Convergence and Permission: SUN and STAX and the Creative Community

For Throw Back Thursday this week (I am trying to get better at remembering to do this), I am posting one relevant to Memphis and its incredible musical legacy. I am particularly interested in how those of us in education might learn from the sort of rock and soul musical communities Memphis has witnessed. As an added bonus, don’t forget to click the Carl Perkins link at the bottom of the original post.

“Convergence and Permission are critical in the formation of a creative community. When a group of people has a shared space to come together and they have permission to uncover and reveal their gifts, the artifacts they leave behind are often astounding. Additionally, what can happen in those communities when the whole becomes greater than the sum of its parts, is electric. Seeing the topic from this angle reveals that those of us working in education have much to learn from what are essentially wonderfully successful learning environments where collaboration, engagement, and experimentation take root.”

Ross All Over the Map

“Artists, in fact learners of any kind, thrive in a supportive context and when given permission to experiment and collaborate.”

IMG_5137

IMG_2200In June of 2015 my family and I moved to Memphis from Atlanta. In our brief time here we have tried to learn about our new town, and we have visited places that define it: Graceland, The Peabody Hotel, The Pyramid (home to the largest Bass Pro Shop in the world–you want it, they’ve got it…in Camouflage), and The Brooks Museum. The barbecue here deserves its own sentence of places worthy of a visit; The Rendezvous, Corky’s, Tops, Interstate (my current favorite), Central, Germantown Commissary, and Three Little Pigs. (I have always found that eating pork provides a bit of insight. If true, Memphians must have a lot of insight.)

Where so much of Memphis gets its real flavor, however, has to do with…

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SGIS–Making Better Sailors

 

Photograph by Alice Crenshaw, St. George’s Independent School Class of 2018


[Below is the text of my part of our first 2018 newsletter. It should hit SGIS mailboxes soon; 
however, one never knows about the mail delivery in our area–it is slow like geologic processes are slow.]

In my most recent chapel talks at each campus, I spoke about the moment that Simon Peter first met Christ on the shores of the Sea of Galilee in the fifth chapter of the Book of Luke. During a single morning, Peter changed the direction of his life, choosing to stop being a fisherman in order to follow Jesus and become a “fisher of men.” Peter’s story was apt for explaining a phrase that I have found myself using recently: “more sailing than driving.” I have made a habit over the last couple of years of describing any situation that will require finesse and an ability to adjust on the fly as “more sailing than driving.” For some reason, almost certainly misguided, I have assumed everyone knows what I mean. In short, Simon Peter made a life decision like a sailor does. He was not following a specific roadmap. He was faced with something he could never have expected that offered a life of greater meaning. So, just as a sailor does when facing a new opportunity, he changed course.

As a girl, my mother grew up sailing each weekend on Fishing Bay around a point from the far larger Chesapeake Bay of Virginia and Maryland. Years later when she tried to pass along her love for sailing to my sister and me, it was clear early on I would not be much of a sailor. At age six or seven, my contribution was to complain about being bored and do my best to avoid being hit in the head by the boom swinging across when we tacked. I liked going fast, but we rarely seemed to go fast. In the moments when the wind faded to a breeze, then diminished to stillness, I wondered why we’d chosen floating in a hot boat rather than some other more entertaining hobby such as capturing bugs on the grassy edge of the narrow bay shoreline or fishing for sharp toothed Blues. During those dead air moments, as we sat waiting for any breeze that might help us move again, I realized that sailors never go straight toward their destination. They take advantage of what the wind gives them—moving closer to but not directly at their destination with each tack. Good sailors know how to make the most of the situation, and importantly they know how to take advantage of an unexpected opportunity—a breeze stiffening off the port bow or the promise of an advantageous wind around the point. With decades (and decades) separating me from my time at Fishing Bay, I have come to see sailing metaphorically, rather than simply as a pastime I never quite understood well enough to see why some people thought it was fun.

Years after my time on Fishing Bay, I watched the America’s Cup with fascination, and it revealed another reason to learn to sail—at least metaphorically. The sailors on those boats knew exactly how to work together toward a greater goal. The defining characteristic of the best boats was the ability of a crew to be stronger because of each other, rather than trying to find success despite each other or trying to be better than each other. St. George’s graduates learn to be part of such crews and they learn how to be skippers of such boats.

I believe that all too often we pretend there is an accurate roadmap for what lies ahead of us in our lives—a sequence of turns along a well-delineated route guaranteed to take us where we need to go. A lot of schools appear to teach their students as if this is true. I believe this is dangerously misleading, and it sells our young people short. The best-laid plans fall away when we are faced with the unexpected. In such moments, we want our kids to be equipped to navigate a new opportunity or challenge. So, what should we want St. George’s Independent School students to learn? To sail. Our students should become good sailors—entrepreneurial ones, ones who are brave enough to make a necessary shift in order to work toward a better world, a more fulfilling life—ones who, like Peter, know how to become part of a group greater than the sum of its parts.

As is so often the case I find that our students find far better, certainly more succinct, ways of making the essential point. Inside this newsletter you will find a Q & A with Sope Adeleye, Head Prefect of the Class of 2016 and currently a sophomore at Harvard. When she was a senior at St. George’s, she told me: “ [At St. George’s] I have learned not what to think but how to think, and not just how to think but how to think with other people.” Sounds like someone who knows how to sail.

Best wishes to all St. George’s sailors in 2018! Happy New Year!

