Positively Rolling Curriculum

Positively Rolling is a program established as an elective aimed at middle-school aged boys. The program is highly adaptable to any age and gender, but initially created for this demographic in response to recent teenage suicides in the Truckee, CA area. The program focuses on leadership through creativity.

Themes encompassing substance of character are discussed and rendered via art (painting and drawing) on skateboards. Introducing and focusing on these themes attempts to instigate and encourage openness, communication, creativity, and healthy relationships between students, their peers, and members of the community.

Encouraging openness and lines of communication is the goal of forging alliances amongst peers, classmates, and community members outside the classroom. Should problems arise in students’ lives – established friendships lend to likely discussions regarding problems and the difficulties of life.

Adult volunteers and program leaders are positive male role models within our community: an artist, and a sports producer. These men guide the topic, provide feedback and share their own insight.

Students are encouraged to develop their ideas and understandings of the topics by representing them visually on their “canvases”- in this case skateboards. They are encouraged to do this in whatever manner they wish.

Weekly Curriculum:

The program meets weekly, over the course of five weeks. A different topic is the focus of discussion each meeting. The format for each group meeting include:

Gathering in a circle.
Introducing the topic in an open format where everyone present has equal opportunity to share their experiences, discussing the topic and asking questions. Each conversation is organic in the direction it takes.
Symbols and visual aspects of the topic at hand are discussed before the focus shifts from a discussion based conversation to methods of rendering the topic in a visual and artistic manner.
The group then breaks and students create their art.
After the allotted time for painting and drawing, students clean up and gather again to give closure to the day’s topic.

An equal amount of time is spent on group discussion and art.

Substance of Character Topics

Week 1: Community

Group leaders provide a definition, an example of how Community exists on a general level and a personal level. Students join the conversation and provide their examples of how Community exists on both a general and personal level. The group then brainstorms symbols and visuals associated with Community. Program leaders write ideas on the board. The group breaks up where students work independently on demonstrating their understanding of Community through art on their skateboard. Before the end of the session, the group rejoins to share final thoughts and closure on Community.

Week 2: Integrity

Group leaders provide a definition, an example of how Integrity exists on a general level and a personal level. Students join the conversation and provide their examples of how Integrity exists on both a general and personal level. The group then brainstorms symbols and visuals associated with Integrity. Program leaders write ideas on the board. The group breaks up where students work independently on demonstrating their understanding of Integrity through art on their skateboard. Before the end of the session, the group rejoins to share final thoughts and closure on Integrity.

Week 3: Dealing with Success vs. Failure

Group leaders provide a definition, an example of how Dealing with Success vs. Failure exists on a general level and a personal level. Students join the conversation and provide their examples of how Integrity exists on both a general and personal level. The group then brainstorms symbols and visuals associated with Dealing with Success vs. Failure. Program leaders write ideas on the board. The group breaks up where students work independently on demonstrating their understanding of Dealing with Success vs. Failure through art on their skateboard. Before the end of the session, the group rejoins to share final thoughts and closure on Dealing with Success vs. Failure.

Week 4: Respect

Group leaders provide a definition, an example of how Respect exists on a general level and a personal level. Students join the conversation and provide their examples of how Respect exists on both a general and personal level. The group then brainstorms symbols and visuals associated with Respect. Program leaders write ideas on the board. The group breaks up where students work independently on demonstrating their understanding of Respect through art on their skateboard. Before the end of the session, the group rejoins to share final thoughts and closure on Respect.

Week 5: Growing to be Your Own Man

Group leaders provide a definition, an example of how Growing to be Your Own Man exists on a general level and a personal level. Students join the conversation and provide their examples of how Growing to be Your Own Man exists on both a general and personal level. The group then brainstorms symbols and visuals associated with Growing to be Your Own Man. Program leaders write ideas on the board. The group breaks up where students work independently on demonstrating their understanding of Growing to be Your Own Man through art on their skateboard. Before the end of the session, the group rejoins to share final thoughts and closure on Growing to be Your Own Man.

The entire program is documented periodically to show progress and capture the spirit of the program. The final day portraits are taken of the student with their finished “canvas” (skateboard). At the end of the year, all portraits will be displayed for a final art show of the students and their work to celebrate their understanding and achievements.