Internship Update and Reflections
JulieVW
SMU
Practica A AA 668
Feb. 3, 2003
A.) Log of hours worked and brief description of activity
* November 22, 5:30 -8:00 worked (volunteered?) registration table at benefit fundraiser. Met members of the board, key donors, and the program co-ordinator
* December 5, 8:30 - Noon at Young Audiences Offices
* December 10, 8:30 - Noon at Young Audiences Offices
* December 12, 9:00 - Noon at Linda's house. Discussed artistic vision of Young Audiences and read applications for new artists
* December 17, 8:30 - Noon at Young Audiences Offices
* January 9, 8:30 - Noon at Young Audiences Offices
* January 15, 8:30 - Noon at Young Audiences Offices
* January 22, 8:30 - Noon at Young Audiences Offices
According to the original agreement, I work alternating Tuesdays and Thursdays. However, there have been some staffing "issues" resulting in a lack of work space on Tuesday and Thursday mornings. We switched my time to Wednesdays, but this will be adjusted once the new Residency Coordinator begins working.
TOTAL TIME LOGGED TO DATE - 26 hours
B. Tasks and Objectives Completed:
- Sorted through study guides to determine what has been updated, and which ones need to be revised.
- Searched through the computer files to find old study guides (which do not exist - so instead of revising and updating, everything will need to be re-typed!)
- Read the study guides for the Flint Hill Children's Festival
- Created a template for all new study guides
- Began work on 7 study guides ( in various stages of completion).
C. Reflection on a Successful Experience
After I sorted through the files and figured out what needed to be done, Kate, the Education Director, and I talked briefly about her vision for the study guides. Not knowing what already existed (and not wanting to micro-manage the project) she kept things very vague. Kate gave me a copy of the study guides for the Flint Hill Children's Festival because she liked them and thought they might be a good model (but admitted she hadn't looked at the Young Audiences Study Guides!) On January 15, I submitted drafts of three revised study guides (along with the old versions). The following week (January 22) after looking though the pile, she said "This is EXACTLY what I had in mind!" (!!!!!) She seemed excited by the changes I had made and encouraged me to use the same formula on the rest of my revisions! I'm glad I interpreted the needs and vision of the organization correctly and figured out how to deliver something useful. (I'm really happy I got it right the first time around and don't have to spend a lot of time re- working those initial study guides!) I have a good idea of what needs to be accomplished and a clear direction!
D. List of Groups and Communities with Reflections on Values, Beliefs, and Assumptions
1.) Dakota Valley Symphony, a community orchestra and chorus, wants to give musicians a place to perform, promote great musical experiences in the community, and provide a place for composers to premiere their work. The symphony has a dedication to quality and excellence far greater than I've ever seen in a community group. The musicians of the symphony enjoy performing more modern music that might challenging to audience members, but balance it with more classic and popular selections. Musicians take ownership of the group and play an active role in fund-raising, marketing, and general operations. On the surface it seems my attitudes (and musical tastes) are shared with the other members of the symphony. However, having only been a part of this group for a month, I only see the external survival issues and artifact level of culture.
2.) The Academy Where I Teachfocuses almost exclusively on external survival issues. Excell's official mission and motto is "Changing tomorrow's children for today" in a "culturally sensitive environment" with a "challenging curriculum. Internal Integration issues focus on formality and procedures. All staff are expected to refer to each other formally even when students are not present. New forms, paperwork, and policies get introduced on a regular basis. Staff at Excell have split into two factions: teaching staff and administrative staff. The administrative staff values the schools relationship to the outside world, and devotes their time and energy to "looking good." Internal policies and issues (like paperwork and formality) are designed to promote a professional appearance.
The teaching staff focus energy on internal issues, caring more about what's happening in classrooms and hallways than getting a local politician to tour the school. We frequently address each other without formal titles or by nicknames (and sometimes we do it in front of students). As a staff of nine, we can quickly tell people what they need to know, without using official communication forms and make decisions without holding the proper meetings. Teaching in a difficult school with challenging students, we've found that things are apt to change quickly and we all need to be more flexible than formal systems allow. The teaching staff values (and celebrates) little successes, laughter, and the support we can give each other. We stay in touch with the lives of our students and colleagues. Right or wrong, the teaching staff assumes the administration won't / can't help us and if we want something to happen we have to do it ourselves.
As a teacher, it's no surprise that my values align more with the teaching staff than the administration! I recognize the value of professional presentation and outside contacts, (probably more than my colleagues) but creating rules, systems, and paperwork solely to impress people (at the expense of effective internal operations) feels very unauthentic. Authenticity is definitely a core value in my life.
3.) 11-10, a "church" group struggling to identify itself, is one of the most authentic groups I have ever been a part of. The official goal/ mission is to be "a safe place to search" with secondary goals of building friendships and sharing life. The folks of 11-10 value diversity and giving different voices the opportunity to be heard.
I immediately recognized 11-10 when I read William Bridges description of an ENFP organization. It's a group of "good will and deep concern" that contrasts itself with established religious institutions that "lack heart, have narrow beliefs, and try to control people with rules." New things are always happening, and the group works to ensure no one is left out. "It is sociable and democratic, an easy place to be." (2000, p.43 - 44).
My own personality is not as outgoing or confident as 11-10. In many ways my personality is opposite from the 11-10 culture, but the values and attitudes of 11-10 correlate with my own.
