CLAT Step 7 - Integrate and Celebrate for Continuity Flashcards
Step 7 - (4) parts
- Choose what to integrate and celebrate
- Act to keep good things going
- Understand more about how continuity works
- Know when to let go
- Choose what to integrate and celebrate
- Since change happens constantly…
- encourage the community to make intentional creativity a habit
- encourage continuity in arts that make the most unique contributions to the kingdom of heaven
- Rev. 21 suggests that elements of every culture will last into heaven
- Don’t assume global trends are necessarily God’s plans
- encourage continuity in arts that are most fragile (on the margins)
- Moseley (2010)—2,500 of 7,000 languages in one of five levels of endangerment—preserving the margins, where God’s image dwells as well
- encourage continuity in arts that are most likely to flourish (strengthen the community through things that do really well)
- Choose what to integrate and celebrate (source)
- Moseley (2010)
- Act to keep good things going
- making artistic practice part of normal patterns of community life
- serves to strengthen the cultural esteem of a community, and protect an invaluable cultural heritage
- present old and new art forms to officials, distribute recordings, celebrate publicly, enter contests
- [Petersen (2010)—Status (steps 1-4)-Corpus (5-6)-Acquisition (7) development]
- [Cooper (1989)—primary academic resource on the topic]
- Hill & Hill (2010)—ch. 27, research, marketing, distribution; ch. 28, how to bring about change
- Dye (2009)—(1) appropriate language, dialect, orthography; (2) appropriate translation; (3) accessible forms of Scripture; (4) background knowledge of hearer; (5) availability; (6) spiritual hunger of community members; (7) freedom to commit to Christian faith; (8) partnership between translators and other stakeholders (Matt and Marcia Welser made a scale 0-blocked to 10-green light; put energies into lower numbers!)
- evaluate: encourage a milieu where everything can always be imporoved and has a life cycle
- use planning method: Results Based Management (RBM)—looks first at hoped-for impacts and then works back in time and levels of detail
- Results chain: inputs>>activities>>outputs>>outcomes>>impact
- [[Baldwin (2000)—stakeholders; goal; purpose; results chain (HOW 1-2; WHAT we want 3-4; WHY 5); performance indicators]]
- [[LPMD Team (2010)—observable, describable, measurable; looking for resulting behaviors; indicators point to info you need to determine what results the project is creating; can be neutral (facts); directional (increase/decrease); targeted (focusing on certain group/desired results)]]
- [[See Peterson, AA class slides #s18-27: Integrate and Celebrate - Strengthening Acquisition Development]]
- Act to keep good things going (sources)
[[Petersen (2010); Cooper (1989); Hill & Hill (2010); Dye (2009)]]
Results Based Management (RBM)—[[Baldwin (2000); LPMD Team (2010)]]
Petersen (2010)
Status (steps 1-4)-Corpus (5-6)-Acquisition (7) development
Cooper (1989)
primary academic resource on the topic of Language Planning and Social Change
Dye (2009)
1) appropriate language, dialect, orthography; (2) appropriate translation; (3) accessible forms of Scripture; (4) background knowledge of hearer; (5) availability; (6) spiritual hunger of community members; (7) freedom to commit to Christian faith; (8) partnership between translators and other stakeholders (Matt and Marcia Welser made a scale 0-blocked to 10-green light; put energies into lower numbers!)
Results Based Management (RBM)
Looks first at hoped-for impacts and then works back in time and levels of detail
- Results chain: inputs>>activities>>outputs>>outcomes>>impact
Results Based Management (RBM)— sources
Baldwin (2000); LPMD Team (2010)
Baldwin (2000)
stakeholders; goal; purpose; results chain (HOW 1-2; WHAT we want 3-4; WHY 5); performance indicators
LPMD Team (2010)
observable, describable, measurable; looking for resulting behaviors; indicators point to info you need to determine what results the project is creating; can be neutral (facts); directional (increase/decrease); targeted (focusing on certain group/desired results)
- Understand more about how continuity works
- good creativity spawns more creativity
- recurring events help
- artistry needs four conditions to be sustainable
- Lewis & Simons (2011)—four strong social dynamics for ongoing life of language/art form = FAME: function; acquisition; motivation; environment
- sustainability can be graded on a hopeful to hopeless scale [see also notes on this topic under Step 4C]
- Coulter (2011)—GMSS (Graded Music Shift Scale); 8 steps; addition of “locked” (fixed repertoire for tourists—not everyday part of community)
- Fishman (1991)—GIDS (Graded Intergenerational Disruption Scale)
- Simons and Lewis (2010)—EGIDS (Expanded GIDS)
- Fishman (1991)—GIDS (Graded Intergenerational Disruption Scale)
- Harris (2012)—uses GMSS with Sakha olonkho; developed decision tree with factors such as where, what, when, PPA (performers, performances, audience/appreciators) contexts
- Understand more about how continuity works (sources)
Lewis & Simons (2011)—4 conditions for arts sustainability = FAME: function; acquisition; motivation; environment
Coulter (2011)—GMSS (Graded Music Shift Scale)
Fishman (1991)—GIDS (Graded Intergenerational Disruption Scale)
Simons and Lewis (2010)—EGIDS (Expanded GIDS)
Harris (2012)—uses GMSS with Sakha olonkho
- Understand more about how continuity works —artistry needs four conditions to be sustainable (source and content)
Lewis & Simons (2011)—4 conditions for arts sustainability = FAME: function; acquisition; motivation; environment
