“See-2-Launch” ™ Framework Summary
Being Seen → Being Supported → Being
Developed → Being Launched
“See-2-Launch” ™ -A creative framework where students emerge
as confident, culturally grounded, sustainable artists using the SSLD Artist
Development Model™ created and practiced by Candice Michelle Franklin,
Master Teacher in Jazz
PHASE 1: BEING SEEN
I begin by recognizing each student’s brilliance,
identity, and cultural lineage. Students thrive when they feel valued,
capable, and witnessed as whole people. I cultivate an environment where they
can show up authentically and achieve their most expressive performance.
I emphasize vision and collective purpose, ensuring
every student has “skin in the game” and understands their role in the shared
artistic goal. When expectations are clear and the destination is visible,
students contribute with pride, ownership, and focus.
I cultivate a “Wrong & Strong” environment where
boldness is valued over perfection. Mistakes become information, not failure,
and students learn to take risks, trust themselves, and move with courage.
PHASE 2:
BEING SUPPORTED
Support begins with access and removing barriers. I
make expectations transparent, share resources openly, and connect students to
opportunities that help them grow. When pathways are clear, students step into
their work with confidence and purpose.
I build community through intercultural communication,
drawing from Dunham’s emphasis on empathy, cultural awareness, and
socialization through the arts. The studio becomes a micro‑community where
collaboration, curiosity, and shared responsibility are practiced daily.
My Community P.I.E. Framework—Performance,
Incubation/Innovation, and Education—helps students understand that creativity
is both personal and communal. These pillars guide them to learn with
intention, vision, and purpose.
My teaching is deeply shaped by the Dunham Way of Life,
which developed me into a more conscientious dancer and classroom leader.
Dunham’s principles—discipline, research‑to‑performance, advocacy, and
intercultural communication—teach dancers to approach their craft as a
transformative practice capable of impacting communities and the world. I pass
these values on to my students so they grow into artists with integrity, purpose,
and cultural grounding.
I also teach resilience and professional mindset,
preparing students for the realities of the field. The artist’s journey is full
of challenges, and I help students build the adaptability, focus, and emotional
stamina required to sustain their craft.
I also support the development of artistic identity, encouraging dancers
to trust their instincts, explore their individuality, and understand that
their uniqueness is an asset. Technique provides structure, but identity gives
voice, direction, and meaning.
Finally, I prepare students to enter the field with agency by teaching financial literacy and professional strategy. Understanding budgets, contracts, agents, grants, branding, and creative resourcing is essential to sustaining a meaningful artistic life. When students gain these tools, they gain the power to shape their own futures.