sparkmygenius.com

Dr. Rohn Kessler

Children's Art and the Brain

In 2009, the psychologist Mike Posner wrote:

“If there were a surefire way to improve your brain, would you try it? Judging by the abundance of products, programs and pills that claim to offer “cognitive enhancement,” many people are lining up for just such quick brain fixes. Recent research offers a possibility with much better, science-based support: that focused training in any of the arts—such as music, dance or theater—strengthens the brain’s attention system, which in turn can improve cognition more generally.” http://dana.org/news/cerebrum/detail.aspx?id=23206

In 1971 the psychologist Abraham Maslow wrote: “Another conclusion I seem to be impelled toward, even though I am not sure of my facts, is that creative art education, or better said, Education–Through-Art, may be especially important not so much for turning out art or art products, as for turning out better people.”

In 38 years we have moved from intuitive speculation to a science-based vision for customizing and optimizing learning environments for children. What fascinates me is that Posner (neuroeducation) Maslow (humanistic) come from such different directions and perspectives but share a similar conclusion: exposure to an art form that fully engages a child’s attention can be highly rewarding.

Maslow believed in a new kind of education that would encourage a new kind of human being — “the process person, the creative person, the improvising person, the self-trusting, creative person, the autonomous person.” Posner’s research is showing that when we encourage young students to find an art form they love, that if they to pursue it with passion and focused attention, that “training in the arts likely yields cognitive benefits that go beyond “art for art’s sake.”

With parents and teachers complaining about the avalanche of ADHD children, the discovery of ways to train attention and strengthen attention networks is, I believe, of profound importance.

Specifically, Dr. Mike Posner has shown that repeated activation of the brain’s attention networks increases their efficiency. His focus is on the “executive attention network” which helps students control their emotions and choose among conflicting thoughts in order to focus on long-term goals. These executive attention skills are essential for social and academic success throughout childhood. Furthermore, empathy toward others, impulse control and the tendency not to cheat or lie are scientifically linked to aspects of executive attention.

Recall that Maslow, whose focus was on the creative process, believed that Education–Through-Art was important not for turning out art but for turning out what he called “better people.” Posner’s work shows that intensive training in music, art, dance and theatre not only improves the efficiency of the executive attention network and general cognition as measured by IQ but can also improve a child’s ability to empathize, control impulses and resist the temptation to lie or cheat — in other words, to become a better person.

Posner in 2009 sounds like Maslow when he writes:

“…exposure to the “right” art form can fully engage children’s attention and can be highly rewarding for them. They may get so involved in learning the art that they lose track of time or even “lose themselves” while practicing it. I believe that few other school subjects can produce such strong and sustained attention that is at once rewarding and motivating. That is why arts training is particularly appealing as a potential means for improving cognition. Other engaging subjects might be useful as well, but the arts may be unique in that so many children have a strong interest in them.”

These findings give parents and educators one more reason to encourage young children to find an art form they love and to pursue it with passion. Training in the arts yields cognitive benefits that go beyond “art for art’s sake.” The art form that children love and pursue with enthusiasm can lead to improvements in many brain functions and make them grow up to be “better people.”  I’ll be writing more about this in future blogs.

Of course, the challenge is the same today as it was in 1970s, 1950s and in decades and eras past: convincing policy makers, education wonks, politicians and parents about the huge potential value of arts education.

The good news is that some individuals, including brain scientists, are proactively engaged and not waiting and hoping for this to happen. For example, Dr. Evian Gordon has set up the Brain Revolution Project and advocates for BrainArt as one example of how “… to empower children around the world with insight into how their brain works and the means to train their brains with fun and creative games and activities.” http://brainrevolution.org/.

Dr. Rohn Kessler

Brain and Success Development

By Amy Price PhD
Somewhere in the world there is a child’s brain waiting to be salvaged. You have the power in your hands to change a destiny. With a few simple strategies and a little funding there can be answers. We can build it…You can help! You are invited to attend an art and media exhibit dedicated to brain development

Friday October 9: 6:30 opening, 7:30 – presentation by Dr. Gordon on The Brain Revolution, Creativity and Why Brain Development should be a Human Right.

Saturday October 10: Open Exhibition all day (10 am – 8 pm)

Sunday October 11: Open Exhibition all day (10 am – 8 pm)

Dr. Evian Gordon on his Brain Art: ‘Whilst there is a great deal about the brain that we do not yet know, the essence of what we do already know can be used to understand our behavior, as well as our sense of authentic Self and ultimately even influence the direction of human cultural evolution…… throughout my academic life and the past years in the corporate sector, I have always had an art life – painting metaphors of the Brain and Self (with symbols that reflect core brain dynamics). Where the testability of brain science ends, I have immersed myself in nonconscious speculations within my BrainArt, as part of a Brain Science – Brain Art Continuum.’

80% of profits from Dr. Gordon’s Exhibition on ‘Brain Art and Self’ will go towards funding The Brain Revolution Project (the other 20% will go to support the Nour Foundation’s initiatives). The Brain Revolution project serves to empower children around the world with ideas and ways to train their brain for Self Mastery. The overall goal of the project is to contribute to Brain Development being a Human Right. Click here for more information on how to participate and directions

Other material by Dr Price can be seen at Traumatic Brain Injury Centers Remember “A mind is a terrible thing to lose” You can be an answer!

