Volume VIII Issue 2 July 18, 2012

"The outcome of education cannot be a foregone conclusion; rather it must be an unending quest for enlightenment. An enlightened education is, by its very nature, neither rigid nor undefined, but flexible, as it must serve as the given context of our society, while accommodating the ever-expanding universe of our children."

- Will Sly, Founding Director
Creative Educational Systems

Contents of this Issue:

  • JOBS

    "I used to spend great times
    contemplating the mysteries
    of the Universe,
    until it was revealed to me
    that there were no mysteries--
    only the Uni-verse.
    So I fired my guru
    and hired a music teacher
    and life had been
    a wonderful sing-a-long
    ever since."
    - Thomas

    Collage art: "Crystal Teacher" by Joseph Brockett

    Alternatives to the Status Quo

    * * * * * * *


    In Florida's financially strapped educational environment, which focuses on traditional subjects and compiling test scores, providing access for children to the arts is sporadic and most often falls to the non-academic community in outside-of-school activities and experiences. Thanks to the Kennedy Center's initiative, Any Given Child, the community of Sarasota, FL has been able to integrate the arts in a meaningful way. "There are zero dollars in our school system budget,'' says Robert Warren, director of education and community involvement at the Van Wezel Performing Arts Hall. "What we've accomplished so far is all done by arts organizations that pump 3.5 million dollars’ worth of product into the schools, to make busing available and provide teaching artists and professional development opportunities. All this is on the backs of art organizations and private donors. The Kennedy Center selected us because we have strong support outside of the schools. Any county can do this if they can use assets that are already in the community.'' For more on this effort by arts organizations in Sarasota, go to http://83degreesmedia.com/features/child062612.aspx

    * * * * * * *


    Consciousart.org, according to its website, "offers all artists who work in the field of consciousness a free, unlimited venue to display works of Conscious Art to the people of the world. Who is a conscious artist? A conscious artist wants to promote the values of goodness and purity. A conscious artist likes to share his inspirations and creations with others. A conscious artist wants his work to be an instrument of the Absolute Truth. A conscious artist wants to utilize his art to help all people without limitation or discrimination. A conscious artist searches for ways to express his sadness about the abuse of this world and its living creatures by misuse of free will by ignorant people. A conscious artist tries to see the eternal conscious principle behind the mundane duality, and tries to show others the way to gain such perception. A conscious artist learns how to distinguish between light and darkness, good and bad, and feels a strong commitment to universal love. A conscious artist appreciates all other conscious artists without discrimination of caste, color, religious background etc." To read more, go to http://consciousart.de/ * * * * * * *


    The Arts Infusion Initiative "is a collaboration between a dedicated cohort of teaching artists from arts organizations throughout the city and Chicago's juvenile justice professionals. It offers high risk teens in high risk settings strategically designed arts instruction infused with communication and conflict resolution skills, all provided by role models of positive life choices. The Initiative is a catalytic approach to restoring the peace for Chicago's youth. We believe that arts instruction can change the way teens see the world and their place in it. Partners: The Chicago Community Trust, Chicago Police Department , Nancy B. Jefferson Alternative School-Cook County Juvenile Detention Center, Northwestern University, Chicago Public Schools, Loyola University." For more information, go to: http://www.artsinfusioninitiative.org/

    * * * * * * *


    The Great Recycled Orchestra Workshop, G.R.O.W. for short, performs music on instruments made of trash while promoting a greater appreciation for our environment, science, math and community in public schools throughout the state of Maryland. To find out more about this Cecil County Arts organization, go to http://maxmakesmusic.com/grow-professional-development-workshop-at-the-cecil-county-arts-integration-institute/


    * * * * * * *


    Senate Bill 724 (An Act To Improve Public Education) passed the General Assembly on June 21, 2012 and is on its way to the Governor for signing into law. Certified elementary teachers must now be prepared to integrate the arts across curriculum. To read about the repercussions of this bill on education, go to http://www.triangleartworks.org/2012/06/21/arts-nc/

