I turn to wake up

Tags

2014, 7*, authority, breakdown, Carol, determination, doors, dream, Emily, future, heart, Hillside, home, humiliation, identity, innocence, life, managerialism, neglect, power, presumption, pupils, responsibility, sound, streets, teachers, teaching, time, toilet, uniform, waking

the e-mail that clanked dank in my heart
                the report I hadn’t written
                                for so long, for Emily
[her future all depends on it, poor Emily, she is so innocent and so pretty she deserves all the future she can get and You are neglecting her of it with your own languid longevity] but I will

                                NOT be responsible for future lives
                when I am ill from the presumption which doesn’t let me
even crap in private outside my own backdoor pan-in-the-yard
                they have called for me at my front door
                                with the brusqueness of a uniform
                                                with the presumption of amoral (sic)
                                                                even here
                                                the uniform and the outside toilet in my own house:                
                the humiliation could not be more complete so
I pull the hood of my dressing gown over my head
                and sink out of the dream

                                This Will Not Be

                                                I rouse Carol from
                                                                her own dream
                                                and drift somewhat back to …
                                … pupils all around the street
                                                they
                                                should
                                                not be
                                                there but only I
                of all the teachers in my front room
go out to front and tell them –
                command of my righteousness –
                                that they should not be there they should be BEHIND the house
                                                behind the house
                                but they turn languid
                and run round the corner down the street, they know
they don’t have to listen to me and
                I am powerless because
                                I am ill

                                I am so fed up with this
                                                I turn myself to wake up
                                                                I turn to wake up

 

 

 

^{————w}(O)rmholes_________________________________|—–

breakdown wormhole: slow enough / to have love
Carol wormhole: St. Mark’s flies flagpole upwards / with the forelegs hanging down obscene / reaching some height blindly to connect / out from the long-stalk tri-separating up- / to-seeded rounds of pod like acacia what / is it called “‘hogweed’ I-don’t-know- / what-it’s-called-but-goats-love-it-and- / it-makes-them-burp-a-lot”
doors & life wormhole: every step I take
dream wormhole: make your rickety / constructs strong with / unbending grids / of attention and wide- / open grates of let
Hillside wormhole: tag cloud poem IX – haiku is awkward / the more that is left in / like uncombed hair
identity wormhole: dear Lucy
managerialism wormhole: ‘let them slide off …’
power wormhole: that comicbookshop … // … in dreams
sound & streets wormhole: while
teaching wormhole: dream I // dream II
time wormhole: this time

 

aghh – we’ve been infected / it’s spreading through the system / we’re losing our files … / it’s taken out the processor … / I, I can’t open with this program anymore … / it’s scanning me – / I’ve got to buy a Virus Protection Program / from it …

Tags

2012, advert, assessment, belief, boredom, bureaucracy, education, education system, educational behaviourism, expectation, identity, learning, measure, process, processor, program, pupils, relevant, slogans, speech, system, targets, teaching, training, uniform, virus, water

 

 

 

                                              aghh – we’ve been infected
                                              it’s spreading through the system
                                              we’re losing our files …
                                              it’s taken out the processor …
                                              I, I can’t open with this program anymore …
                                              it’s scanning me –
                                              I’ve got to buy a Virus Protection Program
                                                              from it …

                we process education
                                and pupils get measured
                we condition education
                                and pupils find their selves
                                defined or confused
                we target education
                                and pupils lose their trajectory
                we measure education
                                and pupils believe it
                we make education relevant
                                and pupils get bored
                we sloganise education
                                and pupils wear uniforms
                we teach education
                                and pupils ‘don’t get it’
                we teach learning in education
                                and pupils just remember
                                at best or not
                we train ourselves in education
                                actually we don’t anymore
                we workshop education
                                and pupils fill out forms
                we expect in education
                                and pupils leak like water

                here and there a teacher teaches
                                and a pupil learns
                but that soon stops because everyone
                                is too busy
                we teach, pupils learn … something
                                but there is no
                                education

 

I published this a while ago and no one noticed it – it probably went in to most peoples’ spam box; as I go through my haemorrhage from school some of these pieces will re-surface, I’m afraid … wait ’til you see ghosts with opened wounds again – it’s coming, can’t you hear it rattle; ‘well no, that’s the whole point!’ …

 

 

