Secret place: An experiment in discovery and creativity

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1 University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2005 Secret place: An experiment in discovery and creativity Jennifer Davis Sorensen The University of Montana Let us know how access to this document benefits you. Follow this and additional works at: Recommended Citation Sorensen, Jennifer Davis, "Secret place: An experiment in discovery and creativity" (2005). Graduate Student Theses, Dissertations, & Professional Papers This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact

2 Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No and provide signature** Yes, I grant permission > / No, I do not grant permission Author's Signature: Date: Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98

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4 A SECRET PLACE: AN EXPERIM ENT IN DISCOVERY AND CREATIVITY b y J e n n ife r D avis Sorensen B.F.A., U n iv e rs ity o f U tah, 1972 presented in p a rtia l fu lfillm e n t o f the re qu ire m en ts fo r the degree o f M aster of A rts The U n iv e rsity o f M ontana J u ly 2005 A pproved by erson Dean, G raduate School D ate

5 UMI Number: EP41170 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI EP41170 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml

6 Sorensen, Jennifer Davis M.A., July 2005 Fine Arts and Integrated A rts and E d u ca tio n A Secret Place: A n E xp e rim e n t in D iscovery and C re a tiv ity (93) D ire c to r: D r. Jam es D. K rile y Researchers in psychology, c h ild developm ent, e d u ca tio n, and o th e r d is c ip lin e s have docum ented a steady erosion in th e q u a lity o f ch ild h o o d and w ith it, a decrease in perseverance, a tte n tio n, and s e lf-d is c ip lin e in th e classroom. A n o v e r-sa tu ra tio n w ith pre-program m ed e le ctro n ic toys, games, and e n te rta in m e n t and o ver-scheduling w ith a d u lt-d ire c te d a c tiv itie s have le ft to d a y s c h ild re n and adolescents w ith little in c lin a tio n o r free tim e to explore, discover, and develop such in tra p e rs o n a l s k ills as s o rtin g o u t th e ir feelings, solving problem s, and ta p p in g in to th e ir in n a te c re a tiv ity. To exam ine th is tre n d on a lo ca l level, a survey w as conducted on ch ild h o o d pastim es, fo llo w in g th e fin d in g s o f geographer Roger H a rt, w hose 1979 s tu d y Children's Experience of Place de tailed a c h ild s fu n d a m e n ta l need fo r self-discovered and se lf-co n stru cte d places. A long w ith questions on a w ide range of p u rs u its, th e survey he ld key qu e stio n s dealing w ith secret places, such as h id e o u ts and tree houses, and w ith o th e r im a g in a tive a c tiv itie s such as secret codes, perso n a l in v e n tio n s, and im a g in a ry frie n d s and anim als. The survey was a d m in iste re d to 352 in d iv id u a ls in s ix age groups, fro m age 9 to 66+. The d a ta were analyzed b o th w ith in each age category and across categories, c o n firm in g th e con clu sio n s o f H a rt and oth e rs and suggesting some s ig n ific a n t new dim ensions and perspectives. Key fin d in g s are discussed and sum m arized in b a r graphs and n u m e ric a l tables. As a possible a n tid o te to th e phenom enon o f d e clin in g ch ild h o o d c re a tiv ity, th e concept o f a secret place became th e b a sis o f c u rric u lu m fo r ju n io r h ig h a rt classes, w ith po sitive and p ro m isin g re s u lts. C lassroom p ra x is is described and illu s tra te d w ith exam ples o f s tu d e n t w o rk, b o th v is u a l and te x tu a l. The n e x t step in th e exp e rim e n t w as th e a p p lic a tio n o f th e secret place concept to th e in v e s tig a to r s own c re a tiv ity. T h is led to th e p ro d u c tio n o f seven large p a in tin g s and e ig h t free-verse poems, w h ic h, in tu rn, were reproduced in sm a lle r fo rm a t to yie ld a lim ite d e d itio n o f h a n d -b o u n d books. The genesis o f th e w o rks is described, accom panied by re p ro d u c tio n s o f the p a in tin g s and poems. F in a lly, b roa d e r en viro n m e n ta l and c u ltu ra l im p lic a tio n s are suggested along w ith ra m ific a tio n s fo r the classroom, fa m ilie s, and co m m u n itie s. ii

7 ACKNOWLEDGMENTS I am convinced th a t w hatever cre a tiv ity I m ay possess is la rg e ly due to secret places I have in h a b ite d. I hope th is w o rk w ill aid and in s p ire o thers to recognize th e im p o rta n ce o f cre a tin g th e ir ow n sa n ctu a rie s, regardless o f age, w h e re in th e y can dream, im agine, and play. T h is p ro je c t expanded fa r beyond m y in itia l expectations, and I co u ld n o t have com pleted such a ta s k w ith o u t the help o f th e fo llo w in g people, to w hom I owe a sincere debt o f g ra titu d e : To m y ch a irm a n, D r. Jam es Krile y, fo r th e tim e he sp e n t w ith me, g iv in g me the im p e tu s and confidence to begin. To D r. R andy B olton, fo r a re m a rka ble and u n fo rg e tta b le experience in the C reative Pulse, th ro u g h w h ic h I recovered m y s e lf as an a rtis t. To Dr. S usan M ckay, fo r h e r in v a lu a b le e d ito ria l help and fo r a d m in is te rin g th e survey q u e stio n na ire s to h e r u n iv e rs ity colleagues and stu d e n ts. iii

8 To D an G arr, fo r h is expertise in ta b u la tin g and fo rm a ttin g th e su rvey data. To L in d sa y G arr, fo r a d m in is te rin g th e survey in h e r u n iv e rs ity classes. To m y colleagues and stu d e n ts, fo r th e ir u n d e rs ta n d in g and s u p p o rt d u rin g th e school year and fo r th e ir p a rtic ip a tio n in th e survey. To th e p rin c ip a l, teachers, and fo u rth graders a t V a lle y E lem e n ta ry fo r th e ir p a rtic ip a tio n in the survey. F in a lly, to m y classm ates in th e C reative Pulse fo r th e ir exam ple o f th e m any guises of c re a tivity. iv

9 CONTENTS Page A b s tra c t... ii A cknow ledgm ents...iii C h a p te r A p p e n d ix I. F o u n d a tio n... 1 II. In q u iry III. P raxis IV. C re a tion V. R eflection A. S urveys on C h ild h o o d Pastim es B. T a b u la te d R esults of Surveys C. Secret Places, as Im agined and D raw n b y N in th -G ra d e A rt S tu d e n ts D. A Secret Place: F acsim ile o f P aintings and A ccom panying Verse References v

10 1 I FOUNDATION Imagination is more important than knowledge. -A lb e rt E in s te in L ittle Tree and o l M aud the h o u n d roam ed the m o u n ta in, e xp lo rin g th e tra ils, lo o kin g afte r every cre a tu re th a t in h a b ite d th a t b e a u tifu l place. He and M aud kn e w the sp rin g b ra n c h w ell, and th e y scam pered along its banks, u p th e h o llo w ta lk in g to the swallow s, L ittle Tree s q u a ttin g lik e a g ia n t to s tu d y the little m arshes, d iscovering ro c k m in n o w s and m u s k bugs, le a rn in g th e secret o f frogs: F o llo w in g th e sp rin g b ra n c h was how I fo u n d th e secret place. I t was a little ways u p th e side o f the m o u n ta in and hem m ed in w ith la u re l. It was n o t ve ry big, a grass kno ll w ith an old sweet gum tree b e n d in g down. W hen I saw it, I kn e w it was m y secret place, and so I w e n t there a w hole lo t. O l M aud ta k e n to going w ith me. She lik e d it too, and we w o u ld s it u n d e r the sweet gum and lis te n and w a tch... I re ckin e d [sic] I was too young to keep a secret, fo r I had to te ll G ranm a a b o u t m y place. She w a sn t s u rp ris e d -w h ic h s u rp ris e d me. G ranm a said a ll Cherokees had a secret place.... She said she re ckin ed m o st everybody had a secret place, b u t she co u ld n t be ce rta in, as she had never m ade in q u irie s o f it. G ranm a said it w as necessary. W h ich m ade me feel rig h t good ab o u t h a vin g one. (C arter 58, 59) In F o rre st C a rte r s a u to b io g ra p h ica l novel a b o u t rem em brances o f life w ith h is Cherokee grandparents, the sm a ll boy discovers the

11 2 im p o rta n ce o f h a vin g a secret place, regardless of one s age. G ranm a said it was necessary. It is! As a v is u a l a rts e d u ca tor fo r sixteen years, I have been concerned b y the g ra d u a l, ye t steady decline in some s tu d e n ts general perform ance in c re a tiv ity, im a g in a tio n, and th e sim ple patience needed fo r co m pletin g q u a lity o rig in a l a rtw o rk. I am seeing, in m any stu d e n ts, an increase in com placency, p a ssivity, la c k o f in q u isitive n e ss, and o ve ra ll laziness. I believe th is a la rm in g, s u b tle tre n d is due to in s id io u s c u lp rits in o u r m odem A m e rica n life style. Today, c h ild re n are raised in a w o rld w here speed is th e need; days are packed to overflow ing w ith a flu rry o f scheduled h u s tle -a n d -b u s tle a ctivitie s, w ith little o r no s ile n t tim e ; and te le visio n, videos, and co m p u te r-re la te d pastim es reign. I t is evid e n t th a t in m o st people s lives, b o th c h ild re n s and a d u lts, th e re m ay have been no experience o f such a haven as F o rre st C a rte r fo u n d fo r h im se lf; indeed, L ittle Tree s (C arter s) tra n q u il, secret place does n o t ex is t in th e w o rld m o st kn o w today. Y et th e s c a rcity and even foreignness o f scenes lik e the one C a rter evokes do no t m ake the p e rso n a l haven any less re le va n t to life today; q u ite the reverse. C onsequently, as a cu lm in a tio n o f a th re e -ye a r M a ste r s Degree p roject, I have explored th e concept o f a secret place as an a n tid o te fo r th e b u rg e o n in g damage th a t child h o o d, in p a rtic u la r, is in c u rrin g.

12 3 The secret place comes in m any guises. Perhaps it is poets, w ith th e ir acute aesthetic se n s itiv itie s, w ho have best defined th e essence o f th e secret place. W illia m B la ke s Auguries of Innocence, fo r in sta n ce, ca p tu re s m om ents o f w onder: To see a W orld in a G ra in o f Sand A nd a Heaven in a W ild Flow er H old In fin ity in th e palm o f you hand A nd E te rn ity in an ho u r. (S uransky 39) A n excerpt fro m R obert F ro s t s appealing Birches offers a d e lig h tfu l e xp la n a tio n o f th e b irc h tre e s b e n t appearance: I sh o u ld p refer to have some boy bend them As he w e n t o u t and in to fe tch th e cow s- Some boy too fa r fro m to w n to le a rn baseball, W hose o n ly p la y was w h a t he fo u n d him self, S um m er or w in te r, and could p la y alone. One b y one he subdued h is fa th e r s trees B y rid in g th e m down over and over again U n til he to o k th e stiffn e ss o u t o f them. (Frost ) In A Child s Garden of Verses, R obert Louis Stevenson describes a c h ild s secret place m u ch lik e th a t o f L ittle Tree s in M y K ingdom : D ow n b y a s h in in g w a te r w e ll I fo u n d a very little dell, No h ig h e r th a n m y head. The h e a th er and th e gorse a b o u t In sum m er bloom w ere com ing ou t, Some ye llo w and some red. I called th e little pool a sea; The little h ills w ere b ig to me; F or I am ve ry sm all. I m ade a boat, I m ade a tow n, I searched th e caverns u p and down,

13 4 A n d nam ed them one and a ll. A n d a ll a b o u t was m ine, I said, The little sparrow s overhead, The little m innow s too. T h is was the w o rld and I was kin g ; F or me the bees came b y to sing, F or m e th e swallows flew. (Stevenson 64-65) The m agic of in sid e places is v iv id ly ca p tu re d b y A. A. M iln e s im a g in a tive c h ild s eye view o f an o rd in a ry staircase in H alfw ay D ow n : H a lfw a y dow n th e s ta irs Is a s ta ir W here I s it. There is n t any O th e r s ta ir Q u ite lik e It. I m n o t a t th e bottom, I m n o t a t th e top; So th is is th e s ta ir W here I alw ays Stop. H alfw ay up th e s ta irs Is n t up, A n d is n t dow n I t is n t th e n u rse ry, I t is n t th e to w n A n d a ll so rts o f fu n n y th o u g h ts R un ro u n d m y head: It is n t re a lly A nywhere! I t s som ewhere else Instead! (M ilne 83J C a ro lyn A delm an speaks o f th e ch ild h o o d th a t I p e rso n a lly rem em ber:

14 5 C h ild h o o d was a gentle place, an easing in to age W ith discoveries m ade a t one s own pace, a b so rb in g life and F in d in g se c u rity in self-know ledge, its s u n n y in te rlu d e s la s tin g forever. I delig h te d in secret places Losing m y s e lf in caves hollow ed in the haym ow A n d h id in g in th e d a rk, a n cie n t m ilk-h o u se, m y sulk in g place A n d c lim b in g th e silo la d d e r skyward, m y s o lita ry th in k in g place A n d tim e to experience s e lf and so litu d e. In th a t gentle place my so u l learned the w o n d e r o f discovery A n d the awe o f co n te m p la tio n A n d the w onders of tim e. (Adelm an) The secret place has its own life, its own re a lity, and a ffords its o ccu p a n t escape space q u ie t a sense o f c la rity, tim e to th in k, a tim e to lis te n to one s own voice, im agine, re flect, and play. H ow ard G ard n e r labels these in tra p e rs o n a l a c tiv itie s as access to one s own feeling life one s range o f affects o r em otions: the ca p a city in s ta n tly to effect d is c rim in a tio n s am ong these feelings and, e ve n tu ally, to la b e l them, to enm esh th e m in sym bolic codes, to draw u p o n th e m as a m eans o f u n d e rs ta n d in g and g u id in g one s be h a vio r (G ardner 239). G a rd n e r in s is ts th a t th is fo rm o f knowledge is o f trem endous im p o rta n ce in th a t it is also closely tie d to the in te rp e rso n a l s k ills o f lo o kin g o u tw a rd, to w a rd the behavior, feelings, and m o tiva tio n s o f others. H is research in d ica te s th a t n e ith e r fo rm o f in te llig e n ce, u n d e r o rd in a ry circu m sta n ce s, can develop w ith o u t th e o th e r (G ardner 241). It is clear th a t w ith o u t n o rm a l

15 6 developm ent o f in tra p e rs o n a l and in te rp e rso n a l s k ills, an in d iv id u a l w ill m o st lik e ly be a lia b ility in society. The less a person u n d e rsta n d s th e feelings, th e responses, and th e b e h a vio r of others, th e m ore lik e ly he w ill in te ra c t in a p p ro p ria te ly w ith them and therefore fa il to secure h is p ro p e r place w ith in th e la rg e r co m m u n ity (G ardiner 254). The developm ent o f personal knowledge is a n a tu ra l process i f i t is allow ed. Noted E uropean pedagogy th e o ris t M a rtin u s J. Langveld w ro te in 1967: C h ild re n are no t form ed and in flu e n ce d b y schooling alone; th e y are d raw n ju s t as m u ch by th e ir own w o rld and th e ir own s e lf-co n s titu te d e nvironm ents. A nd fo r th is, c h ild re n do n o t need ju s t the fo rm a l u p b rin g in g of the school c u rric u lu m ; th e y also need freedom and openness to the becom ing o f th a t w h ic h is as ye t u n d e term in e d and u n c e rta in. (Langeveld) It is u p to p a re n ts in p a rtic u la r, and teachers w hen possible, to o ffe r th e c h ild access to special places in tru s te d environm ents. H id d e n places th a t p e rm it access to w o rld s b rim m in g w ith th e p o s s ib ilitie s o f new and m e a n in g fu l experiences. D u rin g a ll th e stages leading to a d u lth o o d, the secret place rem ains an a sylu m in w h ic h the p e rs o n a lity can m a tu re ; th is se lf-cre a tin g process o f th is sta n d in g a p a rt fro m others, th is experim ent, th is growing in self-awareness, th is creative peace and a b so lu te in tim a c y demand it fo r th e y are o n ly possible in alone-ness (Langeveld).

