Journal Entry 1: Lincoln Center Education- Developing Your Practice 1 Lab

Today something that two years ago seemed like a dream, materialised as I took the elevator up to the 7th floor of the Samuel B and David Rose building. There was an assortment of average american pastries (no offence) and Starbucks coffee in the Lobby along with 50 plus strangers nursing themselves to caffeinated consciousness and amicable stability. I was starting the first day of the 10 day Developing your Practice Lab at the Lincoln Center Education (formerly Institute) which is the equivalent to a Y-combinator for teaching artists or attending Juilliard for Summer Camp (which it basically is, glorified, awesome grown-up summer camp for becoming a super saiyan Teaching Artist, in 10 days…cough-cough).

Anyway, back to the 7th floor of the Samuel B and David Rose building (which is literally the building next to Juilliard), I found a corner to sit in and opened up the very bright and colourful tote bag which we had received as a welcoming gift. I was insanely curious to read the itinerary for the coming two weeks, as we had not received a detailed overview up until that point (which is so much part of the excitement factor). I opened the information packet and starting reading thoroughly, familiarising myself with the daily schedules, keynote speakers, events and labs. One of the most exciting things in my pack was the journal.

Each participant attending the lab received one accompanied with a pen and a detailed guide to journaling with some pro tips. The journals are for our own keepsake and we aren’t required to turn them in but we were told that we would be confronted with lots of information, new activities, insights and ideas. We have been encouraged to document our experiences and thinkings, to write, draw, map, cut and pace and photograph our time and workshops which may be very useful for recalling things that transpired at a later stage and for consolidating what we had learned throughout the day.

So here’s my take away from today:

Teaching artists at the Lincoln centre along with all the classes/ workshops, curriculum produced by LCE are all focused on building “Capacities for Imaginative Thinking”. Capacity is the term the Lincoln Center uses the instead of skills and that capacities functions as transferable definition. Lincoln Center’s capacities include: Notice Deeply, Embody, Pose Questions, Identify Patterns, Make Connections, Empathize, Live with Ambiguity, Create Meaning, Take Action and Reflect/Assess.

What is Capacity for Imaginative Thinking?

LCE’s approach begins with each individual’s innate ability to respond to works of art — processes that can heighten perception, ignite out-of-the-box thinking, and challenge preconceived notions.

What is a good framework for Education Program?

Here are some of the thinks I learned about Lincoln center programs and some findings that I though may be useful to others developing programs.

6–8 weeks is the recommended timeframe to run a unit for an arts education programme in schools. The Lincoln Center Education does this during school time. A unit is comprised of 45min -1 hour sessions, once a week and is facilitated by a teaching artist and a teaching partner from learner Pre K- 12.

All the sessions are based on a specific artwork or performance that the children attend as a field trip or an artwork tours to school later on in the unit. 4–5 sessions are spent “preparing” the kids to see the artwork, these lesson plans vary but all try and connect the artwork to some part of the school curriculum and all lessons plans are guided by the Lincoln Centre’s pedagogy (for more information).

One of the sessions is designated to be a field trip or presentation at school, so that children can experience a professional. Because the schools require kids to be back at school by 2pm, the end the school day, educational performances are scheduled for 11am rather than typical 2pm matinees, in order to accommodate children travelling to and from the centre.

After encountering the artwork/performance the teaching artist’s facilitated 1–2 follow up sessions discussing the work encountered and explore questions and responses about and to the work. There is also time for how stimulus may affect the work the children have created in the classroom and ensure opportunity for deep reflection and assessment.

My big take way: Reflection

I think that the fact that their in school programmes prioritise and schedule time for reflection, feedback and assessment was both surprising and encouraging. Surprising because this is often part the part of a process that we easily pass by and undervalue. Often creative disciplines are so incredibly results driven, we are so product orientated or in school, so focussed on A+’s and test scores, everything that comes after the “event” falls by the wayside, even though feedback is so integral to learning.

Because organisations prioritise this part of the learning and creating process makes me a little more optimistic about the future of learning opportunities for kids. Spending time on process and creating space to think about our experiences really matter.

I loved the challenge of keeping a journal, so I thought I’d share some of my journal on my blog. Consequently, I am challenging myself to sharing one “journal entry” a day, while I am at the Developing Your Practice Lab, so by the end of it, there should be 10 Lincoln Centre Education Lab entries for you to enjoy and hopefully learn some new things too!