Adam Blatner

I met a woman who teaches a type of sport to teenagers—I’ll leave the specifics out for the sake of confidentiality—, and her point is to help the youngsters show some drama, liveliness, the opposite of seeming “wooden” to onlookers. The kids are so intent at performing well that their faces seem fixed: all their attention is on the activity. They need to loosen up a bit, enjoy it, dare to be a bit playful, counter the fear of making a mistake. They need to show that they’re enjoying themselves—this is a contagious attitude.

I’ve noticed similar patterns of getting “up-tight” in other contexts, too, among adults of all ages, in dancing, singing, and other activities. Trying to do it right, avoiding mistakes, these kill spontaneity. It’s not either/or, of course. I’m not suggesting a total slacking off or frivolity. Playfulness can include some intention for skill development. It’s just that there’s a difference between forcing it and letting the process of practice develop naturally.

Also, our culture devalues drama. This may be okay in astronaut training: Under the helmet no one can see your face. But for any kind of performance which is judged by an audience, the ability is enhanced by the performer’s sparkle and the lack of that, a serious attitude of effort, communicates a tension that consciously or unconsciously detracts from the enjoyment of the audience. The game is to make it seem fun, almost effortless. But shifting attention from the task to the whole person goes against the answer-oriented rating system in most schools. They’re not asking people to have fun, they’re wanting a score that they can show to their superiors.

You might well guess that I’m more for experiential learning and against much of the answer-oriented focus of the present curriculum. Further, I want to weave the arts back into education— at present they have a very low priority. Interestingly, I also want to focus on developing the low-mediocre talents to enjoy the arts rather than helping the very talented to excel further. This aims at music appreciation, a little learning of making music on some instrument, reading music poorly (rather than not at all), and lessening the priority at selecting those with greater talent and dedication. I’m a “popularizer.” I’d rather teach the pleasures of some folk dancing than focus on those who will compete interscholastically.

Most people know very few if any whole songs to sing when problems come up, when they have to spend time getting a diagnostic MRI test or for other kinds of waiting around. Singing is a great way to keep up your spirits. The same may be said for dancing, or art—or just doodling. Beyond this I’m aiming at a spirit of engaging life with less timidity, restoring the “yes I can” spirit of childhood before they learn that they can’t very well. I want to advocate that it’s okay to not do some stuff very well if you’re having fun doing it. Who else will help me spread the word?