    * * * * * * *


    The Andrew W. Mellon Foundation has awarded a $500,000 grant to the University of Michigan's ArtsEngine initiative to support a national effort to integrate the work of artists and their creative practices into the culture of U.S. research universities. The three-year grant will fund the first comprehensive guide to best practices in arts integration at research universities. The guide will present ways to assimilate artists' unique capacities and perspectives into undergraduate and graduate teaching, high-level interdisciplinary research and co-curricular work. The guide will also offer an array of suggestions to help students navigate and adopt creative processes in their own field of study. To be published in Fall 2015, the guide is to identify models, obstacles, implementation strategies, costs, and impact on students and faculty as well as on research, practice, and teaching in other knowledge areas. In describing the effect of this grant, ArtsEngine's website says "With this award, the Mellon Foundation has enabled the national network to make major progress toward our mission of integrating arts practice into the research university." To learn more about ArtsEngine, go to http://artsengine.umich.edu/mellon.php To read more, get a free account at ReporterLinker at http://www.reportlinker-news.com/n042047457-article/UNIVERSITY-OF-MICHIGAN-S-ARTS-ENGINE-RECEIVES-MELLON-GRANT-TO-ELEVATE-CREATIVE-PROCESS-.html" target="_blank"> http://www.reportlinker-news.com/n042047457-article/UNIVERSITY-OF-MICHIGAN-S-ARTS-ENGINE-RECEIVES-MELLON-GRANT-TO-ELEVATE-CREATIVE-PROCESS-.html

    * * * * * * *


    from The Baltimore Sun, June 13, 2012
    By Erica L. Green
    "The Baltimore school board approved applications this week to open the Creative City Public Charter School, an arts integration elementary school. The Creative City Public Charter School is a new, progressive, charter elementary school that will include small classes, hands-on learning, and arts education. Our school is currently being founded by a group of parents, and is proposed to open in the fall of 2013 with grades K–2." Fusion Partnerships, which describes itself on its website as "a catalyst for justice and peace" in Baltimore, was a key partner in energizing the creation of the school. To read about Fusion Partnerships, go to http://fusionpartnerships.wordpress.com/ To read the article on the Baltimore Sun website, go to http://articles.baltimoresun.com/2012-06-13/news/bs-md-ci-charter-school-approvals-20120613_1_baltimore-collegiate-school-charter-school-board * * * * * * *


    For over 15 years, the Mississippi Arts Commission has promoted the creative concept that arts integration works for all schools, especially those schools threatened with failure. The MAC's arts integration program, known as the Whole Schools Initiative, is dedicated to the strategy of incorporating the arts to teach a subject which makes learning engaging, relevant and meaningful and involves students mentally, physically, and emotionally. To read more, at the HattiesburgAmerican.com site, go to http://www.hattiesburgamerican.com/article/20120714/OPINION/207140306

    * * * * * * *


    "Is it fair that writers and artists who dream up superheroes now starring at a multiplex near you don’t necessarily reap financial rewards from their creations?" According to this N.Y. TImes article by writer GEORGE GENE GUSTINES, "Image Comics, founded on the idea of artists having creative and financial control over their characters, is generating much buzz in its industry. To read the article, go to http://www.nytimes.com/2012/07/15/business/media/image-comics-is-having-a-creative-renaissance.html?nl=todaysheadlines&emc=edit_th_20120715

    * * * * * * *


    A new subatomic particle, whose existence has been suspected for a long time, was finally discovered on July 4, 2012 at CERN, the multinational research center in Geneva, Switzerland and home of the Large Haldron Collider particle accelerator. After searching for it for years, at a cost of billions of dollars, scientists finally identified this subatomic particle which is nicknamed the "God Particle" because it is believed to be responsible for the mass of all other subatomic particles. Physicist Brian Greene explains the Higgs Particle, and why you should care, in the video below. The feat of finding such a particle, he says, is akin to "trying to hear a tiny, delicate whisper over the massive thundering din of a NASCAR race." Go to http://www.aspenideas.org/session/god-particle
    NOTE: for some Higgs Boson humor, click here.


