I went to possibly the only out-of-district workshop I will be able to attend all year.  It was fabulous. It was through a group I have received e-mails from for some time.  Through a colleague, our school could attend this one for free.  I was the second one there.  I spoke to a teacher who was the high school students of and is now a colleague of someone I had as an adjunct professor at NJCU.  He is also heavily involved with the subject of this workshop.  The discussions were nice and affirming.  How?  The issues that have been the norm here at my job are truly wrong.  The thing that is comforting is that it seems to me the current administration knows this and wants to fix it.

The workshop involved exercises that build up expression to culminate in a final project.  The ideas were fabulous.  While they were not for photography, I could tweak them to fit.  As a matter of fact, my student teacher has already planted that seed by having the P2 classes sketch their ideas for the latest shoot.  The theme of the workshop is a perfect match for the self-created unit that my student teacher had to create for her semester here.  The whole time I was in this workshop, I was thinking how this could be folded into her project.  When we met to discuss this, she agreed.

Will the students have an easy time of it?  Absolutely not.  They will grumble or struggle to grasp the concept and execute as will be expected.  However, this is right in line with our goal to continue the idea of Photography as Art.  In the past 2-3 years, I have seen a decline in ability to think creatively.  I attribute this to the oversaturation of snapshots passed off as "photographs" in the world our students now live in.  They do not understand the fact that anyone can make a "That picture is beautiful/ The best I've seen/ You are so talented" comment with no qualifications whatsoever.  We professionals have to battle this.  Yes, it's a nice snapshot.  At a family member's slide show we say we are looking at really nice pictures.  This is the equivalent of what kids today (and unfortunately, adults as well) think also means "You are a good photographer".  Not exactly.  Just because someone can make a cool looking doodle in a notebook, does that mean that person has drawing talent?  No.  Just because someone makes a cute little Spongebob out of Play-Doh, does that mean that person is a sculptor?  No.  But give a person a smart phone and a cool app or a DSLR on auto and you have a talented photographer.  Congratulations.  You have the money for your expensive toy, but you also need training, talent, original thoughts, and a desire/ability to communicate something.

I have had a couple of people believe that because they bought a DSLR and I said I like a picture they took, that they should/could start a photo business.  Well, first of all, I am an art teacher.  You are not creating art when taking sports/wedding/baby shots.  I am not denigrating that work.  But you want to talk to a business teacher, not me.  I see the work that has been produced by some of these people and the artist in me cringes.  Add to this the possibility that these people are part of this tight knit community and my students think those people symbolize good photography, and I think you comprehend my problem.  I cannot bad mouth the community members and say "Well, that is not good quality and it is not art."  But the fact is, it is neither.  Kudos to them for making money, but that is not what I teach or what I concern myself with as an artist.

So what is the solution?  Flood each project with artist examples.  I can no longer just show one or two photographers.  I must show at least four.  I will drum into their heads that they should be looking at art.  I am encouraging them to go to the galleries in Chelsea during the week off in November.  They are free.  There is no reason to say no.  Do they have a few minutes to spare while film is washing?  Here.  Look at this art magazine.Find the artists whose photographs you are drawn to and tell me why the work appeals to you.  If I press further with this kind of dialogue, perhaps they students will go back to being artists, not shapshot makers.  They will be able to tap into that creative process mush more easily, and my assignments will be challenging, but not like pulling teeth.

Today, a student told me she might go into teaching. I almost told her not to. In front of my student teacher. Why? I eat and spend my free time at work alone or with my students. The few people in the building who do talk to me anymore are too busy to socialize as well. The prevailing methods involve backstabbing, racing to the top, caring only about "winning", and knocking each other down. Our first concern should be our students, not getting revenge on those who do not fit in or play the game. Then I see the above online and I get nostalgic.




When you teach with these kinds of people, the profession is amazing. It is so energizing. I used to enjoy going to the AENJ conference because of how great it was spending a day surrounded by this type of teacher. But we cannot go to our conferences anymore - unless we pay for it. So I started thinking, is it the profession or the workplace?




Working with my student teacher has been invigorating and affirming. She went to school for art and her opinion regarding lots of issues is affirming. I no longer feel like I am being so negative or too critical. I have been thinking about my sister's old district. That was an amazing art department. The women and one man were working artists. They respected each other (except for one problematic woman who left). They were driven to have their students make art, not crafty stuff. The students drove the teachers to work hard as well. None of the teachers had an M.A, in administration. Do you know what that means? They were of the old stock. They saw the profession as lifelong. They were forever devoted to the student. I know that some teachers do have to move on to be administrators, but when I look around (and not just my building), I see far too many teachers who are just looking to move up the career ladder to be the boss. That is not what makes a good administrator.




In addition (and based on current school climate), I don't believe a school is the place for people who spend any time devising ways of getting revenge on co-workers, smearing people, judging others on how well they do or do not fit in. Our first concern is making this a positive environment in which the student can grow and learn. When your main concern is fighting your co-workers, gossiping, or brown nosing, the students pick up on this. They learn from you. You don't just inspire your co-workers, you inspire your students. I wish I had more of that around me. Luckily, for my student teacher and my students who enter the teaching profession, they will find jobs in places that will inspire them.