16 7 The n o tio n o f the secret place and the a c tiv itie s th a t can ta ke place th e re is a c a ta ly s t fo r cre a tiv ity, im a g in a tio n, and free play. D eveloping im a g in a tio n is an im p o rta n t w ay to g ain knowledge (Lee). P sychologist E rik E rik s o n explains, Im a g in a tive p la y is a p re cu rso r o f co n ce p tu a l th o u g h t in w h ic h p o s s ib ilitie s are explored u p o n th e in n e r stage o f a c h ild s im a g in a tio n (cited in Lee). T h a t pla y is o f c e n tra l im p o rta n ce in a c h ild s life is w e ll su p p o rte d by decades o f research. Im a g in a tive p la y is ju s t as im p o rta n t in a c h ild s developm ent as le a rn in g n u m b e rs and th e ABCs; it is an a b so lu te ly c ritic a l p a rt of child h o o d. Yale U n iv e rsity c h ild developm ent psychologists D o ro th y and Jerom e S inger a ffirm, A c ritic a l fe a tu re o f a d u lt life is o u r a b ility to create stories we te ll ourselves a b o u t possible fu tu re s and w ays of a tta in in g o u r goals (cited in Lee). C h ild re n need to get an e a rly s ta rt in such in n e r s to ry te llin g and m e n ta l m a n ip u la tio n o f va rio u s s itu a tio n s. The Singers have also show n th a t c h ild re n w ho are good a t im a g in in g, th a t is, cre a tin g scenarios fro m th e ir ow n m in d s, n o t fro m a m enu o f p o s s ib ilitie s, have su p e rio r co n ce n tra tio n, less aggression, m ore s e n s itiv ity to others, and th e a b ility to ta ke m ore pleasure in w h a t th e y do (H ealy Failure 228). T h ro u g h play, p a rtic u la rly open-ended p la y th a t re qu ire s th e c h ild s in p u t and im a g in a tio n, c h ild re n fin d p a th s to discovery and u n d e rs ta n d in g, and along th e way, th e y open th e door to independence,

17 8 self-confidence, and u n lim ite d p o te n tia l (Lee). R esearcher Jo a n A lm o n sum s u p th e v ita l co n n e ctio n betw een pla y and c re a tiv ity : A lth o u g h p la y is a steady p a rt o f h e a lth y c h ild re n s lives, it is n o t easy to define w h a t pla y is. I p refe r to th in k o f it as a b u b b lin g sp rin g o f h e a lth and c re a tiv ity w ith in each c h ild -a n d, fo r th a t m a tte r, w ith in every h u m a n being. Som etim es th is sp rin g seems to stop flo w in g b u t it rem a in s a t th e h e a rt o f every h u m a n being and, w ith a b it o f e ffo rt, th e blockages can be cleared away and a creative, p la y fu l s p irit can flo w again. T h is can happen at any age. (Alm on) B io lo g is t K a rl Groos, a ro u n d th e tu rn o f th e ce n tu ry, w ro te tw o volum es on th e im p o rta n ce o f p la y in th e lives o f a n im a ls and h um ans. He argued th a t pla y was a p re p a ra tio n fo r life. He noted th a t young a n im a ls p la y a t sta lk in g games th a t prepare them as a d u lts to p u rsu e th e ir prey. S im ila rly, w hen c h ild re n pretend play, th e y are pre p a rin g to assum e a d u lt roles (E lk in d 196). As c h ild re n use sym b olic objects to p rete n d, th e y are broa d e n in g th e ir m e n ta l landscapes and b u ild in g a b s tra c t ab ilitie s. U n fo rtu n a te ly, some preschool teachers re p o rt th a t s tim u lu s -s a tu ra te d c h ild re n are lo sin g th e a b ility to p la y spontaneously. I t takes m e u n til afte r C h ristm a s to get them to p rete n d th a t a b lo c k is a lo a f o f b re a d (H ealy Failure 224). R esearch in d ica te s stro n g lin k s betw een creative pla y and language, p h ysica l, cognitive, and social developm ent, developm ent o f m a th e m a tica l a b ilitie s, em pathy, social a ltru is m, in d ic a to rs o f h e a lth, and p ro b le m -so lvin g s k ills, convergent and divergent, b o th o f w h ic h are

18 e sse n tia l fo r life. The re sou n d in g answ er to w here c re a tiv ity comes fro m is play-good old u n m o n ito re d, u n s tru c tu re d, free and open p la y (Alm on). A n d as a side note, according to D r. Jane H ealy, organized sp o rts do no t q u a lify as p la y in the same sense because th e y are s tru c tu re d b y a d u lts and la c k sp o n ta n e ity. R esearcher Sara S m ila n sk has observed th a t c h ild re n w ho show the greatest capacities fo r social m ake-believe p la y also d is p la y m ore im a g in a tio n and less aggression, and possess a greater a b ility to use language fo r speaking and u n d e rsta n d in g o thers (A lm on). B ry a n t Fu rlo w, in an a rtic le fo r New Scientist, a rtic u la te s th e re la tio n s h ip betw een p la y and m e n ta l he a lth : C h ild re n destined to su ffe r m e n ta l illnesses such as sch izo p h re n ia as a d u lts, fo r exam ple, engage in precious little social p la y early in life. B u t can a la c k o f p la y affe ct the c re a tiv ity and le a n in g a b ilitie s o f n o rm a l ch ild re n? No one know s fo r sure, b u t there is a grow ing concern th a t pla y is d isa p p e a rin g fro m ch ild h o o d and th a t th is w ill affect c h ild re n s p h ysica l, social, and em otio n a l he a lth. W hen ra t pu p s are denied th e o p p o rtu n ity to p la y th e y grow sm a lle r neocortices and lose th e a b ility to a p p ly social ru le s w hen th e y do in te ra c t w ith th e ir peers, (cited in Alm on) It is th ro u g h p la y th a t th e c h ild re s tru c tu re s and re in ven ts; it is th e m ode th ro u g h w h ic h th in g s in the w o rld disclose them selves. The tra n s fo rm in g n a tu re o f p la y allow s th e c h ild to become fu lly realized as a h u m a n bein g (S u ran sky 172). Play fosters c u rio s ity, w h ic h is a m a jo r ca ta ly s t to le a rn in g, th e cornerstone o f c re a tiv ity, and th e o n ly so lu tio n to com placency.

19 10 B ecom ing an in q u is itiv e person is a p re -re q u is ite fo r grow ing u p w ith the p o te n tia l fo r liv in g an e n ric h in g life. In q u isitive n e ss m ay be the b e g in n in g o f m e a n in g fu l le a rn in g, b u t beyond th a t, i t is one p e rm a n e n t and c e rta in c h a ra c te ris tic o f citizens o f a th riv in g dem ocracy w ho seek s e lf-e n ric h in g w o rld s o f s c ie n tific, aesthetic, and h u m a n is tic e xp lo ra tio n and discovery (B a reli 225). S am uel Jo h n so n w ro te in 1751, C u rio s ity is one o f th e p e rm a n e n t and c e rta in c h a ra cte ristics o f a vigorous m in d (cited in B a re li 225). U n fo rtu n a te ly, m odem tre n d s reveal th a t we are becom ing a p la y less society, in th e sense o f free, creative play, and th is has le ft m any c h ild re n passive and la c k in g m o tiv a tio n fo r le a rn in g (Alm on). C h ie f offenders in th is phenom enon are th e la c k o f s ile n t tim e due to oversch e d u lin g a c h ild s life (in c lu d in g th e prevalence of organized sports) and c h ild re n s dependence on e le ctro n ic e n te rta in m e n t: te le visio n, videos, and com puters. H yp e rp a re n tin g, a re cen t ca tch phrase, is defined as an overscheduled fa m ily style th a t, in some circles is being to u te d as th e best w ay to raise c h ild re n to raise w in n e rs. T h is program prom ises to create successful c h ild re n w ho get in to H arvard, Yale, S ta n fo rd, C ornell, and P rinceton. The b lu e p rin t: e n rich every facet o f a ch ild s life done th ro u g h a c tiv itie s sta rte d early p refe ra b ly p re n a ta lly com bined w ith

20 11 in te n se p ractice, p a re n ta l selflessness, and ceaseless devotion to being th e b e st (Rosenfeld). A cco rd in g to D r. A lv in Rosenfeld, th e w idespread a d o p tio n o f th is over-scheduled fa m ily style has a ltered fa m ily lives. In th e p a st 20 years, u n s tru c tu re d c h ild re n s a c tiv itie s have declined b y 50 p ercent, s tru c tu re d sp o rts tim e has doubled, household conversations have becom e fa r less fre q u e n t, fa m ily d in n e rs have declined 33 p ercent, and fa m ily va ca tio n s have decreased b y 28 percent (Rosenfeld). D r. R osenfeld goes on to say th a t m any o f to d a y s c h ild re n are so tig h tly scheduled th a t m a n y have never invented a b a ckya rd game, and few get rew arded fo r the jo y th e y fo u n d in discovering, im a g in in g, creating, and e xp lo ring. In m a n y insta n ce s, w hen n o t in co n sta n t, frenzied m o tio n, some c h ild re n have no idea w h a t to do and become bored. Boredom, u s u a lly a dreaded w ord, is n o t necessarily bad, and u n d e r th e d isce rn m e n t o f tu n e d -in a d u lts, can lead to free tim e o r un sch e d ule d tim e w h ic h can s tim u la te c h ild re n to th in k, create, im agine, and h e a r th e w h isp e rin g s o f th e ir ow n in n e r voice, th e one th a t m akes them w rite a sto ry o r b u ild an in v e n tio n o u t o f odds and ends, o r im agine an elaborate a d ve n ture fro m in s id e a discarded cardboard box. C h ild re n m u s t have th e o p p o rtu n ity to m ake o f space and silence a w o rld o f m eaning; aw aken th e ir cu rio s ity and develop according to th e ir own tim e ta b le (S uransky 38).

21 P sychologists and p s y c h ia tris ts recognize th a t feelings and em otions are th e m o st com plex and in tric a te p a rt o f developm ent. Feelings and em otions have th e ir own tim in g and rh y th m and ca n n o t be h u rrie d (E lk in d 12). R osenfeld a ffirm s, K ids need tim e to be alone, to rehearse in th e ir m in d s, to re la x. As a re s u lt o f such h u rry in g, c h ild re n are p u t u n d e r un d u e stress, th e y le a rn im patience, and researchers say th a t because th e re is less em phasis and tim e to go o u t and p la y, c h ild re n these days are on th e ir w ay to being th e m o st u n fit ever. C h ild re n need tim e to grow, to le a rn, and to develop. C hildhood is an im p o rta n t stage o f life to w h ic h c h ild re n are e n title d. H u rry in g c h ild re n in to a d u lth o o d vio la te s th e s a n c tity o f life (E lk in d 202). A n o th e r c u lp rit th a t robs c h ild re n o f tim e fo r spontaneous p la y is te ch n o lo gy-re la ted pastim es. D r. S usan Jo h n so n had w orked p ro fe ssio n a lly as a Physician C o n s u lta n t at th e School H e a lth C enter in San Francisco, s tu d y in g the effects te le visio n has on c h ild re n. B u t it w a sn t u n til she in tim a te ly observed h e r own six-ye a r-o ld th a t th e re a l im p a c t o f how te le visio n a ltered b e h a vio r became clear to her: Before w a tch in g TV, he w o u ld be o u tsid e in n a tu re, co n te n t to lo o k a t bugs, m ake th in g s w ith s tic k s and rocks, and p la y in th e w a te r and sand. He seemed a t peace w ith him se lf, h is body, and h is environm ent. W hen w a tch in g TV, he was so u n responsive to me and to w h a t w as h a p pening a ro u n d h im, th a t he seemed glued to th e te le visio n set. W hen I tu rn e d o ff 12

