As we move through difficult days with the hope that tomorrow will be brighter, we must find our own way and also help others navigate a safe and healthy path forward. Though my students are not able to present their original music compositions this year as a collective group, they have found a vehicle to deliver their powerful messages to the public, providing the perfect antidote to the anger, aggression and harmful attitudes we encounter in these moments.

“No more bullies. No more haters. No apathy. Please choose compassion, empathetic action. This is what we need.”

In order to study an art museum setting for our original opera, we went on an excursion to The National Gallery of Art in Washington, DC. To visit this beautiful, vast space filled with paintings and sculptures from all over the world was a once in a lifetime experience for many. With eyes wide open, we meandered from the east building to the west building, sketching art of intrigue and noting particular artists that captured our attention. Alexander Calder, Jackson Pollock, Henri Matisse, John Singleton Copley, Thomas Cole, Vincent Van Gogh and Claude Monet were among those masters featured on our self-guided tour. Each company member was moved in unique ways that were delightful to witness. In reflecting on the field trip, Anthony wrote, “I want to know who inspired these artists because they started a fire.” Indeed they did, Anthony- as will you.

When you see our opera set, hopefully it will inspire YOU as it brings to life a story of profound lessons about releasing what’s inside of us.

In order to study an art museum setting for our original opera, we went on an excursion to The National Gallery of Art in Washington, DC. To visit this beautiful, vast space filled with paintings and sculptures from all over the world was a once in a lifetime experience for many. With eyes wide open, we meandered from the east building to the west building, sketching art of intrigue and noting particular artists that captured our attention. Alexander Calder, Jackson Pollock, Henri Matisse, John Singleton Copley, Thomas Cole, Vincent Van Gogh and Claude Monet were among those masters featured on our self-guided tour. Each company member was moved in unique ways that were delightful to witness. In reflecting on the field trip, Anthony wrote, “I want to know who inspired these artists because they started a fire.” Indeed they did, Anthony- as will you.

When you see our opera set, hopefully it will inspire YOU as it brings to life a story of profound lessons about releasing what’s inside of us.

How many eight and nine year olds can claim that they have been hired to work in an opera company as an electrician, set designer, performer, writer, costume and makeup artist, public relations officer, composer, stage manager or production manager?

When the work we do in school is authentic and meaningful, students tune in, turn on and become intrinsically motivated to learn. After studying all of the jobs in the opera company and their correlating responsibilities, students were eager to get to work.

All company members completed job applications for the three jobs they most wanted. Their objective . . . to convince the director that they would indeed be well suited for these particular professions. They were also asked to solicit a former teacher to serve as a reference for the application process.

After careful consideration and observation in and out of the classroom, all students were hired and signed contracts to signify their commitment. Now we are ready to bring our story to life by taking it to the stage.

Learning how to lead and how to follow are difficult concepts, even for adults. But these eight-year-olds must understand the importance of both as they begin working in collaborative job groups to create and produce their original opera.

What does it mean to trust?

How do I let go of my fears and allow someone else to guide me through the darkness?

With blindfolds on, walking two by two through the halls of the school, and up and down stairs, company members experienced a myriad of emotions while surrendering to their “seeing” partners.

How do we show appreciation for all that our building service workers do for us? For starters, we become aware of our surroundings. Then, and only then, we see our part in contributing to the overall “dirtiness” of our school. As we observe carefully, we become witness to the extraordinary tasks and duties that building service workers perform on a daily basis. The responsibilities at any given time of day are overwhelming and demand a special kind of attention and patience that deserve recognition. Our hope is to do just that, to let these fine human beings know how much we care about what they do for us.

So, every day, two opera company members shadow building service worker Alicia Manriquez as she goes about her daily routine. What we learn through this experience will change how we see our immediate environment, the people who labor tirelessly to maintain it and ourselves. Thank you, Building Service.

So, every day, two opera company members shadow building service worker Alicia Manriquez as she goes about her daily routine. What we learn through this experience will change how we see our immediate environment, the people who labor tirelessly to maintain it and ourselves. Thank you, Building Service.

Though lining up in birthday order may seem like a fairly straightforward assignment, with twenty-six third graders and no adult intervention, it becomes quite the challenge. A host of emotions surface as company members attempt to collaborate to achieve their common goal. With limited time, minimal direction and students tuning in and out of the task at any given moment, success feels unattainable.

But . . . the company will return for a second attempt. By writing and sharing genuine thoughts and feelings immediately following the experience, students gain insight into the hard work of collaboration. They ask themselves, “Did I do my part?” The next time . . . they will begin with a new perspective and lessons learned.

The next time . . . they will begin with a new perspective and lessons learned.

There’s no better way to start the year than to be inspired by our professional counterparts from The Washington National Opera at The Kennedy Center. From lighting, to set design and construction, to costume and makeup, singing and dancing, conducting the orchestra and being in the grand venue of the opera house, we were on top of the world. The music, the general atmosphere and all that transpired on stage transported us to another place where anything is possible.

And now, we set off to create our own work of art that will also serve to inspire and deliver a powerful message.

We begin the academic year with renewed energy and determination to discover our hidden gifts and talents and to use them in pursuit of something bigger than ourselves. On the final day of school in June, I met my incoming class. As always, I asked the students to write what they were thinking and feeling about being in this third grade class. Many were excited to be a part of the opera experience. Many were nervous, not knowing what to expect with the opera process. What Ashley wrote inspired me to begin thinking about and planning for fall, 2017.  So here we are. I won’t let you down, Ashley. Thank you for your enthusiasm for what is to come, for what is to be.

I feel excited for 3^rd grade and I am ready to learn new things about life and ready to move on.”
-Ashley
June 15, 201

THE MAZE (VIDEO)

On a beautiful, sunny morning while on a retreat in Buckeystown, Maryland, I happened upon a magnificent labyrinth. Its circular stone path called to me. I had no choice but to enter. As I took my first step into the maze, I thought about my students and their challenging journey this school year. I decided to take them with me. I videotaped the experience. Along the path, I noticed a tiny, lone sprout that had forced its way through the rock. Its seeming message was evident. I smiled.

When I returned to school the next day, I shared the video with my students, and asked them to respond in writing to what they saw. Their powerful metaphors assure me that we all will find our way in the confusion, in the noise, in this labyrinth of life.

Merriam Webster defines collaboration as “the action of working with someone to produce or create something.” When stated as such, the act itself sounds relatively simple to achieve, yet most of us struggle in situations where we are expected to work together to accomplish a common goal. We see this everywhere . . . in the workplace, in our homes, our communities, our leisure activities and entertainment and in our government.

I applaud our school system for recognizing collaboration as imperative to the learning process by including it in the curriculum, but these skills are not learned in isolation or through simulated, contrived tasks. Collaboration is learned in situations where students are motivated by an authentic purpose to accomplish a common goal. Collaboration is not a single skill. It encompasses a distinct set of skills, each one essential in contributing to the effectiveness of the group effort.

Collaboration has been our company’s greatest challenge this year. As a result of our individual and collective setbacks, we have a newfound appreciation for working together. Recently, I asked the company, “What is needed to work collaboratively? What must we do? What skills do we need?” In small groups the students recorded their reflections. These thoughts will serve all of us as we continue to improve the art of collaboration.