published on Akoma Unity Center.)

This blog offers insightful guidelines to help your children harness the immense benefits and rewards of creative thinking effectively.

Provide a Nurturing Environment for Creativity

Creating opportunities for creativity doesn’t require significant investment. Simple resources such as paper, pencils, dedicated time, and space can go a long way. Set up an environment that encourages creative expression, giving your children both room and time to explore their imagination. While material resources like paints, cameras, or musical instruments are important, fostering the right mindset is equally crucial, as we’ll discuss further.

Foster Openness and Freedom

Source: Akoma Unity Center

Resist the urge to provide directions when your children are engaged in creative activities. Embrace the fluidity of the creative process. Allowing your children to make their own decisions about subjects, materials, and pace is vital for reaping the full benefits of creative thinking. Embrace the mess that can accompany creative endeavors; it’s an integral part of the process. The ability to revel in creative freedom is a cornerstone of your children’s personal growth, helping them develop a strong sense of self while acquiring valuable life skills.

Engage in Conversations About Art

Initiate conversations about art with your children without hesitation. Normalizing art as a topic of daily discussion can also strengthen the parent-child bond. Share with your children why you’re drawn to a specific song or painting. Cultivate curiosity about their preferences without passing judgment. Consider asking open-ended questions, such as:

• Who’s your favorite TV or literary character?
• What is it about that movie that resonates with you?
• If you were in that character’s shoes, how would you tackle the situation?
• How do you envision that character solving this problem?

Encourage Idea Exchange

Recognize that creativity goes beyond artistic endeavors; it’s a way of life. Regularly exchange ideas with your children. Encourage them to contribute ideas and reciprocate by sharing your own. Be attentive to their feedback and engage in discussions together. This experience teaches your children that refining an idea is an essential part of creativity and that creativity thrives through collaboration. Remarkably, some of history’s most influential technological and artistic achievements are the outcome of collaborative effort.

Nurturing creativity in children is a gift that keeps on giving. By providing a conducive environment, embracing openness, and fostering dialogues, you’re not only helping your children flourish creatively but also equipping them with life skills that transcend artistic endeavors. Embrace the journey of creativity alongside your children, fostering a sense of exploration, innovation, and personal growth.

Ready to embark on this creative journey with your children? Implement these practical steps and witness the transformation in their creative thinking. Encourage them to explore, express, and engage, knowing that you’re nurturing a foundation for a lifetime of innovative thinking and self-discovery.

MORE ABOUT…

Akoma Unity Center (AUC) is a 501 (c)(3) non-profit, grassroots organization committed to the progress of African American youth, families, and communities. Akoma’s programs and services are specifically designed to meet the needs of historically excluded African American youth and communities. Programs include; Afterschool Program, Summer Day Camp, SOUL FOOD Community Dinner Night, male mentoring program, Rites of Passage, Advocacy for youth of color, STEAM Fair- Back to School Giveaway and Toy/Coat giveaway.

At Akoma Unity Center, their unwavering mission is to educate, heal, and transform historically excluded communities of Black, Indigenous, and People of Color (BIPOC). They are dedicated to creating a more equitable and just society by organizing individuals, cultivating healthy families, and empowering communities to overcome systemic barriers. Through their comprehensive programs and initiatives, they strive to foster holistic healing, educational empowerment, and economic opportunities. By addressing the unique challenges faced by BIPOC communities, they aim to dismantle inequities, uplift voices, and create sustainable change.

How Kids Learn III: Play, Creativity, Tinkering, and the Arts

By Sam Piha

Two weeks ago we hosted our third How Kids Learn conference, which drew nearly 300 participants from the California Department of Education (CDE), local funders, and a bevy of afterschool and school day leaders. This conference focused on play, creativity, tinkering, and the arts. It was led by emcee, Lynn Johnson from Glitter & Razz Productions and featured opening remarks by Michael Funk, Director of the After School Division at CDE.  

