What to do and what not to do as an artistic Instructor?
Mary: ‘What should I not do? Well, I guess I should not lose my faith in the idea they can really do something, as if I do, they will sense it at once and it’s terribly discouraging, I cannot show them I don’t like something, or that I find what they do kitschy. Neither I can let them abuse themselves culturally. I mean I cannot neglect the fact someone feels bad about what they do. I think it would be a total failure of my pedagogical efforts and empathy if after the show I would realize some of them feel uncomfortable with what has happened on stage.’
How to balance joy and high quality artistic performance?
On one hand we want kids to have fun during the workshops, to create a space for them to develop friendships. On the other hand, we want to create a high quality artistic performance, which demands hard and disciplined work. There is a danger that if we push too much from the artistic side, we'll make our group tired, unmotivated, and unhappy and that may also adversely affect the performance. On the other hand, if we focus too much only on creating a nice atmosphere and fun, our performance may be unfledged, and the kids who really want to work will be dissatisfied. We always need to keep this balance between the artistic and social aims in mind.
We work in pairs
Kasia:‘(…) Among the instructors there are more experienced, and those who are here for the first time and, undoubtedly, when you’re there for the first time you feel like you don’t know how to do it, well actually, that it cannot be done, that it’s impossible and you won’t cope for sure, and of course you pretend you’re fine. The truth is, those ones with experience provide you with a great sense of security. That’s why we try to work and pair up in a way that one person is the experienced one, and the other is new’.