- ATD Fourth World

Centennial Heights is aptly named as I discovered after driving three miles of winding roads from Haysi up the mountain on which it is located. Because the town is fairly distant, I wondered how the school children could have access to places like the Haysi Library. But, I discovered the library was coming to them.

It all started with another Fourth World volunteer, Jason French, who preceeded me and had started teaching computer classes for adults at the Heights in 2006. Seeing that there were no after school activities for the children, he began a reading and art program which used books as the starting point for the activities. This type of program is a specialty of the Fourth World. With the help of the parents committee, the program began in the summer of 2006, meeting on Thursday of every week.

Jason was not alone. Local residents helped out and, from time to time, other Fourth Wordl volunteers and interns who came to the area for short stays. Since the Fourth World Movement is international, the children met people from France, Japan, Canada, Thailand and Taiwan. The children also participated in projects, such as the Tapori Silhouettes Campaign, a projet in which children from other countries participated. In April 2009 the children made a banner (see photo) for the “Art and Creativity” seminar that was held at the Fourth World Learning Co-Op on Reedy Ridge and the Student-Community Center at the Career Center.

Jason completed his five year stay here in May 2009 and left to continue his Fourth World volunteer work in England. At the time, the Fourth World team did not have a replacement for Jason so they asked the the Haysi Library to take on the Thursday program. They agreed and Shirley Hawkins, the library’s Branch Manager, and Kathy Harrison, the library’s Youth Specialist now conduct the program every 1st and 3rd Thursdays of each month.

Since my arrival, I renewed the Fourth World ’s involvement in the program. Every Thursday, I am there when the school bus drives up, to remind the kids,

“It’s Thursday after school Art and Reading. We’ll be waiting in the Community Room.”

Soon after the children begin arriving, anxious to to know what the activity is going to be for that day. Once everyone is more or less settled in, the book for the day is introduced as well as the art project, which usually corresponds to the book or sometimes to a seasonal theme. Materials for the art project have been laid out in advance and once that’s been explained the fun begins, along with the reading of the book chosen for that week. On the days that Kathy and Shirley come, they roll out a cart full of interesting books, many of which have been donated courtesy of Lonesome Pine Regional Libraries. The children can borrow these books for two weeks and it’s a great way for them to have books to read at home and also to learn how a library works. Often the kids want to help read or even read a book that they choose. This is encouraged since the aim is to involve the children in their own learning. Reading out loud to a group also builds self- confidence. For me, it is especially rewarding to see how pleased they are with their artistic creations.

The enthusiasm the kids express during the session as well as the joy on their faces when they see us waiting at the bus stop is proof that the program is working. I’ve asked many of the children separately what they like best about the after school program and the response I received the most is that: “It’s FUN”. When fun and learning go hand in hand the kids will always be winners.

Jay Venger