When musicians come together for a jam session, magic happens—connection, creativity, the exchange of skills and knowledge. It’s not just about the music; it’s about community, growth, and a deeper understanding of the craft. The same thing happens when dancers jump into a freestyle cypher or when improv artists gather to play. It’s a kind of artistic alchemy—where joy, passion, and collaboration spark something greater than the sum of its parts.
We expect this kind of synergy from artists. And when we’re lucky enough to be in the room, we leave changed too. Jam sessions aren’t just fun—they’re essential. They’ve been part of the artistic process for centuries: artists gathering to create, to push artistic boundaries, and to grow.
But what if we extended that same invitation to educators?
That was the question on my mind when I began designing the P.S. ARTS Professional Learning Communities (PLC) series. What would happen if teachers had their own jam sessions—spaces to connect, create, and sharpen their practice together? If artists can leave a jam session more inspired and skillful, why not educators?
These PLC workshops are designed as a playground for professional growth—an opportunity for educators to come together, share knowledge, and walk away with something new. And when that happens, what unfolds in the classroom can be truly transformative.
Because here’s the truth: teachers have brilliance to share. We each carry strengths, stories, and strategies that can uplift one another. Just like a jazz musician leaves a session with a deeper appreciation of their art, teachers can walk away with a renewed sense of purpose and possibility.
Our first PLC was exactly that. An artistic deep dive into the history, theory, and practice of West African Dance, led by the phenomenal educator and dance specialist Kara Jenelle Wade. Twelve teaching artists—representing music, theater, dance, and visual arts—gathered for this dynamic kick-off workshop.
The day was packed. Educators explored research on the impact of West African Dance in schools, participated in a powerful dance session accompanied by live percussionists, and collaborated in small groups. They studied the cultural significance of drums, and the inseparable partnership between rhythm and movement. They also experienced how West African dance welcomes every body, every style, and every personality—a beautiful reminder that inclusion is at the heart of both art and education.
What made this session especially rich was how every discipline found points of connection. Through thoughtful activities, creative approaches, and shared dialogue, each educator was able to see how the traditions and principles of West African Dance could inform and elevate their own curriculum. Whether through rhythm, storytelling, ensemble building, or cultural context, the workshop showed just how layered and multidimensional arts education truly is.
This interdisciplinary learning space allowed teaching artists to learn from each other—breaking down silos and building bridges across disciplines. It was a powerful reminder that when we bring our practices into conversation with one another, the learning deepens for everyone.
What emerged was that same synergy we see in artistic jam sessions: teachers growing in community, deepening their craft, and leaving with new ideas to bring into their classrooms.
The energy was undeniable. And this is just the beginning.
We’re thrilled about what’s to come, with three more PLCs rolling out later this year. We can’t wait to see how this series continues to inspire educators across our vibrant P.S. ARTS classrooms. When teachers jam together, the possibilities for learning—and for students—are endless.
