Archive for May, 2012

May 29th, 2012

DISCOMFORT

A small cut; tip of middle finger, right hand.

It hits the keyboard. “Ow!” every time I hit “i”

A post-it-note dictates: “Give up the word I.”

Don’t you miss the importance of your fickle young ego?

Your schemes, dreams, flirtations,

flaunting of passion?

Journals bursting with confessional lines?

Plunge and dive, plunge and dive. Confused, but alive.

Now, why bother to write?

A clutter of voices say “Don’t waste your time.”

It can be tedious, scratching with words

that expose just how hum drum,

how selfish, how lazy, afraid,

how grievous the ‘I’ of me is.

 Some days I need swear words

to smack at the air like taut tambourine skin.

Elocution.  Resolve.  Grit in my jaw.

But listen. Overhead. A gang of low cruising geese.

Raucous young bachelors honk loudly and lewdly;

“Who gives a shit?  We have flight.  We have freedom.”

They don’t vacuum or cook, clean the floor,

 pull up weeds, feed the dogs, feed the cats,

practice scales, answer e-mails, recycle,

write grants, clean eggs, scour pots, make a

what’s- not -done- list that will never be finished.

 Days end too soon. I feel vaguely cheated.

Small failures pile up.  Laundry stinks.

If I walk down the back road in day’s fleeting light

skies hang in silver, red blood seeps to black,

wind whips me soundly, gives me something to lean on,

or the Milky Way sprinkles her staircase through space,

then who am I to deny redemption’s been granted?

May 8th, 2012

WHAT’S THE BUZZ?

               At the Discovery Elementary School in Buffalo the third, fourth,  and fifth graders are very busy studying insects in both traditional and surprisingly diverse ways. One day you may see students making skeletal drawings and stunning three dimensional masks of insects.  On another day you may witness them performing their original poems about our invertebrate cohabitants, alive with onomatopoeia, sound effects, movement, and a lot of exuberance. With mounting evidence that arts in the curriculum improves student performance while making learning fun, it’s not surprising that Discovery teachers often include artists in their classrooms.

When local artists Lee Ann Goerss and Marienne Kreitlow met a couple of years ago they had no idea that they would both be part of a pilot program that brings rostered teaching artists into classrooms. Certainly they had no clue that they would be integrating the study of insects with visual, language, and performance arts in the same school.

“I had seen Lee Ann’s stunning art work at some stores in Buffalo,” said Kreitlow.  “I knew I had to connect with this creative woman.” They met over tea, and some months later were delighted to find that they were both accepted into the training of the Teaching Artist Roster Program, a collaboration between the Central Minnesota Arts Board, Perpich Center for Arts Education, and Paramount Visual Arts Center. Whereas Goerss had been volunteering at Discovery since her daughter was a student there some nine years ago, Kreitlow had little classroom experience.  As a seasoned composer, performer, poet, and playwright she  facilitated workshops mainly for adults designed to “activate and free up creativity through movement, sound, and writing.”

“Marienne has unique abilities to inspire others to use their bodies and voices,”  said Goerss, “so I knew that she would bring something I couldn’t into the classroom.  I encouraged her to apply for a grant applying those skills to the insect project, knowing that her presence would deepen the students’ experience.”

The program serves Benton, Sherburne, Stearns, and Wright counties, and is funded, in part, by a grant from the Central Minnesota Arts Board, through appropriations form the Minnesota State Legislature with money from the state’s general fund and its art and cultural heritage fund that was created by a vote of the people of Minnesota on November 4, 2008.  Accepted artists complete their training over a six-month period in preparation for working in a residency program, learning to support educators by making the connections between their art form and the Minnesota State standards in the arts, and, just like what’s happening at Discovery Elementary, integrate art into other subject areas.

“Our training was tremendous,” Kreitlow said,  “though, at first,  frustrating.  What I do intuitively do from years of practice I had to break down into a step-by-step process to reach clearly stated and achievable goals.  I loved learning about ‘reflective protocol’, which gives students the opportunity to discover the meaning and impact of art for themselves.”

Goerss loves the way art fires creativity in children, and the amazing rippling effect of that fuels her passion. “There are moments of interacting with a student that take my breath away.  One day we were doing creative writing in the park and a child said to me ‘I don’t know how to write.’  I said, ‘Of course you do.  Just close your eyes and listen.  Then open your eyes, look around, and write down everything your senses tell you.’  His writing was really wonderful, but what I’ll never forget was the look on his face as he declared , “I can write!”

“I have been fortunate to partner with the Central Minnesota Arts Board and a tremendously supportive teaching staff that recognize the power and potential of quality curriculum infused with art.” Goerss continues,  “Each teaching artist brings a unique perspective to this residency and provides opportunity for collaboration.”  Kreitlow echoes that sentiment: “The teachers obviously care deeply about their students.  It’s a very joyful and respectful learning environment and I’m grateful to be a part of it.”

www.centralmnartsboard.org/ArtistRostered/index.html

www.centralmnartsboard.org/ArtistRostered/index.html