I have relinquished all of my classes to my student teacher.  I have read that some teachers have a hard time doing this.  I have had about five or six students teachers in my career and have never felt apprehension in handing my classes over.  I might worry about how the students will adapt to and treat the student teacher.  The art classroom can be a protective place, a place that fosters a family atmosphere.  That can cause the students to build a fortress around the group and refuse to let others in.  Luckily, my last two student teachers have gained the trust and respect of the classes and there was/is no fortress.   The woman I have right now is the best so far.  She took to the students right away and they took to her.  They can tell she respects them and has expertise and knowledge to offer.  The only problem is trying to make myself invisible to the kids.  They still come to me for help if she is busy.  I wish I was team teaching with her!  We bounce ideas off each other.  She has an art aesthetic that is true art, not crafty crap.  In some ways, it is like I have an equal colleague, not a student teacher.  Wow, would it be easier having a photo teacher to co-teach with or have an assistant.  But I fall behind, observe, and try not to be intrusive or possessive.  I want her to let me know if I am not relinquishing enough control.

Having said all this, the day she was out for the AENJ conference was back to normal.  And normal is not really "normal" in my class.  I was running around like a madwoman.  One girl marvelled at how much I have to be EVERYWHERE when dealing with the students.  It's just such a part of the way I teach and the way the class goes, that it just doesn't faze me.

Yet, my student teacher and I were talking recently.  She had just taken over and was re-evaluating how she did that day.  She pointed out what it took to be aware of what every single student was doing at each and every moment.  When a student requests help, you need to know exactly what point that student is at in the printing process.  You must be able to understand the question, evaluate the situation, and give the answer immediately.  If not, you lose the student.  Or more questions pile up.  You cannot have a line of students waiting, waiting, waiting.  Part of it is the short amount of time immersed in the work each period.  Part of it is the time sensitivity of the medium.  Part of it is the short attention span of the age group.  As a photo teacher, you are always on.  There is no slowing down.

That's the way I like it.  I hate being bored.  I hate having nothing to do.  That was one of the things I did not like when I worked in publishing.  Too much down time.  However, I am tired.  I wear myself out.  I am involved in three groups/committees in my locality.  I had to skip the monthly meeting this week for one of them.  I feel guilty, but I just could not do it.  There is work I can do from home, but that still doesn't make up for my absence.  I have another group's monthly meeting next week.  Then, that weekend, another group's meeting.  Then we have some actions we are supposed to take part in.  I just cannot do all of what I want to do.

I could just switch to straight, black espresso.  That would take care of the exhaustion.  But what I really is need more hours in the day.  At least I have not started to hear kids calling my name as I try to fall asleep at night.  Not yet.

Team Building Into a Corner

We have two full days of workshops coming up in November.  I am glad that we are now being offered choices.  For years, we were given stuff that had no bearing on what we teach at all.  While I am concerned that there will be an elementary slant to this - it includes the sending districts - at least I can find something that at least looks promising.

However, there is the ubiquitous "team building" crap.  Yes, crap.  I am getting sick and tired of this team building junk being the hot new thing in education.  Here's my perspective on this.  Team building does not foster cooperation due to the fact that in all team building experiences I have been involved in, you are a member of a group that is competing with other groups.  So, in essence, team building does not foster a climate of cooperation and camaraderie.  What it really fosters is a climate of competition, valuing the end result instead of the process, knocking the other group(s)/team(s) down.  I love basketball, but here's what team competition has done to that sport.  You are not a part of a team for the process.  You are a part of a team to win.  If your team does not win, you get yourself traded to another team so that you can win.  It is the same in all team sports.  Is that an example of team building for the betterment of the community?  No.  At the end of a sloppy, nasty game, all anyone cares about is if it was a "W".  Sure, there are no life consequences when I see this in a basketball game.  Did the Spurs win?  Yes?  Well, then I am a happy camper.  But in a school or town community setting?  Hell no.

I have been given the "you hate sports, you don't understand sports and team building" speech.  Oh, I do understand sports.  Trust me.  I have played sports.  I did not come to these conclusions as an outsider.  Some of what I believe and practice in my classroom comes from what I learned from my sports experience/coach.  I just don't believe we need to be fostering this idea of competition and desire to be able to tell everyone you are winning.  There is a loss in attention to and appreciation for the process.  And that process is where the majority of the learning comes from.  Are we teaching our students to work together to win a contest or to help others for a long term result?  I volunteer with three organizations in my town/county.  We work together on every single thing we do.   We assist each other in a selfless way.  That is something I have never seen in any team building atmosphere.

I have worked/studied in school districts that forced contests down the art teachers' throats.  There is little beneficial pedagogical content.  It is merely a means for the administration to tick a few more marks and lodge a few more W's.  But at what cost?  What is the benefit of a contest to the students?  There is little room for creativity and growth.  There is no attempt at mastery of skills.   If you take a look at the jurors for many of these contests, you will understand my point.  I prefer to have my students enter their work into consideration for publications and exhibitions.  When published or exhibited, that is a successful endeavour they can learn and grow from.  I might have group work in my classes, but I will never have team projects.  There will be no contests in my class.  There will be no voting for the best or the the winner.

Here is another thought:  After the win, what is there?  Where does one go from there?  Another contest/competition?  How does one take that win and make a positive contribution to his/her community?  I have not seen that in my 15+ years of teaching and 40+ years of living.  Yet when we work as members of the community as a whole to achieve a goal or improvement and we work together, there is a tangible end result.  That end result hopefully is a positive contribution to the lives of the community that can then be built upon.  The individuals who worked together in cooperation have learned from the process and the end result.  I think that is much better than being able to text someone the you are "winning."  Because, really, where can you go from there but down into self-absorbed isolation?  That's not where I want to be and it is not where I want my students to be.