Is it really time for parents to get their kids back to school again? Let’s address the challenge head-on of how to optimize learning achievements and academic success.

My experience shows that the most important thing parents can do to maximize their children’s love of learning is to expose them to wide variety of learning experiences. Notice and nurture the ones they love.

To maximize their love of life and increase the probability that they will lead a successful and fulfilling life, teach your child to be a mensch—a really good person of noble character and deeds.

Guy Kawasaki writes in Art of the Start that a mensch 1) helps lots of people, 2) does what’s right, and 3) pays back society. On a scale of 1-10, ten being the highest and one the lowest, where do you rate yourself in these three areas?

Our in-house research shows that an increasing number of students are bored, frustrated, off-task and underachieving in school. Furthermore, most students with good and even great grades bored, frustrated and not optimizing their talents.

Many parents today are “CrazyBusy” schlepping their kids all over the place (http://sparkmygenius.com/?p=176).

Look at all this running around and then look at yourself from your child’s position. What does he see, hear, think, and feel? Most of us think we know; many of us do not.

Is there enthusiasm, confidence and motivation to start school? My personal and professional experience says “Probably not much.”

In fact, many students equate school with learning and believe when not in school they don’t have to learn anything. Worse, many children get turned off to learning completely.

That’s where Sparks of Genius can help, for we identify, ignite and nurture the many ways students are smart—often very smart. Students learn to set and accomplish goals they thought were unattainable. We aim to take them “over the top.”

It is my experience that by the age of eight (end second grade), most children with learning challenges know they are “different.” By the age of ten (end of forth grade), most have internalized the idea and the feeling that this difference is not good and they are to some degree slow, incompetent, bad or dumb.

By middle school, well, you get the idea.

Many parents ask “How can I be the change I want to see in my child?”

Here’s an example, more and more students “hate” to write. When was the last time your child saw you writing? What were you writing?

What do you say or do to encourage your child to write?

Have you taught your child that it is polite to return a letter or message he received? Try this. Sit down and write your child a letter. Put it in an envelope and mail it. When it arrives in the mailbox, give it to him. Any response? Tell him nicely and unemotionally to write a response, put it an envelope and mail it to you. Anything happen?

The goal is, of course, for your child to write anything, write a correct address on the envelope, and mail it you.

Of course, in today’s world, it’s more likely your child will respond to an email or instant message. If your child “hates” to write so much, it’s OK to start with emails or instant messaging. “Writing” does not have to be handwriting in the beginning.

Please let me know what works, what doesn’t work, and how you solved the problem.

Lastly, in-house research shows that many parents wait at least 2-3 months into the new school year before taking action to help their child. Some wait a year or more hoping “the problem will go away.”

Sparks of Genius is a computerized brain fitness center where students work to:
• improve attention, memory, organization and attitude
• ignite the many ways they are smart
• take more responsibility for their own learning
• use computer technology to reduce frustration and impulsivity

Don’t wait 2-3 or six months into the new school year before taking action to help your child. See if “working out” in our “electronic playground” with a personal trainer can increase your child’s grades, motivation and self-esteem.

If you live in South Florida call 561-859-4060 now to schedule a
FREE 30 minute workout in the Electronic Playground.

Curious and live outside the South Florida area? Take the free learning assessment at http://www.sparksofgenius.com/screens.html

-Dr. Rohn Kessler

Think of your brain like your body.  What do you feed it each day?  A brain diet high in video games and low in cognitive demands will lead to mental obesity!

The NY Times is reporting that new web sites aimed at children, especially girls, are on the rise. These sites allow kids to chat, Instant Message, Accessorize their cartoon avatars, dress up dolls and play video games.  Sounds like fun, so what’s the problem?

The problem is that your brain is like a muscle–use it or lose it.  Spending an hour or two playing high stimulus, low cognition games (or watching equivalent TV programs, or reading equivalent comic books) is fine IF IT IS PART OF A WELL-BALANCED BRAIN DIET.

What makes a well-balanced brain diet?

Introducing the Brain-Food Pyramid:

• 1-2 Hours of High-Stimulus, Low-Cognition activities: video games, TV, passive music, chatting with friends, internet surfing.
• 1-2 Hours of  High-Cognition Activities: reading above grade level, write an essay, playing a musical instrument, peak-performance athletics, planning a big project.
• 1-2 Hours of Physical Activity: walking, jogging, swimming, unstructured playing, sports, bicycling, etc.
• 1-2 Hours of Socializing: hanging out with friends and family.
• 7-10 hours of sleep!

“Kids these days” are packing on 4-14 hours PER DAY of high stimulus activities that require next to zero thinking.  They’re ignoring the other aspects of life, sacrificing social skills and physical health (including sleep) in order to get their next “fix” of almost-free brain stimulus.

Your brain needs exercise every day in order to stay in shape.  Don’t let Barbie take that away!

Good luck,

Allen Dobkin

Something happens to kids across America every summer, and you can practically hear the giant SLURPing sound as half of what they learned in school this year washes down the drain. The Brain Drain.