    * * * * * * *

    AllConferences.com includes International Arts Conferences

    Going on vacation? Would you like to make it a professional development trip as well, inspiration, educational, and perhaps paid for as well. AllConferences.com lists events according to date and geographical location which may be of interest to you. According to its website, " AllConferences.com is a directory focusing on conferences, conventions, trade shows, exhibits, workshops, events and business meetings. We are dedicated to providing our end users with links to high-quality, informative websites, which is why we hand-pick each site we link to. By doing this, we are creating a unique search directory that will better serve users looking for specific information on conference or event information; while at the same time provide services to the conference organizers." The site has a page dedicated specifically to arts conferences going on all over the globe, and one to education as well, such as the Paris (France) International Congress of Humanities and Social Sciences Research on July 24, and the Annual Science Teachers Conference in Banff, Canada on November 15, 2012. Go to AllConferences.com


    The 1st Global Conference on Teenagers and Contemporary Visual Culture, on Sept. 25, 2012, at Mansfield College, Oxford University in the UK, looks to examine, explore and discuss the prevalence of representations of teenagers within contemporary visual culture. Such diverse representations as The Hunger Games, Glee, Gossip Girl, The Twilight Saga, Skins, Misfits, Teenwolf, Bluewater High, The OC, The Vampire Diaries, The Inbetweeners, Beverley Hills 90210, Degrassi: The Next Generation, El barco, Malhação, Dil Dosti Dance, Majisuka Gakuen, Battle Royale, Hannah Montana, Justin Bieber, and High School Musical will be discussed. To see more information, go to http://www.allconferences.com/conferences/2012/20120330040610/

    * * * * * * *


    This conference explores the relations between arts and ethics through questions including: Do artistic forms enact ethics? If so, are some artistic forms ‘more ethical’ than others? Are there ethical responsibilities to art? What ethical responsibilities do artists have? Do arts educators have ethical responsibilities? Can there be 'ethical guidelines' for arts education? The conference takes place on Oct 18-19, at Trinity Western University, in Langley, British Columbia, Canada. Information and registration can be found at http://www.twu.ca/academics/samc/interdisciplinary/conferences/

    * * * * * * *


    Included in the registration for this online conference on July 31, 2012 is a complimentary copy of "Shake the Sketch, An Arts Integration Workbook;" live access to conference presenters Susan Riley, founder of Education Closet, Rosalind Flynn, head of the Masters of Arts in Theatre at The Catholic University of American and teaching artist with the Kennedy Center and many more; membership in the Connectivity Online Community; and sessions in integration of visual, theatre, literary and musical arts. For more information and registration, go to http://educationcloset.com/connectivity-a-virtual-arts-integration-conference/


    * * * * * * *

    from "Education and the Significance of Life,"
    by Jiddu Krishnamurti

    * * * * * * *

    "The ignorant man is not the unlearned, but he who does not know himself, and the learned man is stupid when he relies on books, on knowledge and on authority to give him understanding. Understanding comes only through self knowledge, which is awareness of one's total psychological process. Thus education, in the true sense, is understanding of oneself, for it is within each one of us that the whole of existence is gathered.

    "What we now call education is a matter of accumulating information and knowledge from books, which anyone can do who can read. Such education offers a subtle form of escape from ourselves and, like all escapes, it inevitably creates increasing misery.

    "As society is now organized, we send our children to learn some technique by which they can eventually earn a livelihood. We want to make the child first and foremost a specialist, hoping thus to give him a secure economic position. But does the cultivation of a technique enable us to understand ourselves?

    "While it is obviously necessary to know how to read and write, and to learn engineering or some other profession, will technique give us the capacity to understand life? Surely, technique is secondary; and if technique is the only thing we are striving for, we are obviously denying what is by far the greater part of life.

    "Life is pain, joy, beauty, ugliness, love, and when we understand it as a whole, at every level, that understanding creates its own technique. But the contrary is not true: technique can never bring about creative understanding."

    * * * * * * *

    Jiddu Krishnamurti (May 11, 1895 – February 17, 1986) was an Indian writer and speaker on philosophical and spiritual subjects. His subject matter included: psychological revolution, the nature of the mind, meditation, human relationships, and bringing about positive change in society. He constantly stressed the need for a revolution in the psyche of every human being and emphasized that such revolution cannot be brought about by any external entity, be it religious, political, or social.

