Pooling our Resources, Take 2

by Rob Peck, IJA Education Director

 

In response to the hundreds of calls and letters that poured in after my last invitation to share our ideas on convincing schools of the educational benefits of juggling, (OK, so I got one postcard from my sister!) I figure I should try again.

 

Although I've known about DARE (Drug Abuse Resistance Education) for a while, I only recently got the bright idea that this might be a viable source of alternative funding. Bingo! It turns out "dere's gold in dem DARE hills!"

 

I met with our local DARE police officer and found him open to the idea of teaming up to apply for a state grant. The first hurdle was crafting a proposal that would persuasively use juggling as an effective drug education tool. I read through the DARE training manual, and after some brainstorming with the local officer, developed the idea of an after-school juggling club.

 

In the hopes that some of you may also want to consider a similar approach, the crux of our initial $1,500 proposal is as follows. (And I subsequently have had grants approved for more than twice that amount!)

 

DARE Pilot Program Proposal

The best way to help kids stay out of trouble is to involve them in exciting and positively reinforcing extra-curricular activities. The best of these challenge them physically, mentally and socially. I suspect most studies show that children who suffer from a low self-image are most likely to want to escape by getting high. Likewise, kids who are "at risk" rarely develop the self-discipline that leads to good work and study habits. Instead of having a chance to shine they are left to lurk in the shadows.

 

Disapproved of by teachers and unpopular with their peers, they often leave the school grounds feeling like an outcast and desperately want to show they are "cool" by doing something "forbidden" like smoking tobacco or drugs, under-age drinking, etc. I'm convinced that the best "antidotes" to the downward spiral of poor self-image and escapist substance abuse are after-school programs that integrate focused concentration, physical agility and enthusiastic teamwork.

 

With this in mind I propose getting children involved in a novel, exciting and positively reinforcing activity - juggling. A weekly (1-1/2 hour) after-school juggling club would challenge students to use both their bodies and their brains, as well as their ability to interact creatively with their peers. To "sell" students on juggling's alluring blend of artistry and athleticism, an all-school assembly and performance by the professional who would lead the club would be a great way to kick off this project and generate enthusiasm for it.

 

Each subsequent after-school gathering would entail hands-on instruction designed to develop hand-eye coordination and rhythmic timing. An integral, if less demonstrable, component of this process is empowering participants to believe in and verify through their actions that they can successfully concentrate on several things simultaneously.

 

Juggling lessons teach students about the power of self-motivation and show how practice and persistence lead to demonstrable success. Demonstration of those learned skills in a public performance can help students gain self-confidence and self-respect.

 

Indeed, juggling, when broken down into smaller steps, can represent a workable model for all kinds of creative solutions. To reach their goals, pupils need to hone universal skills like concentration, retention, conceptual understanding and self-awareness. This can and will translate into a wide range of more conventionally "educational" and emotional applications in creative problem solving in science, art or math. It also benefits students in dealing with peer pressure, parental

problems, financial hardships, and other social dilemmas.

 

An additional benefit of juggling is that the format is extremely flexible (ie. indoor or outdoor, solo or with partners).

 

It places equal emphasis and encouragement on athletic skills and aesthetic sensibilities (ie. performing arts, dance, storytelling, etc.) It also emphasizes partner skills and creative collaboration to complement students' individual growth.

Eventually students' solo and collective skills could be directed toward either formal or informal performances.

 

The encouragement of this expression 'of personal pride, initiative and uniqueness supports the club's single-most important goal- cultivating individual self­

direction and self-esteem.

 

I would be happy and highly motivated to do whatever I can to coach those students who clearly express a desire to perform, and am sure that the school community would support an event where peers, siblings and parents could cheer them on. It would be a wonderful opportunity for teachers and other caring adults to see the effect of the program on these young jugglers' self image, pride and enthusiasm.

 

Above all, juggling represents a fresh and creative outlet for restless energy which, unless properly channeled, all too often pushes a student into the downward spiral of addiction.

 

I believe with all my heart that an after­school juggling club can nurture positive actions and attitudes - resulting in a wealth of individual and collective initiatives, resourcefulness, abuse prevention and pride.

 

Here's hoping this gives a few of you "socially conscious jugglers" some ideas and incentive. If nothing else, DARE funding may help jugglers find another way of making a living doing something we all love. Best of all, it may help us pass our art on to a younger generation, who in turn will pass it on to others. This is certainly an "investment" well worth making.

 

I sign off with the sincere hope that I'll hear from some of you. If you care about getting ideas out there for others to use, and/or have additional ideas or views, please call, write or otherwise share your thoughts. Until then, here's wishing you and yours the "luck of the toss!"