Episode 3 – Young Performers

Podcast Episode 3 – Student Performers

Shakespearean Moments
As the National Endowment for the Arts (NEA) comes under fire and the conversation for saving the arts in schools pops up on social media yet again, I want to introduce you to Daniel Bowers. Daniel is a well-rounded kid with a hunger for performing. He sings in choir, he acts on the stage. It would not surprise me to see him take up tap dancing. Despite being a 6’4” 15-year-old football player, Daniel speaks as eloquently on acting as any acting coach. He credits his stage experience with building confidence, making friends, learning how to solve problems under pressure, and developing an appetite for working with a diverse group of people creating a big collaborative work from the ground up. These all seem like the things we would want kids to learn to succeed in life, never mind having a career as an actor. I met Daniel when he entered 6th grade at the school where I taught theater arts. He seemed to be a quiet kid but there was a lot going on in that busy brain. In addition to being an avid reader, Daniel is interested in history, languages, and making people laugh with the cast of characters living in his head. He auditioned for Alice in Wonderland. After landing a small role, he set about creating a character that stole the show. Without mugging, or ad libbing, Daniel did something adult actors occasionally miss. He took what was on the page along with a small bit of directing, and he created a memorable moment within the context of a story. I have directed Daniel in two other plays and it has always been a joy. The last show, Juliet Rescue, was a new piece written by my son, Will Inman (episode 2) and me. Daniel played “Young Will Shakespeare”.  He eagerly took on the role and, while speaking in the Bard’s style, he created several hilarious moments that added warmth to the play. When I retired from teaching a year ago, I told him to come visit me in Virginia and I would take him to the Folger Library in Washington DC. It is the foremost Shakespearean library in the world. Daniel and his mom took me up on my offer and we spent quite some time learning about the collection at the Folger. I can imagine Daniel on stage there one day. But for now, I am thrilled to have seen him savor another kind of Shakespearean moment. There are lots of kids who benefit from performance experience. They are girls and boys, shy and outspoken, theatre nerds and athletes, straight-A students and strugglers, and everyone in between. They are a generation of leaders and innovators. And we want them all to have Daniel’s confidence. I hope you will enjoy Episode 3 of SallyPAL with Daniel Bowers.

Podcast Episode 3 – Student Performers 

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Podcast Episode 3 – Student Performers

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Ep 1 – Getting Started

Podcast Episode 1 – Getting Started

What’s in your way?
I had an enlightening conversation today with my friend Sheila about how I have been avoiding putting my podcast out into the world. I already had the first episode fully produced. But I have been second guessing myself daily until I finally went back and listened with people whose opinions I trust. That’s all it took. They didn’t even have to say anything. Just the act of listening to the podcast with my husband and daughter gave me fresh ears to hear what was missing. That is not to say Episode 1 is the most fabulous podcast ever made. I assure you, it is not. It is, however, the start of something I anticipate will improve as I learn and grow with your suggestions. It’s like that with original work, isn’t it? When you first write an idea into a document, or try dance steps alone in your kitchen, or sing some song phrase into your phone, you are not quite ready to share it. Or ySally Seeks Input from the Worldou struggle to make your partner or your mom (or your kid) understand what you’re creating. A few key strokes, dance steps, or musical notes later you might be ready to share. When you share, if you want your work to grow, you must start by finding someone who a) validates you as an artist, b) understands the value of constructive criticism, and c) is given the go-ahead (by you) to give an honest reaction. Most of the time you don’t even need to hear what they think, it will become clear what needs to be done as soon as you reveal this early draft. But your audience of one or two may still want to talk about what they noticed. When you allow people to express opinions about a work of art you are never suggesting that every idea expressed will be incorporated into your work. That would be silly. Allowing another person to share an opinion about something precious to you is the beginning of collaboration. To be able to hear what other people think about the work, your ego must step out of the way. Take what you can use, disregard the rest and thank all your critics for their opinions. Thank them with genuine gratitude. I promise, this gets easier to do after some practice. Don’t be confused about comments made about your art. A person commenting on your work is not critiquing your character. Listen for the contribution to the art. Sometimes, the most ridiculous ideas can lead to sublime finished work.