    Krishnamurti was born into a Telugu Brahmin family in what was then colonial India. In early adolescence, he had a chance encounter with prominent occultist and high-ranking theosophist Charles W. Leadbeater in the grounds of the Theosophical Society headquarters at Adyar in Madras (now Chennai). He was subsequently raised under the tutelage of Annie Besant and Leadbeater, leaders of the Society at the time, who believed him to be a "vehicle" for an expected World Teacher. As a young man, he disavowed this idea and dissolved the worldwide organization (the Order of the Star) established to support it. He claimed allegiance to no nationality, caste, religion, or philosophy, and spent the rest of his life traveling the world, speaking to large and small groups and individuals.


    * * * * * * *


    Facing each other in pairs, sitting or standing, students silently behave as mirrors. One leads, the other tries to be an exact image. This must be done silently, with continuous eye contact, and in slow motion. After a while, call "switch.” Without stopping the flow of the slow motion, the leaders become followers (mirrors) and the followers start leading. After a few switches, call "eliminate the leader.” They are then to follow each other simultaneously.

    NOTE: For very small children (K-2), begin by leading the mirror yourself at the front of the room with the children in their seats. Then, pick one dependable child and have him or her come to the front of the room and mirror your movements in front of the class. After the child is acknowledged (the class is encouraged to applaud his or her efforts), another child is called to the front of the room as a mirror, while the one who mirrored you now leads. When they are performing the activity correctly, whisper to them to continue and then move about the room quietly picking out pairs of children to simultaneously perform the activity. When all the children are mirroring one another as followers or leaders, proceed to “switch” periodically, as described above.

    Going Further in Depth:

    Group Mirrors. Once students become adept at mirroring one another with no leader, coach them to move, as mirrors, still playing the game, to join slowly with another pair of mirrors. Then all four are to focus in the center of the group, with no leader, and try to follow each other. Keep joining the groups until the whole class is eventually in a circle—one large mirror game together.

    Mirror Extension. While students are playing the mirror game in pairs, with no leader, let them know to keep playing with their partner while you move them around. You then slowly move one pair so that it is mirroring across another pair of mirrors. Each pair is to ignore the mirroring of the other pair and just mirror their partner; but, once they are all in place, coach them to be aware of the way space is formed by their movements. Ask them to be aware of images that come to mind, e.g., waterfall, ocean, rainbow. Bring the game to a close in silence and ask each person, without any other talking, to give you a one word image, perhaps something that came to mind while they were engaged in the activity. Write the images down and use them for a Word Poem (See "Teaching Curriculum Through the Arts, by CES, p.48). This is an excellent activity for introducing poetry.

    Mirror activities teach students focus, concentration, and communicating with one another on a non-verbal level. To read more, or to add your comments or questions about this arts in education idea, go to the CES website at

    (More strategies are found in the book "Teaching Curriculum Through the Arts," available at http://www.creativeeducationalsystems.com/web_files/TeachingCurriculum.html )


    * * * * * * *

    Alexandria, VA

    Position Detail: The Alexandria Symphony Orchestra (ASO) is currently accepting applications for Executive Director of the organization, with a potential start date as soon as August 1, 2012. Tasked with managing the human and financial resources of the ASO, the Executive Director oversees all aspects of the organization’s annual operations, including development/fundraising, marketing, artistic operations, volunteers, and educational programs. For application information, go to http://www.nyfa.org/opp_detail.asp?type=Job&id=94&fid=1&sid=54&oppid=40803

    * * * * * * *

    (pending budgetary approval)

    The basic responsibilities of this position include but are not limited to, teaching beginning, intermediate and advanced modern technique; improvisation, choreography and repertory; choreograph for semi-annual student and annual faculty productions; assist in production needs of student concerts; counseling, registration and career advisement; outreach, program planning, local recruitment, department administrative needs and development. Willingness to travel for national recruitment. Knowledge of Microsoft applications, such as Word, Excel, and PowerPoint a must, video and sound editing a plus. This position is a full time, tenure-track appointment. For application information, go to http://finearts.academickeys.com/seeker_job_display.php?dothis=display&job[IDX]=37869&q=dance For more about Long Island University's dance department, go to http://www2.brooklyn.liu.edu/dance/index.html

