A domino topple is a precarious thing to set up. If evenly spaced and placed at the appropriate angle whilst set on a smooth surface, then the sequenced knock on effect may be successful. The skills being learned by our teachers, from and with the artists, should have a similar ‘knock on’ effect.
There should be a continuous pulse and momentum to our CPDL.
In contrast, a domino effect could be considered a ‘one off’ event. If it is successful, it is to be applauded as a great accomplishment; it is not really a model of a sustainable project – the dominoes have to be re-placed in order for the event to happen again.
Key to a successful topple is that smooth foundation. It must be stable. Any foundation on which to build success, needs to be this way. It needs to be established, grounded and rooted in a belief and ethos that it will be able to remain solid when built upon. In the case of our project, the skills need to be secure, rooted in the belief that there is value to learn in and through the arts.
A domino effect can be spectacular as the dominoes topple in synchronised harmony. However, if one domino is misplaced, it can ruin the whole effect.
Timing is vital. One push at the wrong moment can set things off. How things are lined up, the intended sequence of events, the timing and the order in which things happen is vital.
Similarly, the timeline of a project needs to be strategic and deliberate. Each sequence of events needs to be aligned.
If I choose to work in isolation from others, can I expect to have impact on what others do?
Key to this project is the impact teachers have on artists, artists have on teachers, teachers have on teachers, and together the impact they have on the children.
As we network, we can creatively pass on our skills and new learning, having that ‘knock-on effect’ – it is possible to create a spectacular and lasting experience.
If episodic learning is desired then this fits the bill. Marrying this with symantec is key to creating lasting memories, and embed learning in both the working memory and long-term memory.
If we want what we have learned in year one of the project to become sustainable, then surely we have to develop new challenges and expectations. Consequently ensuring that knowledge and skills are woven together tightly, within each memorable experience we create.