All were inspired by the words from Dale Dougherty, Founder of the Maker Movement, who encouraged OST providers to offer activities that allow children to learn through taking things apart and build things from their imaginations. Elizabeth Rieke from the Center for Childhood Creativity cited the importance of activities that foster young people's creativity. Nikki Shechtman of SRI International shared the findings of a DOE study on grit and perseverance and talked about how programs can promote these traits. Shirin Vossoughi from the Exploratorium and Stanford  shared examples that highlight the ways educators can leverage the developmental potential of play, integrate students’ cultural and intellectual histories, and expand the meaning and purposes of STEM learning. 

There were other excellent speakers whose presentations will be available on the How Kids Learn YouTube channel in the near future. There were also six hands-on workshops that participants could choose from. Thanks to all of those that contributed to a very successful event and we look forward to our next How Kids Learn conference. 

Exploring Creativity

Sam Piha

By Sam Piha

In her recent blog entitled "Creativity is the Secret Sauce in STEM" published by Edutopia, Ainissa Ramirez wrote, "Creativity is the secret sauce to science, technology, engineering and math (STEM). It is a STEM virtue. While most scientists and engineers might be reluctant to admit that, and to accept the concept of STEAM (where A is for Art), I’ve witnessed that the best of the best are the most creative. 

So how do we make our children more creative? 

Ainissa Ramirez

Researchers have found that play is important for productive thought.Playing with ideas also increases learning. We must encourage playing with concepts to nurture creativity in students." 

To explore this notion of creativity, I interviewed several people in the arts, including Judith Leinen, a young adult sculptor from Germany and Sheri Simons, an art professor at Chico State University. Below are some of their responses to my questions.

How would you define creativity for yourself?

Sheri: Curiosity. Looking and listening, paying attention, willingness to risk.

Judith: There's one thing I can often see in creative processes. It's a paradox interplay between knowledge and forgetting knowledge. Every decision is made in a system with laws of nature and general principles or even with the knowledge of common ways to do something or to solve a problem. A creative way of working would often ignore or overcome these contexts but with the knowledge about all of these rules in mind. Maybe a definition for creativity could be "a flexible mind".

How important is creativity in your life?

Judith Leinen

Judith: I think creativity is important for everybody's personal life and also for every society itself. To me, its the key to development and also to critical thinking. To me it's much more than a floating skill in a context of art but a general ability and a part of thinking in general. I would consider creativity as a very important thing in my life.

When you were young, how was creativity supported?

Judith: I think the biggest influence in my life was my father and my grandmother, who lived in the same house. My grandmother always challenged, questioned and tried out a fact or a rule before she accepted it. She did this with small things, for example, instructions in any recipe. “No we'll do this different and take cream instead of milk....” I think this had an effect on me. It made me act in a similar way and led me to experiment in my daily life. As I grew up I had nearly no access to contemporary culture like exhibitions or theatre. But I always wanted to build something. My parents would provide me with tools and craft supplies, would always involve me in hands-on projects around the house, and also encouraged me and my siblings to invent self made gifts.

In public school, I had art as a subject from the age of 6 to 18. Looking back,  I think this was a giant support for creativity and also an intense influence on all the other subjects. 

As an art instructor, how have creative endeavors benefitted your students? 

Sheri Simons

Sheri: By allowing them to practice divergent thinking, not settling for the first thirty ideas that slide off of the top of the brain easily; and accepting trial and error as a methodology.


Do you find that creative endeavors are easy, fun, or hard and challenging?  

Sheri: Both, neither and all. In sculpture we say, “Everything works on paper”… meaning you have to take the idea into the world. Easier said than done. There are many searches involved in that activity: materials, ideas, gravity, and reality. So even more than the fun or easy or hard or challenging, there’s the simple satisfaction of TRYING things out, which means you interface between the thoughts in your mind and the real world. The learning quotient is somewhere between what you think and what you do.

How did engaging in creativity when you were young shape your adult life?

