NURTURING CHILDREN'S CREATIVITY
Children and youth benefit immensely from art projects. In some homes and schools, Art is perceived as either an
impractical waste of time or a place to put kids who have trouble with standard subjects__ to "keep them busy".
Often, however, children who haven't done well in regular classes can succeed at art; a dominant right brain may
be their one true gift. Nobody "fails" doing art work, because whatever is produced __ unless an outright copy__
is an honest expression of a unique personality. It enhances communication skills and fosters expectations of suc-
cess in other fields.
But how can we instill creative habits in the minds of growing children? One way is by paying attention to children's
daily interests and participating in those interests with them. If we want our child to play fair, share and be a good
loser or winner, rather than preach about it, we play with them, setting the example by lovingly encouraging good
social habits in group creative activities. Both creative adults and children spend much of their time linked with the
Force while engaged in artistic projects.
Expose the child to Nature, as often as possible. Encourage and reinforce their sense of wonder and imagination.
Listen fully to their stories, no matter how strange, and accept what they say without judgement. Honor and re-
spect that old, old spirit residing within that dear young body. Share dreams. Meditate or use therapy techniques
to reveal suppressed feelings.
Regularly meet with small groups of children, providing safe spaces for unusual self-revelations; spaces where
failures are never penalized, and "trying", as well as successes are positively reinforced. Try brainstorming. Main-
taining regular sacred rituals at home, perhaps candle-lighting, spiritually-oriented meditations, food blessing,
evening prayers, inspirational music and poetry. These methods need to be meaningful expressions of our own
spirituality, offering a heightened awareness of the transcendence surrounding all things.
Introduce youths to a variety of cultures , including the indigenous, whether through actual trips, computers, Vid-
eos, DVDs and TV, or visits from foreign travelers. Regularly expose them to uplifting fantasy, science fiction or
writings which portray the possibilities of other realities. Openly reveal and discuss peak experiences including
Near-Death and Out-Of-Body Experiences (Chapter 4), or encounters with altered states of consciousness and
seldom-seen beings such as angels, fairies or elves. Many New Children also regularly communicate with animals
and invisible friends. Above all, encourage the activities of individual and group sports, healthy computer techno-
logy and the practice of creative arts and crafts.
Children who've had music or art training, excel at learning language and social skills. They cooperate with teach-
ers and are friendlier with classmates. We have to listen to each other when we're singing or playing music to-
gether, working on a class mural or decorating for a celebration. Competition gives way to Cooperation when
creating as a group.
Music lessons teach children to translate coded images (musical notes) into physical actions (playing instruments
or singing); the brain's neural pathways related to intellectual growth are thereby encouraged to connect and deve-
lop. Certain inherent patterns in the brain are jump-started by musical training. They facilitate communication with
brain areas responsible for spatial-temporal reasoning. Computer games, although encouraging faster neural con-
nections between images, seldom require the child to imagine or visualize solutions that are uniquely their own.
Simply listening to certain types of music can raise our intelligence, at least temporarily. CDs of Mozart's work aid
children and adults to raise their IQ. In an experiment at the University of California, Irvine, college students lis-
tened to a tape of Mozart's "Sonata for Two Pianos in D Major", then underwent standard psychological tests.
Their IQ rose by an average of 8 points and the music particularly increased their math skills. (6)
Recent research on the creative potentials of children and youth revealed that art usually happens if we are
already smart. At the Universities of Wisconsin and California, three and four-year-olds who had piano less-
ons for six months, actually out-performed on IQ tests by 34% when compared with another group their age who
had computer lessons instead. (6) We are not downgrading computers__ they're wonderful learning and comuni-
cation tools__ but there is another side to intelligence, to . It is the ability to find new ways to resolve never-before-
encountered challenges or difficulties, and this comes directly from our connection with the Inspirational Mode
of the Creative Process.
Artists are often psychically gifted. In 1988, a group of Juilliard School of Music students were gathered to ex-
plore the correlation of artistic ability with psychic performance. The result was one of the highest ESP "hits" ever
reported: 50% accuracy. Six out of the eight music students (75%) were most successful, correctly identifying their
targets. It may be that such exceptional psychic accuracy in creatively-minded persons is due to their ability to rec-
ognize patterns and an openness to explore unfamiliar images or symbols. They may be better able to rise above
their logical mind's input of information and be more varied in their thinking__ a factor known to be exhibited by
those with very curious, intuitive or inspirationally receptive brains. (6)
(6) Wakefield, Dan: "Creating From the Spirit: Living Each Day as a Creative Act". 1996. Ballantine Books, Ran-
dom House, N.Y., NY
"Creating with Multi-Dimensional Technologies"
By Marilyn La Croix