16 A
Science, Art Camps Provide Outlet For High School
(Editor'! note: What r
our children to do with
ihtir vacation lima? Paranti
mutt tea to it that thay go
right on learning, tayt a
diatinguithad educator
learning thingt which
might not be pottible to
ttudy during the ttiii en
vironment of tchool. Some
ideat on vacation activity
tor youngitert are exam
ined in the following report
by E. Paul Torrance of the
Univenity of Minneiota't
bureau of educational re
search.) By E. PAUL TORRANCE
Written for
United Pren International
Most scools in the United
States will soon close, or have
closed, their doors for the
summer, but this docs not
mean that either teacher or
pupils will stop learning and
thinking.
The 1961-62 school year has
perhaps seen the testing of
more new ideas in education
than any other period in his
tory. Many of the ideas which
have been tested have given
teachers and pupils both the
skills and the driving urge
not only to learn more but to
do something wilh what they
have learned.
Many children and teach
ers have perhaps for the first
time in their school careers
been caught up in the excite
ment of learning creatively
by questioning, inquiring, ex
perimenting, exploring, mani
pulating and testing. They
have also learned by autho
rity that is, learned what
they were told in the way
they were Instructed.
But the teachers gained a
new recognition that many
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WEDNESDAY. JUNE 13. 1962
things can be learned crea.
tively more effectively than
they can by authority. They
have also recognized that
many children learn creative
ly who seem not to be able to
learn by authority.
Many teachers will spend
a part of their summer vaca
tions in creating new mate
rials or in trying to increase
their skills in identifying and
in developing creative talent.
Some of them will do this
learning on their own.
Others will attend work
shops, institutes and summer
courses learning how to do a
better job of developing their
pupils' creative thinking abil
ities. They will go to such places
as Teachers College of Colum
bia University, Northwestern
University, University of Buf
falo, University of Kentucky,
San Jose State College, Colo
rado State College, Univer
sity of Wisconsin at Milwau
kee, University of Oregon and
the University of Utah, Just to
mention a few such special
programs.
Not all children have had
teachers who find learning an
exciting and important matter
and make it that for their
pupils. Some have given up
and have been counting the
days until summer vacation.
Some have attended schools
where learning is a grim mat
ter. Some have felt that they
were In "steel boxes."
One mother of a very crea
tive boy writes:
Seed Always There
"So many doors closed!
Where Is the spirit of educat
ing and cultivating the child's
natural desire to learn
some seed of it is always
SPOR T
4. The
there , to one extent or
another!
"I feel he is in a steel box
I think he feels he is, too,
and thinks the only w.iy to
be free is by quitting school.
"How can doors be opened,
can you tell me? Can you ad
vise or suggest anything that
could help?
"Please, don't be too busy
to care or answer me. I just
don't know where else to
turn!"
What happens when chit
dren feel that they are in
steel boxes and that all doors
to the expression of their
creative needs and abilities
are closed? The answer is a
tragic one. Of course, such
children may sacrifice their
creativity, becoming very
conforming and outwardly
become models of the well
adjusted child only later to
have ulcers or become over,
whelmed and break down.
More Tragic Picture
A more tragic picture, how
ever, is presented by the
child who refuses to learn, be
comes delinquent, feels lost
and out of touch with his
environment, or experiences
a mental breakdown
This summer, many crea
tive youngsters will find at
least temporary release from
their "steel boxes" through
arts and science camps. Such
camps have gotten a start
during the past two or three
years. Science and Arts
Camps, Inc will sponsor sev
eral' such camps this summer.
The Minneapolis School of
Art ' will again conduct its
science and arts camp on
Lake Minnetonka. Here both
boys and girls will work with
outstanding young scientists
and artists in a variety of
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fields. They will leirn both
creatively and by authority.
They will think and do with
an enthusiasm which will be
new to many of them.
Many summer camps estab
lished along other lines are
beginning to adopt some of
the ideas of the science and
arts camps. It is such a
"natural" for helping some
creative children find their
way out of their "steel
boxes."
Son's Experience
One mother wrote me as
follows about her son's exper
ience last summer:
"He is exuberant, bright,
loving, and so deep In his
thoughts, yet he failed last
year. He had an extremely
rigid teacher who tried to
bend Tom to his will and
-Tom would not comply.
Needless to say, 'the war
was on.' After his sad experi
ence last year, we sent him
to a creative camp during
the summer where he
bloomed like a filly kicking
up its heels at being free. He
did a chalk (painting) and
when I first saw it on ex
hibit at the camp (I didn't
know at the time that it wss
his), I loved it - the colors
are exquisite. Imagine how
I felt when I found out it
was Tom's! I framed it and
have it in our living room."
The science and arts camp
has many "built-in" features
which make it almost idea for
stimulating creative growth.
Briefly, here are some of the
reasons why.
Frequently in Home
In the school, on the play
ground and frequently even
in the home and the church,
children are almost forced by
social pressure to
blot out
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entire areas of awareness.
Certain areas of life ars off
limits for thinking.
Creativity, however, re
quires a openness or intensi
fied awareness to one's en
vironment. Thus, these ta
booed areas or experiencing
take a heavy toll on creative
development. Many forces
create these tabooed areas
but some of the most power
ful ones stem from the great
emphasis which we place at
a very early age upon differ
ent expectations for boys and
girls.
In our culture, sensitivity
or openness to the environ
mental represents a feminine
value. Independence repre
sents a masculine value. Since
creativity requires both sensi
tivity and independence in
thinking, highly creative boys
are apt to appear more ef
feminate than their peers and
highly creative girls are apt
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Students in Summer
to appear more masculine
than theirs.
Even when parents are
aware of these facts, they
feel uncomfortable when
their own boys are open and
responsive to the environ
ment or when their girls show
independence in thinking or
interest in science.
Makes Natural Setting
A camp mkes a natural
setting in which boys can in
dulge their appreciation of
beauty full responsiveness
to and awareness of their en
vironment. The girl can also
be free to indulge her curio
sity about the scientific won
ders of the environment. In
this setting, nothing is
thought to be wrong with the
boy who shows responsive
ness to beauty nor the girl
who inquires about science.
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Science and arts camps pro
vide many natural situations
for learning creatively rather
than by authority.
The motivation is created
by the situation; the teacher
does not have to manufacture !
it. It is easier in such a set
ting than in schools to free '
children from the inhibiting
effects of immediate threats
of evaluation. This helps them
to dare get off the beaten
track and break through the
obvious and the commonplace j
to produce and test new ideas.
Camp living itself frequent-1
ly makes creative thinking j
necessary. Such situations are j
especially favorable to the !
establishment of a creative
relationship between the'
teacher or adult and the
child. Many forces of nature j
work in favor of the science i
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about creative growth and in
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