Category: boy arrested for doodling

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Everyone should make art

Why spend money teaching kids arts and music when we can drug them into submission?

Not only did yesterday’s painting class develop their brains, they watched an osprey family on that nest on the pole.

 As a parent, I skirmished with my kids’ school about doodling. I agreed to an Individualized Education Program (IEP) for my youngest just so they would let him doodle in class. To me it was obvious that doodling helps kids who are stressed from sitting in one place for too long.

A few years ago, I wrote about a teenager arrested for doodling. Sadly, it wasn’t the only time it happened.

I tell my students to carry a sketchbook at all times, mostly to help them improve their drawing chops. I draw whenever I’m waiting or listening. I’ve drawn through twenty years of church sermons, and I don’t think it’s damaged my ability to hear what my pastors have said.
Sadly, my kids’ school didn’t agree. Even with an IEP, drawing in class was eventually banned for my son. (The good news is, as an autonomous college student, his grades are great.)
Gwendolyn Linn taught a class within one of my painting classes. Her audience was rapt.
Science tells us that doodling-repression is flat-out wrong. A recently study at Drexel University used fNIRS (functional near-infrared spectroscopy) technology to measure blood flow in the so-called ‘reward pathway’ of the brain while subjects drew.
They were tested while doing three different short activities: coloring in a mandala, doodled within or around a pre-marked circle, and free drawing. All three activities caused an increase in activity in the medial prefrontal cortex.
Of course, the medial prefrontal cortex is not just the ‘happy button’ that gets turned on when you do something enjoyable or misuse drugs. It’s also involved in planning, personality, decision-making and moderating social behavior. Among its more important processes is the development of a sense of self and that Holy Grail of educators, executive function.
Nancy Woogen working on her pre-frontal cortex in my Sea & Sky Workshop a few years ago.
Doodling in or around the circle had the greatest neural impact, followed by free drawing and coloring. Mostly, the differences weren’t significant. The exception was for subjects who self-identified as artists. For them, coloring inside the lines turned out to be a negative experience.
There have been many studies with similar results. Training in drawing is associated with an increase in brain gray matter and changes in the prefrontal cortex. Making art improves the functional connectivity between cortices. Even passive engagement with art helps brain function.
Studies have shown similar positive results on the brain from making and listening to music.
Still, the arts are the orphan stepchildren of our educational system. They’re the first thing cut. But why spend money teaching our kids arts and music when we can drug them into submission?
Corinne Avery rearranging dinghies at another workshop, this time at Camden harbor.
Note: I’m demoing painting today at Windjammer Days in Boothbay Harbor from 1-4 PM. My pals Ed Buonvecchio and Bobbi Heath will also be there, along with my two favorite schooners, American Eagle and Heritage. If you’re free, come see us. You may discover a whole new way of lighting up the neural pathways in your brain.
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Mind control; thought control

A very typical boy illustration of a “smoking gun,” albeit better executed than most.
From the sketchbook of one of my former students.

I’m particularly fond of teenagers and especially that creature-in-crisis, the teenage boy. I’m currently the proud owner of a 16-year-old model, and I’ve taught others in my studio. And of course you know that I’ve been assiduous in telling my students to draw, draw, draw—to draw in class, to draw on the bus, to draw on dates. I don’t care what they draw; I don’t care where they draw; I just want them to draw.

So imagine my shock and dismay when I read in Salonthat a 16-year-old high school student in Egg Harbor City, NJ, was arrested after doodling in his notebook. The boy drew what has been variously described as either weapons or a flamethrower hand (which is the second most-common trope among teen boy artists, after guns).
Another drawing, same kid.
Having clearly never before seen a teenage boy, a staffer called the local cops, who—instead of rolling their eyes—searched both the school and the kid’s home with sniffer dogs. There they found chemicals which when combined could create an explosion, and pieces of electronics which when rebuilt could have been used to make detonators.
Boys of that age live in a
comic-book universe.
(I am glad they didn’t stop by my house, since they would have found electronic parts and chemicals strewn all over the kitchen, this being our week to refinish the kitchen cabinets and repair the light fixtures.)
This would all be the makings of a ridiculous story, except that the boy was sent to juvenile detention while the so-called crime was investigated.
(Read more here, here, here, and here.)

I’m not much of a believer in gender differences, but having taught a lot of teenagers to draw and paint, I know there are distinct differences in what they draw when they’re not being ordered around by the likes of me. Teen girls draw archetypal faces and bodies (often in Regency clothes). Teen boys draw weapons and fight scenes. This is universal, and I’m shocked that anyone working with kids doesn’t know this.
Last year I had a sweet kid in my studio, SH, who has graciously allowed me to share some of the gun doodles from his sketchbook. SH is every mother’s dream kid—handsome, kind to others, involved in extracurricular activities, a competitive swimmer, camp counselor, and having excellent manners. But when he was bored, he drew guns—just like every other boy I’ve ever known.
This is a typical girl drawing of the same age, again better executed than most.
By my daughter.
Drawing is a form of thinking as well as communicating, and in the hands of most people is primarily therapeutic and cathartic, rather than descriptive. A kid who draws a flamethrower is dealing with the stress of sexuality in a time-honored manner. A kid who draws a monster clawing off Mrs. Addlepate’s face has in fact found an excellent way of dealing with the stress of Mrs. Addlepate’s inanities. On the other hand, the kid who is prohibited from expressing his frustration, his zeal, his intelligence, his adolescent hormones and his pain is a kid who’s more likely to quite literally “go ballistic.”