    * * * * * * *


    Are you a talented and knowledgeable American Art Specialist? Then set your sights on a high-profile career at Heritage Auctions (HA.com), #1 in the collectibles auction field. Their auction categories include coins, sports, comics, historical, entertainment and music… and many more. Heritage Auctions, a well-established auction house with over 30 years of longevity, is expanding and hiring in the New York office to meet growing business needs. They are seeking ambitious candidates who will bring their excellent reputation, business ethics, strong work ethic, organizational skills, and knowledge to represent Heritage in the best light. The job involves building relationships and providing specialist opinion for authenticating on all aspects of vetting of conditions and properties consigned. To read about this and other positions open at Heritage Auctions, go to http://www2.brooklyn.liu.edu/dance/index.html

    * * * * * * *

    School of Visual Arts, NYC

    This position involves supervising the Student Activities Coordinator and all student staff and organizations; managing all Student Affairs events, programs and activities; promoting student and community involvement inside the classroom and beyond. Salary: $45,000-$48,000. For application information, go to: http://www.sva.edu/about-sva/working-at-sva

    * * * * * * *

    ART and DIGITAL DESIGN TEACHERS (multiple opportunities)
    One River School of Art and Design
    Englewood NJ

    One River School, a new direction in art education located in Englewood, NJ, is currently hiring teachers to lead classes in fine art and digital design. They have opportunities to teach students of all ages across a broad spectrum of media. For more information and to apply, go to http://oneriverschool.com/work

    * * * * * * *

    Living Arts & Science Center
    Lexington, KY

    The LASC seeks a motivated, energetic, Gallery Director who will further develop and implement an exciting new direction in interactive and participatory art and craft exhibitions and peripheral programming in the Art Gallery at the LASC, as well as additional exhibit areas in the facility. For full job description, go to http://jobbank.artsusa.org/jobs/#/detail/4843368 * * * * * * *

    TEACHING ARTIST (multiple positions)
    Studio in a School, NYC

    Studio in a School (STUDIO) seeks professional visual artists, ideally living in the outer boroughs, for teaching positions in public schools, daycare and community centers throughout New York City. For application information, go to http://www.studioinaschool.org/employment.html

    * * * * * * *

    Anima Young Singers of Greater Chicago
    Glen Ellyn, IL

    The ideal candidate demonstrates a deep appreciation for excellence in music education and choral singing and aims to contribute to a dynamic organization that is a leader in the field. Anima Young Singers of Greater Chicago transforms young lives through excellence in music education and choral singing for youth Kindergarten - 12th grade. For more information, go to http://jobbank.artsusa.org/jobs#/detail/4826257

    * * * * * * *


    Many of the above jobs were discovered on the job bank of the New York Foundation for the Arts (NYFA). According to its website, NYFA's job bank is a "premiere source for jobs and internships in the arts, culture and museum industries nationwide. New jobs are posted daily (designated with an orange 'new' icon for a period of one week) and remain posted on the site until they expire." For more information, go to http://www.nyfa.org/opportunities.asp?type=Job&id=94&fid=1&sid=54


    * * * * * * *


    The Kennedy Center for the Performing Arts engages in an arts integration training program which happens in its hometown of Washington D.C. but also goes out nationally to schools and communities around the country. According to the CETA (Changing Education Through the Arts) website "Hundreds of Teachers in the Washington, D.C. metropolitan area learn ways to teach in, through, and about the arts. School Administrators learn ways to harness the power of the arts for learning. Teaching Artists learn ways to be more effective in their work with students and teachers." To read more, go to http://www.kennedy-center.org/education/ceta/home.html