^{————w}(O)rmholes_________________________________|—–

education wormhole: Dear Sir/Madam,
identity wormhole: my / superpower
learning wormhole: the stance of Buscema // qualitatively
speech wormhole: impressionism
targets wormhole: just saying, is all – III
teaching wormhole: dream career // groggy
water wormhole: clouds

 

the Apple

Tags

analysis, cognitive, connection, creativity, educational behaviourism, evaluation, feedback, function, growth, knowledge, learning, learning objective, lesson planning, measure, organic education, play, preparation, pupils, questioning, resource, results-led education, task, understanding, value-bled education

 

 

Teaching and learning can ONLY happen organically – when infused, before, during and after, with an understanding of how a mind builds its cognitive structure.   It’s simple: Knowledge >>> Understanding >>> Evaluation (KUE; actually I wonder if ‘Exploration’ is a better word than ‘Evaluation’, less preclusive, more open).   You can teach unorganically, reductively, intensively (as in, farming), results-led (value-bled).   It is much easier to measure (and therefore be used as political manure) like this.   But the learning becomes Pavlovian – set stimulae, set responses to get the grade – pupils are given the knowledge, and they learn (= remember) it, or not.   Pupils are also given the Understanding and the Evaluation/Exploration, and they learn/remember that as well, or not.   They are not taught, as such, but are Educationally Behaved.   Organic education is … the teacher’s apple (look at the shape of the diagram).

 

Preparing: teaching is the unpacking of (already established and recognised) knowledge.   Unpacking happens every lesson, beginning with the identification of the Learning Objective (Learning Horizon) from the curriculum.   Having focussed on the horizon, the map to it is opened-out by the teacher.   The map is the structure/template through which to unpack knowledge – the components of Knowledge, Understanding and Evaluation (KUE) which are the structure and levels of cognitive learning – and this map is the PLANNED lesson.   The way to write the map is to start with the learning objective and ask three sets of questions which deconstruct it into its constituent cognitive components – what are the facts (K), how do they work (U), what are the issues (E)?   The answers to these questions yield the raw ingredients of the lesson.   This level of analysis is conceptual and learned and requires a mastery of the subject in order to achieve it, clearly and efficiently.

Tasking: then comes the creativity in the lesson planning.   Working from the raw ingredients you ask: how could the pupil find, identify, collect, collate etc. the facts of the topic (knowledge), how could the pupil connect the facts together to see how the topic functions (understanding), how might the connections be tested to evaluate the functionality of the topic (evaluation)?   What is different about this stage of questioning is that you are thinking of questions that enable pupils to make the discovery themselves – the creativity is in the enabling, thinking of tasks that let them work the cognitive way back to the learning objective from discovery (of facts features – knowledge) through linking (the knowledge – understanding) to playing (with the links – evaluation).   If the tasks do not allow discovery/linking/playing then they have lost reference to what they were trying to achieve (the Way to the learning objective) and they become directionless and pointless – there is activity, but it is not clear why it is being done even though it may have some related or recognisable association with the learning objective.   The key, therefore, to this stage of lesson planning, is to build not any-old tasks that keep them occupied for a lesson, but tasks which ‘window’ the discovery, ‘thread’ the linking and ‘allow’ the play: growth.   If you ask the right questions in the lesson, the learning will grow itself.   Once you have got the questions right, only then do you think about resources and delivery – a mere formality after the main work of questioning has been done.

Lesson: then comes the magic of the lesson.   The pupil works as far as s/he can through the lesson (K > U > E) and checks their progress through feedback which is phrased in the same KUE references.   The journey is made naturally if the lesson has been constructed right ( // the questions have been posed organically).   There is no chore here (in the sense of work for a deferred or prospective outcome), there is the momentum of: what-is-it, how-does-it-work, let’s-play-with-it?   The learning should develop through stages of integration: having found things (discovery), you see how those things fit together (how they work, function), then you test how they fit together (practise their use if the subject is a skill, develop their use if the subject is a study).   There should be no sense of having to lead-the-horse-to-water, the only thing holding back the pupil will be h/er current cognitive development.*

*There are some pupils with a measured low cognitive ability (i.e. CAT score), or low ability to develop (SEN), who, indeed, are ‘stuck’, lesson after lesson, year after year, because – I would argue – they have inexorable experience of task-for-no-immediately-discernable-gain which emphasises the frustration that their diagnosis identifies.   Organically grown lessons should enable practice, lesson after lesson, year after year, of meeting the limit of their cognitive and learning ability and then pushing that limit a little further, rather than confirming their limit.   In this way their education would truly be a transformative experience of growth rather than a consignment to limitation.