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From Legos to littleBits

Ayah Bdeir at TED: Building blocks that blink, beep and teach
How does approaching a complex problem with the mind of a child elicit fresh, creative, accessible new things?  Ayah Bdeir, an artist/engineer looked at Legos and was inspired to consider transistors in a new way.  I have often told my students that art is a unique expression of a universal idea.  This broadens the concept of art significantly.  If we want to inspire creative thinking, we must be willing to encourage and celebrate differentness and its contribution to the creative process.  Diversity, a buzzword for racial and gender integration, takes on powerful meaning in the world of art and education.  Diversity is a necessity for artists.  But children who are different often feel at odds with a system that rewards sameness.  I look at a classroom full of middle school kids and I sometimes wonder if teaching them how to work to a standard is one way to let them off the hook.  Kids do the minimum required rather than push for greater understanding, deeper knowledge, and personal best skill development.  Once a student recognizes the objectives of the academic game, he or she is free to play at any level.  If good grades are the goal, many savvy learners do what is required to get to the goal, but no more.  For those not interested in the game, playing at academics is boring, annoying, or off the radar.  For those who have been trained to believe their grades have some connection to an individual’s character quality, the game of school can produce paralyzing anxiety.

How do we, as educators, provide the assessments kids want without attaching them to a child’s self-worth?  This non-judgmental assessment feature is no fantasy.  Children who play video games live in a world of action assessment.  When a character dies on a video screen as a result of a lack of skill or knowledge, there is rarely a response like some I have seen in school when children do poorly on tests.  The gamer’s reaction to a lack of skill is to get better at the game whether through repetition, research, or online cheats (don’t be fooled by the name; cheats have their own learning curve).  When the expectations for schoolwork reach beyond skill building and touch the sensitive nerves around a student’s developing sense of self, there is room for reassessment of our assessment tools.

Rather than push for homogeny, we could reward new ways of thinking.  The weird girl who thinks differently will be included at lunch because the school’s environment embraces and rewards her contributions.  The weird boy who daydreams will be lured into conversations to mine his mind for unique ideas that cause an upward spiral of abstract thought in the classroom.  We have a role to play as teachers in creating an environment where divergence is no longer frowned upon but encouraged.  In fact, we now know it is this divergent thinking that creates great ideas such as Legos and littleBits.  It’s about time we stop rewarding imitation.  Let’s celebrate the weird kids and give everyone permission to reveal his or her diversity.

How to Recognize a Good Education (via The Arts Room)

Cover of "Teach Like Your Hair's on Fire:...
Cover via Amazon

This post from TheArtsRoom (in Rhode Island) preaches to the choir but I think you will enjoy many of the quotes. The book mentioned in the post, Teach Like Your Hair’s On Fire  by Rafe Esquith, is one of my favorite teacher resources. I have a copy in my bookshelf and I ordered one for our school’s library. Enjoy the rest of the reblog!

“I soon learned a basic truth about the arts: students involved in arts education are learning about things far beyond the art they study.” -Rafe Esquith, Teach Like Your Hair’s On Fire This weekend marks the midpoint of summer vacation for those of us with school-age children in the house.  So, while I will continue to set aside the back-to-school Lands End catalogs and ignore the Staples ads in my inbox, there are some reminders of the fast-app … Read More

via The Arts Room

Ernie Kovacs and TV Art

Ernie Kovacs
Image by geminicollisionworks via Flickr

I first learned of Ernie Kovacs on a random stop in 1984 when I stumbled into the New York Radio and Television Museum.  I was dumbfounded when I learned I could view old Kinescopes of shows I had never even heard of.  A docent recommended an Ernie Kovacs kinescope and I was hooked.  I spent a couple of hours looking at rare footage and falling in love with his childlike spirit and risk-taking comedy.   As an arts teacher I am constantly in search of ways to show my students what artistic expression can be.  Ernie Kovacs used the medium of television the way Picasso used brush and canvas or Julie Taymor uses the stage.  Unfortunately, for Kovacs, his legacy is only just now being heralded with a release of a retrospective by Shout! Factory.  He was a clear creative genius at a time when his talent found a voice in a brand new medium of expression.  His ideas and the medium were new.  Everything about his art was difficult to assess as there was no precedent for what he was doing.  This lack of a grade or measuring stick made it possible for Kovacs to play as a child would play.  It was a gift to television and comedy in general that he  create fearlessly.  Some ideas failed, others were before their time and still others kept his fans tuning in and his fan base growing.  To this day there are numerous iterations and flat-out copies of his work.   His comedy is as fresh and funny as it was when he was competing with Uncle Milty, Jack Benny, Steve Allen and Danny Thomas for laughs.  Television comedy is an art form that doesn’t garner a great deal of respect.  But if you are interested in seeing the work of a true artist regardless of the art form, consider giving Ernie Kovacs your attention.