22 13 th e TV he becam e anxious, nervous, and irrita b le and u s u a lly crie d (or scream ed) fo r th e TV to be tu rn e d ba ck on. H is p la y w as e rra tic, h is m ovem ents im p u lsive and u n co o rd in a te d. H is pla y lacked h is own im a g in a tive in p u t. In ste a d o f cre a tin g h is own pla y them es, he was s im p ly re ena ctin g w h a t he had ju s t seen on TV in a ve ry re p e titive, u n cre a tive and s tilte d way. (Johnson) D r. J o h n s o n s research has show n th a t cu rre n tly 66 p e rce n t o f A m e rica n households ow n three o r m ore te le visio n sets. C h ild re n o f a ll ages, fro m preschool th ro u g h adolescence, w a tch an average o f fo u r h o u rs o f te le visio n pe r day (excluding tim e spent w a tc h in g videos o r p la y in g co m p u te r games). A c h ild spends m ore tim e w a tc h in g te le visio n th a n any o th e r a c tiv ity except sleeping, and by age 18, a ch ild has sp e n t m ore tim e in fro n t o f a te le visio n set th a n a t school. Jo h n so n goes on to say th a t several in ve stig a tio n s have concluded th a t th e a ct o f vie w in g te le visio n is m ore dam aging to th e b ra in th a n the co n te n t, w h ic h can be h o rre n d o u s in its e lf. W a tch in g te le visio n has been characterized as m u lti-le v e le d sensory de p riva tio n th a t m ay be s tu n tin g th e g ro w th o f c h ild re n s b ra in s. As a com parison, w hen you n g a n im a ls were placed in an enclosed area w here th e y could o n ly w a tch o th e r an im als play, th e ir b ra in g ro w th decreased in p ro p o rtio n to th e tim e sp e n t in a c tiv e ly w a tc h in g (Johnson). In a d d itio n, th e ra p id -fire change o f im ages, w h ic h occurs a p p ro xim a te ly every tw o to s ix seconds, does n o t give th e b ra in a chance to process the im age. T h is, in co n ju n c tio n w ith how te le visio n

23 14 affects the m ovem ents o f th e eyes, re s u lts in problem s w ith c h ild re n s a b ility to pay a tte n tio n, to concentrate, and to focus. A ctive p la y tim e has been c u rta ile d because c h ild re n are spending so m u ch tim e in fro n t of th e TV. They tend to re je ct oth e r a c tiv itie s because m erely w a tc h in g is easier (Healy Endangered 198). D r. Jane H e a ly s research in d ica te s th a t too m u ch te le visio n vie w in g ind u ce s n e u ra l p a ssivity, w h ic h reduces th e a b ility to s tic k to a ta s k and tends to s h o rte n the tim e c h ild re n are w illin g to spend on so lvin g problem s. In a d d itio n, it em phasizes s k ills w h ic h do n o t tra n s fe r w e ll to re a d in g o r lis te n in g and has a h y p n o tic, p o ssib ly n e u ro lo g ica lly ad d ictive effect on th e b ra in b y changing the frequency o f its e le ctrica l im p u lse s in w ays th a t b lo c k active m e n ta l processing (H ealy Endangered 198). It is com m on fo r teachers, m yse lf in clu d e d, to be fru s tra te d because it is becom ing m ore and m ore d iffic u lt to keep a tte n tio n in th e classroom w h e n yo u n g people are used to the fast-paced a ctio n and special effects th e y co n s ta n tly view ou tsid e o f school. V iew in g fixe d e xte rn a l im ages on te le visio n becom es a h a b it and c h ild re n get used to n o t u s in g th e ir im a g in a tio n. T e levisio n and o th e r e le ctro n ic m edia are ta k in g th e ir to ll on reading as w e ll as pla y tim e. U n lik e re ad in g a book, te le visio n and com puters do n o t a llo w th e m in d to create its own p ic tu re s n o r th e tim e to th in k ab o u t th e m, and w a tch in g

24 15 re q u ire s less m e n ta l e ffo rt th a n reading. H ealy in te rview ed an elevenye a r-o ld s tu d e n t w ho com m ented, Reading books is bo rin g, and it takes so long. S earching the Web is fa s te r and m ore fu n because we can get sou n d recordings, lik e o f a d o lp h in s sounds, o r a video of th e discovery o f th e bow o f th e T ita n ic (Healy Failure 32). T h is re a ctio n is com m on am ong s tu d e n ts w ith w hom I w ork. O u r school has a designated tw e n ty - m in u te re ad in g tim e each day, and sadly, every year, I h e a r m ore co m p la in ts a b o u t how m u ch th e y hate th a t tim e. The fo llo w in g com m ents came fro m a survey o f teachers conducted b y th e E d u c a tio n C om m ittee o f th e P rofessional A sso cia tio n o f Teachers, The sole to p ic o f co n ve rsa tio n is TV, videos o r co m p u te r games. It occupies a ll o u t-o f - school tim e. They have stopped reading fro m choice, th e y now pla y gam es (E d u ca tio n C om m ittee). The overuse of com puters in c h ild re n s lives is closely re la te d to the prob le m s caused b y tele visio n. Research has shown th a t 84 p e rce n t o f s tu d e n ts have th e ir own personal com puters, m any in th e ir bedroom s; p e rce n t have access to ha n d -h e ld games; and 81.2 p e rce n t have access to video recorders, m any in th e ir bedroom s (E d u ca tio n C om m ittee). C o n tra ry to m odem p u b lic o p in io n, com puters are no t th e end a ll s o lu tio n to w ell-educated in d iv id u a ls. A ccording to D r. H ealy in h e r b o o k Failure To Connect, 90 p e rce n t o f voters in th e U n ite d S tates are

25 16 convinced th a t schools w ith com puters can do a b e tte r jo b o f educating, and 61 p e rce n t w o u ld s u p p o rt a federal ta x increase to speed the process o f e q u ip p in g schools w ith sta te -o f-th e -a rt-te ch n o lo g y. She concludes, T h u s we expose ou r c h ild re n to co m pu te r games, program ed le a rn in g softw are, and co m p u te r cam ps, a ll o f w h ic h have c h ild re n w o rk in g w ith e x te rn a l sym bols (p ictu re s on a screen) ra th e r th a n w ith in te rn a l ones (language, m e n ta l im ages) (28). Because of e le ctro n ic p se u d o -re a lity, c h ild re n are becom ing separated fro m n a tu re. As th e y s it in a room m esm erized by a c o lo rfu l screen, th e y are m issin g w h a t th e ph ysica l w o rld offers. R eflectively e xa m in in g a s m a ll pool o f w ater, a leaf, o r a ro c k presents snail-paced, re a l-tim e in fo rm a tio n and lessons in patience. I re c e n tly saw a ca rto o n th a t showed a yo u n g boy s ittin g in fro n t o f a co m p u te r screen u s in g a d ra w in g program. The im age on the screen was a snow m an. A w in d o w beside th e boy showed th a t snow flakes were fa llin g outside. A cco rd in g to H ealy, few er th a n 10 percent o f A m erican c h ild re n le a rn a b o u t n a tu re fro m th e outdoors, a b o u t o n e -th ird fro m school, and m ore th a n h a lf le a rn a b o u t it fro m some s o rt o f e le ctro n ic device (H ealy Failure 225). N a tu re is th e greatest teacher of patience, delayed g ra tific a tio n, reverence, awe and observation. The colors are sp e cta cu la r and a ll the senses are s tim u la te d. M any ch ild re n today th in k bein g o u t in n a tu re is b o rin g,

26 17 because th e y are so used to th e fast-paced, actio n -p a cke d (electronic) im ages (Johnson). T horeau w arned us th a t i f we are no t ca re fu l, we m ay become to o ls o f o u r to o ls (cited in H ealy Failure 32). C liffo rd S to ll, a dis illu s io n e d pioneer o f th e In te rn e t, com m ents, The co m p u te r re qu ire s a lm o st no p h ysica l in te ra c tio n o r d e xte rity, beyond th e a b ility to type... and dem ands rote m e m o riza tio n o f no n o b vio u s ru le s. You su b ju g a te y o u r own th in k in g p a tte rn s to those o f th e co m pu te r. U sing th is to o l a lte rs o u r th in k in g processes (cited in H ealy Failure 33). He goes on to observe th a t b y alw ays depending on a co m p u te r w hen co n fro n te d w ith a problem, we m ig h t ignore o r no t recognize o th e r so lu tio n s, th u s degrading o u r own creative th in k in g pow ers (H ealy Failure 33). A n o th e r recent ca tch phrase, ed u ta in m e n t has surfaced as the co m p u te r is e xtolled as being an educator. Le a rn in g is fu n, H ealy states, b u t it is also h a rd w o rk. W o rkin g h a rd and s u rm o u n tin g challenges and u ltim a te ly succeeding is w h a t b u ild s re al m o tiva tio n. A n y gadget th a t tu rn s th is e x c itin g and d iffic u lt process in to an easy game is d ish o n e st and cheats the c h ild o u t o f the jo y o f perso n a l m astery. E ncouraging c h ild re n to le a rn by flittin g a b o u t in a c o lo rfu l m u ltim e d ia w o rld is a recipe fo r a disorganized and u n d is c ip lin e d m in d. (H ealy Failure 54) Toys, o f course, are fu n d a m e n ta l tools th a t aid in le a rn in g and growing. Those th a t provide autonom ous c o n tro l o f p la y b y th e c h ild are

27 the m o st va lu a b le in c u ltiv a tin g th in k in g s k ills. P aints, T in k e rto y s, n o n a n im ate d d o lls, em pty boxes, etc., are fu lly u n d e r th e c h ild s c o n tro l and teach n a tu ra l law s su ch as g ra vity, and cause and effect, em pow ering the yo u n g le a rne r, e nhancing m o to r sk ills, and conveying m a jo r p rin c ip le s o f how th e w o rld w o rks (Healy Failure 209). Bob Sorensen, E xecutive D ire c to r o f M ich ig a n S pecial E d u ca tio n Services, contends th a t e le ctro n ic toys c o n trib u te to a la c k o f m o to r developm ent w h ic h can, in tu rn, lead to le a rn in g d is a b ilitie s : We see m ore and m ore kid s now w ho have all these fa n cy gadgets and m achines, b u t th e y don t kn o w how to co o rd in a te th e ir bodies and th e y can t have a decent conversation. They spend h o u rs on these com puters and m o s tly th e y re p la yin g games. T h e ir m o to r developm ent is re ta rd e d, and th e y struggle w ith reading, (cited in H ealy Failure 219) M any a d u lt experts in fie ld s such as m a th, science, technology, and th e a rts s till do m u ch o f th e ir reasoning w ith body in te llig e n ce as a re s u lt o f p la y in g w ith o ld-fashioned, n o n -e le ctro n ic toys. F ra n k Lloyd W rig h t rem em bered a ll h is life th e b lo cks th a t got h im sta rte d on h is career. A t th e age o f e ig h ty-e ig h t, W rig h t com m ented, The maple wood b lo cks are in m y fin g e rs to th is day (H ealy Failure 220). W a rre n B u c k le itn e r, a softw are review er, com m ented, One screensaver I previewed was so engaging th a t ch ild re n tended to s im p ly s it a nd w a tc h i t (cited in H ealy Failure 222). A k in d e rg a rte n te a ch e r in 18

28 Iow a says, These plu g -in kid s d on t kn o w how to p la y (H ealy Failure 222). Jo a n A lm on, P resident o f the W a ld o rf E a rly C h ild h o o d A ssociation, says, A good to y is 90 percent c h ild and 10 pe rce n t to y (cited in H ealy Failure 222). A firs t-g ra d e teacher responded, M ost c h ild re n s softw are is 90 p e rce n t co m p u te r and 10 p e rce n t c h ild (cited in H ealy Failure 222). A n iro n ic tw is t is th a t m u ch o f th e softw are c h ild re n use to d a y was developed b y a com pany founded b y tw o bro th e rs w ho, as c h ild re n, created th e ir ow n secret w o rld in an alcove u n d e r th e s ta irs based on th e ir re ad in g o f th e H a rd y Boys adventure series. H ealy states, A lth o u g h th e ir softw are is am ong th e b e tte r p ro d u cts, I am q u ite sure its m a n u fa c tu re d d e lig h ts don t h o ld a candle to th a t w o n d e rfu l secret kin g d o m th a t occupied so m any o f th e ir h o u rs and la te r enabled them to m ake a fo rtu n e fro m p a re n ts w ho feared th e ir ow n c h ild re n m ig h t have too m u c h un sch e d ule d tim e (H ealy Failure 228). O f course, I do n o t suggest th a t technology and its advantages be e lim in a te d fro m c h ild re n s lives. Good te le visio n p ro g ra m m in g has provide d a w e a lth o f in fo rm a tio n and some va lu a b le e n te rta in m e n t fo r us a ll, and com puters and th e In te rn e t have changed lives fo r th e b e tte r in m o st cases. C o m p ute r in n o v a to r A la n Kay believes new technology w h e n com bined w ith active, p ersonal le a rn in g experiences can expand h u m a n in te llig e n ce fa r beyond th e s tric tu re s o f tra d itio n a l ed u ca tio n

29 20 (cited in H ealy Failure 130). O u r c h ild re n m u s t be prepared fo r life in an in fo rm a tio n -lo a d e d, b u t de-personalized landscape (H ealy Failure 30). As teachers and p arents, we m u s t be able to take fu ll advantage o f th e p o sitive and va lu a b le aspects o f a ll th e m edia, ye t s trik e a balance by re in fo rc in g and n o t neglecting th e fu n d a m e n ta l needs o f grow ing c h ild re n, b y im p le m e n tin g w ays to encourage o rig in a l th o u g h t, b y e n h a n cin g im a g in a tio n s, and b y te a ch in g patience, in o th e r w ords, b y g ivin g th e m a gro u n d in g in h u m a n ity. I t is evident, th e n, based on the fin d in g s o f n u m e ro u s stu d ie s, s u ch as those re po rte d above, th a t a confluence o f fa cto rs in o u r m odem A m e rica n life s ty le are to blam e fo r some c h ild re n s problem s in creative th in k in g and m o tiva tio n. Life has d ra m a tic a lly changed in th e p a s t th ir ty years, and m y n e xt ch a p te r provides some s ig n ific a n t in s ig h ts and c o n tra s ts in th a t regard.