[At the end of this week, my wife, daughter and I will head to Richmond, Virginia to help celebrate my mother’s eightieth birthday. In the piece above I mention my mother as a sailor who spent much of her youth on the water pulling everything from the wind it would give her. To my thinking now looking back over so many years, she was a sailor the way a good musician is a musician–at some point such people forget the science, and they move on by feel. On the water she learned to trust herself, as well as work with others; she learned to be brave enough to ride on the full strength of a powerful tail wind, as well as patient enough to sit out still air. My mother has needed all that learning in her life, and she has deployed it in a way that has showed me to aspire to as much myself. Her intelligence, grace, kindness, humility, passion, work ethic, and even her “don’t tread on me” approach to multiple cancer battles together serve as an excellent buoy for which any of us might rightly sail. ] 

My mother holds me (Summer 1965)

 

Snow Day (!) and an MLK Talk that didn’t happen

The author with Mic on a Memphis-style snow day

After being lobbied by everyone–including my daughter who was superstitiously flushing ice cubes down the toilet (apparently taking this action ensures a snow day), I made the decision to close school for a snow day today just before 5:00 a.m. this morning. It was not a hard call—ice was building up and more icy, snowy weather was on the way. Right now in fact, I am looking out the window at hard snow blowing quickly by. Such decisions are not easy—every school head seems to have stories about such a decision going wrong. When bad winter weather comes calling, a snow day can be an easy win though—everyone, most everyone, loves a snow day.

While the Snow Day (!) decision was not difficult, it meant I would not to be able to give a talk I had been planning for some time to mark Martin Luther King Day (given that we have a day of service on Monday, my talk was set for today). St. George’s Independent School draws from around fifty zip codes, and we have students of a wide array of economic, geographic, and racial backgrounds. I believe the Martin Luther King holiday is not only a remarkably important date on our national calendar, it is a particularly important one for our school. Given the fractious socio-political environment in which we find ourselves nationally, this date has even greater significance. That said, it is not easy to stand in front of a large and very diverse group of thoughtful and inquisitive young people and speak any message of meaning in the face of an environment where our national dialogue has devolved into profanity and name calling, ad hominem attacks and school yard posturing. Have no doubt—our kids are paying attention.

Have no doubt—our kids are paying attention.

They hear us yelling back in anger at the television news; they notice us feeling more and more powerless against the rip tide of national bi-furcation.

So today I was going to speak about Zacchaeus, a Jericho tax-collector Jesus calls toward a different life path and James Brown, who after initially doubting Martin Luther King’s non-violent approach became a man who helped calm the water in Boston in the aftermath of King’s assassination. I had the music all queued up (I have linked the songs I was going to play as kids entered and departed below—it was going to be loud and awesome!).

I will admit, however, that I was reconsidering the content of my talk based on current news, which I am certain have disquieted many in our school community. As a result, I started to think about revising my plan. Not to recognize and name the real issues of cultural division in our nation fails our kids. The problem: I don’t know how to do it well.

With that in mind I scanned what I had written for bits and pieces that might be particularly relevant. Here is what I found (please forgive the lack of cohesiveness):

  • We have just finished a year where so much news was stuffed into every day that it seemed to be more of a decade than a year. If you say you kept up, you are either superhuman, dangerously sleep-deprived, or a liar. No one could read enough, watch enough, reflect and analyze enough to make sense of it all.
  • We tend to look at current events and our current specific moment in history as if we invented complexity, that everyone that lived before us lived in simpler times. I do not believe this is true—I believe it is convenient. It is a convenient way to find comfort in imagining the past—almost any part of it—was somehow better, easier, simpler.
  • While we can’t avoid crucibles in history, we can determine who we as individuals will be as we traverse them.
  • James Brown and Simon Peter and Ross Peters and each of you are deeply flawed, at least somewhat broken, and yet we can each make decisions to try to make the world a better place, to try to help a broken world heal.

I am ambivalent about missing my opportunity to speak today. Obviously, there will be other chances, other moments to have the microphone when the weather is not likely to intervene; however, I hate to miss any opportunity to call our students to hold themselves to a higher mark than is represented in blockbuster stories and screaming headlines ticking across the bottom of our television screens.

“I hate to miss any opportunity to call our students to hold themselves to a higher mark than is represented in blockbuster stories and screaming headlines ticking across the bottom of our television screens. “

Perhaps the best answer to my quandary about what to say to our students is best handled through action, not words. On Monday, our students and families will have a number of opportunities to participate in community service. Maybe it is time to stop simply reflecting on and analyzing what ails us and get to work. For now check out the Godfather of Soul, James Brown:

Her First Passport and Her Personal Known World

Next summer we are headed to Germany to see my brother and sister-in-law in Germany, so when I am able to quiet the daily static off my calendar look ahead, I begin to look forward to the trip. With that in mind, I am posting this one for throw back Thursday.

Ross All Over the Map

Tonight I am starting to think about the travel that will be a part of my spring and early summer. When I was a kid, I rarely traveled much more than a couple of hours from home by car.  In fact, I only flew on a couple of occasions before I graduated from high school. To put this in perspective, my daughter had more frequent flier miles by the time she turned two than I had at age thirty.

I treasure her first passport picture.

I wonder what the lasting effects are of travelling when one is young.  How does travel affect one’s worldview? Will the experiences my daughter had when she was between two and seven give her a life-long travel bug? I want her to have a desire to GO(!) when she has opportunities.

I remember when we told her in early 2010 that we were going to…

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