NPR Story on the release of the new Ernie Kovacs anthology

Part 4 (of 4) Reconceptualizing Education

Chemical structure of Penicillin G
Image via Wikipedia

This series could go on indefinitely but I thought I should wrap up this segment on reconceptualizing education with an idea.  Reconceptualizing isn’t just about innovating.  It’s about how and why we innovate.  So, instead of featuring an education innovator from the national stage, today I want to acknowledge the innovation of teachers a little closer to home.  Last night I attended what we refer to at my school as School Out of Doors or SOOD for short.  For my team, it was a chance to take 70 7th grade students into the wilderness with tents and sleeping bags and create something memorable for the class of 2016.  But we live in the only state about which Will Rogers famously said, “If you don’t like the weather in Oklahoma, wait five minutes.”  With sudden thunderstorms, threats of baseball-sized hail and an eerie tornado warning, we spent our School Out of Doors INdoors.  While sirens were blaring outside, we gathered the kids into a cinderblock hallway near the gym and sat them on the floor with all their belongings.  The amazing part to me is due to the calm and positive response of the teachers, all the students behaved as though this was an expected part of the weekend.  They played cards, sat and talked with friends, read books and seemed genuinely happy to be in a hot, dark, smelly, cramped hallway with 70 of their closest friends.  When it became clear there would be no night hike, cooking over a flame, or outdoor games, the 7th grade teachers sprang into action.  Okay, maybe we didn’t spring, but we all had a trick or two up our sleeves.  The Dean set up a projector and sound system to show a movie on the gym wall to rival any drive in.  Parents brought in pizzas, the 7th grade teachers helped the students create an indoor campsite complete with tents and flashlight games.  In the morning, they supervised the breakdown of the campsite treating it as they would any clean up they would have to manage in the woods.  This morning we took our students to the school’s courtyard where they made pancakes on camping stoves and ate off tin plates.  There were buckets of suds outside the library where the kids washed their dishes and after eating they broke down the cook sites.  It may not sound wildly innovative but in light of the circumstances the teachers were creative, innovative, encouraging and modeling a critical skill; flexibility.

As teachers and parents we often get caught up in the outcomes game.  If the outcomes don’t match our expectations, there is disappointment and frustration.  We too often pass this culture of inconvenience to our kids.  What would it take to change the mindset that has us become irritable when things don’t go as planned?  If we could make that important adjustment and teach our kids that a change in plans doesn’t have to be negative, we would create a generation of curious and motivated innovators.  I’m all for making plans and following through, but if change is necessary or a better idea reveals itself, shouldn’t we be vigilant and prepared to shift gears?

Smart Dust, now used as a tool in destroying tumors, was a graduate student’s ruined homework.  At USC, Jamie Link accidentally blew up a silicon chip.  Because she was vigilant, she discovered properties in the detritus that made her famous in medical circles providing a previously unknown cure.  The Popsicle, invented by Frank Epperson, was a result of a mess left outside when Epperson was 11 years old.  He left a drink with a stir stick on his front porch.  The cold night left him with a frozen treat on a stick the next morning.  He patented the dessert two decades later much to the relief of kids everywhere with sore throats.  In 1928, Alexander Fleming‘s experiment with bacteria was ruined, or so he thought, when mold showed up in the Petri dish.  His vigilance allowed him to see where bacteria were avoiding the mold.  This led him to a discovery that has saved millions of lives.  Penicillin was the first antibiotic and his flexibility and open mind allowed him to create something exponentially better than what he had initially intended.