Feedback: after the journey has been made, the product of the lesson is given to the teacher who measures how far the pupil got and puts a level/grade on it.   Every lesson.   Is this onerous?   No, because the breakdown of the lesson by the teacher should be clear and organic enough that the measure of the progress through it will be one of recognition, of mere identification: does it have those facts, does it show the connections between the facts, does it use/test the connections?   The only ‘new ground’ that might be developed in the pupil’s work (and will therefore need more than cursory viewing) will be the higher explorations in evaluation; but these will be new findings, new applications, and the teacher will want to read them in full.   Will the teacher need to give summative and formative analysis for each piece of work?   Once there is a shared assimilation of cognitive development (K > U > E through teaching, K > U > E in learning) between teacher and pupil, borne through lesson-after-lesson, year-after-year of organic experience … no.   Until then, yes, but make it a learning experience: single-word summations, prods, suggestions, questions, directions related directly to the level they have brought their work to and the next step beyond it.   Again, if the cognitive road-map of the lesson has been constructed clearly and organically then the summative and progressive feedback to be given is clear.

 

 

 

^{————w}(O)rmholes_________________________________|—–

creativity wwormhole: relapse
evaluation & knowledge & understanding wormhole: Structure & d y n a m i c
learning wormhole: no biggie:
results-led education: what I am about to say is true / what I just said was a lie

 

dream 260713

Tags

2013, alley, black, breakfast, Carol, cars, chips, coffee, dark, dream, eating, iron, kitchen, life, lunch, pancake, pink, pupils, searching, sky, snow, Spring, streets, talking, walking, water

 

 

 

                      dream 260713

                      I went for breakfast
                      away doing something
                      in some town somewhere

                      in a small restaurant serving
                      a traditional breakfast but
                      I didn’t know what to expect

                      I was served a thin pancake
                      size of a plate and coffee poured
                      onto a black galvanised iron plate

                      which flowed down onto another
                      plate then flowed down to the floor
                      spreading wide and diluting in the

                      clean water from the kitchen and
                      washing down a drainage hole
                      like a shower but I don’t remember

                      eating; I was joined by Carol for
                      lunch, chopped vegetable salad in
                      thin pancakes but I can’t remember

                      eating; we talked about something
                      with a little tension; we were given
                      wedge chips with a white sauce and

                      we left to walk the pedestrian streets
                      a light snow-dusting was all around
                      under an early Spring sky; I offered

                      a summary to the discussion to
                      break the silence but she turned off
                      into a dark alley and wandered off

                      before I finished talking; I realise
                      we hadn’t paid in the restaurant and
                      wandered the streets trying to find it

                      I couldn’t, but pupils who I didn’t know
                      gave me a friendly hello and climbed
                      into the boot of a waiting pink car

 

 

 

^{————w}(O)rmholes_________________________________|—–

black wormhole: purpose
Carol wormhole: start where you are I
cars wormhole: dawn
coffee & pink wormhole: 1959 –– MANHATTAN –– 2012
dark wormhole: darkness
dream wormhole: bottom of Herbert Road to the / foot of Eglinton Hill dream
kitchen wormhole: letters to Mum V – carrying on in duty and love
life wormhole: ‘a spark from the empty light socket …’
searching wormhole: this is not my poem / although I found it nevertheless
sky wormhole: the streets just fill with business
snow wormhole: Christmas
Spring wormhole: Dr Strange V – all the words of all the times of all the worlds speak
streets wormhole: the lines are not that straight / after all
talking wormhole: gold wedding band
walking wormhole: what heavy and cantilevered structure
water wormhole: St. Ludwigskirche

 

just saying, is all – III

Tags

2012, 2014, 3*, accountability, achievement, assessment for learning, career, CPD, dialogue, education, funding, GCSE, inclusion, intervention, love, measure, National Curriculum, nurture, outcome-led education, planning, politics, process, professionalism, public service cuts, pupils, results-led education, school, slogans, statistics, subjects, targets, teachers, teaching, vocation

 

 

 

                                                                                    just saying, is all – III

                                              I watched the first generation of pupils sit their GCSEs

                                              then I watched the National Curriculum
                                find a gear
                and crunch-jerk launch the level system of attainment
                                across all the subjects
                                              then I watched the whole dialogue –
                political and educational
                                and the funding that went with it –
                                              shift from process and nurture
                to outcomes and statistics

