Posted by Tucker
Philosophy of Arts Education when Tucker was at school:
My schooling was at an all-girl Catholic institution during the 1970’s and early 1980’s. The dominant philosophy within this context seemed to be that education was to make nice young ladies out of us: in preparation for future careers as secretaries or librarians and then as wives- either to professionals or to Christ. I do not remember the arts and other creative endeavors as being particularly nurtured, although students who could play a piano, flute or violin were often praised. I do remember the shock, after discovering the joys of creative writing in grade one only to find that it was no longer wanted in grade two. From thereon, the purpose of writing seemed solely to copy factual text from the board for later regurgitation at exam time. I still have some of my workbooks with very little of “my” work in them except for the handwriting. Coming from an extremely creative home (my mother used to do a TV show on how to make toys out of discarded objects: she was an obsessive compulsive creative), I longed to “do” art but was told that, because I was naturally good at it, I should extend myself and do typing instead. I was stuck in the typing class for two years, followed by another two of stenography. It was agony and I never did learn how to type. Meanwhile the art room beckoned every time I passed. An old sandstone building, it had windows on three sides and always seemed bathed in natural sunlight. How I yearned for the smell of paint; to run my fingers over table tops made rough with decades of paint and glue and varnish; the sight of paintbrushes in jars on the sink and random splashes of colour that defied generations of cleaners. Such art rooms still fill me with that same sense of hope, excitement and longing.
Philosophy of Arts Education when Tucker was at school:
My schooling was at an all-girl Catholic institution during the 1970’s and early 1980’s. The dominant philosophy within this context seemed to be that education was to make nice young ladies out of us: in preparation for future careers as secretaries or librarians and then as wives- either to professionals or to Christ. I do not remember the arts and other creative endeavors as being particularly nurtured, although students who could play a piano, flute or violin were often praised. I do remember the shock, after discovering the joys of creative writing in grade one only to find that it was no longer wanted in grade two. From thereon, the purpose of writing seemed solely to copy factual text from the board for later regurgitation at exam time. I still have some of my workbooks with very little of “my” work in them except for the handwriting. Coming from an extremely creative home (my mother used to do a TV show on how to make toys out of discarded objects: she was an obsessive compulsive creative), I longed to “do” art but was told that, because I was naturally good at it, I should extend myself and do typing instead. I was stuck in the typing class for two years, followed by another two of stenography. It was agony and I never did learn how to type. Meanwhile the art room beckoned every time I passed. An old sandstone building, it had windows on three sides and always seemed bathed in natural sunlight. How I yearned for the smell of paint; to run my fingers over table tops made rough with decades of paint and glue and varnish; the sight of paintbrushes in jars on the sink and random splashes of colour that defied generations of cleaners. Such art rooms still fill me with that same sense of hope, excitement and longing.
Despite this I have always worked in creative disciplines across a wide range of professions: as circus performer, stained glass designer, swimwear maker, voice actor, singer and songwriter, and more recently as a teacher (in my opinion, the most demandingly creative and exciting profession there is!). While it is impossible to know what impact it would have had on my life if the arts had been valued and cherished in my old school, I’m sure that, with my creative needs met, I would have applied myself more willingly to other disciplines at the time, and school would certainly have been a happier place to be.
Posted by Alysha Downham
Most of my experience in arts comes from years at school.
I especially loved any visual arts activities, I loved to paint, draw, sculpt, mosaic, even just colour in a picture. After doing some readings for this unit and then looking back at my arts experience, I’m not sure whether I truly ‘expressed’ myself through art – I think that I just wanted to do something that looked good and might impress my peers. Most of the time I was never truly happy with what I created. There was always a better example in the class.
I say that I ‘loved’ these because I don’t really do these things anymore, now that I have left school. I guess I got to the point in my life that I realised I’m not very artistic or creative and gave up on myself.
I did participate in dancing from the ages 10-14, but I certainly do not feel that this has given me any basis to teach dancing (especially since I was usually up the back, hidden away – ha-ha).
My musical expertise dates back to when I played recorder in primary school. School provided me with a chance to test out other musical instruments, but I suppose, again that because I didn’t have much (any) talent I gave it up.
I participated in drama in high school, but I was quite shy and didn’t enjoy it. I had a teacher who was very forceful and would make me go up on stage – not the sort of teacher I wish to be. Again, I didn’t really see it as a way to express myself, but I can see how other students benefited from it, and I always enjoyed watching the students who did enjoy it.
So...I'm very hopeful that I will learn a lot from this unit (and Eleanor) and that I can eventually help to inspire my students.
- Hey Alysha- You say you felt uncomfortable being pushed up on stage and I'm really curious as to whether you have any suggestions on how to coax young people who are uncomfortable with performing to give it ago - how would you do this? Recently I have been thinking quite a lot about the importance of being able to stand up in front of an audience and speak about something - and how tremendously empowering (for some reason I don't like that word but I can't think of a better one right now) it can be for a young person...for any person to have this facility. While I have witnessed it encouraged in schools, I have not seen any active teaching of this skill. This leads to students mumbling through microphones, heads down and fidgeting - clearly showing signs of feeling very uncomfortable. Would you have been more comfortable if, during everyday classes, your teachers had prepared you for this type of experience? (By asking you to read aloud more often; by teaching you how to project/play with your voice; by regularly having everyone in the class give presentations and other activities that encourage the skill set required for being in front of an audience.) Do you get nervous teaching?
- 24 July 2011 18:17
- Alysha Downham said...
- No, I don't get nervous at all teaching, I love it and I'm still at the stage where I get a bit of a buzz from it. I think that is because (unlike when I was at school) the children don't judge. I'm not a shy person now, but I was and I honestly don't know if there was a way that I would have felt comfortable enough in myself to ever enjoy getting up on stage and performing. From what I experienced in being forced on stage I know that I would NEVER, EVER do that to one of my students. I would encourage and support them and find other means for them to express themself. I'm not sure if that's exactly what a good arts teacher does. Hopefully I'll find out soon enough.
- 25 July 2011 00:56
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