Continuing our exploration of A Bully’s Brain, in this segment, we are going to delve deeper
into A Bully’s Brain from the perspective of middle school students.
We’ve examined bullying from all angles, except the one organ which is responsible for so many of our human functions. The Brain.
What does a bully’s brain look like? How is it functioning in that moment?
In the first collaboration of its kind, Neuro.RAPT; a newly launched science collaborative and StudentsXpress; a magazine for students that promotes creativity, literacy and expression, examined the neural underpinnings of bullying from the perspective of students from Hamilton Elementary (Chicago, IL), in both kindergarten/first grade and middle school. Through interviews and art pieces, viewers will journey into a bully’s brain.
In A Bully’s Brain – Part One, students from kindergarten and first grade shared their perspective. Now, in A Bully’s Brain – Part Two, students from middle school will give us
their perspective, as well as, walk us through the neurological underpinnings of A Bully’s Brain and A Bully’s Brain that has stopped bullying.
This projects aims to create greater awareness of the capabilities of our brain and its ability to choose between right and wrong, the ability to be more conscious of our actions so that we can make the world a better place – a place where bullying is no longer an option for all generations.
This project gently touches upon:
- The neuroscientific aspects of bullying through the use of metaphorical questions that touch upon the brain’s plasticity (the ability to change)
- Emotions (our limbic system)
- Genetics vs environment
The Art Project
Students were given a sketch of a brain. (not designed anatomically correct) and were asked to color a bully’s brain and then color a bully’s brain once he or she stopped being a bully. (if that’s possible)
The results are astounding and both students and adults will walk away with some valuable lessons and and plenty of unanswered questions
from these docu.bytes.