A Curious Life

Today on the radio, Bill T. Jones, renowned modern dance choreographer, was asked about what it was like to create dance for a Broadway show, instead of his usual venue for his dance company.  He replied that the difference for him was creating something for people who tended to look to popular entertainment for their cultural input, rather than a smaller group of people who would regularly attend a performance by his dance company.  He mentioned that there is a portion of the theatergoing public who only want to see what they know, as in a revival of an older show, or even a recreation of a movie.

Curiosity.  This is part of what Mr. Jones is talking about.  I believe it is our job to impart and encourage curiosity, and make students aware of the wonder of discovering something they didn't already know about.  This instinctive curiosity is rampant in the younger grades, but fades as students get older, have more opportunities for self-distraction, and stare the stress monster of college applications in the face.  If curiosity survives college, how long does it last after someone has entered the workforce full time?  Have a family?  Many things take a back seat or go on hiatus when someone's life requirements exceed the energy and time that someone has to give to them.  What I hope for my students is that their curiosity doesn't completely disappear as they get older (and, often, it seems, more cynical).  Rather, helping to instill a lifelong curiosity in my students is what I see as a key part of my teaching goals, and one that will help them on the road to lifelong learning and optimism.