Building Public Will For Arts And Culture

Try On Theatre, It May Fit Better Than You Think

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American Theatre recently had a great piece about an interesting approach Princeton University is using as an alternative to auditions called “Try On Theatre Days.” They describe the program as “replacing high-intensity auditions with educational workshops as a means to cast performers and stagehands for the school’s seasonal productions.”

What I appreciate about this approach is the broad invitation to the campus community to come and check out the theatre program and experience mini-lessons in various functions. This is a departure from the practice at many non-conservatory theatre programs I have worked with and encountered where the invitation to the campus community starts and ends with the audition notice. The approach that Princeton is described as using seems to do a better job of giving people the confidence they have the ability to contribute to a production both by getting them to participate in various activities and raising awareness of roles beyond performing.

There is also a hope that the process will introduce greater diversity and reduce insular clique culture in the theatre program:

The first day of the three-day process is a community day, at which all Princeton students are invited to meet the theatre department and to experience introductory-level singing, dancing, and acting workshops…The next two days are designated for students to “try on” specific shows in the upcoming season, … not only in the acting sense but also, for example, stage management, in which prospective students get the opportunity to try calling cues. The purpose is to introduce and teach students to different facets of theatre rather than make judgments about what capabilities certain students walk in the door with, and in turn let students decide if theatre is something they want to pursue.

This new process aims to level the playing field for students who didn’t have traditional theatrical training prior to attending Princeton University. The goal is to transform the student theatre culture and attract a more diverse population, as well as to reduce the cliques and the student hierarchies that often result when theatre students consistently casting their friends in productions.

The “Try On Theatre Days” grew out of an initiative where the university administration paid students to conduct teach-ins about the challenges, biases, and other discouraging factors they faced when trying to participate in productions and classes. Students interviewed by American Theatre said the result has been an increased degree of authenticity in productions, a shift in power dynamics, a rethinking of the casting process, and an improved sense capacity to participate in the creative process.

You Now Have Permission To Have An Authentic Response

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Last month the San Francisco Chronicle ran an opinion piece by Nataki Garrett, the Artistic Director of the Oregon Shakespeare Festival, titled Theater can help drive economic recovery in S.F. and elsewhere. But not if it stays so white

She talks about how there are a lot of barriers to participation in theatre for new audiences like ticketing pricing, lack of representation on stage and in leadership, accessibility, etc., but focuses most of the piece on the formal attendance etiquette. She notes that in addition to “how to behave” sections on organization websites, Business Insider had published a similar guide as Broadway prepared to open post-Covid.

Even as the opportunity to re-write the narrative about who was was welcome presented itself as Covid restrictions loosened, traditional gatekeeping practices re-asserted themselves. She cites the example of the Tina Turner musical which encouraged audience response by design:

The musical takes audiences through the life of legendary rock ‘n’ roll icon Tina Turner, using her own popular songs to tell her story. It’s a theatrical performance that compels the audience to physically react, something Hall encourages in her audiences. Yet, when attending a preview performance in 2020, I watched white audience members scold other audience goers for their audible reactions to the electrifying performance. Their message was clear: Adhere to our rules or you’re not welcome.

In terms of alternative messaging to use in order to welcome audiences, Garrett gives the example of the playwrights notes for the Broadway show, “Skeleton Crew:”

Inserted in every “Playbill” was a note from the playwright on “Permissions for Engagements.” It reads in part: “Consider this an invitation to be yourselves in this audience. You are allowed to laugh audibly. You are allowed to have audible moments of reaction and response. This can be a church for some of us, and testifying is allowed.”

This isn’t a boilerplate text for widespread use. Every organization and show has a different context requiring a differently worded invitation.

A storytelling group in my community does a pretty good job of this prior to every session they have when they layout a framework of behavior. The rules are mostly about eliminating crosstalk at the tables while people were telling stories. People are encouraged to snap, stomp and yell things like “You know that’s right!”

I think this works out well for them because there is really only one thing they ask you not to do and then invite you to feel free to have a spontaneous response. By providing examples of what form that response might take, they manage to generally keep things from getting too disruptive for both the audience and storytellers unaccustomed to public speaking.

Resisting The Corruption Of The Violin

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Recently I have been seeing stories about violin scammers. People performing in shopping centers and other public places with signs asking for money. What is interesting about these stories is that the claim of a scam is based on the fact these people are pretending to play violin to a recording.