30 21 II INQ UIRY The path the child must travel to get fro m the world-in-common to his own place is not too fa r. -M a rtin u s J. Langeveld In th e e a rly 1970s, Roger H a rt, a b e h a vio ra l researcher, conducted an in -d e p th s c ie n tific s tu d y on the p la y h a b its o f c h ild re n. H is em phasis w as s p e c ific a lly on th e ir re la tio n s h ip w ith th e ir en viron m e n t. In a sm a ll, s e m i-ru ra l to w n in V e rm o n t he follow ed 86 c h ild re n fo r tw o years s tu d y in g w here th e y w e n t and how th e y spent th e ir tim e. H a rt s fin d in g s w ere n u m e ro u s and in te re s tin g ; three o f them em erged as being s p e c ific a lly p e rtin e n t to th is thesis. He fo u n d : (1) th a t th e c h ild re n, a t some po in t in th e ir ro u tin e s, so u g h t o u t s o lita ry tim e ; (2) th a t th e y sp e n t a sig n ific a n t a m o u n t o f tim e b u ild in g o r m o d ifyin g th e landscape to create th e ir ow n spaces; and (3) th a t th e n a tu ra l w o rld played an im p o rta n t p a rt in th e ir a ctivitie s. H a rt observed th a t some o f th e m o st im p o rta n t places in a c h ild s e n viro n m e n t are experienced alone and th a t m a n y c h ild re n in te n tio n a lly seek ou t q u ie t places. V ery often th e y ca rry w a te r, d irt, o r sand to these places th a t become sites fo r h o u rs o f q u ie t in tro s p e c tio n, w here th e y

31 22 o fte n dabble seem ingly aim le ssly (H a rt 171). As a d u lts, he goes on to say, we te n d to dism iss th is type o f a c tiv ity, b u t it is extrem ely im p o rta n t to a c h ild s developm ent. M ost surveys of c h ild re n s p la y seem to have ignored those a c tiv itie s in w h ic h c h ild re n are re stin g, w a tch in g, o r d a b b lin g b y them selves in a qu ie t, seem ingly in tro sp e ctive m anner. S uch a c tiv ity is com m only recorded as passive b y ob se rva tio n a l stu d ie s. B u t, w ith o u t a do u b t, th e c h ild re n are active (H a rt 204). M any tim es th e c h ild re n w o u ld have a special place th a t was th e ir own. H a rt observed c h ild re n as young as three fin d in g s m a ll spaces in w h ic h to s it b y them selves a b o x o r a cupboard. These serve as places o f re tre a t, to lo o k o u t u p o n th e w o rld fro m a place o f one s own, as places fo r e xp e rim e n tin g w ith how to p u t th in g s to g e th e r (H a rt 204). F or in sta n ce, fo r Davy, a six-ye a r-o ld in a fa m ily o f five c h ild re n, th e special place was as sim ple as a s ix -in ch -sq u a re lu m p o f tu r f a t th e base of a tree. As h is s is te r p u t it, None o f u s can use it, i t s alw ays h is (H a rt 313). T h is act o f fin d in g and m a kin g places fo r them selves was com m on and w as an im p o rta n t q u a lity o f c h ild re n s in te ra c tio n w ith th e ir e n viro n m e n t, and fin d in g th e ir place is a process o f m a k in g o rd e r and m e an in g (H a rt 349). C h ild -b u ilt fo rts and houses were am ong th e top th re e p refe rre d places to be, in th e c h ild re n e stim a tio n. The m o st

32 23 im p o rta n t aspect o f b u ild in g som ething o f th e ir own w as th e s a tis fa c tio n th e y gained d u rin g th e process o f tra n s fo rm in g th e p h ysica l w o rld. M any tim e s c h ild re n w o u ld fin d places and im agine in te rio r s tru c tu re w ith o u t a n y a c tu a l p h ysica l m o d ific a tio n b y th e m (H a rt 330). H a rt learned th a t these im p o rta n t b u ild in g a c tiv itie s u s u a lly to o k place in areas no t dom inated b y a d u lts and in a less m a n icu re d m ore n a tu ra l s e ttin g o f ta ll grass, sand, and d irt, w h ic h su p p lie d loose p a rts fo r b u ild in g. N a tu re seemed to be a po w e rfu l force th a t drew th e c h ild re n in to creative play. H a rt co n firm e d F ro b e l s (1826) previous fin d in g th a t th e h a rm o n y and u n ity o f th e n a tu ra l w o rld and a child s desire to grasp th is u n ity is in o rde r to develop a sense o f in n e r u n ity (H a rt 330). Trees in p a rtic u la r w ere p o p u la r places to play. They w ere h ig h ly va lu e d fo r clim b in g and fo r tree houses, and beneath th e trees, c h ild re n co m m o n ly fo u n d an area o f d ir t w here grass d id n t grow w e ll. Here in th e shade, th e y w o u ld dig u p d irt to m ake m in ia tu re landscapes w h ic h occupied th e m fo r h o u rs a t tim e. H a rt fo u n d th a t trees w ere m u ch m ore v a lu a b le to th e c h ild re n th a n any pla y eq u ip m e n t (H a rt 203). He learned th a t c h ild re n th ro u g h o u t th e to w n developed stro n g a ffections fo r p a rtic u la r trees. He w rite s, I saw c h ild re n re tu rn in g repeatedly to th e sam e tree d u rin g m y tw o years in th e tow n. Joe valued th e b irc h tree because th e re w ere so m any d iffe re n t w ays to clim b it his m o th e r and

33 24 fa th e r e xplained th a t o f a ll places ou tsid e o f h is bedroom, th e b irc h tree w as th e place he m o st considered to be h is ow n (H a rt 203). H a rt s a n a lysis o f th e ch ild h o o d o f 35 years ago was a d iffe re n t w o rld fro m th a t of today. O f course technology, especially th a t w h ic h w as accessible to c h ild re n, was lim ite d, and th e w o rld seemed a safer place fo r c h ild re n to fre e ly roam th e ir environs. M ost m a rke d ly, in H a rt s stu d y, however, w as th e fa c t th a t a ll th e c h ild re n enjoyed long stre tch e s o f u n s tru c tu re d days to explore and play. It is a p p a re n t th a t there has been a sig n ific a n t change in ch ild h o o d a c tiv itie s in th e p a st 35 years. I was c u rio u s to kn o w w h a t to d a y s c h ild re n a c tu a lly do and how it m ig h t d iffe r fro m th e pastim es of o th e r generations. I am c e rta in ly no expert in g a th e rin g and ana lyzin g da ta in a s c ie n tific m anner, b u t as an experim ent, I conducted m y ow n su rve y to see i f th e re s u lts w o u ld reveal some in s ig h ts. For th is stu d y, I w as more in te re ste d in pastim es th a t encouraged im a g in a tio n and c re a tiv ity, so I em bedded those types o f statem ents in a v a rie ty o f o th e rs so th a t th e respondents w o u ld n t be led. The com plete q u e stio n n a ire s can be fo u n d in A p p e n d ix A. The surveys w ere a d m iniste re d in tw o versions to s ix age g rou p in g s, in ascending order. For th e youngest age group, I chose fo u rth -g ra d e rs, w ho seemed to be at th e id e a l ju n c tu re fo r such a

34 25 purpose, since th e y were s till young enough to be in th a t v ita l im a g in a tive stage o f e a rly child h o o d, ye t th e y w o u ld have th e lite ra c y s k ills to read a sim ple q u e stio n na ire, m a rk th e ir choices, and w rite com m ents. The survey was ta ke n b y 82 c h ild re n, th e e n tire fo u rth grade a t V a lle y E lem entary, in H u n ts v ille, U tah. To re pre se n t th e n e x t age level (13 to 17), an expanded ve rsio n o f the q u e stio n n a ire was a d m in iste re d to m y school s e n tire n in th grade, n u m b e rin g 93 s tu d e n ts. F o r th e young a d u lt category (18 to 30), I contacted an in s tru c to r and a profe sso r a t W eber State U n iv e rsity in nearby Ogden, U tah, and th e y a d m in iste re d th e surveys in th e ir college classes, b o th low er d iv is io n and u p p e r d iv is io n. F or th e tw o m a tu re a d u lt categories (age 31 to 50 and 51 to 65), m y school s fa c u lty and s ta ff a t Snow crest J u n io r H ig h in Eden, U ta h, com pleted the survey, and m any o f the fa c u lty o f W eber S tate p a rtic ip a te d as w ell. A n d o f course, th e re were some o ld e r stu d e n ts in th e u n iv e rs ity classes w ho fe ll in to these categories as w e ll. The to ta ls w ere 92 in th e you n g a d u lt category, 36 in th e early-m id d le -a g e category and 34 in th e m iddle-age category. The oldest generation, age 66 +, was th e m o st d iffic u lt to re pre se n t adequately and is consequently the sm a lle st in n u m b e r, w ith 15 respondents. A few o f these came fro m the o ld e r fa c u lty m em bers a t W eber State U n ive rsity, b u t m o st w ere lo n g tim e re sid e n ts o f m y sm a ll tow n, w hom I contacted b y m a il. W h ile I was

35 26 lo o k in g fo rw a rd to g a in in g some in s ig h ts in to the a ttitu d e s and b a ckg ro u n d s o f m y p a re n ts generation, some o f th e neighborhood re spo n d e n ts seemed confused a b o u t m y in te n t. As a re s u lt, th e ir answ ers were no t com plete, and the data in th a t section, besides be in g s ca n ty n u m e ric a lly, is s lig h tly skewed. A d m in is te rin g th e survey w as ve ry enjoyable and, I fe lt, successful. R espondents o f a ll ages (except some in the oldest b ra cke t, as noted above) seemed to enjoy th e a c tiv ity. M ost to o k the tro u b le to w rite com m ents a t the end, and several even in clu d e d side notes in the m a rg in s expressing th a t th is had been an enjoyable exercise and th a n k in g me fo r jo g g in g m em ories th a t th e y h a d n t th o u g h t o f in years. Because o f th e n u m b e r and design o f the questions and th e g e n e ra tio n a l range o f the respondents, the survey tu rn e d o u t to be ric h w ith im p lic a tio n s across age groups as w e ll as w ith in each age group, and it co n ta in s w ith a w e a lth o f d a ta th a t I can fo llo w u p on and expand in fu tu re stu d ie s. F or purposes o f th is p roject, I p u lle d o u t w h a t I th o u g h t to be e ig h t key questions w h ic h seemed p ro m isin g in lig h t of m y c u rre n t research and m y experience and in tu itio n s a b o u t c h ild re n s c re a tiv ity. The e ig h t questions, o f necessity, had to be p u lle d fro m th e s h o rte r lis t o f questions used fo r the fo u rth -g ra d e rs, a lth o u g h m a ny o th e r in te re s tin g co m bina tio n s suggested them selves. I th e n ta b u la te d

36 27 th e d a ta in te rm s o f percentages o f answers fo r th e th re e choices ( ofte n, som etim es, and never ) in each age group. Those d a ta are reproduced in A p p e n d ix B as th e age frequency graphs. In a d d itio n, I ra n com parisons o f th e va rio u s age groups fo r each que stio n, re -n u m be re d fo r th is purpose as Q uestions 1 th ro u g h 8, w h ic h w ere n o t, o f course, th e ir po sitio n s in th e surveys; these re s u lts are labeled b y q u e stio n n u m b e r in A p p e n d ix B, s ta rtin g w ith F igure 7. The data are re ported b o th in tables show ing th e a c tu a l percentages and as fig u re s co n ve rtin g those percentages in to b a r graphs. M y discu ssio n here w ill re fe r to th e la tte r, since th e ir v is u a l aspect m akes them m o st e a sily accessible, and I o ffe r fo u r co n clu sio n s concerning w h a t I fo u n d to be th e m o st s ig n ific a n t p a tte rn s. F irs t, m y in tu itio n s were confirm ed a b o u t th e in cre a sin g h o ld o f technology-based e n te rta in m e n t on c h ild re n s free tim e. F igure 8 in A p p e n d ix B shows th e re s u lts o f Q uestion 2: I p la y video games. / I lik e d to p la y video games, p in b a ll, and arcade-type gam es. A s trik in g reverse p a tte rn appears betw een th e never responses fro m th e a d u lt groups ( no fro m th e ch ild re n ) and the o fte n /y e s responses o f th e yo u n g a d u lt, adolescent, and c h ild re n groups. The data suggest th a t the video game phenom enon m u s t be seen as separate fro m th e issue o f e le ctro n ic e n te rta in m e n t in general, since these re s u lts are n o t

37 28 d u p lic a te d fo r Q uestion 1 on te le visio n view ing (see A p p e n d ix B, F ig u re 1) and Q u e stio n 7 on w a tc h in g videos (see A p p e n d ix B, F igure 13). I had ra th e r expected to fin d the same k in d o f criss-cross p a tte rn across the age groups fo r a ll th re e o f these questions, b u t th e p a tte rn s o f use fo r those tw o a ctivitie s, w h ile c e rta in ly g e n e ra tio n a lly governed to some e xte n t, are e vid e n tly m ore com plex th a n th e y are fo r video game play. Second, th e re s u lts fro m Q uestion 4 and Q u e stio n 8 seem to p o in t to w a rd s th e general erosion o f im a g in a tive p la y noted b y oth e r researchers. Q uestion 4: I have secret codes w ith m y frie n d s / M y frie n d s and I had c lu b s and secret codes (see A p p e n d ix B, F ig u re 10) w as in te n d e d to lo o k a t th a t h a llm a rk o f e a rly ch ild h o o d peer-group b o n d in g : the secret clu b o r grou p o f frie n d s and the accom panying specialized co m m u n ica tio n am ong m em bers. The som etim es answ er is th e m o st no ta b le in th is case, w ith even th e c ru sty, p o st-6 5 respondents h a vin g engaged in it. The som etim es and ofte n answ ers ta k e n to g e th e r show th a t these k in d s o f a c tiv itie s have indeed been p e re n n ia l m a in sta ys o f ch ild h o o d adventures, th a t is, u n til very re ce n tly. The b re a k in the p a tte rn is th e fo u rth -g ra d e rs, w ho are a t the ve ry age w here th is in -g ro u p bo n d in g sh o u ld be o ccu rrin g, ye t over h a lf o f th e c h ild re n re p o rte d no pa rtic ip a tio n. Even more strik in g is the p a tte rn o f responses to Q u e stio n 8: I have im a g in a ry frie n d s o r a n im a ls / I created

38 29 im a g in a ry frie n d s o r a n im a ls (see A p p e n d ix B, F igure 14). O bviously, n o t a ll c h ild re n, even im a g in a tive ones, fin d o u tle t fo r th e ir c re a tiv ity in th is way, y e t it s till seems s ig n ific a n t th a t th e p ro p o rtio n o f those w ho do has decreased m a rke d ly in the younger age groups, w ith th e m ost d ra m a tic change fo u n d in the youngest: n e a rly 80% o f the fo u rth - graders re p o rt never im a g in in g playm ates, pets, m onsters, and th e lik e, perhaps because th e y fin d them already-m ade in th e ir video game play. T h ird, th e p a tte rn s fro m these three questions relate to perhaps th e m o st d ra m a tic fin d in g in th e survey and the one I fin d m ost d is tu rb in g : th e re s u lts o f Q uestion 5: I am bored w hen there is n o th in g to do / W hen there was no th in g to do I was bored (see A p p e n d ix B, F igure 11). The yes / o fte n answ er is the m o st revealing here, its w h ite ba rs show ing th a t sharp rise to th e le ft as the ages o f the respondents decreases. T h is p o in ts to a grow ing in a b ility o f c h ild re n to m ake th e ir ow n fu n, to.re ly on th e ir own im a g in a tio n s in th e absence of th e u b iq u ito u s ready-m ade a c tiv itie s and program m ed play. It also dem onstrates th a t m y subjects have d e fin ite ly follow ed n a tio n a l tre n d s described in m y Fo u n d a tio n ch a p te r and co n firm s in m y m in d som ething I have lo n g been concerned a b o u t in m y years o f teaching: the in cre a sin g d y s fu n c tio n o f stu d e n ts w hen asked to create som ething on

