Indigo Curriculum

Indigo Summer School: Part 1

Video 14

A non-traditional Elementary Curriculum is developed by Roger and Mel Sudd. In 1957 at Eastern Michigan University, Ypsylanti MI. Mel is a 6th grade teacher and Roger teaches Art (K-12) in the Campus Laboratory school; while Roger's wife Kathy teaches college classes inTextile Design. Roger introduces Remote Viewing to his art students ( 3rd-12th grades), and they enjoy visually moving through paintings and drawings and being able to draw the "other" side of a still life or a model. Roger emphasizes the importance of clairvoyant seeing and the development of a visual (picturing) vocabulory. Soon his Jr High and High School students were drawing on the College level. It is at the Roosevelt Labratory School that Mel asks Roger to teach two of his 6th grade students that were disrupting his math lessions. Art is a hands-on active self-guided experience, and Roger, who is mathamatically challanged introduces the two students to a math focus adapation of the art experience where they develop the process to arrive at a given conclusion. They are introduced to math bundling and then they explore problems involving a mathamatics base of 13.

Indigo Summer School: Part 2

Video 15

Roger's exploring math as he taught art produced unusual results. After the "active learning" experience and challange, Mels students raced through Mel's math lesson plans. Roger and Mel analyze the Roger's teaching process that developed to see what factors were dominate and to see how it could be extended to other subjects. They devise a Summer School curriculum to test their idea that "all learning is interrelated" if presented in that format. They hoped that learning retention would be one of the desired results of the program. It was their view that student interest and action learning would be the key to self-motivated learning regardless of age, grade, ability or gender.

Indigo Curriculum: Breaking Educational Rules

Video 16

Indigo Summer School Curriculum: Part 3. The Indigo Summer School Student Centered Curriculum is implemented, and a very unusual educational structure is used to encourage student guiding of the educational process. The program was very effective with 3rd - 6th grade students (tested before and after) growing 10 to 30 IQ points and jumping 1 to 3 grade levels during the 50 day Summer School. The classes were a mix of all ages and gender. Some class developments are described, showing the open endness of the curriculum. The following year of "regular" school found the students very eager to learn and able to self-adapt and guide the standard teaching lesson plan into meaningful explorations. The 13 class Indigo Curriculum description can be down-loaded from the link at the bottom of this page.

Indigo Summer School Curriculum: Part 4. Ideal Curriculum for Psychic Children

Video 17

The program's 13 class description is started. The explanation of individual class development in the process of student choice is started. The math class progression and the science class involvement. Science goes fishing and the varity of sciences involved are talked about Many of the classes used "Visual Focus" and other parts of "Psy Abilities" as part of the class structures. Community structures and business visits are explored.

Indigo Summer School Curriculum: Part 5. Indigo Curriculum: Cooking Class

Video 18

The programs 13 class description is continued. Even though student class choice was on a half day schedule, some classes evolved into long term interest. Other classses were structured so that "drop-ins" were welcome. Sports, music, cooking and art were good examples of short or long term student involvement. The individual class structures that were developed over the two summers of the program would be ideal for group Home Schooling, Charter Schools, or selective Privet Schools. Unfortunately, todays Federally mandated programs that treat students like cookie cutter "products" rather than "Clients" are not likely to allow any of these individual class constructs to be implemented during the standard school day. There is opportunity, and many schools do use the club or extra-curricula school structure to explore student interest and "action" learning.

Indigo Curriculum: "Take Apart"

Video 19

Wednesday afternoons were very popular. Students made requests to work in various businesses in the community. The rule was that the student was to work and particiapte in the business, not just look on. "Take Apart" was another short-term class of one day's duration, where a car engine was disassembled and re-assembled. The mechanics of a car engine was discussed as well as the organization required to facilitate the re-assembly. Since the students weren't required to stay in a class they chose, we had several open-ended classes that they could attend. Rhythm band was a popular walk-in. This started with a student's heartbeat and then the students developed rhythms in counterpoint.

What's Next.

Video 20

Roger is working on several other websites that are in development; one on hypnosis and pschic abilities, and psychic ability training to development and control either new or latent psychic abilities. Another site that Roger is working on is "Psychic Ability and Art." How to use telepathic, empathic and remote viewing abilities to aid in the production and perception of art.