    * * * * * * *

    by Marcia L. Tate

    Dr. Marcia L. Tate's book "Worksheets Don't Grow Dendrites" is one of many by the same author. Described as "brain- compatible resources," these strategies to "revolutionize instructional practices or support the effectiveness of the practices that you are currently using" draw heavily from the arts, among other things. Dr. Tate also offers professional development kits and hands on workshops and seminars for educators. Read more about Dr. Tate's work at http://www.corwinpressspeakers.com/Speaker.aspx?id=527476

    * * * * * * *


    According to its website, Pinterest "is an online pinboard: to organize and share things you love." There is an entire page of pins devoted to Arts Integration. Click through the pinned-up pictures to read about a strategy, see a video clip, or view pictures and documentation of something that worked for a school. Pin up your own successes. Go to http://pinterest.com/spstevens5/arts-integration/

    * * * * * * *


    Susan Riley of EducationCloset has posted a series of videos on YouTube.com about Arts Integration, to help instruct viewers in some of its strategies, techniques and processes. One such video on the value of the Mirror Game (see below, Arts-in- Education Tips: The Mirror) is available at: http://www.youtube.com/watch?v=MDQf09pSTmo

    * * * * * * *


    Want to take the hassle out of putting on a play with your students. "Producing the School Play" gives you step by step instructions on how to do everything from writing your own script to coaching your actors, to designing your costumes and sets on a shoestring budget. "Producing the School Play" is a distillation of professional theatre techniques and shortcuts learned by our staff over a 40-year professional theatre career and applied to producing theatre in the school setting. Don't reinvent the wheel. Find the tips for quick and easy play production from CES Books. For more, visit http://www.creativeeducationalsystem.com/web_files/Producing.html * * * * * * *


    Do a truly multicultural holiday season theatre event with you class or school with these scripts from CES Books, all in one collection called "Holly Day Tales." Scripts include "A Christmas Carol," "Hannukah Story," "Hannukah Lite," "The Seven Principles of Kwanzaa," and "Reindeer Solution." For more details, or to order, go to http://www.creativeeducationalsystem.com/web_files/Holiday.html


    * * * * * * *


    Deadline: September 12, 2012

    Ten exceptional public, K-12, college, community college, and university librarians in the United States will be selected to receive a $5,000 cash award, a plaque, and a $500 travel stipend to attend the awards reception in New York. This program seeks nominations that describe how a librarian is improving the lives of people in a community, school, or campus. Nominees must be a librarian with a master's degree from an ALA-accredited program in library and information studies or a master's degree with a specialty in school library media from an educational unit accredited by the National Council for the Accreditation of Teacher Education. Nominees also must currently work in the U.S. in a public library, a library at an accredited two- or four-year college or university, or at an accredited K-12 school. Nominators of public librarians must be public library users. For information, and details, go to http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=384700014 * * * * * * *


    Grants ranging from $750 to $5,000 are available to Manhattan-based individual teaching artists and small to mid-sized nonprofit cultural organizations working in partnership with K-12 public schools to offer arts education in the classroom. For details, go to http://www.lmcc.net/grants/creative_curricula * * * * * * *


    Funded by the Lowe's Charitable and Educational Foundation, the Lowe's Toolbox for Education programprovides grant awards of up to $5,000 to support school improvement projects at K-12 public schools in the United States. Now in its sixth year, the program has donated over $25 million to more than five thousand schools. For the 2012-13 school year program, the foundation will give priority to basic necessities. There is a preference for funding requests that have a permanent impact such as facility enhancement (both indoor and outdoor), as well as landscaping/cleanup projects. Projects that encourage parent involvement and build stronger community spirit are encouraged. (Please note: the grant money cannot be used to pay for memorials, stipends, salaries, artists in residence, field trips, scholarships, or third-party funding.) Sample project ideas include reading gardens, vegetable gardens, physical fitness areas, school landscaping projects, school nature trails, parent involvement centers, peer tutoring centers, playgrounds, and rotating student art exhibits. For more information, go to http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=384900018 * * * * * * *


    A one-year grant of $6,000 as well as pro-bono capacity-building services will be awarded to an emerging New York City nonprofit 501(c)(3) organization working in an innovative way to use the arts to tackle a persistent social problem. For details, go to http://www.nycvpf.org/wordpress/grantseekers/ * * * * * * *


