Play is a great context for learning. Whether children or adults, we enjoy playing. Think of a musician “jam session.” In a “jam session” there is a structure (or framework if you will) of time and of chords, but there is freedom to experiment with melody, rhythm, and even the structure itself. The musicians are learning from one another, playing off of each other’s ideas. It should be similar with learning: a teacher creates the structure, but there is freedom in a non-threating, enjoyable environment for the student to play with the concepts, possibly experiment with them. This act of playing allows the student to interact with the learning material on a personal level, in ways that nobody but that student could create. Furthermore, the student is driving their own learning. Like a musician, eyes closed, consumed in the moment, enjoying every note played by themselves and by others, a learner is also consumed in the moment enjoying their personal interaction with the material as well as learning from other and drawing off of the ideas of others in their group. Their defensive walls drop, their anxiety is relieved for a moment, the stresses of life are paused, and they are learning; not because they’re being forced, but because they enjoy it. In many cases, students who demonstrate difficulties learning in instructor driven lectures, and exercises requiring rote memorization, excel in the play environment and demonstrate measurable improvements in concept attainment and retention.