Thomas Starr King Middle School - Echoes Yearbook (Los Angeles, CA)

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X Copyright applied for, April 1931

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Creative Activity in a l-lappy School Atmosphere A Pupil Exhibit of Self Expression C-rowing Out of Happy School Relations by the Boys ancl Girls of -l-homas Starr King Junior l-ligh School Los Angeles, California I 9 3 I

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PREFACE To the adult friends of junior high school boys and girls: This book is a compilation of pupil work. Part I reveals the general environment and atmosphere of the school and the pupils' reaction to it. In Part II different types of original creative expression are presented. The pupils, either as individuals or as groups, who wished to contribute, submitted their materials to teachers. Those articles worthy of furthericonsideration were handed to pupil critic committees. These committees were tireless in their efforts to select from the great masses of material presented that which seemed, in their judgment, the best. Additional material.was taken from previous publications. The organization and compilation of each section Were done by groups of pupils who were interested in the different phases. The dominant characteristic of an activity program is pupil experience. Serious and emphatic consideration must be given to the following points: 1. Motivatioii from the standpoint of pupil interest. 2. Inspiration for pupil self-directed, original, creativeand purposeful activity. 3. Encouragement of individual and group activity. 4. Suggestions for points of departure. 5. Importance of reference materials-books, magazines, posters, games, exhibits, newspapers, periodicals and other visual aids. 6. Planning for varied activities, library work, project Work, socialized recitations, library browsing, excursions, visual aids, etc. 7. Opportunities for diagrams, sketches, graphs, location maps, and other interpretative media. 8. Situations for development of self-control, evaluation of time, orderly procedure, and efficient use of material. 9. Meaiis for self-appraisal by pupil and appreciation of his own progress. In observing an activity program one should note that the natural development of the child has continuity. There should be no gaps or breaks in the process. Each activity should develop within the child the power to take the successive step. It is evident that if there is interest, the individual identihes himself with the object of his interest, and expresses himself in the activity growing out of it. All should be aware that it is not the product, but rather the inner effort and uninterrupted growth that is of vital import- ance. It is no longer recitation or reproduction, but purposeful activity that is sought. There is no one method to be advocated. A method simply grows out of the individual contact with the particular situation. The reconstruction of material read or of ideas discussed in class, expressed in terms of the pupil's own thought processes, or in other creative work, with his own activity di- recting his association, is a logicallexpectation. The products derived may seem inferior or on the play level to the adult mind, but if they are the pupil's interpretation and give him the satisfaction of achievement they are truly worth while and are indicative of growth. Another observation is that the organization and reorganization of materials and situations are continuous and endless. Learning-teaching situ- Seven