b'T TR RO OP PE ER RN L 0 2 A U N N A 1 R 2 4 E V I T R A A T N V 1 R A I E 4 2 0 2 A R A N N U A Lother thats all we want to do.During our next phase, we will document all the incredible work students have created and willcontinue to create. We all know how divisive this moment is in our culture. In response to that, many students are investigating place and identity in order to respond to the larger cultures lack of understanding. For instance, students from Appalachia are using the story exchange to move beyond the medias story about ByMargaret LaRaia,Appalachia to tell their own ByRu Freemanstories imbued with pride in their Learning Resources Director history, a sense of community,Artists Network Directorand resilience. Further, students from Pennsylvania are spending Over the past eleven months, myexperience has meant to her: time in the outdoors, exploringAs an artist I understand theI knew I wanted this role.and joyful. At N4, our artists leap role at Narrative 4 (N4) has beenIt was the first thing that gothow nature informs/can informneed to constantly imagine newThe people who shaped N4with grace between the intimate to develop resources and supportme excited about anything lasttheir identity. While studentsrealities. Every day at Narrative 4believe in the fierce independencemoments of connection between teachers in making the N4 storyyear. Thats the truth. Every dayfrom Lexington, Kentucky are(N4) I get to work with my fellowof artists, by which I mean thetwo people, and the vast sweep exchange part of every studentswas terrible. It was a hardship. Iresearching their communitycreatives around the world whoway artists refuse to be crippledof a global landscape. We dont learning experience. This springfelt like I couldnt teach anymore.to write stories that imagine itsalso know that we never have toby what exists and, rather, seek todownplay conflict, for that exists we launched a pilot with teachersI felt like I was failing myself andfuture, students from Louisville,reconcile ourselves to the detritustell a different story. The way theytoo. Rather, we lean into different from eighteen schools, gradeskids because of the conditionsKentucky are creating rap per- before us, but can instead conjuremove through the world allowingperspectives, varied histories, 6-12. We gave teachers classroomthat we had to work with. Butformance videos which connectan inclusive wholeness. To be ableeverything, holding conflicting pos- and celebrate the grand multi-sets of Colum McCanns novel,when I saw that email cometheir lives to the novel Apeirogon.to instill that perspective in youngsibilities in their heads, containingplicity of experiences that allow Apeirogon, along with learningthrough with the invitation to useAll these incredible ideas beganpeople and encourage them to domultitudes, and how they turn allus to tell the bigger stories about resources creadted by N4 artistsa text like Apeirogon, to take awith the story exchange and thethe same is a beautiful thing. of it into something true and inclu- our species.They lead the way and educators. These learningdeep dive into it, literally into thenovel Apeirogon, but we gaveEvery day I am reminded by thissive. The way artists, above all oth- in helping us to take that way resources guided teachers on howunknown, I felt like what betterteachers room and support towork that we are, truly, in thisers, are tender at their core, andof being into every aspect of best to use the story exchangetime to do it. be creative. N4 creates a specialmarvelous broken-but-mendinghow that tenderness extends intolifeinside classrooms, homes, as part of their regular teaching,Most professional developmentkind of community that honorsmoment together. the world. The way that, thoughcommunities, nations, and out helping them to explore the ques- is a waste of time, but this was the value of all its members.I had danced on the fringes ofthey may create art alone, they areinto an unbounded world. tions and insights that emergedjust so great. Because it was run The more we document andN4 for a long time before I camedeeply interested in the predica-from students stories and invitingby teachers who gave us someshare this value, the more otheron to direct our fabulous networkment of a common humanity. students to explore their findingsstructure, but trusted us enough teachers and students will beof artists. What N4 did, who was aN4 centers artists in a way through civic engagement. to do the work. inspired to join us and show uspart of it, both things played a rolethat gives usfor I, too, am an The pilot has been a resoundingTrust is the biggest thing. Thiswhat they can do. All this workin keeping me engaged, observingartista chance to co-create success, and we plan to maintainkind of work is attainable for everyhas happened due to the willingwhat the organization was up to.with our fellow artists as well as and expand this creative com- teacher to do. If we can all tap intocollaboration of N4s communityThen I saw how N4 unified severalyoung people around the world. munity of educators. But dontour passion for bringing stories tomembersincluding you!aspects of social engagement, We make the creation of art a take my word for it. Heres onekids, talking about the ideas thathow it overlapped so perfectly multi-generational, cross-cultural teachers words about what thisemerge, and learning from eachwith my own way of existing and endeavor that is vibrant, dynamic, N4 creates a special kind of community that honors the value of all its mem- The people who shaped N4 believe in the fierce independence of artists, bers. The more we document and share this value, the more other teachersby which I mean the way artists refuse to be crippled by what exists and, and students will be inspired to join us and show us what they can do. rather, seek to tell a different story.16 17'