The most important lesson we can learn about innovation is this: If we are vigilant, a change in plans can produce greater results than any outcome we could have imagined.  There are myriad stories of greater-than-expected outcomes in science, math, art, literature and every other academic discipline.  This mindset is what we can teach our kids in an age where knowledge is secondary to creativity.  As one of our greatest thinkers once said, “Imagination is more important than knowledge.”

Part 3 (of 4) Reconceptualizing Education

This 19 minute TED talk is well worth your time.  I have ADD and I couldn’t find a distraction that could tear me away from this man’s talk!

Charles Leadbetter is an unintentional innovator by virtue of his intense curiosity. His interest in finding out what’s available in the world of education beyond the borders of ‘sanctioned methods’ is one of the most exciting reformist efforts today. Rather than speak about education with a collection of theorists, he is out in the field on a quest. His quest is every bit as important (perhaps more so) as the panel discussions, policy debates and academic lectures. He has discovered the purest form of learning; people hungry for knowledge are using available resources to feed their hunger. What could be any more pure? This ties in with the slide show titled “Shift Happens”http://www.slideshare.net/slideshow/embed_code/33834 created by Karl Fisch which compares India, China and U.S. digital and educational revolutions by the numbers. It’s very provocative and I think it informs the conversation concerning what’s happening in education in rising nations.

“Reconceptualizing” K-12 Education (1 of 4)

Like Coca-Cola, penicillin and plastic, it seems inventing a workable school reform plan is only going to happen accidentally.  Everything that should work (NCLB, teaching to the test, the bell curve) doesn’t, and some novel approaches to learning show more promise than 110 years of testing and measurement. Dr. Tony Wagner, Harvard Professor and author of The Global Achievement Gap, calls this “reconceptualization”.

In a column we could label “reconceptualizing”, one of the most exciting innovations is happening online with Salmen Kahn‘s discovery of a learning model that works almost magically.  Khan created a series of videos demonstrating math concepts as a way to help his family members understand challenging ideas.  As he created more videos, a thought occurred:  He could create a self-paced software allowing learners to study at their own rate.  Students could practice concepts at home and hone them with teacher-mentors at school.  According to the Huffington Post, “his innovative methodology turns the classroom dynamic upside down.”  The article goes on to characterize Khan’s own view of the discovery, “Khan says his program’s success is largely happenstance.”  Happenstance or not, deep pockets such as Bill Gates and Google have been funding the Kahn Academy of late and according to Forbes online, “You Tube told him he has the most popular open-course video library on its site, with more views than MIT, Stanford or UC-Berkeley.”

Khan is not the only innovator in the reconceptualization game.  But he does represent a type of thinking emanating from theorists outside the usual channels.  Sometimes the brilliant accident occurs when the innovator is thinking about something else.  Khan simply wanted to make some videos to teach his cousins a few math concepts.  When they shared these videos with friends, it spread like an Internet meme.  Fortunately, Khan’s experiment doesn’t carry a lot of overhead.  This may be one reason educators in Los Altos, California have been willing to try his ideas in a  school setting.

For more on this story, look for a continuation in the next three posts.

Can U.S. Teachers Truly Be ‘Nation Builders?’


This post breaks education needs down just as a contractor might when building a house. It’s an interestin­g metaphor. I was especially surprised to learn that more than half of public school teachers held masters’ degrees. He reveals this while at the same time asserting that “most of the new hires are coming from the lower quartile of college graduates”­. He also does a dis on alternativ­e certificat­ion programs which I believe could be the saving grace of the teaching profession­. For the most part, teachers are the most compassion­ate, intelligen­t, quick-thin­king people I know. A teacher who goes from class to class with five minutes prep time to face 30 or more students over several hours has got to be a pretty fantastic people manager… or a magician. Would anyone you know in human resources manage adults in that context any better? The thing we rarely acknowledg­e is that despite the poor model, teachers who care will work their butts off to improve student performanc­e. Daily we pack our fairy wands, magic dust, and sorcerers’ hats and sail into the classroom prepared to watch and listen for magic. When no magic happens, we use all the tools we bring; when that doesn’t work, we go for more wizard training; and when that doesn’t work, we blame ourselves. Let’s consider setting teachers and students up for success. That could create some real magic!
Read the Article at HuffingtonPost

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