Ah, yes. This is where we need to start, every time, but especially in a setting like this one: a college classroom strewn with desks and chairs and whiteboards, all bright and muggy under the florescent lights. Especially when the students are all-too cognizant of the evaluations they will receive from me, their evaluator, at the end of the quarter.
I looked up from the schedule of academic rigor, scholarly essays, and details of how I will assess their work, to get back to the essence of what it is I hope will happen in this class over the next ten weeks: I hope they will create. I hope they will dig through whatever resists that desire, and come out the other side. I hope that by doing this together as a class, interviewing artists in their world, reading scholarly theories by Csikszentmihalyi, anecdotes from Anne Lamott, and spiritual inquiry by Nachmanovitch, they will find themselves among creative spirit comrades, and feel inspired.
Art is a process. Creative thinking is a process. Self-inquiry is a process. Exploration of the outside world is a process. Looking at the ordinary from a different angle... process process process.
So is the development of a class syllabus. I'll write more on the process by which this one came to be, but for now I'll leave it at this: When the students saw this syllabus, colorful and chunked and so unlike the common-looking black and white 12-pt Times New Roman font Word doc, they smiled. SMILED at a syllabus. I keep smiling at it, too.