39 th e ir own. It seems th a t such classroom problem s have th e ir ro ots years before in p a tte rn s o f m in d established in child h o o d. F in a lly, in c o n tra s t to the fin d in g s fro m the fo u r questions discussed above are th e re s u lts fro m Q uestion 6: I have a h id e o u t or a secret place. / I lik e d to p la y in hid e o u ts and secret places (see A p p e n d ix B, F igure 12). The o fte n / yes and som etim es answers ta k e n to g e the r fo r a ll age groups show th e co n tin u e d im p o rta n ce o f th is a c tiv ity fo r a ll age groups. W hile th e fo u rth -g ra d e rs do have th e largest n u m b e r o f negative responses (alm ost 30%), th e ir over 70% a ffirm a tiv e responses sta n d in m arked c o n tra s t to th e ir use o f secret codes o r im a g in a ry playm ates o r creatures. In a d d itio n, in the com m ents section, w here respondents were asked to describe som ething special and m em orable ( Please w rite y o u r very fa vo rite th in g to do / Please describe a very fa vo rite and m em orable a c tiv ity you used do as a young c h ild ), m any responses, across age groups, spoke o f secret places. O bserve th e s im ila ritie s in the representative exam ples given below: Age 13-17: I played in th e sand w ith a crane and w o u ld dig b ig holes in th e g ro u n d. Me and m y b ro th e r w o u ld b u ild fo rts [and] h id e in them. We w o u ld have code nam es and we w o u ld p la y fo r days. B u ild fo rts o u t o f b la n ke ts and c h a irs. 30

40 31 I used to alw ays b u ild houses ou t o f cu sh io n s and p la y h o u se. I used to love to ju s t w a lk th ro u g h th e w ood. I used to have a dead tree in th e fie ld n e xt to me. I t had tw o flo o rs m ade o u t o f s trin g, a couch, and o u r code w h ic h was a s ta r,... b u t someone b o u g h t th e la n d and to re it dow n so we d o n t have it any m o re. Age 18-30: I loved to clim b trees. I nam ed m y fa vo rite tree; h is nam e w as B a rk ly. I w e n t to m y grandpa s house and played w ith m y s is te r and cousins. We dug holes in the ba ck y a rd and m ade a ll k in d s o f discoveries. As a young g irl, we spent days b u ild in g a h u t in th e woods b e h in d m y house, and we w o u ld have c lu b m eetings and alw ays w ere p la yin g in o u r h u t. We used to p la y w ith a ll th e n e ig h b o r c h ild re n lik e we were detectives and had secret codes and fo rts ; we w o u ld b u ild fo rts and clim b trees as secret h id in g lo c a tio n s. Age 31-50: I loved to b u ild snow fo rts, and houses o u t o f ch a irs and cu sh io n s. I w o u ld b u ild secret room s in them and p la y w ith m y im a g in a ry frie n d s, and read bo o ks. We w o u ld b u ild va st com plexes of dam s and w a te r w ays in o u r garden o r sand pile. Then we w o u ld in h a b it them w ith a rm y m en and o th e r defensive type th in g s. Age 51-65: Play in old b u ild in g s and in th e alleys and d itches in m y n e ig h b o rh o o d.

41 32 I used to love to b u ild im a g in a ry tow ns and c itie s o u t of a ll th e p illo w s I co u ld fin d th ro u g h o u t the house fro m beds, sofa cu sh io n s, and so on. M y b ro th e rs, siste r, and frie n d s w o u ld p la y fo r h o u rs in w h a t w e d co n stru cte d (especially on ra in y days). I was bo m and b ro u g h t up in In d ia. S w im m ing in th e riv e r and villa g e ponds, and p la yin g in th e rive rb e d in su m m e r m o n th s are m y fa vo rite s. T h a t respondents w o u ld choose these p a rtic u la r a c tiv itie s, o u t o f a ll those suggested in th e survey questions (especially th e lon g e r version, w ith its 39 questions) seems s ig n ific a n t. It is also in te re s tin g th a t a lm o st none o f th e fo u rth -g ra d e rs singled o u t h u ts, h id e o u ts, o r oth e r secret place a c tiv itie s as th e ir fa vo rite s, despite th e fa c t th a t th e ir answ ers to th e q u e stio n n a ire showed th a t m o st of them do engage in them. U n lik e th e o th e r five groups, th e youngest respondents re po rte d th e ir fa vo rite th in g s to do as being soccer, video games, ta k in g care of pets, and p la y in g w ith b ro th e rs and sisters. Those k in d s o f a c tiv itie s are n o ta b ly a b sent fro m th e com m ents o f a ll the o th e r age groups. I t m ay be th a t the va lu e o f th e hid d e n places and personal havens becomes a p p a re n t o n ly a fte r tim e. As one respo n d e n t in th e age grou p stated, I used to b u ild fo rts w ith m y b ro th e r in th e house or in th e fie ld s. I t was so m u c h fu n. I sure do m iss th a t. The im p o rta n ce fo r a ll generations o f b o th n a tu ra l places and w h a t H a rt calls c h ild -c o n s tru c te d places,

42 33 in d o o rs and o u t, a tte sts to som ething firm and co n tin u o u s, in a fa b ric w here so m a ny o th e r th re a d s have been broken. In a sm a ll w ay, th e n, th e data fro m m y survey, in b o th th e answ ers to th e q u e stio n n a ire and the w ritte n com m ents, c o n firm H a rt s fin d in g s and Langeveld s c h a ra cte riza tio n o f th e significance o f th e secret place in th e psyche and developing pe rs o n a lity o f th e c h ild. It seems th a t even as o th e r tra d itio n a l ch ild h o o d o u tle ts and pastim es have been eroding, the im p u lse to seek o u t o r create places o f one s own has rem ained as fu n d a m e n ta l as ever. It is fo r th is reason th a t th e concept o f a secret place is so p o w e rfu l, b o th as a m e ta p h o r fo r ch ild h o o d discovery and c re a tiv ity and as b u lw a rk ag a in st th e m odern-day assa u lt on ch ild h o o d. I t is to th e v ita l prote ctive aspect o f th e secret place th a t I now tu rn.

43 34 III PRAXIS Our task, regarding creativity, is to help children climb mountains, as high as possible. -L o ris M alaguzzi As we stru g g le ra is in g and te a ch in g o u r c h ild re n am ong a ll th e obstacles in h e re n t in the average m odem A m e rica n life style, th e m o st co n sp icu o u s and one o f the m ost im p o rta n t elem ents m issin g is th a t of silence. P sych o th e rap ist G u n illa N o rris w rite s, Silence is so m eth in g lik e an endangered species. The experience o f silence is now so ra re th a t we m u s t g u a rd it and tre a su re it. For w hen we m ake room fo r silence, we m a ke room fo r ourselves (cited in Ryder). W illia m Penn w rote, T ru e silence is th e re st o f th e m in d ; it is to the s p irit w h a t sleep is to th e body, n o u ris h m e n t and re fre sh m e n t (cited in Ryder). A m y E. Dean, in he r b o o k Caring fo r the Family Soul says, The c a re fu l lis te n in g to o neself th a t is afforded by talking advantage o f m om ents of silence is va lu a b le in g ivin g voice to in n e rm o s t th o u g h ts and feelings th a t m ay ra re ly be heard. S uch in w a rd awareness aids co m m u n ica tio n ; the clearer th e in n e r feelings, th e easier it can be to tra n s la te su ch feelings in to w o rd s (Rogers). P ersonally, I kn o w the value o f s ile n t tim e s and as a teacher;

44 35 I believe it is o f u tm o s t im p o rta n ce to share w ith m y s tu d e n ts w h a t has been successful fo r m e in term s o f le a rn in g a b o u t and cre a tin g a rt. I have m ade a concerted e ffo rt in m y classes fo r th e p a st tw o years in p a rtic u la r, to fo ste r th e n o tio n and value o f silence. We b egin each class session w ith te n m in u te s o f s ile n t dra w in g. I have observed th a t fo r some c h ild re n it is a welcom e re spite in th e ir day, b u t fo r o thers, it is a c o n s ta n t struggle to q u ie t them selves and feel th e peace and c la rity th a t comes w hen one is s till and focused. M y on ly s o lu tio n fo r them is co n siste n cy and persistence. D u rin g these s ile n t sessions we d ra w objects fro m n a tu re. O ccasionally, th e stu d e n ts go o u tsid e to g a th e r in te re s tin g n a tu ra l th in g s such as leaves, rocks, p in e cones, and flow ers to b rin g b a ck to draw. They le a rn q u ic k ly th a t to d ra w is to see. T h is h elps them slow dow n and closely observe m in u te d e ta ils th a t th e y w o u ld n o rm a lly overlook. In a d d itio n, as a re s u lt o f m y own w o rk and m y research on th is to p ic, I have added A Secret Place u n it to m y c u rric u lu m. I in tro d u c e th e idea a t th e b e g in n in g o f the sem ester o r year as we d iscu ss w h y s tu d e n ts take a rt classes. I em phasize th a t th e class is n o t ju s t ab o u t m a k in g a rt pieces, th e re s u lt of w h ic h th e y m ay o r m ay n o t lik e, b u t i t is & a b o u t ta p p in g in to th e ir im a g in a tio n s, ab o u t creating, and it is th e process th a t is m o st im p o rta n t. We discuss how and w here creative

45 36 people su ch as a rtis ts, w rite rs, and scie n tists, produce fre sh ideas. I speak a b o u t th e im p o rta n ce o f silence, and the need fo r a place th e y can go to re fle ct, m editate, daydream, and im agine th in g s th a t th e y do n t have tim e fo r in th e re a l w o rld. I read to them ab o u t how L ittle Tree fo u n d h is secret place and how G ranm a said it was necessary. I e xp la in to m y stu d e n ts th a t th is is a good h a b it to co n tin u e th ro u g h o u t th e ir lives, and I w a rn them th a t th e y m u s t be v ig ila n t in th e ir qu e st to keep and use th e ir secret places and guard th e precious silence th a t resides th e re because th e w o rld is b e n t on gobbling it up. A fte r v a rio u s d iscu ssio n s and o th e r rela te d assignm ents th ro u g h o u t th e sem ester or year, th e stu d e n ts re fle ct and w rite a b o u t th e ir progress on fin d in g tim e and space fo r them selves. F ollo w in g are some o f m y n in th -g ra d e s tu d e n ts responses: I guess m y secret place w o u ld be m y room. A lso, som etim es I go dow n w ith m y dog to th e edge o f the rive r. I ju s t s it and lis te n to i t and the b ird s. I lik e to go to th e sw ing set in o u r backyard. I th in k it s necessary because we a ll need ou r tim e fo r im a g in a tio n and we a ll need o u r tim e to th in k about th in g s. F in d in g a place w here it s q u ie t and secret is alw ays good, th e n no one can b o th e r y o u. I go to m y room to have p riva cy fro m m y b ro th e r and som etim es m y parents. I t s where [I] can hide. I th in k it helps develop th in g s to kn o w a b o u t yo u rse lf, le ts yo u have some freedom and helps so th a t yo u aren t stressed.

46 37 Up th e stre e t th e re is a h id d e n p a th w h ic h leads to an area w here there is a fla tb e d tra ile r. I f I sta n d on th e tra ile r, I can see P ineview [R eservoir] and a b e a u tifu l view o f th e V a lle y. R ig h t now I d on t re a lly have a secret place b u t som etim es w hen I get m ad o r upset, I ju s t go be h in d th e couch o r pla y the piano. Som etim es I go in to m y room b u t everyone know s how to u n lo c k m y door. G oing o utside and ju s t p e ttin g m y horses makes me re la x and feel good a b o u t m yse lf. A place th a t I lik e to be alone is m y room. E v e ryth in g there is fa m ilia r, q u ie t, and co m fo rtin g. I u s u a lly lik e to ju s t lis te n to m u sic, read, draw, or ju s t re la x. One place I lik e to go is the garage. I w o rk on th in g s in th e re because w hen I w o rk on th in g s I can be b y m yse lf and I can th in k. Now m y secret place is w a lk in g som ewhere. M y secret place is m y bed. I t s nice to go th e re a t th e end of the day and ju s t th in k. W hen I m in m y secret place I d on t have to w o rry a b o u t im p re ssin g anyone o r d oing som ething w rong. I t s ju s t me. E ve ryth in g s so sim ple and ca lm. Even now I d o n t re a lly have a secret place to go b u t I s till have m y m in d, s p irit, and he a rt. F or those secret places I am tru ly g ra te fu l. F or w ith h a vin g seven kid s in th e fa m ily, it s h a rd to fin d a place to go w ith o u t being fo u n d, so you can t be fo u n d in y o u r he a rt, m in d, o r s p irit. A n a d d itio n a l re la te d assignm ent re q u ire d th e stu d e n ts to create an a lte re d book. One o f th e tw o-page spreads was to re pre se n t a secret place, fro m th e p a st o r present, o r even a fa n ta sy place. They co u ld use a n y m e d iu m a p p ro p ria te to the book fo rm and co u ld choose v is u a l im ages alone, w ords alone, o r b o th com bined. Sam ples o f th e ir book pages are reproduced in A p p e n d ix C.

