Wood Wizards

Wood Wizards teaches children how to work with tools, materials, and process. The work is physical and deliberate: measuring, clamping, sanding, adjusting, finishing. Progress is visible. Mistakes happen early and get corrected in real time.

At CreateATL, the program operates in full view of everyday activity—people building businesses, fixing things, hosting meetings, and learning alongside one another. That context matters. Kids see making as normal work, not a special event. With Wood Wizards weekend workshops kids build in a community that houses other builders, entrepreneurs, and neighbors. 

Why These Skills Matter Now

Many children spend most of their creative time inside digital systems that resolve errors automatically. Physical work behaves differently. Wood moves. Measurements drift. Cuts need correction.

Education research shows that experiential learning strengthens problem-solving, spatial reasoning, and persistence, especially for students who learn best by doing¹. Woodworking concentrates those benefits into a single activity. Students plan, execute, reassess, and finish.

Those habits translate beyond the workshop.

Learning Through Process

Expertly orchestrated by William Brown, the owner of Wood Wizards Atlanta, their staff guides kid's classes, workshops, camps, assemblies at local Atlanta schools. His style is appreciated by the students who are more used to video games than a fret saw. This is part of the gap that Brown is looking to fill with hands-on student knowledge.

Projects at Wood Wizards are designed with a clear arc. Students start with unfamiliar tools and end with a finished object they can explain. In between, they learn how to slow down, ask questions, and revise their approach. Instruction emphasizes:

• Tool safety and responsibility

• Measurement and sequencing

• Recovery from small errors

• Collaboration and shared workspaces

Research from the National Academies of Sciences and the National Science Foundation supports this approach, linking project-based learning to stronger persistence and adaptive thinking in young learners².

Designed for Different Starting Points

Students from age five to fourteen arrive with different levels of comfort. Some have used tools before; others have not. The program accounts for that variation through small groups, close supervision, and projects that scale in complexity.

Progress is tracked through behavior as much as output—confidence handling tools, willingness to try again, and ability to explain decisions. Finished pieces matter, but they are not the only measure. This structure allows students to build capability without pressure to compete.

The Value of Place

Wood Wizards operates at CreateATL on a regular schedule with workshops on Saturdays and Sundays from 10am until 12pm, not as a pop-up. Children work in a space where:

• Builders and artisans are present

• Small businesses operate nearby

• Parents can stay and work or return later

Learning happens alongside real activity. Research on informal learning environments shows that skills develop more deeply when instruction is embedded in lived context rather than isolated classrooms³.

Fit Within the CreateATL Ecosystem

Wood Wizards complements CreateATL’s micro adaptive cultural system. The program adjusts to seasonal demand and school calendars while contributing steady activity and intergenerational presence.

Community-based education research shows that programs embedded in multi-use spaces generate stronger social ties and longer-term participation than those operating alone⁵. Wood Wizards benefits from that environment and adds to it in return.

What Students Take With Them

Students leave with an object they built. More importantly, they leave with experience finishing work, using tools safely, and solving problems that do not resolve themselves.

Those outcomes endure. In a city balancing growth and change, hands-on skills help anchor learning in patience, care, and responsibility.

Wood Wizards works at CreateATL because the space supports focused activity without isolating it. Tools are visible. Expectations are shared. Learning is treated as real work. That environment reinforces a simple idea: making things well takes time, attention, and practice—and those habits are worth teaching.