But Can You Get a Job With That?

by:

Joe Patti

One of the things I really like about Hawaii is the opportunity (when I get it) to see a wide variety of culturally diverse performances. Since I have been hear, I have gone to a Gamelan concert (music from Bali and Java) and presented a show that melded traditional hula and modern dance to celebrate the arrival of a new Hawaiian island Loihi/Kama’ehu (in 30-50,000 years). (And just as an aside, there is hula that Hollywood portrays, the actual hula that Hawaiians dance and low postured, bombastic hula ‘aiha’a that originates from the Big Island. Very awe inspiring and powerful. Only time I have imagined that a hula dancer could kick my ass.)

This weekend I went to see a Randai production (search for that term on Google and every English language book and article was written by the show’s director.) Randai is a really amazing Sumatran theatre form that integrates the martial art of silak with song and dialogue. It also features wearing pants where one can stretch the fabric between the legs taut to create a booming drumming sound when struck. (And article from a production done 3 years ago can be found here.)

It is really fantastic stuff and easily accessible to Western audiences (the songs are sung in English in this production and the stories are pretty much universal) Where Western theatre is generally encompassed in 4 walls, Randai action occurs within a circle of performers (which is also how the martial art silak is taught rather than in the parallel rows you see in Japanese and Chinese martial arts)

Since the Randai form is so much a part of Sumatran life, children pretty much practice the martial arts moves from birth. The student actors at the University of Hawaii have actually been practicing the movement and drumming component 3 hours a day for 6 months in order to gain at least a rudimentary mastery of the techniques. I actually heard and audience member saying he would see the cast outside slapping their pants when he went to his morning class so they definitely were a dedicated group.

It made me a little sad though to think that it would be tough to translate this experience and dedication into an acting job on the Mainland. You look at a person’s resume saying they were part of a Randai ensemble and unless it is in your personal experience, you group their experience in with wacky fringe performance art. Nevermind the students have better control of their bodies now than most musical theatre students pursuing the “triple threat” of sing/dance/act. Without the frame of reference of having seen Randai, most directors wouldn’t know how to evaluate that experience though.

To be honest, faced with such a resume credit, I wouldn’t either. I have been excited to see it since August when I read about it in the brochure. But you don’t get show description on a resume.

Truth is, on the Mainland, Randai is wacky fringe performance art. (Actually some performance art I have seen is so derivative of other performance art, Randai would actually be on the fringe of the fringe.) On Hawaii it is actually pretty much mainstream. The university does it in a 3 year rotation with kabuki (which I really want to see!) and I believe Chinese opera.

When I say it Randai would be on the fringe of fringe, I don’t mean to imply it is “out there.” As I said, it is actually very easy to understand. I simply meant that people looking in the Friday arts listing would probably feel more comfortable going to something listed as performance art rather than taking a chance on something noted as coming from Sumatra.

Performing in the show sorta falls in that category of things that are great for you to have done as a person, but probably not perceived as having much value by others. Actors have a hard enough time making a go of it with regular performance credits to have to face someone looking at 6 months of their life as being without merit.

I certainly don’t think that it was a mistake for the students to do. Physical shows like Stomp, Cirque de Soleil, The Blue Man Group, etc, that aren’t formed around the framework of acting technique will certainly view the experience as valuable. But mainstream stage and television…maybe not so much. You can only sell to the masses (or the slim percentage of the masses that attend live performances) what the masses are prepared to consume. Casting sessions tend to be driven by this.

On the other hand, with something as visually interesting as martial arts on stage, all it takes is a rave revue of a Broadway or major regional theatre show. Suddenly Randai is en vogue and someone is developing a show for Vegas.

Short Grant Applications

by:

Joe Patti

Back last April, I cited a paper by the Independent Sector supporting, among other things, a simplified, unified grant application process so that one application might be applied to many granting institutions.

I haven’t found a unified process yet, but I have experienced a very simplified one recently. The National Dance Project of the New England Foundation for the Arts has a program where they give artists grants to develop a work in conjunction with a presenter partner. The paperwork for that looks about normal.

However, if the performance group wishes to take the work on tour, the National Dance Project will provide money to presenters to defray the artist fees. All the presenter has to do is send a very simple letter of intent (and NDP provides a sample template for the letter) to the tour coordinator which they pass on to the National Dance Project.

