The Art of Listening- RASA

Highly recommended talk by Julian Treasure (rating 5 out of 5);

RASA- Receive, Appreciate, Summarize, Ask

Silence
Help them to experience this possibly for the first time in their lives. Teach about it (take a look at my blog on silence for some ideas) and then work up from short shared silences - maybe one minute to start with - to longer ones. This will be very precious for them, but also very challenging. Ask them to write or share their experience of these silences, and what silence means in their lives.

Mixer
Take them to rich aural environments (start inside the school) and have them pair and log all the sound sources they hear. If you have the resources, let them experiment with multichannel sound.

Savouring
Give them a multi-day project to notice sounds and bring their three favourites in to class to share. If you have the resources (eg own a Zoom H2 digital recorder or similar) do this one small group at a time and have them record the sounds to play to all. You could do the same with sounds they dislike.

Listening positions
The most powerful of all. Pair them up and have A say what they had for breakfast while B listens from different positions (for example 1 I'm bored; 2 I want to be friends with this person; 3 I'm in a hurry; 4 what can I learn from this - please make up your own also). Have the As share their experiences at the end, then the Bs. Swap and repeat. If they get the principle that you can change reality by listening from a different place, that will be a great gift.

RASA (receive, appreciate, summarise, ask)
Practice each element by pairing up again and have listeners turn each element off and on while listening and then both people share their experience. Have them share about their general experience of being listened to at home, in school and elsewhere (especially by adults), and how it affects their own listening to others.

John Grisham, the failed tax lawyer and construction worker

Effective Habits from John Grisham-

Halfway through college, and still drifting, I decided to become a high-powered tax lawyer. The plan was sailing along until I took my first course in tax law. I was stunned by its complexity and lunacy, and I barely passed the course...

When my law office started to struggle for lack of well-paying work — indigent cases are far from lucrative — I decided to go into yet another low-paying career: in 1983, I was elected to a House seat in the Mississippi State Legislature. The salary was $8,000, which was more than I made during my first year as a lawyer. Each year from January through March I was at the State Capitol in Jackson, wasting serious time, but also listening to great storytellers. I took a lot of notes, not knowing why but feeling that, someday, those tales would come in handy...

Writing was not a childhood dream of mine. I do not recall longing to write as a student. I wasn’t sure how to start. Over the following weeks I refined my plot outline and fleshed out my characters. One night I wrote “Chapter One” at the top of the first page of a legal pad; the novel, “A Time to Kill,” was finished three years later.

The book didn’t sell, and I stuck with my day job, defending criminals, preparing wills and deeds and contracts. Still, something about writing made me spend large hours of my free time at my desk.

I had never worked so hard in my life, nor imagined that writing could be such an effort. It was more difficult than laying asphalt, and at times more frustrating than selling underwear. But it paid off. Eventually, I was able to leave the law and quit politics. Writing’s still the most difficult job I’ve ever had — but it’s worth it.

What should you teach Artists?

On five Saturdays this month and next, Mr. Barman, Mr. Hinojosa and 54 other artists are attending a class paid for by the City of New York that is intended to help them turn their creative works into money.

“Does everyone have Excel?,” Peter Cobb, a lawyer and administrator at the New York Foundation for the Arts, which runs the program, asked the class last Saturday. “For next week, your assignment is to make a list of all your expenses for 2009.”

The sighs and complaints that followed were proof of the challenging task Mr. Cobb and his colleagues have taken on: trying to teach people who like to color outside the lines about drawing up business plans, budgeting and making a sales pitch...

“Artists are not taught to plan,” said Jackie Battenfield, a painter and the author of “The Artist’s Guide: How to Make a Living Doing What You Love.” Too often, she said, they’re “going in circles, and that’s very demoralizing.”

This is the first time the city has financed such a program, though others, like one at the Bronx Museum called Artists in the Marketplace, have long strived to help artists manage their careers.

-Creative Types, Learning to Be Business-Minded