Adolescence is a new birth, for the higher and more completely human traits are now born. . . . [new]qualities of body and soul now emerge . . . suggestive of some ancient period of storm and stress when old moorings were broken and a higher level attained . . . Passions and desires spring into vigorous life, but with them normally comes the evolution of higher powers of control and inhibition. —G. Stanley Hall 1904
This purpose of this blog is to consider adolescence as the ultimate creative act or how understanding creativity can help us (parents, educators, community) understand the nature of adolescent identity formation. The emphasis will be on the relationship between adolescence and creativity, the definition of creativity and creative process, and what happens during adolescence neurologically, psychosocially, physically, and spiritually. And finally how creativity underpins positive and negative transformation during adolescence.
The subject of creativity and adolescent development has held my interest for many years. It literally re-directed my life after two adolescent boys, sons of friends, murdered two Dartmouth professors on January 27, 2001. At the time, I was the drama teacher at a small public K-12 school in Chelsea, Vt. and my One-Act class was a week or so away from performing Juvie, a play about troubled youth in juvenile detention.
Many of the students in the play knew Robert Tulloch and Jimmy Parker well but all were profoundly affected by their arrest and the frightening charges against them. By the following week, the school board shut down the play because they felt the subject was too close to real life at a time when Chelsea was reeling in disbelief and media hawks were descending. The student actors emotionally advocated for performing the play, even under such dire circumstances, insisting that it was what “we need to do this, especially now.”
What struck me at the time was how theatre offered a safe, creative and constructive venue for processing real life.
I came away from this period of my life wanting to understand the true nature of the adolescent mind. I wanted to answer this question – Why do seemingly “normal” adolescents choose destruction? Also, I saw a link between creative expression and processing and healthy social emotional expression. I had begun a new course of learning. Almost 8 years later, I am ready to offer some answers.
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