                                and then I felt the reform of teaching professionalism
                and watched the proliferation
of endless sheets of planning, four – part lessons, Assessment for Learning, Ready for Learning, Every Child Matters, Inclusion, Continuing Professional Development, targetting, intervention, Boulders into Pebbles, Investors in People, accountability, Achieving Together, Be a Part of It, G₂O                      
                                the unforgettable 2 As & 2 Bs
                the Freedom to All Think Along the Same Lines (glorious times)
(and I’m really looking forward to the innovative work to be launched soon by Professor Cobbly from the prestigious University of Fisc’ut, Corporateshire, (not least of all because he happens to be my uncle))

                                              and all the while
                                those who work hard achieve well
                                              in the wash
                those who don’t don’t whether they are intelligent or not
                                if they are going to be angry or lazy
                they will find a way to be so
                                              whether you teach them to their very marrow
                                or just let them alone

                                              most teachers
                                just get through their career
                all of them measured to within an inch of their vocation
                                some keep their love
                                some make a difference
                                              sometimes
                                when no one is … measuring

                                              all kids
                                just get through school
                                most kids do OK
                                some kids thrive

 

 

 

^{————w}(O)rmholes_________________________________|—–

career wormhole: tag cloud poem IV – C
education & results-led education wormhole: poessay VIII: / educational behaviourism
love wormhole: plethora: the Dark Knight Strikes Again (2002)
politics wormhole: my life is not your market
professionalism wormhole: the Lamp
teaching wormhole: which is worse

 

responsible

Tags

2012, 5*, accountability, communication, listening, professional development, professionalism, pupils, responsibility, results-led education, teaching

 

 

 

                           so …

            you made me responsible for how my pupils
                           be –
            seemed reasonable enough from the outside I suppose
            I certainly needed someone
            to sharpen up my professionalism –
                           but then

            you made me accountable to how they think
            measured me by their reaction so that now I have to
            make them just behave according to whatever I teach
            rather than teach them how
                           to be
            and now I don’t care what I teach them and neither does it
                           matter

                           and then
            you made me responsible for my pupils’ behaviour accountable to how
                           they feel
            measured me on their compliance so that now I am
                           stupid
            when communicating with them and talk like an officer to them
            so that now they just don’t
                           listen

 

 

 

^{————w}(O)rmholes_________________________________|—–

communication & managerialism wormhole: Put service back into people rather than productivity
listening & teaching wormhole: inverse superhero
professionalism wormhole: teaching: which is it going to be, procedure or nurture?
results-led education wormhole: management and managerialism

 

management and managerialism

Tags

communication, management, managerialism, OFSTED, organic, philosophy, politics, pupils, results-led education, teachers, teaching craft

Organic management: starts from the communicative, human, open, compassionate, giving, listening, building, creative, containing, widening, eye-contacting, assuring, re-assuring skill/talent/craft of a teacher.*   The experience of practising this skill/talent/craft is pooled into the department – some become specialists, some become cementers, some become fillers, some become pruners, some become diggers, some become sowers, the HoD becomes the tender.   The departments become the areas of delivery which collectively are the profile of the school (the park, with 1600 hills that rise and valleys that bow, with paths that run and oaks that stay, with saplings that promise and bed plants that spread, with water features that sing and exotic plants that wonder, with perennials that deliver with happy, smiling faces), the headteacher is the organiser of the services provided (the architect, the boundary wall and the entrance).

Managerialism: starts with the politicisation of the service provided.   It starts by defining the idealised end-product of a service on a national scale as the needs/aims through which to run the service.   It puts in place an infrastructure to ensure that those needs are met (OFSTED, governors, school management) which drives the process of the service to guarantee that the needs/aims are met.   Anything which is alternative and incidental to the needs/aims is either pruned or left to whither.   Success is a list or a number – the measure of the needs/aims – which are applauded and rewarded; alternative is a failure, and is ignored.   The national needs/aims of the service are incorporated into the provision which inexorably becomes transmissive, cold, convergent, efficient, delivered, didactic, piling, provided, chanelled, propagandising, un-engaging, statemental, repetitive.   Pupils become consumers – they receive their education with little commitment and little response.   They become educated, but in an overgrown, tasteless and over-obvious way.   Once they leave education, they are over-qualified and naïve about work.

