A couple of years ago I came across a documentary-type video about a boy named Caine. The video, Caine’s Arcade, was simple enough, and the boy was engaging and adorable. The boy’s father had given him an opportunity that is sadly missing from many students’ lives.
The Opportunity Was Freedom
Caine’s dad allowed his son to learn freely, to create independently, and to foster his passion and curiosity. To summarize the video won’t do it justice, but here’s my attempt: Nine-year-old Caine uses his creativity and initiative to create an arcade in his dad’s shop over one summer. The arcade was made primarily out of cardboard. Caine created all types of arcade games, along with prizes to be purchased with tickets won from the games. His goal was to create an actual arcade to which people would come and spend money.
So what does this child, who lived in the city and made a building out of cardboard in his dad’s shop, teach us about motivation and learning? A great deal, actually!
What We Can Learn About Motivation
Here are some conclusions about motivation that can be drawn from following Caine’s Arcade:
What happened next was also pretty remarkable. The video went viral and what Caine had created became a nationwide celebration of creativity. It moved from a garage to classrooms, then to a foundation and to nine other countries around the globe. Eventually it earned a trip to the White House for young Mr. Caine.
So now the part about student learning – what can we learn from this? Just create a viral video sensation and change the world...right?
What We Can Learn About Learning
Let’s start with the basics...
After some of my teachers watched the Caine’s arcade video, our school decided to participate in the Cardboard Challenge (which is coming up again, October 1, 2016). The students created arcade games for the Halloween party that year, so our timing didn’t align with the Day of Play or the International Cardboard Challenge. We still had a great time learning and trying out our games on the other students in the school.
The students worked together on these contraptions and learned a great deal in the process. There was negotiating about points, timing, and scoring. There was taping, gluing, and re-taping. In the end, on the day we all “played” the games, there were still adjustments and learning was still going on. These games weren’t “for a grade,” in the sense that we wanted an end product. What we wanted was a successful product and the learning to come from that. There was a sort of “publishing” to the wider audience, which also created meaning for the students. They didn’t want their game to fail or be boring in the eyes of the customers.
So whether it’s a cardboard arcade, a science fair, or a museum that students create, if we can provide freedom, tap into their passions, and create meaning in what they do, amazing things can happen.
Want to learn more about how to become involved in the cardboard challenge and grow creative play at your school?Check out the Imagination Foundation website to learn how this movement is going global, and you can be part of it.>>