47 38 I w as q u ite pleased w ith th e re s u lts o f th is e xp e rim e n ta l assignm ent. The stu d e n ts were cooperative and ca u g h t th e v is io n o f w h a t co u ld be done w ith an open-ended p ro je ct su ch as th is. O u r class d iscu ssio n s on the secret place them e became e n te rta in in g, as th e ir in h ib itio n s m elted, and th e y e n th u s ia s tic a lly began to th in k and rem em ber. The book pages are as va rie d as th e p e rso n a litie s w ho p rod u ce d them. The o n ly com m on elem ent is th a t th e y dem o n stra ted th e in tro s p e c tio n th e exercise was in te n d e d to produce. Since th e in s tru c tio n s gave th e m the la titu d e o f u s in g w ords o r no w ords, o r im age o r no im age, it is in te re s tin g th a t a ll th e s tu d e n ts chose to use a v is u a l im age. One im age is a sim ple le tte r M (the yo u n g la d y s in itia l) w ith flo w e r-lik e b ru s h stro ke s and lines. I asked h e r how she a rriv e d a t th is p a rtic u la r so lu tio n, and she responded, I ju s t love th is co lo r o f p in k, and if yo u co u ld re a lly see w ho I am, it w o u ld lo o k so m eth in g lik e th is. A n o th e r e ffo rt shows th e im m e rsio n in to active s p o rts w h ic h allow s a young m an to be to ta lly in sid e him se lf. He related, W hen I m o u t there, snow boarding o r on m y m otorcycle, m y m in d feels so clean so clear, and i t s w h a t I m a ll about, a t le a st fo r no w. O thers show m ore co n ve n tio n a l hid e -o u ts tree houses, a b a ckya rd h u t o r n a tu ra l se ttin g s a ro cky desert, groves o f trees, o r a fa vo rite b a ckya rd tree, a ll c o n firm in g th e in trin s ic a ttra c tio n o f unu se d space (u n c u ltiv a te d

48 39 o r u n c o n s tru c te d in th e co n ve n tio na l m anner). A fin a l d a rk e r im age a ffirm s how th e m in d its e lf can be a haven. I feel th a t th is firs t e ffo rt was a success, and I lo o k fo rw a rd to re fin in g th e assig n m e n t and u s in g it in fu tu re classes. A key tr u th th a t has guided m y classroom p ra x is in developing and im p le m e n tin g these a c tiv itie s is th a t creative c h ild re n become creative a d u lts. As a teacher, I have accepted th e charge to h e lp prepare yo u n g people to ta ke on th e ir fu tu re roles as leaders and p a re n ts in a ch a lle n g in g society. Because I am a teacher o f th e a rts, I feel a special m eed to ensure th a t I send m y stu d e n ts away w ith th e s k ills o f c re a tiv ity o u r w o rld so desperately dem ands. J o h n B a re li, speaking ab o u t th e S eptem ber 11 d isa ste r in h is book Developing More Curious Minds, quotes Lewis Lapham in Harper s Magazine, We suffered n o t fro m a la c k o f d a ta b u t fro m a fa ilu re o f im a g in a tio n. We heard fro m some governm ent spokespersons th a t in fo rm a tio n was available to d iffe re n t agencies, b u t no one connected th e d o ts (B areli v ii). H in d s ig h t aside, w h a t ab o u t th e fu tu re? B a re li goes on to say, W h a t seems cle a r to m e now is o u r need to be w ide awake to th e w o rld a ro u n d us.... in o rd e r to achieve th is s ta tu s o f heightened awareness a b o u t o u r co m m u n itie s and th e w o rld, we need to fo ste r and develop w h a t m akes us u n iq u e th a t is, o u r a b ility to im agine, to th in k, to ask dem anding q u e stio n s (B a reli v iii).

49 40 We ca n n o t leave o u r fu tu re in th e hands o f a com placent, passive, and slu g g ish m a jo rity. I am a tte m p tin g to teach m y stu d e n ts th a t despite th e a llu rin g effects of th e la te s t e le ctro n ic gadgetiy, it is im p o rta n t to u n p lu g and fin d q u ie t tim e and a q u ie t place fo r th o u g h t, re fle c tio n, u n s tru c tu re d play, and fo r e n te rta in in g w ild im a g in a tive ideas. I te ll th e m th a t a creative m in d is n o t a b la n k slate in to w h ic h b r illia n t ideas m a g ica lly pop. The expression n o th in g in, n o th in g o u t is e n o rm o u sly accurate. U sing th e m in d to its fu lle s t p o te n tia l re q u ire s d iffic u lt, tim e -co n su m in g w o rk, acute observation, a skin g th o u sa n d s o f questions, im p le m e n tin g and re s tru c tu rin g in fo rm a tio n, and m a n y tim es, i t re q u ire s fa ilin g a t a ta sk. T h in k in g cre ative ly is a learned s k ill and a p ra ctice d h a b it th a t m u s t begin w hen a person is ve ry young. In m y classes, a fin is h e d a rt piece is the gra vy. W h a t we are re a lly a b o u t is th e process o f achievem ent. It is le a rn in g how to ta ckle a d iffic u lt and u n fa m ilia r ta sk. We are a b o u t n o t g ivin g u p le a rn in g the fa c t th a t som etim es th e o n ly difference betw een fa ilu re and success is m ore tim e and patience. We are a b o u t q u ie tin g o u r m in d s and lis te n in g to o u r ow n un iq u e in n e r voices. J u n io r h ig h school stu d e n ts are in the aw kw a rd p o s itio n betw een ch ild h o o d and a d u lth o o d, and I have a c tu a lly seen th e lig h t go on in m a ny stu d e n ts faces w hen th e y come to th e re a liz a tio n th a t th e y are dis tin c tiv e in d iv id u a ls w ho have th e ir ow n ideas,

50 41 o p in io n s, and o p tio n s o f expression. I w a n t m y stu d e n ts to be tru ly h u m a n to have th e a b ility to lo o k in w a rd as w e ll as o u tw a rd, to develop and m a in ta in a heightened awareness and a ca rin g a ttitu d e to w a rd th e ir e n viro n m e n t, and to u n d e rsta n d th e fa c t th a t no m achine can ever replace w h a t th e h u m a n im a g in a tio n can achieve. D espite in c re d ib le and u se fu l advancem ents in to d a y s te ch n o lo gica l w o rld, i t is th e hom ely, s im p lis tic, ye t w ise advice o f L ittle Tree s old gran m a fro m D epression-era C herokee H ill C o u n try th a t u ltim a te ly rin g s tru e as a w ay to s trik e a m uch-needed h u m a n is tic balance: H aving a secret place is necesscuyl

51 42 IV CREATION Silence is the element in which great things fashion themselves. ~ M aurice M a e te rlin c k A ch a lle n g in g and, fo r me, ris k y step in m y e x p lo ra tio n o f secret places was to use th e them e as a w e lls p rin g fo r m y own c re a tiv ity, in m u ch th e same w ay as th e a c tiv itie s described in th e preceding section w ere in te n d e d to serve m y stu d e n ts. O ver th e pa st year, I have created seven p a in tin g s w ith accom panying verse. The p a in tin g s are 22 Vfc x 2 6, a c rylic and o il pa ste l on clay-coated paper. R ep rod u ctio n s o f th e p a in tin g s and the te x t can be seen in A p p e n d ix D. In a d d itio n, d ig ita l ca p tu re o f th e o rig in a ls w as m ade to f it an 8 x 8 fo rm a t, along w ith the p oetry. I th e n m ade a lim ite d e d itio n o f 20 h a n d -b o u n d books. T h is p a rt o f th e p ro je c t w as m o st re w a rd in g p e rso n a lly. M y in te n t w as to ca p tu re, th ro u g h illu s tra tio n s and w ords, the essence and sig n ifica n ce o f secret places and th e rem arkable creative a c tiv itie s th a t can happen w ith in them, fo r people o f any age. As I began, I re a lly had no plain as to w h a t im ages I w o u ld p o rtra y n o r exactly w h a t d ire c tio n I w o u ld taike. The fir s t p a in tin g w as o f the tree house, w h ic h was th e one

52 43 and o n ly so lid idea I had. In fact, th e prem ise fo r th e e n tire p ro je ct came fro m th e fa c t th a t I w anted to do a p a in tin g o f a tree house. I have fo n d m em ories of m y ow n ch ild h o o d tree house. Those p o o rly b u ilt, ra m sh a ckle elevated s e m i-s tru c tu re s seem to h o ld a u n ive rsa l, a lm o st m agical a ttra c tio n fo r any c h ild w ho has th e good fo rtu n e o f h a vin g one. One early a u tu m n evening, I was ta k in g m y n ig h tly w a lk (one o f m y secret places is s o lita ry w a lkin g ). The d u s k had ju s t slip p e d in to darkness, and a huge yellow -orange m oon was ris in g above th e m o u n ta in rim. The air was cool and crisp, and sta rs were b e g in n in g to be v is ib le. As I m ade m y w ay dow n th e road, I looked u p and saw the m oon s h in in g th ro u g h the leaves and bran ch e s o f a tree. The scene w as so s trik in g th a t I stopped fo r a m o m e n t to appreciate the view. I t w as th e n th a t I n o tice d a fu n n y -lo o k in g old tree house tu cke d b e h in d th e foliage and I kn e w I had m y im age. It seemed lik e everything happened th a t w ay th in g s ju s t fe ll in to place. I can t rem em ber even now in w h ic h o rd e r th e re s t o f the p a in tin g s came. I n o t o n ly re lie d on m y ow n re colle ction s, b u t also those o f m y c h ild re n and o th e r m em bers of m y fa m ily to give voice to th e secret places. The tu m b le d hay, fo r instance, tu rn e d o u t to be a b le n d in g o f several b a m experiences w hen m y ch ild re n w ere young, and m y s is te r h u n ts ch okecherries every season.

53 44 M y n in e -ye a r-o ld nephew, W ilson, proved an in v a lu a b le co n n e ctio n w ith yo u n g ch ild h o o d. He was e norm ously pleased w hen I asked h im if he had a n y secret places. He en th u s ia s tic a lly to o k me on several guided to u rs and called m e on th e phone nu m e ro u s tim es to add in fo rm a tio n. H is face w as beam ing as we stood in fro n t o f th e a n c ie n t and d ila p id a te d c a lf pens, and he announced e a rn e stly and in a ll seriousness, M y frie n d J a ckso n and I have b ig p la n s fo r th is place! I l l never fo rg e t th a t sweet m om ent. He th e n w e n t on to te ll me a b o u t w h a t th e y w anted to do to th e m. Two o f m y p a in tin g s are o f W ilso n s h u ts. A lon g w ith su ch ch ild h o o d secret places, th e p a in tin g s also em body ideas re p re se n tin g a d u lt sa n ctu a rie s. H op e fu lly, b o th th ro u g h im age and w ords, I have c a p tu re d th e essence and sig n ifica n ce o f a secret place fo r everyone. As I come to th e end of th is p a rtic u la r w o rk, I realize I have rediscovered som ething I had u n in te n tio n a lly le t slip away. I t is an e sse n tia l elem ent th a t allow s us to be tru ly h u m a n. It has helped m e re in v e n t m yse lf as an a rtis t, enhanced how I in s tru c t m y stu d e n ts, and given me a m easure o f peace and renewed confidence to deal w ith m y o th e r roles in life. I w as able to recover th e loss b y a p p lyin g m y ow n p re s c rip tio n fo r a ilin g c re a tiv ity to m yself. R egrettably, I had allow ed m y own secret places to lie d o rm a n t in th e c ru s h o f w o rk, c h ild re a rin g, and th e care o f an ailin g pa re n t. A n d

54 45 th e re s u lt was im m o b ility. As m y own creative e xperim ent, I co n scio u sly tapped in to w h a t I knew had alw ays been there. I learned to carve ou t q u ie t tim e fo r m yse lf n o t an easy ta sk. I focused; I w orked; I allow ed m y m in d to be receptive to im a g in a tio n trig ge rs th a t su rp ris in g ly solved m a ny problem s. A lth o u g h I occasionally fin d m y s e lf b a c k s lid in g ju s t a little, I am c o n fid e n t th a t I w ill co n tin u e to move fo rw a rd. The m issin g elem ent th a t I have recovered is, sim p ly, passion: the passion to care deeply a b o u t im p o rta n t th in g s; th e passion to search fo r w h a t is in te re s tin g and fa scin a tin g ; th e passion fo r lis te n in g to one s own voice and te llin g th e sto ries fo u n d there; the passion to lo o k a t the w o rld in d iffe re n t ways, try in g som ething d iffic u lt, w o rk in g h a rd and e njoying triu m p h s ; the passion to fig h t th e p a ra lysis o f in s e c u rity and excusem a kin g, n o t fe a rin g c ritic is m. A nd fin a lly, disco ve ring w h a t is p e rso n a lly m e a n in g fu l and th e n s h a rin g it.

55 46 V REFLECTIO N Sanctuary is a word which here means a small safe place in a troubling world. ~ N a rra to r in Lemony Snicket s A Series o f Unfortunate Events (film ) As I re fle c t u p o n the va rie d course th is s tu d y has ta ke n, I can see m a n y b ro a d e r im p lic a tio n s o f th e idea o f the secret place as a rem edy and a to o l to reach c h ild re n and teach th e m valu a b le in tra p e rs o n a l s k ills th a t are so necessary in to d a y s com plex w o rld. One area o f concern is ecological. A lth o u g h the stu d e n ts w hom I teach and w ho p a rtic ip a te d in m y survey, gen e ra lly fo llo w m o de m tre n d s in term s o f w eakening im a g in a tio n s and in cre a sin g pa ssivity, th e y represent a n a rro w crossse ctio n re la tive to o th e r p o p u la tio n s. These c h ild re n o f m ra l Ogden V a lley, U tah, have m o st o f the be n e fits o f open spaces, u n m a n ic u re d and n a tu ra l areas H a rt speaks o f as so conducive to h e a lth y play; i t is ju s t a m a tte r o f th e ir kn o w in g how to take advantage o f su ch an id e a l se ttin g. O b vio u sly, m o st o th e r c h ild re n do n o t have those advantages as green spaces disappear at an ever-increasing rate. A re cen t a rtic le in th e Salt Lake Tribune, fo r instance, p ro file d c h ild advocate and a u th o r R ich a rd Lo u v and h is ideas th a t no access to o r in te ra c tio n w ith n a tu re is h a vin g

