Love is Lifeforce: Rigor as an essential component of the arts

Using works of June Jordan (a poet, activist, educator, essayist, and Black feminist), along with thoughts of others including John Dewey and bell hooks, come explore how the arts demand rigor. We will look at the ground rules of June Jordan's "Poetry for the People" project and parts of her essay “The Creative Spirit in Children’s Literature” which explains that “love is lifeforce” and describes the intergenerational work of nurturing the spirits of children as the most sacred work that adults can do. Through dialogue, reading, and movement we will begin to define what rigor looks like in the arts and why it is essential.

Materials:

Flip Chart Paper

Poetry for the People Ground Rules (Pre-Written)

Markers

Paper/Writing Utensils

Computer

Powerpoint with cycling quotes about Rigor from June Jordan, bell hooks, John Dewey, and Lisa Delpit (along with a picture of June Jordan + bio)

Handouts:

“The Creative Spirit in Children’s Literature” Excerpt/Reading

Poetry for the People Ground Rules

Outline:

0.   Introduction

• This workshop was inspired by some deep dialogues last semester about rigor and whether it had a place in the progressive classroom.  With the theme of arts at hand, I wanted us to explore the connection of the two.
• Before we begin, I want to share a little about June Jordan, the central force behind this workshop and one of the most influential writers/activists/educators in my work.
• Note about Voice & Being Conscious about how we each take up space in the room

1. Centering

• Share your name & what immediately comes to mind when you hear the word rigor in a few words.
• By the end of the workshop I want us to revisit rigor and create our own definition, taking ownership of the word, relating it to the arts.

2. The Creative Spirit (20 min.)

• Think of a childrens book that you still carry with you in your heart today. Turn to your neighbor and share what that book is and why it was so valuable.
• This excerpt is from a speech given by June Jordan in 1977, called “The Creative Spirit: Children’s Literature.”  Read over it and if you have times consider these questions:
• Mark some quotations from June Jordan's “The Creative Spirit and Children’s Literature” that resonate with you in relation to rigor.
• How does this work reframe rigor? How does it reframe students? What is our role as educators?

3. Movement (35 min.)

• OK, Let us now use movement to capture and reflect some of the meanings we took out of this piece.  We will start with some individual reflections, and then have a chance to work in small groups.
• Individual movement: “Love is lifeforce”; “Children are serious.”
• Small group movement (3 minutes to create; 1 minute to demonstrate; 3 minutes- what do you notice; 2 minutes for the group itself to share their thoughts): “Children are the ways that the world begins again and again.”; “The creative spirit is as much a process depending on your receptivity as it is a process depending upon your willful conjuring up of your willful projection of visual or aural or verbal constructs for which we would like to feel proudly responsible.”
• Pick your own quote to share. (if time...)

4. Poetry for the People (10 min)

• This first piece focused on rigor in the hands of the educator/artist, and how it interacts especially with younger children. The second example, is one that bridges student-teacher interaction with older students in creating their own art. These are guidelines June Jordan created for her Poetry for the People project, used across grades, and actually included in her college reading packets for all her classes.
• Let's read it together.
• 1. “Not excluding or derogating anyone”: How can non-rigorous practices exclude or be detrimental to students? ( Lisa Delpit is a good resource as someone who discusses how non-rigorous practices can exclude and be detrimental to children of color.)
• 2. “Safe enough” - Think about hard points in your life. Should growth and learning always be easy? (bell hooks expands on why spaces aren't always comfortable.)
• 3. “Truth telling” and “Connections”- How does rigor relate to truth and sustainable relationships?

5. Defining Rigor (20 min)

• In small groups of 4-5 folks, spend 10 minutes to compose your definition of rigor in relation to the arts
• Feel free to refer to the quotes on the powerpoint; the reading; and anything else you bring into the space
• Regroup and lets see if we can create one definition.