    EmcArts, the leading nonprofit provider of innovation services to the arts sector, will further advance its pioneering Innovation Lab for the Performing Arts, funded by a generous from the Doris Duke Charitable Foundation (DDCF). Eligible organizations are producing and presenting organizations (including college-based presenters) in theater, dance and jazz. EmcArts’ Innovation Lab for the Performing Arts helps teams from nonprofit theater, dance, jazz and presenting organizations design and prototype new ideas and launch real-life projects that address major adaptive challenges facing arts and cultural organizations. For further details, go to http://emcarts.org/index.cfm?pagepath=Programs_Services/Innovation_Lab_for_the_Performing_Arts&id=20278


    * * * * * * *

    In this feature of the "Journal" we share some tips (both ours and, hopefully, yours) about shortcuts learned from years of doing theatre with young people and adults. This issue's tip is an idea for incorporating music into a show:

    * * * * * * *


    Blocking is the establishment of character movements throughout the play. It is the most important visual element in the production, communicates character motivation more powerfully than any other element of production, and tells the story as effectively as the dialogue itself.

    If, for example, two characters are facing each other center stage, having an argument, and one suddenly breaks away and crosses down stage right and sits in a chair, the visual movement suggests to the audience a change in the emotional content of the scene and prepares the way for new information to be communicated. It is best if the blocking is given scene by scene. The actors write down their moves for a scene and actually go through the notated movements. The scene should then be run again, so the blocking may be "set," i.e., established in the actors' minds to correspond to the dialogue. Then the next scene should be blocked and run, and so on until the entire show is roughly blocked. Care should be taken that the actors have written down their blocking correctly and that they go through their blocking as they learn their lines, in order that "the action may be suited to the words and the words to the actions."

    Once all the scenes have been blocked, then the entire play should be run to check that the actors know what they are doing and that there is a visual flow to the action.


    1. Every movement must have three purposes: visual, psychological, and dramatic.
    2. The direction of every move (horizontal, vertical, diagonal) is determined by: character, action, and the mood of the scene.
    3. The shape of movements in a scene determines the quality of mood: e.g., long direct moves are dramatic; short, curved moves are comic; broad, sweeping moves connote grandeur; etc. (See Line, Playmaker Series 2000, Vol. I)
    4. The timing of movements determine the basic rhythm of a scene, thereby creating mood.
    5. Movements illustrate emotional relationships.
    6. Blocking patterns determine basic set requirements (or vice versa). From the point of view of the director, the former is preferable.
    7. Blocking determines the essential visual composition of a scene.
    8. Every movement means something to an audience.
    9. Movement in relationship to set pieces is determined by character and dramatic action.
    10. Non-movement is as important as movement in establishing overall movement patterns.

      For more production ideas, go to the CES website at

      (This strategy was taken from the book "Producing the School Play," available at http://www.creativeeducationalsystems.com/web_files/Producing.html )


      * * * * * * *


      * * * * * * *

      Note: for information on what the Higgs Boson is, watch the video http://www.aspenideas.org/session/god-particle

      * * *

      A Higgs Boson walks into a bar and the bartender says: "what Will You --" but the Boson is already a thousand miles away.

      * * *

      A Higgs Boson walks into a Catholic Church and the priest says, "I'm sure glad you're here! We couldn't have mass without you."

      * * *

      A Higgs Boson walks into a bar, and the bartender doesn't understand.

      * * *

      After the Higgs Boson was discovered, Republicans immediately complained that it was overtaxing their brains.

      * * *

      Q. and A.: The Higgs Boson and You
      Published: July 7, 2012, by the N.Y. Times, at

      Note: Christopher Buckley is the author, most recently, of the novel “They Eat Puppies, Don’t They?”