56 47 d isa stro u s consequences fo r to d a y s c h ild re n : F o r m a n y ch ild re n, n a tu ra l spaces th e y can roam fre e ly are no n e xiste n t. M ost pla yg ro u n d s and even neighborhoods fo llo w ste rile and s tru c tu re d designs, often aim ed a t m in im iz in g litig a tio n (Adams C2). In a d d itio n, m a n y p a re n ts do n o t allo w ch ild re n free access to n a tu ra l spaces even w here th e y exist, m a k in g th e pa th s and te rrito rie s H a rt docum ented fo r h is V e rm o n t su b je cts a th in g o f th e past: Louv cites one s tu d y th a t fo u n d betw een 1970 and 1990, th e area c h ild re n were allow ed to roam n ear th e ir homes had s h ru n k to a n in th o f w h a t it had been (Adams C2). T h is c u rta ilm e n t in th e freedom c h ild re n need fo r e xp lo rin g and e xp e rim e n ta tio n can be countered by ca re fu l c ity p la n n in g and the zoning o f green spaces. A nd, Louv suggests, p a re n ts sh o u ld leave a p a rt o f th e ba ck ya rd ro u g h so k id s can b u ild fo rts and dig holes and h u n t fo r bugs th e re (Adams C2). The safety and freedom o f th e 50s o r even the 70s is n o t lik e ly to come back, b u t as Louv and o th e rs contend, There has to be p u rp o s e fu l e ffo rt to re th in k th e re la tio n s h ip s c h ild re n are allow ed to have w ith n a tu re (Adams C2). S uch e ffo rts w ill be ric h ly rew arded in th e q u a lity o f ch ild h o o d and in c h ild re n s em otional, in te lle c tu a l, and creative developm ent. The N a tu ra l L e a rn in g In itia tiv e a t N o rth C a ro lin a State U n iv e rsity s College o f D esign a ffirm s th a t pla y in g in n a tu ra l se ttin g s can s tim u la te th e im a g in a tio n and c re a tiv ity in

57 48 bo u n d le ss ways, enhance self-esteem, [and] offer c h ild re n a fe e lin g o f in te n se peace (cited in A dam s C2). A second area o f concern is social and c u ltu ra l. S u b u rb a n p la n n in g, su m m e r cam ps, and ba ckya rd refuges w ill c e rta in ly b e n e fit c h ild re n o f those p a rtic u la r socio-econom ic classes. B u t th e re a lity o f to d a y s society and to d a y s classroom s is m u ch d iffe re n t. The lim ita tio n s o f m y stu d y are cle a rly ap p a re n t as I observe th e c o n d itio n s o f o u r n e ig h b o rin g school d is tric t, a m ere 15 m ile s away, w h ic h serves a m ore diverse populace. These c h ild re n come fro m a v a rie ty o f incom e and e th n ic ba ckg ro u n d s and deal w ith th e problem s of a c ity. T h e ir school re g is tra tio n form s in clu d e a section a skin g w here th e fa m ily lives: own hom e, re n t home, a p a rtm e n t, m otel, hom eless shelter, c a r and a n o th e r se ctio n fo r e lig ib ility fo r free m eals a t school, b o th b re a k fa s t and lu n c h. T h is re a lity, w h ic h p ro b a b ly affects m o st school d is tric ts in th e U n ite d S tates, p u ts a d iffe re n t lig h t on th e n o tio n o f w h ilin g away endless su m m e r days in th e lu x u ry o f a tree house. H ow can we as teachers o f th e a rts deal w ith and adequately serve stu d e n ts w ho ca n t rem em ber w here th e y live d tw o m o n th s ago, w ho d on t have a room o r even a bed to sleep in, w ho are swallowed u p in th e co n fu sio n o f a large fa m ily? In u n is o n w ith H a rt s fin d in g s, m y survey showed th a t across a ll age groups, th e re co n tin u e s to be a stro n g im p u lse to create one s own

58 49 spaces, w h ic h in d ica te s th a t th is m ig h t be a u n iv e rs a l n a tu ra l h u m a n tendency. The key, th e n, w o u ld be te a ch in g c h ild re n th a t regardless o f th e ir circu m sta n ce s, th e y can fo llo w th a t urge. E ach in d iv id u a l, you n g \ o r old, can and sh o u ld have some fo rm o f a sanctuary a haven o r secret place w h ic h is th e irs alone. It is possible and indeed, necessary to create these places in a lte rn a tive contexts fro m those com m only described b y o th e r researchers and b y m y s e lf here. A couple o f m y n in th -g ra d e stu d e n ts h it up o n th e idea th a t a sa n c tu a ry need n o t be a sp e cific place: M y secret place is w a lk in g som ewhere and I d on t re a lly have a secret place to go, b u t I have m y m in d, s p irt, and he a rt.... yo u ca n t be fo u n d in y o u r he a rt, m in d, o r s p irit. These stu d e n ts, w ith no coaching, have discovered th is im p o rta n t tru th. They kn o w th e y are n o t lim ite d b y a c tu a l p h ysica l co n d itio n s in th e ir quest to fin d a place w here th e y can com m une w ith them selves. A re cen t p o p u la r m ovie, Lemony Snicket s A Series of Unfortunate Events, offers a c o ro lla ry to th e lesson learned b y L ittle Tree in F o rre st C enter s ch ild h o o d m em oir, w ith w h ic h I in tro d u c e d th is stu d y. W hereas C a rte r s secret place a t th e sp rin g b ra n c h serves as a pe rfe ct m odel fo r tra d itio n a l n a tu ra l places o f discovery and has w o rke d w e ll in m y classes, perhaps I need like w ise to p rese n t th e lesson learned b y th e c h ild re n in th is m ovie. The film is, in a sense, an allegory on th e rig o rs o f

59 50 co n te m p o ra ry ch ild h o o d, w ith th e outrageous m is fo rtu n e s suffered b y th e c h ild re n being representative o f o th e r losses and d isa p p o in tm e n ts in m ore o rd in a ry ch ild h o o d. A ce n tra l them e in tro d u c e d e a rly in th e s to ry is th a t o f sa n c tu a ry. In th e m id s t o f squalor, c ru e lty, and d e p riva tio n, th e orphaned B audelaire c h ild re n (a g irl, a boy, and a to d d le r) tu rn th e ir h o rrid little a ttic room in to a m agical place w hen th e y use a rib b o n to tie a bedsheet in to a sm a ll te n t-lik e enclosure. In a v is u a lly s tu n n in g scene, th e y h u d d le together in sid e th e sm a ll haven, m ade golden b y th e beam o f a sim p le fla s h lig h t, and fin d stre n g th and com fort. The pow er o f th e self-created secret place is evident in th e lives o f these courageous and creative c h ild re n, as it sh o u ld be in a ll o f us. The co n n e ctio n betw een th e personal haven and the k in d o f resourcefulness and c re a tiv ity we w a n t to fo ste r in o u r society is d raw n e x p lic itly b y the a u th o r/n a rra to r in th e closing lin e s o f th e film : They are th e s o rt o f people w ho kn o w th e re s alw ays so m eth in g to in ve n t, som ething to read,... and som ething to do to m ake a sa n ctu a ry, no m a tte r how sm a ll, and fo r th is reason, the B audelaires were ve ry fo rtu n a te indeed.

60 51 APPENDIX A SURVEYS ON C H ILDH O O D PASTIMES I devised tw o versions o f a qu e stio n n a ire a b o u t ch ild h o o d pastim es. One is fu lle r, w ith m ore d e ta il and a la rg e r nu m b e r o f qu e stio n s. It was a d m in iste re d to n in th graders and to a ll th e a d u lt agegroups. The o th e r was a s im p lific a tio n o f th e o rig in a l survey, w ith fewer q uestions and sh o rte r, easier sentences. It w as a d m in iste re d o n ly to fo u rth graders. The single-page c h ild re n s ve rsio n is reproduced on th e n e x t page, w ith th e tw o-page adolescent and a d u lt ve rsio n fo llo w in g. One difference betw een the tw o versions is th a t th e c h ild re n s choices w ere yes, n o, and som etim es, in th a t order, w hereas the a d o le s c e n t/a d u lt response choices were on a slid in g scale of o fte n, som etim es, and never, in th a t order. B o th versions give room fo r and encourage respondents to name and describe a ve ry fa vo rite th in g to d o, in th e c h ild re n s version, o r a very fa vo rite and m em orable a c tiv ity... th a t yo u d on t or can t do any m o re, in th e longer version.

61 52 C h il d r e n s Q u e s t io n n a ir e Things I Do This is an educational study on what kids do. Please circle the answer that applies to you. I like to play outdoors. yes no sometimes I watch T.V. every day. yes no sometimes I play with toys pretending they are alive. yes no sometimes I write stories and poems at home. yes no sometimes I play with Legos, puzzles, blocks, etc. yes no sometimes I do chores in the house, like make my bed. yes no sometimes I build forts, tree houses or clubhouses. yes no sometimes I play video games. yes no sometimes I take care of pets or farm animals. yes no sometimes I take music lessons. yes no sometimes I read books at home. yes no sometimes I play sports like soccer, baseball, football. yes no sometimes I build inventions out of odds and ends. yes no sometimes I have secret codes with my friends yes no sometimes I m bored when there is nothing to do. yes no sometimes My dad plays with me. yes no sometimes I do yard work or farm chores yes no sometimes I like to put on plays. yes no sometimes I like to draw and color. yes no sometimes I like to cook. yes no sometimes I have a hideout or a secret place. yes no sometimes I collect things like rocks, shells, cards, etc. yes no sometimes I watch videos every day. yes no sometimes I have imaginary friends or animals. yes no sometimes I am afraid of the dark. yes no sometimes I take dancing lessons. yes no sometimes My mom plays with me. yes no sometimes Please write vour verv favorite th im to do: (It could be something that s not on this list.) Thanks for your help!

62 53 A d o l e s c e n t / A d u l t Q u e s t io n n a ir e Personal Past Experience Survey This is an educational study on childhood pastimes. Please circle your age group and rate your participation in the following activities. Please do not sign your name. Thank you for your input. Age: As a young child, I did the following: I liked to play outdoors: riding bicycles, skating, running, etc often sometimes never I watched T.V. often sometimes never I played with toys making them talk and be alive. often sometimes never I wrote little stories and poems (outside of school). often sometimes never I liked to put together models, puzzles, Legos, Lincoln logs, etc. often sometimes never I did house chores: garbage, dishes, simple cleaning, etc. often sometimes never I built huts, forts, tree houses, club houses etc. often sometimes never I liked to play video games, pinball, and arcade-type games. often sometimes never I took care of pets or farm animals. often sometimes never I had music lessons. often sometimes never I liked to read books. often sometimes never I played organized sports such as soccer, baseball, etc often sometimes never I tended younger siblings often sometimes never I liked to build inventions just out of odds and ends. often sometimes never Mv dad plaved with me. often sometimes never My friends and I had clubs and secret codes. often sometimes never When there was nothing to do I was bored. often sometimes never I did outside chores: yard work, farm work, etc often sometimes never I played with dolls and dollhouses. often sometimes never I made snow forts. often sometimes never I liked to make up new games or new versions of familiar games. often sometimes never (over)

63 I played with building blocks. often sometimes never I put on plays with my friends or siblings. often sometimes never I liked to read comic books. often sometimes never I liked to make homemade cards like Valentines (outside of school). often sometimes never I created new recipes (not necessarily delicious). often sometimes never I liked to color and draw (outside of school). often sometimes never I liked to play in hideouts and secret places. often sometimes never I collected things: rocks, shells, sports cards, junk, etc. often sometimes never I watched videos. often sometimes never I liked to do handwork: knit, crochet, boondoggle, leatherwork, etc. often sometimes never I liked winter activities: skiing, snowboarding, ice skating, sledding, etc. often sometimes never I liked to play night games in the summertime. often sometimes never I created imaginary friends or animals. often sometimes never I went on picnics with my family. often sometimes never Mv mom plaved with me. often sometimes never I was afraid of the dark. often sometimes never I liked to camp out. often sometimes never I had dancing lessons. often sometimes never Please describe a very favorite and memorable activity you used do as a young child that you don t or can t do anymore: (It may or may not be included in the above list) (*Note: Ages may put a favorite activity that they still may currently do.) 54 Thanks for your help!

64 55 APPENDIX B TABULATED RESULTS OF SURVEYS F ollo w in g are th e re s u lts o f the g e n e ra tio n a l survey on ch ild h o o d pastim es, as described in C hapter II. The data are arranged in tw o sets, th e fir s t show ing the responses to a ll e ig h t key q uestions according to age group, and th e second show ing each q u e stio n com pared across age groups. A b a r grap h fig u re tops each page; a n u m e ric a l ta b le comes below, show ing percentages o f each response choice. D ue to fo rm a t co nsiderations, th e responses n o /s o m e tim e s /y e s fro m th e c h ild re n s ve rsio n o f th e survey w ere used th ro u g h o u t as th e fie ld s fo r th e data base. C onsequently, those term s appear in th e b a r graphs fo r a ll age groups. The tables, however, show th e responses as n e v e r/s o m e tim e s /o fte n fo r th e adolescent and ad u lt age groups. A d d itio n a lly, th e percentage to ta ls in th e tables do n o t add u p to 100% in a ll in sta n ce s because of th e ro u n d in g o f n u m b e rs and the fa c t th a t n o t every respondent answered every question.