The NDP sends an evaluation form and a very easy to complete final report form which the presenter has to fill out (Took me about 30 minutes) in order to receive up to 25% of the artist fee back as a grant. Other than making sure print ads, press releases and program books have funding credits and writing letters to legislators telling them NEA money is well spent, that is it. NEFA makes it very easy to decide to present a work.

Actually, it seemed too easy. I was searching frantically for the grant application my predecessor did to make sure I was in compliance. The only back up I had was the letter to the tour manager declaring our interest to present it—surely that couldn’t be all we did to apply for it!

To some extent it was good that the application process was so simple. The deadline for 2005-2006 was Jan 21. The Association of Performing Arts Presenters conference just got over on Jan 11. That only left 10 days for presenters and agents to finalize dates and prices and then get letters of intent written up and submitted to NEFA.

I got an email from the members of my booking consortium who attended the APAP conference essentially telling me arrangements had been finalized and I had one day to send off letters of intent to a couple agents. Ironically, this was at the exact time I was frantically running around trying to locate the aforementioned phantom grant application so I could do follow up for the NDP funded show we just did so my understanding of the whole application process suddenly coalesced resulting in me stammering “That’s it?! That’s all I have to do?!”

So my hat’s off to ya New England Foundation for the Arts for making it easy on me!

Come for the Swing, Stay for the Classical

by:

Joe Patti

I was reading my Time Magazine today while my computer booted up, hoping that my cable modem would behave today (that was why there was no entry yesterday. No problem yet today, perhaps the Time-Warner cable approves of me reading Time Magazine) In the magazine there was a small inset on Artie Shaw, a big band leader who died last month. (More info, the NY Times and Ken Burns’ PBS Jazz website have interesting synopses of his life.)

I found the article somewhat amusing because it discussed how he was trying to expose his swing audiences to classical music, similiar to how arts organizations try to grab new audiences by offering popular pieces and hoping people will experiment with unfamiliar territory.

Shaw’s experience went something like this:

“Bandleader Artie Shaw had tried feeding long-hair music to short hair audiences, [but] he had discovered that ‘It is necessary to give an audience some familiar points of reference before you can expect it to go along on new things’…He thought…playing old Shaw specials…might lure strayed followers back into the tent. Once they were in, perhaps he could give them [classical works] in small doses. Last week…on the opening night of a nationwide tour, the first part of Artie’s experiment worked. A record breaking crowd, including a good many of the jammy jitterbug type..was lured into Boston’s huge Symphony Ballroom. The Shaw faithful, plus a few horn rimmed jazz intellectuals, clustered around the bandstand…Right there, any semblance of success stopped. When Artie’s boys began unraveling Ravel’s Piece en Forme de Habanera, the crowd around the bandstand applauded politely, but even the most ardent jitterers had to stop dancing. Cried one in petulant exasperation: ‘Artie you suck'”

I don’t know if arts managers will take heart in the fact that hurdles they face in widening the perspective of their audiences are nothing new. Or if they will see this article from 1949 as validation that their efforts are hopeless.

If I Can Only Keep Connected…

by:

Joe Patti

Okay, I have been having the dangest time with my cable modem keeping a connection so I am gonna make this quick and hope I can squeeze it in before things break down again.

Courtesy of Artsjournal.com I found a great article on arts education in the spirit of the one I found locally a month or so ago. This one is in Minneapolis/St.Paul where the program is using the arts to teach critical thinking skills. The article points out that in an age when schools need to meet standardized testing, the skills gained are hard to quantify, though certainly valuable in the job market if they are cultivated.

As I am trying to be brief, all I will say is please, read it. And maybe drop a line to the paper praising them for spending so much space in the Sunday paper to discuss this topic.

In a related story, a study by the University of York has found that teaching students grammar actually has very little beneficial effect on the quality of the students’ writing. What does improve writing skills–getting the students to do a lot of writing.

Just like the first story–it is hard to objectively measure the benefits on a standardized test, though good writing skills are definitely marketable.

I talk about marketable skills because that seems to be the big gripe of job seekers and employers–college doesn’t seem to be providing students with marketable skills (I can do a whole series of blogs expressing my thoughts on that topic). As much as I am leery about the whole No Child Left Behind thing, I have to admit, whatever the schools were doing before wasn’t working too well. Students’ abilities and habits were so ill suited to college, the only benefit I could see was that my own skills would be in higher demand as time progressed.

At this point, if I can convince students to cultivate their critical thinking and expressive powers by using money as an incentive, I will toss the phrase “marketable skills” around until it goes passe and comes back into vogue again.