All too often, Summer Camp activities are mind-numbing instead of mind-expanding.

Like anything else in life, there are good and bad sides to the summer vacation and the camp experiences that often accompany it. Summer Camps can be great places where children can exercise their bodies and the seven intelligences ignored by traditional schools: musical, interpersonal, intrapersonal, naturalist, kinesthetic, spiritual and spatial.

All too often, however, the activities are mind-numbing instead of mind-expanding. Kids need challenging mental workouts during the summer to keep their brains in shape. Here are some effective activities, and some not-so-effective activities that are great for summer fun.

Here are some tips to help you maintain Brain Fitness for your kids over the summer.

Boca Sparks of Genius is offering a Brain Training Boot Camp this year. It’s an intensive attention, focus, brain-enhancing boot camp; two hours per day for 1-5 weeks. Students use brain training video games, played with our mind-reading helmet by thought power alone. Its great for anyone who wants to acheive peak performance in school or sports and is especially helpful for children with Attention Deficit Hyperactivity Disorder (ADHD/ADD) or a Learning Disability (LD). Click here for the PDF flyer.

Boca Sparks of Genius is offering a Brain Training Boot Camp this year.

Not everyone can make it, and that’s fine. Here are some tips to help you maintain Brain Fitness for your kids over the summer. It isn’t easy. You’re going to have to fight off Shrek, Pirates of the Carribean, Spiderman, Harry Potter (the movie, not the book) and every international company aiming their advertising squarely at your kid’s eyeballs.

First, the bad.

Video Games – these have a high stimulus payoff but minimal cognitive investment. Most games require manipulation of a handful of controls, which is nowhere near as challenging as organizing ideas for an essay or planning a multi-step science project.

Television and Movies – again, high stimulus payoff but this time zero cognitive investment. Even when the content is educational, the activity is passive. The child may absorb some facts but it is the equivalent of laying down mentally: it won’t keep their brain in shape and in fact can lead to brainpower atrophy!

If a child reads with automaticity, then she needs more challenging material to work out her mental muscles.

Pulp Reading – if your child is reading challenged, then by all means encourage any kind of reading. However, if your child is reading on grade level, then pulp media like comic books, manga and sub-literary material do more harm than good! If a child reads with automaticity, then she needs more challenging material to work out her mental muscles. If your child is truly, madly, deeply in love with a particular piece, then have her write a thoughtful essay about the material.

Texting and Instant Messaging – just imagine that your child is getting reward pellets instead of text messages and you’ll see why this activity is a stinker. Not only does it not expand the brain, it trains l33t-sp3@k..that wild combination of LOLs and AFKs that make texting work. Is it any wunder that our grammar stinx?

Fooling around with crafts, or making lame projects, does not exercise the brain.

Arts & Cra*s – Just because you give a kid some paint does not mean she will learn or do much of anything. Fooling around with crafts, or making lame projects, does not exercise the brain. The kids need to be challenged: paint or sketch with realism, brainstorm and create an image of what a 5th dimension might look like, play with perspective. Slapping paint on paper can be just as brain-draining as crafting in World of Warcraft or Dark Age of Camelot (Note for old people: that means very boring).

Nature Walk of Doom – Yes, kids need unstructured play time and not everything needs to be educational or mentally stimulating. BUT, Nature Walks and Nature Trails and NatureH ikes that are part of Summer Camps are supposed to be enlightening. They are certainly wonderful opportunities. All too often, however, the kids are strung along by a bored volunteer or assistant who couldn’t tell the difference between a Blue Heron and an Egret if they bit him on the butt. The kids need a guide, even if just a book, who can teach them how to identify flora and fauna and show them how each species is unique and interesting. Then they need to use those facts in discussions or papers or projects or presentations. Make competitions, play Nature Bingo, but don’t just lead them around in a circle.

Kids are strung along on Nature Walks by a bored volunteer who couldn’t tell the difference between a Blue Heron and an Egret if they bit him on the butt.

Social Science – Summer can help kids break out of their social bonds. They can interact with kids outside of their normal cliques. Kids who are academically challenged may find it easier to make friends in an evironment where they are not being weighed, measured and found wanting. Or they can sit in isolation and never get anywhere. Kids without friends are not happy, not matter what they tell you. They don’t know what they’re missing! Making friends, sharing, telling secrets, having fights and making up, setting boundaries–these are vital life skills, and they take mental effort to build. How does your kid’s summer experience help build them?

How does your kid’s summer experience help build social skills and friendships?

MP3 Doom! – Curse the iPod! As if it weren’t easy enough to avoid people, now it is possible for kids to grow up without having to interact with just about anyone. This is bad, people! We socialize when we are stuck waiting in line and in class and in the lunchroom and on the playground–but not if we can just slap on our headphones and drown out the world with music. What kind of music? The simplistic kind with high stimulus payoff and little to no cognitive investment.

We socialize when we are stuck waiting in line and in class and in the lunchroom and on the playground–but not if we can just slap on our headphones and drown out the world with music.

Tomorrow: The Good!

Be well,

Allen Dobkin