65 Age 9 Frequency Graph % 75.00% 50.00% p h i 0 No H Sometimes Yes 25.00% 0.00% Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F igure 1. Frequency G raph fo r G roup 1, Age 9 K e y I w a tch TV everyday. Q2 - I p la y video games I b u ild in v e n tio n s o u t o f odds and ends I have secret codes w ith m y frie n d s I m bored w hen th e re is n o th in g to do I have a hid e o u t o r a secret place I w a tch videos everyday I have im a g in a ry frie n d s o r anim als. Table 1. Percentages fo r G roup 1 Gl % Age No Sometimes Yes Total 100% 100% 100% 100% 100% 100% 100% 100%

66 57 Age Frequency Graph No M Sometimes Yes Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F igure 2. Frequency G raph fo r G roup 2, Age K e y As A YOUNG CHILD, I DID THE FOLLOWING: Q1 - I w atched TV I lik e d to p la y video games, p in b a ll and arcade-type games I lik e d to b u ild in v e n tio n s ju s t o u t o f odds and ends M y frie n d s and I had c lu b s and secret codes W hen th e re was n o th in g to do, I w as bored I lik e d to pla y In h id e o u ts and secret places I w a tch videos I created im a g in a ry frie n d s o r an im a ls. Table 2. Percentages fo r G roup 2 G2 % Age Never Sometimes Often Total 100% 100% 100% 100% 100% 100% 100% 100%

67 58 Age Frequency Graph 80.00% 70.00% 60.00% S) 50.00% No 40.00% 30.00% 20.00% 10.00% 13 Sometimes Yes 0.00% Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F igure 3. Frequency G raph fo r G roup 3, Age K e y A S A YOUNG CHILD, I DID THE FOLLOWING: Q1 - I w atched TV I lik e d to p la y video games, p in b a ll and a rcad e -lyp e games I lik e d to b u ild in v e n tio n s ju s t o u t o f odds and ends. Q4 - M y frie n d s and I had c lu b s and secret codes W hen th e re w as no th in g to do, I was bored I lik e d to p la y in h id e o u ts and secret places I w a tch videos I created im a g in a ry frie n d s o r a n im a ls. Table 3. Percentages fo r G roup 3 G3 % Age Never Sometimes Often Total 100% 100% 100% 100% 100% 100% 100% 100%

68 Age Frequency Graph % 70.00% 60.00% w 50.00% o 03 c 40.00% <u o S % No El Sometimes Yes 20.00% 10.00% 0.00% Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F igure 4. Frequency G raph fo r G roup 4, Age K e y A s A YOUNG CHILD, I DID THE FOLLOWING: Q1 - I w atched TV I lik e d to p la y video games, p in b a ll and arcade-type games I lik e d to b u ild in v e n tio n s ju s t o u t of odds and ends. Q4 - M y frie n d s and I had c lu b s and secret codes W hen th e re was n o th in g to do, I was bored I lik e d to p la y in h id e o u ts and secret places I w a tc h videos I created im a g in a ry frie n d s o r a n im a ls. Table 4. Percentages fo r G roup 4 G4 % Age Never Sometimes Often Total 100% 100% 100% 100% 100% 100% 100% 100%

69 Age Frequency Graph % 75.00% Q> CD re 50.00% o 3) CL No Sometimes Yes 25.00% 0.00% Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F igure 5. Frequency G raph fo r G roup 5, Age K e y As A YOUNG CHILD, I DID THE FOLLOWING: Q1 - I w atched TV I lik e d to p la y video games, p in b a ll and arcade-type games I lik e d to b u ild in v e n tio n s ju s t o u t o f odds and ends M y frie n d s and I had clu b s and secret codes W hen th e re was n o th in g to do, I was bored I lik e d to pla y in h id e o u ts and secret places I w a tch videos I created im a g in a ry frie n d s or an im a ls. Table 5. Percentages fo r G roup 5 G5 % Age Never Sometimes Often Total 100% 100% 100% 100% 100% 100% 100% 100%

70 Age 66+ Frequency Graph % r n - m : r M 75.00% - No m Sometimes Yes Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Questions F ig ure 6. Frequency G raph fo r G roup 6, Age 66+ K ey AS A YOUNG CHILD, I DID THE FOLLOWING: Q1 - I w atched TV I lik e d to p la y video games, p in b a ll and arcade-type games I lik e d to b u ild in v e n tio n s ju s t o u t o f odds and ends M y frie n d s and I had clu b s and secret codes W hen th e re was n o th in g to do, I was bored I lik e d to p la y in hid e o u ts and secret places I w a tch videos I created im a g in a ry frie n d s o r a n im a ls. Table 6. Percentages fo r G roup 6 G6 % Age Never Sometimes Often Total 100% 100% 100% 100% 100% 100% 100% 100%

71 62 Question 1 Comparison I watched T.V. </> 0 O) 0 *-«C 0 O c Q % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% G1 G2 G3 G4 G5 G6 Age Groups No H Sometimes Yes F ig ure 7. C om parison o f Q1 Am ong G roups 1-6 K e y G1 - G roup 1, Age 9 G2 - G roup 2, Age G3 - G roup 3, Age G4 - G roup 4, Age G5 - G roup 5, Age G6 - G roup 6, Age 66+ Table 7. Q1 C om parison fo r G roups 1-6 in Percentages Q uestion 1 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

72 63 Question 2 Comparison I liked to play video games, pinball, and arcade-type games % * 90.00% 80.00% 70.00% ) 60.00% I 50.00% O 40.00% Sometimes 30.00% 20.00% 10.00% 0.00% G1 G2 G3 G4 G5 G6 Age Groups F ig ure 8. C om parison o f Q2 A m ong G roups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 8. Q2 C om parison fo r G roups 1-6 in Percentages Q uestion 2 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

73 Question 3 Comparison I liked to build inventions just out of odds and ends 50.00% 45.00% 40.00% % S 30.00% % fe 20.00% 15.00% 10.00% 5.00% 0.00% n G1 G2 G3 G4 G5 G6 Age Groups Sometimes Yes F igure 9. C om parison o f Q3 Among G roups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 9. Q3 C om parison fo r G roups 1-6 in Percentages Q uestion 3 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

74 65 Question 4 Comparison My friends and I had clubs and secret codes 60.00% 4, : : ;. y;:; 50.00% 40.00% 0 U) ra 30.00% OS_ o ^ 20.00% : No m Sometimes Yes 10.00% 0.00% T 1 G1 G2 G3 G4 G5 G6 Age Groups F ig ure 10. C om parison o f Q4 A m ong G roups 1-6 K e y G1 - G roup 1, Age 9 G2 - G roup 2, Age G3 - G roup 3, Age G4 - G roup 4, Age G5 - G roup 5, Age G6 - G roup 6, Age 66+ Table 10. Q4 C om parison fo r G roups 1-6 in Percentages Q uestion 4 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

75 6 6 Question 5 Comparison When there wee nettling to do I wee bored,w/< > mh s Sometime Ye hu V /< 04 Age Groups F igure 11. C om parison o f Q5 Among G roups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 11. Q5 C om parison fo r G roups 1-6 in Percentages Q uestion 5 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

76 67 Question 6 Comparison I liked to play in hideouts and secret places 80.00% No a Sometimes Yes G1 G2 G3 G4 G5 G6 Age Groups F ig ure 12. C om parison o f Q6 A m ong Groups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 12. Q6 C om parison fo r G roups 1-6 in Percentages Q uestion 6 G1 G2 G3 G4 G5 G6 Never Sometimes O ften Total 100% 100% 100% 100% 100% 100%

77 6 8 Question 7 Comparison I watched videos <D U) (0 4-1 c o <D Q % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% G1 G2 G3 G4 G5 G6 Age Groups Sometimes Yes F igure 13. C om parison o f Q7 Among G roups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 13. Q7 C om parison fo r G roups 1-6 in Percentages Q uestion 7 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

78 69 Question 8 Comparison I created imaginary friends or animals 90.00% i 80.00% % - </> 60.00% - js 50.00% - C o 40.00% % - No M Sometimes Yes 20.00% 10.00% % - G1 G2 G3 G4 G5 G6 Age Groups F ig ure 14. C om parison o f Q8 A m ong G roups 1-6 K e y G1 - G roup 1, Age 9 G4 - G roup 4, Age G2 - G roup 2, Age G5 - G roup 5, Age G3 - G roup 3, Age G6 - G roup 6, Age 66+ Table 14. Q8 C om parison fo r G roups 1-6 in Percentages Q uestion 8 G1 G2 G3 G4 G5 G6 Never Sometimes Often Total 100% 100% 100% 100% 100% 100%

79 70 APPENDIX C SECRET PLACES, AS IM AG IN ED AN D DRAWN BY NINTH-G RADE ART STUDENTS The fo llo w in g te n im ages are ta ke n fro m th e a lte re d books of m y tw e n ty advanced a rt stu d e n ts fro m S p rin g The o rig in a l w o rks w ere in v a rio u s m edia, su ch as a crylic, collage, m a rke r, and colored p e n cil. The tw o-page spreads were photographed and p rin te d d ig ita lly.

80 71

81 I,v IM L ite > enough to r me L* - ''t» J t» tu ffl* UUjfU J atu.<0 ten in tbt.111 js tsaatr IS bf lit mr in rwrkhnc -* tn i*brn riwestipparl «en tesrn i Do somtlhma # JH not supposrdto J'm bapf** mhrii * > jii i j m 'U ilir tf le ilb i -tilt n it 1114 el.t d itl while titttbebi* it It.utinj Without.1 calf UMim? hit the b,nti toinitn O t Hit Ii tbihhtn.n cj. 'J lirtr >.1(1 not snppoaih to no J'm tvipiii' uibrn Ib r r r is Jir m iu f Innas jtle bract 1* ticalma it 111 lullin' uilirn * to u iy ltitli' U fu iij tti' to Hit tti niitih SnD i jiii liuma lilt to its (nllrsi ll'lim tiiv lc«s.u t 'if.in * mi' hf.»b I* t)l um 3. *.1111sinii.ima»o I's l * tw 'l Imh tltf qionnh 1 111luppt tulini # jiii at tljr otr.111 taruma llir tinjruuutlu iu tnna Uutrr spt.isli im*(atr ^Jlina it turs, luuiiig i ir otr.m ir.tili mr llir tu.n 1 fi in lu p fi mlirii Jlim as J it amn 11nil' nut' t lotnioi' t» Itlln ta mr uilui to js ip l Ulll.lt tn».ll I'll I) In u 'in r ND

82 73

83 74

84 75

85 HE SOLUTION T Nro v ' w si CD

86 77

87 78 t *,. a s * ^ & ^ r m -

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90 81 APPENDIX D A SECRET PLACE: FACSIM ILES OF PAINTINGS AN D ACCOMPANYING VERSE The fo llo w in g im ages derive fro m the p rofe ssio n a l d ig ita l ca p tu re o f m y p a in tin g s described in C h a p te r IV. The a rrangem ent o f th e verse te x t has been alte re d here due to fo rm a t co n sid e ra tio n s on th e page. The fram ed p a in tin g s them selves and placard-sized pre se n ta tio n s o f the accom panying verse were show n p u b lic a lly in co n ju n c tio n w ith th e creative p a rt o f th is p roject.

91 So you see, imagination needs Moodling long, inefficient, happy idling, Dawdling and puttering. Brenda Ueland P onder Im agine Dream R eflect

92 83 A Secret Place Finding silent spaces isn t easy. A noisy world clamors relentlessly, Paralyzing my perceptions. Roaring obsessions... Technology, tools, toys a ravenous need to fill the void. Complacence spawns unintelligible babble, Hollow confusion assaults every sensation. I become a non-entity, a passive receptor In a fragmented universe. Always doing rather than being. Finding silent spaces isn t easy. But when I am weary of inane repetition, Longing to ban irksome mind chatter, And sit quietly with no task, Breathe easily with no apprehension, Entertain wild ideas not visible before, Recover something forgotten... When I yearn to lean into magenta, blue, and violet Allowing patterns of meaning to wash over My original self It is then I escape to my secret place Where I absorb amazing silence and carry it with me When I leave.

93 84 I Countless splinters poked and lodged in my stubby fingers As we scrounged the yard for odd slabs of barn wood. The boards had to be roughly the right size Because sawing just never worked out. Mother would say, That poor old cottonwood will die If you don t stop hammering so many nails into it. It didn t die. It patiently cradled our palace, And sighed with satisfaction. Hand over hand, up the rickety ladder good, A perfect branch-handle to grasp... They say the earth and its solar system are located In the Milky Way galaxy. Its spiraling arms contain over one hundred billion stars That span all ages. At the speed of light, It would take five-hundred thousand years to cross it. Here in our tiny tree house with my flashlight beaming, I somehow comprehend such vastness.

94 85 II My dad said I could use Great-Grandpa s Old calf pens for my huts. Luckily, my friend Wilson and I Spotted some red and blue paint On the top shelf in the shed. The two of us dragged Uncle Jack s heavy ladder Clear across two yards to reach that high place. It took most of a summer s day to paint the fronts, We sure improved the looks of the place, Don t you think? Mom told me that kind of paint Is hard to wash off clothes And shoes... and kids. Hammering nails is a pretty tough job And sometimes painful, But we needed plenty for hanging up Our important stuff things we need Like horseshoes, string, And a perfectly good leather belt We found under some rocks. Wilson and I have big plans for next week. Maybe we can find some carpet pieces. We re going to build a table, fix the roof, And get more rope... Oh, and we ll make a place To keep the Band-Aids.

95 8 6 It s a good idea to be best friends with a very old tree. You ll not find anyone who listens as intently Or who shares such quiet, wise advice. Be still you ll be regaled III With ageless tales and secrets. Sidle up against her wizened trunk And search the soil for treasures. Pine cones, pebbles, miniscule, crawly creatures. Sheltered beneath her generous pine needle petticoats I create an entire village with roads, a railroad track, Houses even a church with a steeple. Acorn people clothed in leaves dwell here. If I pull in the hose, they can play in rivers, Or playfully float tiny boats on their lakes. Sometimes, I carefully ascend Her spiral bough staircase To a perch high above, Where I share the old tree s timeless view Of an ordinary world.

96 87 IV I've survived many wild nights Tucked snugly away in here With only the necessary provisions, Black licorice and potato chips. Warm, dusty, woolen rug smells soothe and calm Jittery trepidation into anxious bravery. Yes, nights that would even terrify tough old Uncle John. Gales whip dry leaves into a frenzied dance, Tree limbs lash helplessly about, Beating mercilessly against the houses. Thunder cracks unexpectedly, Sending a jagged shudder to my core. What exhilaration! All my stuffed animals scurried for shelter long ago; Even the jungle birds and crickets have fallen silent Waiting for the ferocious black storm in my living room To pass.

97 8 8 V Once Dallin stacked the hay wrong So the whole pile tumbled into an enormous, Awkward mountain. No one put it back. What a bother it was at first, To stumble over the bales That blocked the path to the cow s stall. But then I spied an opening just the right size To crawl into. Prickly hay down my shirt was unbearable, But quickly forgotten When I heard a small sound. Tiny muffled mews softly reached my ears From within the dim, dusty spaces. Abandoned and very hungry, that little kitten Became one of my best pals. The giant heap remained for a time And we all became mountain goats Endlessly clambering up and down The lumpy landscape. Our frivolous world of hills and caverns Slowly vanished As the hay was gradually used, And our barn was never quite the same, For the jumble was eventually replaced With a vacant hole of neatly stacked bales.

98 VI A late-summer chokecherry-picking excursion Led me to an unexpected tangle of undergrowth That beckoned me to enter a natural breach in the copse. I entered a dark, cool world backlit and dappled Amid August s white-hot glare. I took off my shoes and let my bare toes revel In soft, loose soil. Feeling somewhat guilty for abandoning my mission I nevertheless found myself Drawing lazy circles in the dirt with a stick, Daydreaming of nothing in particular; Hearing the gentle drone of an occasional insect, And a distant chorus of meadowlarks. A solitary ant burdened with a load twice its size Caught my eye as it Struggled over a pebble near my foot Then trudged laboriously onward. Powerless to leave this placid interlude I relaxed against a fallen branch Effortlessly drinking in an unfamiliar harmony. Thoughts arose with remarkable lucidity And I began to appreciate subtle details, Patterns, and dimensions of my own presence Like a glistening lost treasure.

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