Language of Wholeness™ Apprentice Program - Pilot Year
Starting in 2019 a few participants will begin an apprentice program. This program is open to people who have:
a foundation in the Language of Wholeness
articulated an interest in incorporating this work into your already beautiful teaching.
The following is a layout of the Apprentice program as it stand right now. But as a pilot program I am open to your suggestions and feedback whether or not you are interested or can participate. As I say several times this is an evolving co-creative approach. Your voice matters.
The Pilot Apprentice Program is a next step to bring this passion for joyful-learning to the world in a scalable way.
How do we teach others to teach from the Language of Wholeness approach?
What components are necessary to allow a person to grasp the core work for oneself and one’s life and then translate it to teaching?
How do we create a community to exponentially develop and manifest Wholeness, the miracle of this wholeness of being, into the world?
As you may have noticed I have NOT spoken specifically about music education here. Wholeness in Motion is a movement approach in which the Language of Wholeness is applied. Sound Music Education is a music approach that applies the Language of Wholeness. This pilot program is foundational to any subject. For those of you interested in music education specifically you will be able to also work in collaboration with Jennifer Moir and Sound Music Education. See below for the mechanics of the program.
The Ingredients: 1) Year Long Wholeness in Twelve Membership A Year long 'Membership' gives you:
3 - 12 week Wholeness in Twelve sessions - 12 minutes, 3 times a week for 12 weeks. (Live or play recording at your own time):
Winter - February 4 to April 26th
Spring: April 29 to July 19
Autumn: September 30 to December 20th
2 - 45 minute individual sessions
Access to the videos of classes and supplemental material all year long which includes preparatory and subject specific more in-depth tutorials - even when no live session is in place.
A 'members on-line gathering -open forum' about the work and your applications and use of it, questions, and discussion.
2) Ten LearningMethods Classes that will be on-line and recorded. The first Saturday of the month. NO sessions in July and August. For details see this link: LearningMethods™ Class.
3) 6 hours one on one consultations which weave between consulting about planning a class or course, a teaching or performance situation or an individual lesson for you and your interests. Can be broken up into hour or hour and a half session. With Babette or Jennifer
4) 6 hours review – feedback - this includes the time to watch recordings or be in a session you are teaching and the follow-up conversation. Can be broken up into hour or hour and a half session. With Babette or Jennifer
5) In process - Language of Wholeness Resources on-line ‘Book’ – videos, articles, assignments, feedback
6) 3 – 2 hour Apprentice group sessions with Babette Lightner and possibly Jennifer Moir
7) Project: A project to integrate this material into your life and work. It can be whatever you think would support this integration and application. A possible project would be to create a resource for Language of Wholeness. This could be anything from a video to a curriculum guide to an article. Each of the sections would work toward this cumulative project.
Suggested Courses not officially part of the program:
Explorations in Sound, Gesture and Pedagogy - A Choral Music Education Summer Intensive, August 28 - 31st, Western University, London Ontario with Apprentice program supplementary sessions (perhaps an evening meal with discussion before the course, one evening session and individual in person hands-on session to be scheduled during or the day after the course).
VoiceCare Network summer course BodyMind and Voice. (We could have a Language of Wholeness track during the course.)
The suggested Fee for the Program in $ 1500 USD
Language of Wholeness - an evolving, co-creative approach.
The Language of Wholeness™ work attracts people who believe in supporting students to thrive and define education as a facilitation rather than an imposition. It is as if some people recognize the work as native to their being.
That’s what happened to me when I met LearningMethods™. I was often frustrated in my teaching. I had questions and saw contradictions but I didn’t have a systematic or clear way to get at what I wanted with people. It felt so messy. LearningMethods™ and David Gorman’s work showed up as an answer to my need. It was like finding my tribe.
The Language of Wholeness™ is the teaching method based on many of Gorman’s insights as well as Leon Thurman’s introduction to neuroscience resources and Laban/Bartenieff material on movement and expression. I write to invite you to join a pilot project in the evolution of this work.
The Language of Wholeness™ is a teaching approach designed to set-up the conditions for a person to thrive in a learning environment. It is fluid, collaboratively created and an evolving approach. Information and understanding about the human system is constantly changing. The premise of The Language of Wholeness™ asserts that teaching techniques aligned with how the human being functions is the foundation for creating an environment in which a person thrives and learning happens. Excellence is rooted in a person who can freely learn; the freedom to learn is rooted in a peson who is able to thrive.
Most traditional pedagogical approaches are embedded with techniques and language that divide a person into a body and a mind. Since this is contradictory to how the human system works there are embedded conflicts in those approaches. Aligning techniques and language with the fact of our innate Wholeness solves many of the struggles people encounter in teaching and learning.
The focus on developing language and technique that is consistent with Wholeness is relatively new. In this course, your explorations, discoveries and contribution to this conversation about effective and healthy educational environments, is crucial for the development of this approach. In effect, we are ‘group sourcing’ the Language of Wholeness. We will explore areas of human design from a radically new perspective. In exciting ways, we are seeing the Whole human being! At times The Language of Wholeness™ may seem vast and complex. We need to understand theses complex parts. But the Language of Wholeness™ is about applying these ideas in practical, clear ways. Complexity doesn't have to be complicated. To be working from a Language of Wholeness perspective, it is essential to understand the way basic territories of our system work: 1) response/feeeling, 2) structure, 3) coordination or taking action and 4) learning/adaptation. The Language of Wholeness aligns language and techniques with the understanding of human structure as a suspension system rather than an alignment system. This takes care of many structural/postural interferences. We also align skill acquisition with the understanding of intention ignited coordination of action as distinct from the mind telling body parts what to do, or the 'conscious manipulation of action' method for gaining skill. Understanding what responses or feelings tell us about ourselves is a core aspect of supporting students to have access to their own compass. Put another way, the heart of the shift in methodology or The Language of Wholeness™ rests in supporting the student’s ability to navigate to clarity and safety in relationship to the world around them, as the first and most important technique for them to learn. Language of Wholeness educators believe this principle to be primary in creating the conditions for students to sing any pitch, play a scale, dance, move, paint or any other technique that would serve their artistic goals. It is the foundation for excellence. What Language of Wholeness™ considers foundational to successful learning is often undervalued or left out of traditional pedagogical models. As a result, many of the words and techniques embedded in traditional educational models inadvertently teach tension and fear. Using a Language of Wholeness™, we align our teaching techniques and language with the fact of out innate Wholeness and solve many of the struggles we used to encounter. Language of Wholeness™ works to help students develop their own criteria for scaffolding skill acquisition and evaluation, learn about how learning happens, and understand what lets the system learn. Supported by A Language of Wholeness, students themselves are empowered to create the conditions that let them learn freely and easily, so that they can harness the innate learning mechanism of their system and experience curiosity and clarity, instead of tension and fear.
The language of Wholeness™ • Babette Lightner
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Ivy Arts Building 2637 - 27th Ave S Minneapolis, MN 55406