Judith: I think it shaped my approach to a lot of small daily life decisions, figuring out daily decisions and logical problems. But also in a more general way, it shaped my skills and access to my environment. It provided a pool of personal experiences. I was able to collect these experiences that included simple insights about the world and my engagement with it. I was always encouraged to act in a creative way.  

Is there a reason why we should keep the arts as part of the educational experience? 

Sheri: Dubuffet said, “Art is to disturb”. To make waves might mean beauty amid the ugly. It may redefine both terms. It calls for constant awakening. If we stop teaching visual thinking, how long might it take before we become art somnambulists? Lazy in our eyes, clumsy fingers, lost in our problem solving abilities, and ultimately prone to submissive living?

Do you think the typical child in schools is given enough support and access to creative expression?

Judith: I don't think so. From my point of view, creative activities in public schools are often not as appreciated as they should be. My experience is that the arts are usually the first subjects to be cut in tight financial times. Creative expression should be supported as it can lead to successful results in scientific subjects or even help to formulate one's own opinion in social, philosophical or linguistic subjects. A specialty of public schools is that their curriculum is accessible in a very democratic way and to all children independent of their economic background. But if creative education at school is replaced by other programs, it will only be accessible by privileged children. Thus, public education would not comply with its responsibilities.  

Do you have any thoughts you would care to share on the link between creativity and learning?

Judith: I think creativity is fundamental for any kind of learning and thinking. Learning is more than just acquiring knowledge - it includes a way of thinking. It includes the ability to use this knowledge in our daily lives, making connections between different fields of information, linking facts in a logical way, and in transferring our knowledge from one context to another. Without the ability to use cognition with creativity, most of the learned content would just be empty information. The practice of tackling projects that require creative thinking has a large influence on our ability to find solutions and solve problems. It allows us to apply theoretical knowledge to practical life. 

_____________________________

Judith Leinen was born in 1985 in a village close to the German- Belgian Border.  After her Abitur degree she studied fine arts, mathematics and pedagogics in Mainz, Germany. Since 2007 she has participated continuously in solo- and group-exhibitions. With the art-group Upper Bleistein, she realized several art projects, interactive sculptures and space- related installations  revolving around issues like public space, imagination and reality, parallel worlds, participation and communication. In 2010 a catalog documenting the work of Upper Bleistein was published by Gonzo-Verlag. Her first public commission was installed in summer 2013 at a school in Mainz, Germany. Judith Leinen worked freelancing as a pedagogic for different organizations and directed Media projects with youth. Judith Leinen is currently enrolled in a postgraduate program at California State University Chico as a guest scholar. 

Sheri Simons is interested in sculpture as an instrument, broadly defined as something that aids in or causes an action or a reaction. Working in wood, sound, and movement for the last eleven years has led to solo and group exhibitions at museums and galleries in the U.S., Canada and South America.  

She has received grants from the National Endowment for the Arts, The California Arts Council and The Michigan Council for the Arts. Public arts commissions in California, Ohio, and Washington have provided the opportunity to think large, incorporate pedestrians in art, and experiment with varied media. Her commissions include public installations for three libraries, a juvenile court, and an administration building for the Water Board. In addition to maintaining a studio practice, Sheri is a professor in the sculpture area of the Department of Art and Art History at California State University, Chico. 

Think Outside the Classroom

By Sam Piha

Sam Piha

It wasn't long ago when we had to defend afterschool programs if they didn't raise test scores. We were told that "if it doesn't raise the test score, learning didn't happen". Some stood in opposition to this reductionistic thinking while others cowered with fear of losing funding.

Today, the clouds are parting and the pendulum has swung the other way, as educators better appreciate what afterschool and summer programs can do. This is due in part because of the failures of No Child Left Behind and new studies on the importance of social emotional skills, 21st Century learning skills, findings from neuroscience, and many other areas that show that learning is more than a test score. And the willingness to take risks, make mistakes, persevere in the face of a challenge are all important parts of learning. 

