What does this mean? Just what you think – but in campus arts, it’s “arts majors to non-arts majors.”
ArtsLehigh has done a pre-orientation program for incoming freshmen. It’s a chance for new students to campus to arrive early and acclimate to the campus environment before the rest of the campus moves in and classes begin. Students who have participated in the pre-orientation program have realized many benefits from moving in early, as well as getting a jump on social networking – finding others with similar interests; reaching beyond roommates and classmates. The activities of this orientation are designed to be HANDS-ON creative or experiential learning opportunities. Student have done step dancing classes with a local artist who is in the off-Broadway cast of Stomp, taking hot glass classes at the local community arts center, and participated in an African drumming circle lead by another local artist. We resist as much as possible “talking” about the fantastic opportunities to experience the arts during their next four years. We get them doing art on the first day.
The most transformative activity of this past year’s program was asking a sophomore violin student to teach a beginner violin class to the freshmen. Mind that in the musical world, the teacher was only one year older than her students. She was just beginning to learn the Suzuki method (popular method for teaching music to young children). I was able to find a local music store that lent us (no charge) all the instruments we needed for the hour long activity. (Thanks to Zezwitz for that, and the delivery and pick-up!).
The students were thrilled that by the end of the session they were able to play “Twinkle, twinkle, little star.”
Sounds a bit silly, but sometimes the smallest accomplishments in an art form that seems mysterious or something that “somebody else can do but not me” can transform people’s attitudes about the art form. Every student expressed interest in attending the first Philharmonic concert of the season. They now understood why the bows all go in the same direction. Much of their understanding of orchestral music – for some only given to them in the 5th grade – was now made more tangible and relative. Students THEIR age were doing it, dedicated to it, and loving it. They physically understood the coordination, concentration and discipline that made their peer teacher put so many hours into her practice. A whole new level of understanding and respect happened.
But that wasn’t the only transformation. The junior teacher was moved by her experience as well. She wants to do that kind of activity for pre-concert programs. She’s now thinking of other ways to get people to physically experience classical music. She understands that the future of classical music and her role in it will not only be the work she does in the practice room, but how she relates to the audience. I think I created a monster – and I mean that in every good sense of the word.
So what does this mean? Ripples of understanding are flowing with the students. Other upperclassmen are asking to lead sessions to help their recruiting efforts (choirs, glee club, cultural dance clubs-tango, hip hop, etc.). They now know that leading sessions is a much more effective recruiting tool than a brochure.
I see these freshmen at the campus presenting arts center frequently. These students are not art majors. But I believe that after they graduate, they will continue to be interested, curious and actively pursue these kinds of experiences when they network in their new communities, as well as support the institution that made the introduction to one of their lives’ passions. These students will become the next work force, parent or voter – and to have them understand the importance of the arts for themselves, means they will be key to a culture that intrinsically values the arts in their community.
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