There are some warnings about using payment apps to give these people money with the implication that the scammers will exploit that information in someway. But the real focus seems to be that these folks are representing themselves as having a skill they don’t possess.

There are a lot of complex factors to consider here. It is great for artists that there is some recognition of the value of discipline and training and the sense that you are being cheated of something if someone is taking shortcuts to represent themselves as having invested time into developing a skill.

On the other hand, things have seemed to come a long way since the Milli Vanilli lip syncing scandals of the late 80s.  It is pretty much an open secret that many performers lip sync and maybe even feign playing instruments to a backing track. It is less of a secret that a lot of performers use some degree of auto-tuning, vocal distortion, music sampling, etc.

So why is it viewed as problematic, bordering on illegal, that someone hanging out in a shopping mall parking lot is not a skilled musician?  If you enjoy what you hear and are moved to give money, why should it matter if it is live or Memorex?

Could it be that the negative perceptions of symphonic music being generally inaccessible and surrounded by inscrutable traditions and practices also lend the music and instruments an aura of incorruptibility?   In other words, if you employ an instrument of this genre to create music, it reflects an authentic investment of sweat equity, untouched by the compromises and shortcuts of other types of music.

It may be worth a closer examination of the social dynamics to more clearly determine what is at play.  It may be possible to leverage this sentiment to the greater benefit of artists and arts organizations.   I think the past has already illustrated that it would be a mistake to try to place the artists on a pedestal.  In general, it appears people already place them there on their own. If you read the stories, people are open to giving to the people they find in parking lots and are dismayed when they find out the music is recorded.

Over the years I have written about the whole experiment of having Joshua Bell perform in the D.C. metro, something that still annoys me to this day.  Environment and context are significant factors when it comes to a willingness to participate in an experience. Even though a parking lot or flash mob performance seems informal, there is a lot of work that needs to be done to make it successful for the audience.   I have written many posts about this, but perhaps the one that sums it up best covered a piece by Anne Midgette before she retired from the Washington Post.

Referencing Joshua Bell in the DC Metro, she wrote:

In the wake of that controversial performance, one busker said something that stuck with me: Musicians who regularly play on the street, from violinists to singers to trash-can drummers, learn how to connect with passersby in such a way that this doesn’t happen. Classical musicians aren’t usually trained to establish this kind of rapport..

and then later:

Outreach risks taking on a missionary, self-satisfied glow, getting caught up in the innate value of sharing such great music with those who have not been privileged to have been exposed to it. Lurking within this well-meaning construct is the toxic view of music as a kind of largesse: the idea that this music is better than the music you already like. The school concert, with all the best intentions, to some degree demonstrated that if classical music is offered in its own bubble, without context, it has little chance of really connecting with new audiences…

Dance As A Gateway Drug To Coding

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Via Artsjournal.com was a Chalkbeat story about DanceLogic, a program in Philadelphia “designed to educate, inspire, and cultivate girls of color in STEM.”

 

The premise: Both coding and dance use repetition and combination, so using dance as a hook to attract girls to the program could lead to an interest in coding.

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Each Saturday, the girls participate in dance class from noon to 1:20 p.m., take a short break, and then go into coding class until 2:30 p.m. Sessions run from October through June, culminating with a performance at the annual West Park Arts Fest.

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For example, she said, the class developed a dance score using coding language to note choreography. “In the future, I hope to expand on this with the girls and see how it progresses with their understanding of both worlds,” she said.

The program has had some indirect, though semi-predictable result such as participants finding their math classes easier understand. There were other beneficial outcomes which illustrate the value of arts based education, but don’t fit neatly into grant applications because they need to be the result of organic decisions by the participants.

Students have shown an eagerness to take charge of the choreography and exchange ideas about what the dances should be. Bridgers said she’s seen many of the girls who participate develop into strong leaders and mentors. “We make a space for these young women to expand their agency and autonomy in the field of STEM,” she said.

One danceLogic student even developed her own coding curriculum and taught younger children in her neighborhood library, said Lindley. DanceLogic also hired the student when the pandemic forced a switch to virtual learning, charging her with designing and implementing a virtual video-game design class for children, Lindley said.

A student taking the initiative to teach coding to younger kids is a powerful testament to the influence of the DanceLogic program in her life. But you couldn’t have written a grant saying that X students would be inspired to start their own programs. (Unless it was a grant to train people to teach others, of course.)