* Are teachers perfect simply because they are teachers?   No.   But they participate – to varying degrees of surfing and dancing – in a naturally perfect action: teaching.   Can teachers get better at teaching?   Yes, they can train themselves to ease out their insistencies and certainties, their presumptions and fore-clusions, which make their teaching gnarled, inflexible, preclusive and constrictive.   Do teachers need to be told how to teach?   No, they need to be nurtured.

~~~~—-‘o’—-~~~~

plexity says:

“They become educated, but in an overgrown, tasteless and over-obvious way.”

Like hydroponically grown, ‘forced’ vegetables, they are soft, lacking fibre in their cell walls, vulnerable to predation by insects, fungi and  infections.

The parallel is exact.

m lewis redford says:

… and this is because the ‘means’ of education – the means of achieving the figure-defined ends – is mere process.   To meet targets there is the urgency to not waste time and outcome on anything which cannot be regulated/controlled/driven.   So instead of leading our charges by the hand down the broad steps of acquiring/sorting/arranging Knowledge, of connecting/matrix-ing Understanding, of testing/questioning/playing Evaluation, we do all of the damn work ourselves and force-feed it to them like so much manure – “c’mon, finish up, all of it, it’s good for you!”.   Those that are good at remembering stuff score well, those that aren’t don’t.   We do not teach our pupils so much now as we educationally programme them to behave in a certain way.   ‘Educational behaviourism, it’s the way of the future, don’t bother with all that thinking and study, just sit there and receive.   Mouth open!   Good children.   Comes in glossy books with lots of little boxes.   It’s colourful too!’

^{————w}(O)rmholes_________________________________|—–

communication & managerialism & teaching craft wormhole: Professionalism … in teaching
management wormhole: Resource
philosophy wormhole: is Koestler important // ?
results-led education wormhole: Now, let’s think this through, shall we? The clunkish philosophy driving today’s education.
valley wormhole: King of the World

 

the Schmuck and the Facilitators

Tags

counterculture, Have, identity, learning, life, pupils, rights, schmuck, society, Thatcher

a significant section of the community who have to endure a uniform experience – still, despite all the rhetoric – ready for a uniformly unfair society.   Only now teachers are responsible for their performance.

It is difficult when you are growing up, through the teenage years, during which time you are struggling to find, and then nurture, “who you are”.   Since, possibly, the 1950s there has been a tendency to define yourself sometimes in distinction to your parents.   In the 1950s, 1960s and 1970s there was a clearly defined counterculture through which you could find a role to grow.   Thatcher’s 1980s seemed to disillusion counterculture-ideology in favour of the more “realistic” “yuppie” who spawned the hedonist who spawned the ‘Chav’.   These more recent role models are marked by a sense of a moral individualism which is aware of its rights but confuses these as consumer/civic rights.   The rights to just “Have” has superseded the foundation of rights to be “free and equal”.   And moreover we live in a society which, strangely, does not provide for the right to just “Have”, so if you grow up in an immediate environment which does not provide for your right to just “Have”, either economically or emotionally, then you have a raw sense of betrayal and anger.   Everything suggests to you that you are a ‘schmuck’ (A clumsy or stupid person; an oaf. [Yiddish shmok, penis, fool, probably from Polish smok, serpent, tail.]).   If you grow up within this environment you either accept that you are a schmuck or you develop ways to prove you are not a schmuck.   Ways to prove that you are not a schmuck are to do things which you think are right because you have decided they are right.   The only trouble is that this “individualism” has been nurtured and cynically exploited by the marketing and advertising media in liaison with the entertainment media.   Ways to show this “individualism” are:

• smoking, especially smoking underage, the younger the better, the more people in authority who know the better
• wearing “fashionable” clothes: especially at the moment this includes caps, white trainers and hoodies.   The wearing of these clothes communicates “I am an individual, I will do what I think is right, you can’t tell me what to do”.
• listening to music, particularly through i-pods or mobile phones – the general use of mobile phones for any sort of communication, important because they have decided to communicate at that moment.
• giving, and showing, no respect
• not trying in class, or with homework, and most importantly showing others that they are not trying, the better to ridicule the whole “system” of learning.   The more the “system” can be ridiculed the less possibility there is that you will be revealed to be a schmuck.