      Q. What exactly is a Higgs boson, and why all this fuss?

      A. Essentially, it’s an eentsy-teensy-weensy particle — we’re talking small here — that contains the answers to how the universe came about, including whether God was involved. As for the “fuss,” the CERN laboratory in Geneva, where the particle was discovered, spent $10 billion on its Large Hadron Collider. Over the last two years, 800 trillion (give or take) proton-proton collisions have been performed, which works out to — what? — maybe not so much per collision, but 10 billion is still 10 billion. For that kind of dough, you expect more bang for your buck than, “Ja, ja, we’re working on it, go away!” Physicists — spare me.

      Q. How did they discover it?

      A. It’s not rocket science, O.K.? Basically, two guys with Ph.D.’s, one Swiss and one from some other country — they don’t have to speak the same language or even get along — stand in this really long tunnel near Geneva and fire protons at each other. When the little bell on top of the Large Hadron Collider goes ding-a-ling, presto, there’s your Higgs boson, in the in-box. But then you need this ginormous magnifying glass to find the little bugger. Anyway, they did. Finally!

      Q. Why is it so expensive?

      A. The bell is handmade. And the magnifying glass must be made out of melted diamonds or something. They practically fainted when they got the bill for that. Then there’s the tunnel, and they’re not cheap. Then there’s the tanning salon bills for the Ph.D.’s, who have to spend their lives in tunnels. Then there was this huge kerfuffle a few years ago, with these whack-job groups suing CERN, saying it was going to create a black hole that would suck the entire solar system into it, like Jabba the Hutt and endo-finito, human life, as we know it. (Do you believe?) So CERN had to go to court to get that thrown out, and if you think lawyers in the United States are expensive, try Swiss particle-physics lawyers. Talk about black holes. So it all adds up, and pretty soon you’re talking real money.

      Q. According to the news reports, all the scientists involved were drinking Champagne when the Higgs boson particle was found, leading to jokes that it should be called the “Hic boson.” Does drinking help in particle physics?

      A. Up to a point. CERN was embarrassed a while back by news reports that the two Ph.D. dudes were firing Champagne corks at each other instead of protons. Some scientists defended the practice, saying that Champagne corks are a lot more practical — and more fun — to shoot than protons. But who knows? Bottom line — they found the sucker. Everyone’s happy.

      Q. Will there be “spinoffs” from the discovery, as there were with the space program?

      A. CERN will soon announce a Higgs boson-flavored powdered breakfast drink. But historically, the Food and Drug Administration has been wary of drinks derived from the debris of primordial fireballs left after proton collisions, so don’t expect it at a supermarket near you any time soon.

      Q. Will the discovery affect everyday life?

      A. Well, duhhh.

      Q. Hey, I’m not a science-y person, O.K.?

      A. Sorry. The answer is absolutely. Sort of. Well, yes and no.

      Q. Can you be like a little more specific?

      A. For starters, you’re going to be hearing the phrase “Higgs boson” about 800 trillion times. You’ll be at a cocktail party talking about the Kardashians and someone will say, “OMG, Higgs boson!” and you’ll go, “No, no, no — please, no more with the Higgs boson.” So there’s that. Plus this Halloween, every other trick-or-treater is going to be dressed as — guess what? — the Higgs boson. What else? Ten bucks says Al Gore claims he discovered it. Another 10 says Mitt Romney picks it as his running mate. Romney-Higgs boson. Dream ticket. So, yes, it’s going to affect your everyday life. My advice? Deal with it.

      ABOUT US

      * * * * * * *

      Creative Educational Systems, the publisher of the "Journal for Enlightened Education," is an arts and cultural organization which helps organizations and individuals to find the best ways the arts may be used for purposes of communication, to teach curriculum, to raise consciousness, to build community and to prevent violence. For specific products, services and more information, go to http://www.creativeeducationalsystems.com

      CES: P.O. Box 185, Beaver Dam, KY 42320-0185

      "May you, all you are, all you love, all you touch, and all that loves and touches you, be granted peace, prosperity, perfect health, harmony, happiness, humility and compassion always, forever." - Thomas


      Get the The Journal for Enlightened Education at no charge at http://www.creativeeducationalsystems.com

      Copyright © Creative Educational Systems, 2012

      We care about your privacy. If you received this e-newsletter in error and would like to be removed, please follow the instructions in SafeUnsubscribe the link below.