Personalize It

Steve Kemp is a wise man. He knows how to listen, ask questions and challenge.  He has helped me see a new aspect to my research I had not considered previously and has encouraged me to delve a little deeper into my analysis.  He has suggested I “personalize” my research and draw parallels between the experience I create for teachers and the one I engage in myself. I asked the question “What feeds your soul, your creative spirit?” of our teachers and invited them to join us in an experience of a process, without thought to the lesson plan or the product. Why did I choose to develop it in that way, a non-traditional approach to PD? I think it is because I respond well to experiences and realize how stimulated I become in my thinking about my practice as I get to create and not just deliver creative experiences for others. Comments from the day, such as the one above, clearly indicate that others feel the same way and appreciated a chance to take a risk.

The role of the advisor is not an easy one – Steve has to have an understanding of who I am (my philosophy), comprehend my project parameters and have thought about my research question – and then he needs to be able to listen, probe, analyze, synthesize and redirect me on the spot. Critical and creative thinking. He was able to identify my central themes (not even clear in my own mind) and could reframe my thinking by revealing the underpinning understandings. Quite the feat.

As I reflect upon the personal nature of this encounter and draw parallels to the role I play as a consultant (as Steve suggested), I see similarities to the way I interact with teachers. I think I try to do the same thing as I listen to them talk about their work, and identify the underlying beliefs, values and philosophy that drives their practice. Encouraging them through conversation focused not on what they do, but why they do it.

Why do I do what I do? What drives me forward? Why am I always so interested in learning?

As I look at myself, I realize I am looking at a composite of my beliefs about others as well:

  • My motivation is personal, I am curious by nature.
  • I love to sit back and observe. I love to participate too.
  • Sometimes I am spontaneous and impulsive, at other times reflective and quiet.
  • I feel I can make a difference by sharing my expertise with teachers. I share best when I draw it from them, when we create together, constructing through experiences and process.
  • I feel my spirit is fed when I am creative, I need to engage as an artist as well as a teacher.
  • My imagination is fed through laughter, play and interaction with others – but I am also an introvert and require long moments of silence and contemplation in private.
  • I appreciate when others acknowledge my experience, skills and knowledge – I am aware of this and try to do this for others as well.
  • I learn best when I can read, reflect, share, discuss, debate, analyze, compare, imagine, design and create in an open environment. It is especially fruitful when I engage with a like minded community of learners, who understand my language and philosophy.

My next question may be in examining how true these assumptions may be. A next step may be to ask the teachers with whom I work about their beliefs about learning.

Studio Thinking for Teachers: the Artist Within

Oct. 2, 2008

Mixed Messages: Fragmented Stories
An exhibition of textile, collage, mixed media – looking at our histories, and imagined histories, memories and imagined memories.

Holly Hildebrand (the artist) took us through a process – with no product in sight – of creating texture, layers of image (photocopies) and text, prints, stamps and scratching our canvas. We worked the surface of both sides of the canvas.

Then we let it dry and went off to meet with Paul who led us through another process to create a soundscape from text we found in her show.  Then Michele challenged us to work through a process with text and movement that led to scenes inspired from the those same words. All rather risky, creative, messy and with no real product in mind. Participating in the experience, free from expectations or classroom (teacher) considerations.
When we returned to our somewhat dry canvas pieces, Holly showed us how to fold them into books, with a hidden page for secrets or other fragments. We ran out of time, but she also showed us how we might sew the pages and stitch other items in to the piece (she uses old letters, keys, buttons, whatever she finds. She described for us the “zen of make do” from a generation past, and why she likes to collect bits, finding new purpose in reusing.

These books are not done, but they do represent a process of thinking, responding and creating.

“I really enjoyed the experience. I enjoyed the cross curriculum approach. I was very impressed with the instruction and expertise in all three areas of art. I found the music portion challenging and frightening, exciting, and useful all at the same time. I had not considered that type of process before, and as a result would like to consider an artist in residence, or Art SMART grant. My kids could/would benefit from working with people similar to those that you arranged to have us work with and the possibilities excite me. I am looking forward to the Oct. 17th meeting. Thank you again, Sherron.” (a Studio Thinking participant reflecting on the artists workshop)

messy paintings