You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


On Stage Program

Now in its 13th year, On Stage! has given more than 200 high school juniors and seniors the opportunity to ‘live’ the arts! This exciting program continues to introduce students to the performing arts – from theater and opera to classical music and world culture – in the hope they gain a lifelong appreciation for the arts.

Members of the 2013 On Stage group

Students from high schools in Central Iowa are invited to submit an essay detailing why they should be picked to participate for Iowa State Center’s successful audience development program On Stage! Those selected are given provided with background information and given the opportunity to attend six Performing Arts Series performances. They also have conversations with artists from the productions or local arts experts to discuss and interpret each event which helps them write a brief essay about their reactions.

What an exciting opportunity for these teenagers! Not only do they get to attend these performances free, they get to meet with the performers after the show to ask questions and gain insight into what it means to be ‘On Stage.’ For many students, On Stage! is their first time experiencing live entertainment; for others, it is an opportunity to expand their arts knowledge and understanding.

Student Quotes

I’ve been going to shows and concerts my entire life, but something was always missing. No matter how many plays my parents took me to as a child, or how many concerts I convinced them to take me to as a teenager, I always wanted more … On Stage has been a wonderful experience for me in so many ways, but most importantly because it opened my eyes to shows I never would have seen on my own accord, or shows my parents never would have taken me to, and ended up liking some of them more than concerts I begged my parents for weeks to take me to. On Stage has truly opened my eyes to all the types of arts out there previously unbeknownst to me.

(Bridgit, 10-11)

After watching five fantastic performances I am so glad I decided to apply for the OnStage program. Each show was new, different, and surprisingly fascinating.

(Kristin, 10-11)

As I began the long trek for preparing for college repeatedly I hear that colleges are looking for what they have deemed a “well rounded person”. … Theater is an art form that loves to test boundaries. Just by being in theater I thought I was testing boundaries, but because of this show I have realized that I have been testing the exact same boundaries each time, which doesn’t really make it testing boundaries. This experience allowed me to sample so many different kinds of art… It is thanks to On-Stage! that I have finally realized what being well rounded means. It means trying new things and knowing yourself. That is why with confidence I can say that it is thanks to On-Stage! I am now a better “rounded person”.

(Jacinta, 10-11)

I don’t think I can articulate how grateful I feel for this experience. Every performance exceeded my expectations and I’m glad to have been able to go to every one of them. Before On Stage, I don’t think I really understood or gave enough credit to the audience’s role in each show. I realize now that each show elicits a different response from the audience, and the audience can just have as much of an effect on the performer(s).

(Katie, 10-11)

Being a member of On Stage has been an awesome experience. I have seen many auspicious performances, and found some surprises along the way. I have been stretched in my theatrical tastes, and found new interests. On Stage has been an amazing educational experience. I have learned so much about the variety of performances available and about my preferences through it. It has piqued my interest further in the arts, and I will enjoy pursuing performances of solo comedy, plays and orchestra in the future. I am so glad I had this unique opportunity.

(Taylor, 10-11)

The On Stage program is open to Juniors and Seniors from Ames High School and Gilbert High School.
Applications should be turned in to coordinating teachers at the two schools involved: James Webb at AHS or Shelley Leiser at GHS.
Please contact Sara Compton at <PRESIDIO_ANONYMIZED_EMAIL_ADDRESS> or 515-294-7389 with questions.

We are proud that On Stage! opens the door for young audience members to learn about the wonderful world of the performing arts. We look forward to sharing experiences with these youth and with you for many, many more years!

Stay Informed

Seating Chart

Frequently Asked Questions

Who can attend Youth Matinee Series performances?

Everyone is welcome! Performances are open to the public.

I don’t know how many students I’ll have next year. Can I still register for a performance?

Yes, but please estimate your group size as accurately as possible and let us know your final number at least 2 weeks before the performance. (Remember to include everyone - teachers, chaperones, parents, etc. - in your totals.)

I didn’t pre-register. Can I still come to the show?

Admission is $5 at the door. Many performances sell out, so we encourage pre-registration to ensure you’ll get a seat. But mostly, we hope come to the show and share the arts with the young ones in your life.

Will you send me tickets in the mail?

Tickets are not printed for Youth Matinee Series performances. Guests will check in when they enter the theater and will be seated in order of arrival.

Will my group have specific/assigned seats?

Our ushers will seat groups according to order of arrival.

How long are the performances?

All performances are approximately 60 minutes in length unless otherwise noted.

How early do I need to be at the theater?

Please plan to arrive at the theater at least 15 minutes before curtain time. Be generous estimating travel and parking time.

Where can I park?

There is plenty of free parking at the Iowa State Center and parking attendants are on site to help if you have questions. Visit our parking page for a detailed map.

How do I find out about scholarship admission?

Students enrolled in the federal lunch program are eligible for full scholarships and are admitted free of charge. Please indicate the number of eligible students on your order form. You may estimate the number of scholarship recipients when you register and confirm the number of qualified students at the time of payment.

Is there help with funding available?

Visit the Iowa Arts Council web site for a quick and easy travel grant application:
www.iowaartscouncil.org (follow the links to “Funding”)

Is there a place my group can eat their sack lunches?

Yes, the Iowa State Center has limited space available for students to eat sack lunches following the 10 a.m. performance or before the 12:30 p.m. show. There is no charge, but advance notification is required to ensure availability.

What if the weather is bad on the day of the performance? Will I get a refund?

Refunds are issued only if your school is closed or delayed due to inclement weather. Refunds will not be issued due to student illness or absence.