teenager | The Silo

Kids love to make things. Everyone is born creative – if you feel like you don’t have a creative bone in your body, it’s not because you lack some inherent trait. It’s because your natural instinct to imagine was educated out of you by a school system that values standardized testing over creativity. That’s something you can help your kids avoid.

Creativity isn’t a mysterious trait only possessed by artists and entrepreneurs. It’s something that can be encouraged and cultivated, like any skill or body of knowledge. And business today is hungry for innovation. Businesses are looking for leaders who can think outside the box and come up with their industry’s next Big Idea. That takes creativity.

Signing up your kids for classes that foster creativity helps them continue to explore and nurture their imaginative side.

1 Photography

The technology in smartphones and tablets means that kids have more access to cameras than any time in the past. A photography class can give kids skills way beyond your average selfie. Photography classes teach kids about timing, focus, perspective, and framing. They may also learn how to use editing technology and bring their digital photos to new heights.

Photography is an outlet to share their creative perspective and refine their skills.

2 Video Game Coding Classes for Kids

Learning how to make a video game combines creativity with math and problem-solving skills. All creative endeavors come down to problem solving one way or another: how do you use the materials you have to create the effect you want? When it comes to making video games, the solutions lie in the coding language and what you can tell a computer to do.

You can find coding classes at Real Programming 4 Kids for a wide range of ages and ability levels. From age 7 up, coding courses for kids introduce the logic and language of coding. Intermediate and more advanced levels begin teaching kids the coding languages used by professional video game developers today.

Coding is a great way for students who are more mathematically inclined or interested in computers to exercise their imaginative muscles.

3 Painting and Drawing

Visual art requires specialized skills and learning how to use the tools of the medium: paint, brushes, pencils, charcoal. It takes discipline and patience to learn how to use your materials and transform it into the vision you see in your head on the page.

Painting and drawing starts with the imagination, but it becomes about the process of making something come to life.

Behind every creative pursuit is a valuable lesson. Not only are kids being taught skills that help them bring their projects to life, they’re also learning the patience and discipline it takes to master those skills.

An arts education is far more than time to play or imagine. PBS reports that kids who participate in the arts regularly (three hours a day at least three days in a week) are four times more likely to excel at academics and receive some kind of recognition for it.

Arts are an important part of childhood development from a young age to the teenage years. Sign your kids up for creative classes today. For the Silo, Mila Urosevic.

Jungian Psychology uses art-therapy, dreams and imagery in mapping personal and collective unconscious, archetypes and complexes. Jung believed that there were fears and thoughts that children and adults exhibit that are "remarkably similar across time and culture" (allpsych.com) image: skycladtherapist.files.wordpress.com — Jungian Psychology uses art-therapy, dreams and imagery in mapping personal and collective unconscious, archetypes and complexes. Jung believed that there were fears and thoughts that children and adults exhibit that are “remarkably similar across time and culture” (allpsych.com) image: skycladtherapist.files.wordpress.com

The human brain is a wonder of the universe, but our understanding of it can seem contradictory, says Steven Jay Fogel, author of the book Your Mind Is What Your Brain Does for a Living.

“On the one hand, we’re often told of those crucial years that our brain develops in childhood, when we’re rapidly progressing in development of our language and other skills, and our preadolescent and teenage years, when our brains undergo a sort of second Big Bang of learning,” says Fogel, (www.StevenJayFogel.com).

“But although it may seem that the brain is pretty much set by adulthood, it remains malleable throughout adulthood; it continues to change as we learn and adapt.”

Most of us are unaware that elements of our inner child’s development are constantly tugging at us, and we don’t have a clue that it’s happening, he says. In Jungian therapy there’s a concept called the dark side, or shadow side, the place in our unconscious to which certain feelings and thoughts are banished because they don’t support our image of ourselves, he says.

Steven Jay Fogel is a longtime student of human behavior and development. — Steven Jay Fogel is a longtime student of human behavior and
development.

“That is our inner child responding to the emotional pain we experienced and interpreted with the limited understanding we had when we were very young. It continues to steer our reactions and behavior as adults, often in inappropriate ways,” Fogel says.

Awareness creates an opportunity for change. Fogel reviews how our adult brain can take command of the inner child:

• Recognize the elements of your self identity that keep you trapped. Our identity – how we want the world to see us – develops, in part, as a response to avoiding pain. Our identity may change from one situation to another (in the same way a chameleon changes its body color to match its surroundings) as we slip on the persona we believe is expected in a particular environment or social setting. This automatic behavior is the opposite of making mindful choices, and it robs us of the joy of living in the moment and inhibits spontaneity.

• Be aware of when you’re acting. Many of us live our lives as though we’re playing parts in various movies, navigating different storylines every day. You may be the righteous Clint Eastwood manager at work and then shift into the town drunk during happy hour, and later the loving husband and father during brunch the following weekend morning. When you’re playing these roles, you’re not in the present.

• Be skeptical of what the voice in your head may tell you. It’s not easy to recognize and quiet the mental chatter associated with the different roles we play. We’ve become so accustomed to the voice in our head, that we don’t realize its messages are programmed – and not necessarily the truth. Is your voice telling you to feel guilty? Ashamed? Angry? Is that rational? If not, it may be your inner child acting out of a childlike fear.

“Instead of simply responding to what we’re hardwired to think and react, we can hear, in mindful repose, those promptings as simply chatter,” Fogel says. “When you’re mindful, the inner child’s chatter can be seen for what it is, and you will be free to take a more mature directionin your day-to-day living.”

Steven Jay Fogel is a longtime student of human behavior and development; he has studied with psychologists, educators, and rabbinical scholars. Your Mind Is What Your Brain Does for a Living, (Greenleaf Book Group Press, 2014), is his third book. He is also the author of My Mind Is Not Always My Friend: A Guide for How to Not Get in Your Own Way (Fresh River Press, 2010) and The Yes-I-Can Guide to Mastering Real Estate (Times Books-Random House). For decades he has been an active participant in the human potential movement, inspiring and mentoring others to seek their true selves. Fogel is a principal and cofounder of Westwood Financial Corp., one of the largest owner-operators of retail properties in the United States. He is a licensed real estate broker and past chairman of the California Arts Council.

Supplemental- Synchronicity is the experience of two or more events that are apparently causally unrelated or unlikely to occur together by chance, yet are experienced as occurring together in a meaningful manner. The concept of synchronicity was first described in this terminology by Carl Gustav Jung, a Swiss psychologist, in the 1920s.
The concept does not question, or compete with, the notion of causality. Instead, it maintains that just as events may be grouped by cause, they may also be grouped by meaning. A grouping of events by meaning need not have an explanation in terms of cause and effect.