A pupil in school will use the school environment to train herself in ways to prove that she/he is not a schmuck.   The school provides excellent opportunities for this training because through teaching it will frequently feedback that the pupil is in some way wrong (you cannot teach without pointing out fault).   Even if this is only a superficial fault, it is intolerable for someone who is trying to prove that they are not a schmuck.   Furthermore, these pupils look around them and see that there are other pupils who are learning and excelling, and they themselves are not.   Therefore if they are not to be proved schmucks by the success of other pupils they have to communicate that they are not even interested in learning – they have decided that there is no value in learning, pupils who do learn are “boffs”.   In order to prove that they are not interested in learning they have to show that they have life’s lessons under control: they don’t need to know this, and they have heard differently, they don’t have to listen to you, they don’t have to do what you tell them.   They will often be backed by their parents who have either taught them to behave like this, or whose control of their children is so insipid and undirected that their children have to behave as they do.

^{————w}(O)rmholes_________________________________|—–

learning wormhole: settling
life wormhole: snow

 

‘but, Mark, what do you want …?’

Tags

2011, 5*, career, consultation, education, experience, managerialism, performance management, pupils, responsibility, results-led education, speech, targets, teaching, value-led education

 

 

 

                      ‘but, Mark, what do you want …?’

            well let’s see now what have I got, oh –
decades of experience and experimentation and care –
                                   hmmm

to be consulted-involved-included in the Great and Noble task at hand but don’t give me your shiny responsibility, there is no value in ambush-eyed pursuit of target-endeavour, I’m tired of watching the triangle fall from its point again and again and I’m tired of being measured wanting every time it won’t let me be a part of the dialectic, even though it holds me responsible for the outcomes
            every time

I either play the Manipulate-the-Outcomes Game
            and be ‘successful’
or I can offer my work and thought out of value
            and be ignored
but I cannot play this Game with value although
I must submit my worth to the judgement of its consequence:
            inglorious
            ignominy

so I am left helpless to teach with value versus teaching with outcomes
and the ‘value’ isn’t manifesto-led marching-and-drum
but simply the human practice and craft of communicating and moving pupils
            on

            that’s all

the very value that managerialism marginalises as being detrimental to [outcome -led]
            progress

outcome-led requires value-practiced to be either/or rather than
            pre/with
I don’t want either/or so don’t ask me
            what I want

            let me be
            what I practise

 

 

 

^{————w}(O)rmholes_________________________________|—–

career & education & results-led education & value-led education wormhole: Apologia
managerialism & performance management wormhole: Assessment for Learning: the Prologue
speech wormhole: chores to do – diptych
targets wormhole: the ghost with open wound
teaching wormhole: you don’t talk to me
value-led education wormhole:

 

a bit painful this

Tags

2011, 6*, acceptance, breakdown, communication, dancing, doing, growth, letting go, management, Mona Lisa, performance, play, pupils, responsibility, school, teaching art, teaching craft, work

 

 

 

                                                                      a bit painful this

                     I do hang on to this impasse with school
                     I have become this impasse with school
                     it pre-occupies me
                     and yes it is true that their angularity and down-heaval
                     have prolonged and un-necessaried me but – sighs –
                                   it didn’t happen
                                   and it won’t happen
                                   the way I think it should
                                   and could – shrugs – well then
                     let’s continue on let’s lighten up
                     let’s joke around with pupils
                                   enough to craft them to grow
                     let’s wing and pitch ideas to teachers
                                   without Responsibility

                     that is where my magic is
                                   not in leading
                     but in leaking
                     in infiltrating contaminating dyeing
                     in dancing and skipping (and sometimes even waltzing)

                     in playing at my work not head-aching it
                     in reading the road not Highway Coding it
                     in writing it not plotting it
                     in sitting with a reassuring Mona Lisa smile not grimming it
                     in playing at teaching not outstanding it

 

 

 

^{————w}(O)rmholes_________________________________|—–

acceptance wormhole: p                        o                   i                             n                                                   t                            l                          e                                 s   s                                          n                                                         e                   s                                                                                                  s               all around
breakdown wormhole: nightmare
communication wormhole: two year / pre-cursor / flashing / on | off … // (… to 121212)
dancing wormhole: the sea plant
doing wormhole: brilliance
letting go wormhole: but there …
management & performance & teaching art wormhole: really?
play wormhole: waltz
school wormhole: wriving
teaching craft wormhole: Are You Being Served?
work wormhole: my life / of others