The upcoming How Kids Learn conference in October is a celebration of these developments as it focuses on the importance of play, creativity, tinkering, and the arts in children's learning. In the conference, participants can hear from the founder of the Maker Movement, educators and researchers from the Center for Childhood Creativity and the Exploratorium, and new research sponsored by the DOE on the importance of grit, perseverance, and tenacity. The conference will also sponsor breakout groups led by innovative practitioners and allowing participants to experience their techniques in a hands-on way. For more information and to register, click here. 

Moving away from the old API score and a single standardized test score to evaluate schools will be tricky. The California Board of Education and legislators in Sacramento will have to name the multiple measures that will take the place of the API ranking. For a detailed description of what has to be done and who has to do it, see this EdSource briefing here. Meanwhile, it is important that we declare what afterschool can do, hold our positions when pressure returns, and be sure that we have the quality programs that can fulfill the logical promise of afterschool and summer learning experiences. 

How Kids Learn III: Play, Creativity, Tinkering, and the Arts

By Sam Piha

Sam Piha

Recently, there has been an emphasis in schools on literacy and math. Much of this has been at the expense of play, creativity, and the arts. Many schools are trying to re-introduce these things through expanded learning time. Meanwhile, it is important that we recognize that play and creativity are critical to learning, and preserve these in our out-of-school time programs. 

Join us at How Kids Learn III as we hear from leading experts in the fields of neuroscience and the new science of learning on the importance of play and creativity. Learn how the Maker Movement is right for afterschool and learn from those who are using innovative learning strategies in their work with children and adolescents.

The purpose of this conference series is to expose OST stakeholders to cutting-edge thinking and research, and consider the implications for practice in afterschool and summer programming. We are hopeful that the ideas discussed in this conference will affect your thinking about youth programming as well as your personal life and well-being. This conference is intended for youth program leaders, educators, technical assistance providers, funders, and all afterschool stakeholders. Participants will have the opportunity to meet innovative practitioners and Bay Area colleagues.

Details can be found below and at this website: http://www.howkidslearn.org/.

HOW KIDS LEARN III: 

Play, Creativity, Tinkering, 

and the Arts

October 23, 2013, 8:00AM - 4:30PM

Mission Bay Conference Center

1675 Owens Street

San Francisco, CA 94158

REGISTER NOW! SPACE IS LIMITED.

The Power of Creativity and the Arts

By Sam Piha

Sam Piha

Last week, I continued my annual tradition of attending the end of the year dance performance by the youth from San Francisco's School of the Arts (SOTA). I was reminded once again of the power of the arts and creativity in promoting young peoples' learning, engagement, and drive for mastery. 

In an age in which we value academic test scores and more recently, STEM, so highly, the importance of creativity and the arts gets the short end of the stick. Afterschool and summer programs are the perfect place to foster creativity, and we should be ready with pride to defend these activities. In a series of upcoming blog posts, we will explore this with interviews with local artists, art teachers, and young people who have much to say on this topic. Below are five of the top ten skills that young people learn from the arts. For the complete list of skills, see the link further below.

The Top Ten Skills Children Learn From the Arts

By Lisa Phillips

1. Creativity – Being able to think on your feet, approach tasks from different perspectives and think ‘outside of the box’ will distinguish your child from others. In an arts program, your child will be asked to recite a monologue in 6 different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice thinking creatively, it will come naturally to them now and in their future career.

2. Confidence – The skills developed through theater, not only train you how to convincingly deliver a message, but also build the confidence you need to take command of the stage. Theater training gives children practice stepping out of their comfort zone and allows them to make mistakes and learn from them in rehearsal. This process gives children the confidence to perform in front of large audiences.

3. Problem Solving – Artistic creations are born through the solving of problems. How do I turn this clay into a sculpture? How do I portray a particular emotion through dance? How will my character react in this situation? Without even realizing it kids that participate in the arts are consistently being challenged to solve problems. All this practice problem solving develops children’s skills in reasoning and understanding. This will help develop important problem-solving skills necessary for success in any career.

4. Perseverance – When a child picks up a violin for the first time, she/he knows that playing Bach right away is not an option; however, when that child practices, learns the skills and techniques and doesn’t give up, that Bach concerto is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success.

