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This narrative document outlines the philosophy, primary goals, dynamic processes, structures , and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the National Core Arts Standards .

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"I am writing to address three main points: One, to add my voice to the discourse around this event as an artist who was critical of the experience and decided to walk away, a voice which I feel has been absent thus far in the LA Times and New York Times coverage; two, to clarify my identity as the informant about the conditions being asked of artists and make clear why I chose, up till now, to be anonymous in regards to my email to Yvonne Rainer; and three, to prompt a shift of thinking of cultural workers to consider, when either accepting or rejecting work of any kind, the short- and long-term impact of our personal choices on the entire field. Each point is to support my overriding interest in organizing and forming a union that secures labor standards and fair wages for fine and performing artists in Los Angeles and beyond."

Students often get hung up on the notion that in the theatre, sets, costumes, props all have to meet the standard of the movies. They have to be three dimensional and real. A car must have four wheels and move. A house must have two levels and different rooms. The truth is actually quite different - a theatre audience is very forgiving. If you let them know what world the play inhabits (two people sitting side by side on cubes, one holds their hands up as if holding a steering wheel) they will believe. They will go along for the ride. A single object can be so many different things - a chair can be a chair, or a car, or a mountain. The possibilities are endless.