The label of a letter grade plays strange games with our minds and with our creative drive . Sometimes great ideas , because they ’ re not fully realized at a prescribed moment , get snuffed out because the wretched “ C ” appears at the top of the paper . Or worse yet , that “ C ” implants on a student ’ s psyche . The “ C ” limited the development of a great idea because a “ C ” evokes mediocrity , certainly not something worth pursuing . Likewise , high grades have their own odd quirks . A typical “ A ” student doesn ’ t have to work to his potential if he knows a minimal effort will produce “ A ” work when compared to his peers . Sadly , our “ A ” student isn ’ t likely to push to reach his true potential ; he can achieve the ultimate reward with a modest effort .
The other fallacy about grades is that they create a standard . Until humans are capable of evaluating everything with exactly the same value system , grades will forever be vague , especially in the arts . An “ A ” in school X in Ohio , might be the equivalent of a “ B ” from school Q in Pennsylvania . Even schools within the same district , or even classes in the same building cannot guarantee consistency . I will concede that grades help create order and rank , but in a creative setting , where experimentation , play , curiosity , and wonder are imperative , chaos offers more opportunity for discovery and learning . I am a proponent of what I like to call , “ ordered chaos :” the creation of an environment that promotes free exploration within a framework that provides a foundation from which to spring . It often looks something like this : a few students listening to music on various devices ; several more on computers ; a couple groups dividing the space as they work out movement phrases ; one student trying to find just the right prop ; maybe a few in an adjacent room or hallway because they focus better there . Meanwhile , the instructor circulates , checking in to answer questions or offer encouragement . It ’ s often loud , and seemingly out of control ; but within each bubble of activity , work is getting done and students are engaged . The chaos is productive .
Checking in with students frequently during class and throughout the semester was a key component to our process as well . Students kept journals of ideas and any feedback received . Back in my college days , Daniel Nagrin told my choreography class , “ Keep a journal , keep a journal , keep a journal – because you never know when an idea will strike .” I don ’ t grade journals , but I do refer to them throughout the semester , and ask students to use them each class . I provide each student with a brief written narrative on each assignment , and these go in the students ’ journals . I provide more comprehensive narrative evaluations at mid-term and again at the end of term . My narratives highlight the students ’ successes in terms of process and / or performance , and comment on their organizational skills and overall participation . I also set a goal for the rest of the semester for each student based on their work and process thus far .
So , you ’ re probably wondering whether the students stuck to their end of the bargain ? Indeed they did ; Each assignment was completed by every student . Now , were they all brilliant ? Absolutely not , but what was achieved was a sense of communal mission to develop all ideas to their fullest potential . Without grades , students focused on the work . They were able to admit when an idea was underdeveloped , but had real potential ; or be surprised at the success of an idea of which they were initially skeptical . They developed an appreciation for how small studies can sharpen skills for larger projects . The playing field was leveled when they knew the discussion was going to be about what we saw instead of what grade would be awarded . Without grades as the ultimate goal , the prize they put their eyes on became moving their peers to tears through a performance , or generating heartfelt laughter from the text they ’ d written , or simply creating an inventive metaphor .
STEAMed Magazine
45
October 2016 Edition