5. Focus – The ability to focus is a key skill developed through ensemble work. Keeping a balance between listening and contributing involves a great deal of concentration and focus. It requires each participant to not only think about their role, but how their role contributes to the big picture of what is being created. Recent research has shown that participation in the arts improves children’s abilities to concentrate and focus in other aspects of their lives.

______________________

To read more articles and studies on the importance of creativity and the arts in youth development, click on the titles to view:

- Video: Ken Robinson says Schools Kill Creativity

- Article: Does Arts Education Matter? 

- Article: Top 10 Skills Children Learn From the Arts 

- Article: Arts Engagement Linked to Academic, Civic Benefits 

- Article: The Relevance of Creativity in Education 

- Online Resource: Creativity Culture & Education

   

A Response to an Interview with Alfie Kohn

Sam Piha

In our blog posted on October 11, 2011, we alerted our readers that Eric Gurna and his organization, Development Without Limits, is now offering Please Speak Freely, podcasts of interviews with afterschool and educational thought leaders. After a recent interview with education thinker, Alfie Kohn, Eric asked me to listen to the interview and respond as a guest blogger. My response follows below. 

A Critical Voice

By Sam Piha, Director of Temescal Associates

Over the last 25 years, Alfie Kohn has been a critical voice in education. He has, through his writings and presentations, urged us to focus on the child instead of the student; on learning instead of achievements. As the pressures of No Child Left Behind increased, he was unafraid to speak freely about these topics. Thus, it is most appropriate that he is featured on “Please Speak Freely.”

Alfie Kohn

I greatly enjoyed the lively exchange between Eric Gurna and Alfie Kohn, in particular their discussion of extended learning time, creativity, and motivating kids without the use of rewards or punishments. (If you also enjoyed the podcast, I highly recommend that you view some of Alfie Kohn’s video presentations on YouTube). 

The latest rage in educational reform seems to be the notion of extended learning time (ELT). We have known for some time that children learn regardless of the time of day or the particular season. This idea is not new to those in the afterschool and summer learning movements. However, ELT for many appears to be about extended seat time and extending the school day. In my recent interview with Karen Pittman (Forum for Youth Investment), she cautioned, “The most important thing to remember is simply that more time doesn’t necessarily equal more learning. Learning opportunities must be high quality if they are going to produce more learning – whether they happen in classrooms or CBOs.”

By Alfie Kohn

The critical questions facing those who are considering extending the school day, are who will be involved, what methods will be used, and what guidelines will shape quality learning experiences? In California, the Learning in Afterschool & Summer project is promoting that all extended learning be active, collaborative, meaningful, support mastery, and expanding the horizons of the participants.

Alfie Kohn and Eric also talked about the importance of promoting young people’s creativity. Creativity is re-entering the educational debate as evidence by two recent articles in Education Week. According to Sarah D. Sparks, “Teaching creativity has been a hot-button topic this fall, from the National Academy of Education's annual meeting in Washington to a Learning and the Brain conference in Boston. Yet researchers are just beginning to determine what makes some students more creative than their peers, and how the classroom environment can nurture or smother that ability.” You can also view an entertaining presentation by Sir Ken Robinson on how we can kill young people’s creativity.

By Alfie Kohn

Alfie Kohn also talked about how rewards and punishment for academic achievement do not motivate or increase young people’s learning. We know that young people have a built-in drive to learn about and master their environment and they experience an innate joy in this. The question for educators inside and outside of school, is how to tap into, and not extinguish, this natural drive. 

Daniel Pink and RSAnimate created an entertaining and brief video entitled “The Surprising Truth About What Motivates Us.” He presents evidence that shows that being self-directed, the joy of mastery, and the sense of purpose trumps the offering of rewards. To only offer carrots and sticks for performance “assumes that we are just better smelling horses”.  His video provides good food for thought and I highly recommend afterschool program and educational leaders share it with their staff and facilitate the hearty discussions that will follow.