As a theater artist, I think a lot about objectives, intentions, purpose. It's a concept that helps me sometimes, unexpectedly.
We've all been at the meetings that wander from individuals grandstanding about the wonderful things they do, to Power Point presentations, to "opportunities" to sign up or donate. I can often make sense of what's going on-- as I sit in a customarily uncomfortable seat in a room that's either too cold or too hot-- by trying to figure out: what's the main, important thing this meeting is trying to accomplish? What is the real objective behind the lists and big agenda?
Likewise, teaching. As I think about the current negotiations between Oakland public school teachers and the district, the upcoming one-day strike, relatively low pay, poor working conditions, pressure and stress on our teachers, I wonder: why do they teach, some teachers for 30 or more years? Same for the students, many who seem highly disaffected by high school. Why bother? Why even set foot in a classroom? Same for the school district administrators: why are they doing what they're doing? What would result if they were able to stay focused on their real purpose? Why do logistics, and the idea of how things "should" be, so often change our goals?
When I was a student about three quarters of the time I was just trying to get a decent grade and do what was assigned so I could pass or graduate, without thinking of the 'real' reason. But for a blissful one quarter (maybe even less), I burned with curiosity to know, to argue, to ferret out some sort of truth for myself. Concern about passing or graduation disappeared. A class felt like fun.
Similarly now, when I go in to teach a drama or poetry class, I'm thinking of requirements, expectations, product quality, grades, student behavior, etc. Is this the real reason I teach? I hope not. So much of my thoughts as I prepare and teach a class feel burdensome. What would happen if I entered a classroom to teach focused on my real reasons for being there? I like teaching because at the core of the experience it's fun, it's learning with my students, it's sudden discovery, it's connecting with the surprise of young minds, it's the joy of creating, it's feeling like we can transform our lives in the process of making a play or poem, it's finding out what is worthwhile in life, it's seeing something emerge from all of our ideas put together- some sort of Beauty and Truth.
How does that connect with contract negotiations? I don't know, but I know I won't cross the picket line because I am so grateful for what our Oakland teachers do every day. My sons went to Oakland public schools and experienced moments of care by teachers that got them through extreme challenges. Teaching is an art, whether you're teaching the arts or biology. Perhaps if teachers and district negotiators are able to focus on the main objective, on what is important about their work, some transformation will take place. There is so much Beauty and Truth in the Oakland schools. How can we nurture and treasure it?
Sunday, April 25, 2010
Sunday, April 18, 2010
Numbers
As an artist, I'm not particularly fond of measuring, being required to fill out quantitative data for grant proposals and add up points for grades, in a process that sometimes seems arbitrary. However, numbers seized my attention this week, bringing a new respect for the humble digit.
Half listening to public radio on the car radio, my foggy consciousness heard: "I would say we have to have an economy that isn't based on growth." Hmm. Not possible, since the way we "measure" how well our economy is doing is based on a growth model, isn't it? That started me thinking, since we're all worried about jobs and budgets.
Then the newspaper: "Broken Promises," shouted the Tribune headline today. Thinking it was another senator's scandal, I picked up the paper. Hmm. I see. The promise of low cost, higher education for all in California has slipped away compared to 50 years ago. For some reason, I decided to type in 'US Economy' on the internet.
A New York Times article reassured me that there are fewer recessions now than there used to be. Great, I had no idea! Wikipedia was a little less optimistic. There were lots of different sections in that article and -- wow! Look at all those percentages letting me know what went up and what went down! To my surprise, this article had a section on Education, my area of interest, being a part time arts educator. Hmm. We're 15th out of 29 rated countries in college completion, just above Turkey and Mexico. This is so interesting, I could do this all day.
But then, sadly, I scrolled to the section on Employment. I knew most of it already, from my own job situation and the struggles of those around me, old and young. But the numbers? The numbers I read today were harsh, if true. What do we as educators in the Oakland Public Schools make of it? Perhaps our new Superintendent is right: the focus of our high schools from now on will be in training and placing young people in jobs. The numbers I read are for the entire U.S., so California would be a bit different, but here they are:
"The unemployment among African-Americans continues to be much higher than white unemployment (at 14.9% vs. 8.6%).[46] The youth unemployment rate was 18.5% in July 2009, the highest July rate since 1948.[51] 34.5% of young African American men were unemployed in October 2009.[52] Officially, Detroit’s unemployment rate is 27%, but Detroit News suggests that nearly half of this city’s working-age population may be unemployed."
Half listening to public radio on the car radio, my foggy consciousness heard: "I would say we have to have an economy that isn't based on growth." Hmm. Not possible, since the way we "measure" how well our economy is doing is based on a growth model, isn't it? That started me thinking, since we're all worried about jobs and budgets.
Then the newspaper: "Broken Promises," shouted the Tribune headline today. Thinking it was another senator's scandal, I picked up the paper. Hmm. I see. The promise of low cost, higher education for all in California has slipped away compared to 50 years ago. For some reason, I decided to type in 'US Economy' on the internet.
A New York Times article reassured me that there are fewer recessions now than there used to be. Great, I had no idea! Wikipedia was a little less optimistic. There were lots of different sections in that article and -- wow! Look at all those percentages letting me know what went up and what went down! To my surprise, this article had a section on Education, my area of interest, being a part time arts educator. Hmm. We're 15th out of 29 rated countries in college completion, just above Turkey and Mexico. This is so interesting, I could do this all day.
But then, sadly, I scrolled to the section on Employment. I knew most of it already, from my own job situation and the struggles of those around me, old and young. But the numbers? The numbers I read today were harsh, if true. What do we as educators in the Oakland Public Schools make of it? Perhaps our new Superintendent is right: the focus of our high schools from now on will be in training and placing young people in jobs. The numbers I read are for the entire U.S., so California would be a bit different, but here they are:
"The unemployment among African-Americans continues to be much higher than white unemployment (at 14.9% vs. 8.6%).[46] The youth unemployment rate was 18.5% in July 2009, the highest July rate since 1948.[51] 34.5% of young African American men were unemployed in October 2009.[52] Officially, Detroit’s unemployment rate is 27%, but Detroit News suggests that nearly half of this city’s working-age population may be unemployed."
Sunday, April 11, 2010
Point of View
Ask two witnesses to tell you exactly what happened, and more often than not you'll get two very different reports. This is the wonderful thing about teaching in the arts: instead of starting with an adult picture of things, we get to ask the children (or teens) first what they think. And it's always wonderful to notice differences in perception.
For example, a second grader recently greeted me with the remark, "When I saw you, I thought you were a beautiful princess!" But from a teenager in my high school class: "Ms. Susannah, you could be on that (TV) show about 'what NOT to wear!'"
It's really one of the best things about teaching.. the surprises from discovering students' points of view. When asked why students drop out of high school, a random sampling of my juniors and seniors reported differing reasons:
1. they can't handle the pressure and the work is too hard so they drop out
2. they're lazy, have other interests, and don't want to do the work so they drop out
My lovely second graders were quite knowledgeable this week about ocean life, describing it eloquently with hands drawing shapes in the air. "I've SEEN coral, and it's wavy up and down like this. It's soft." "I should be the one to draw the coral. It's a big block. It's hard with holes in it and the fish can go in the holes." When exploring how to show setting in a play, the learning happens in the wondering and questioning. One answer leads to another question and another answer and so forth, in a process that seems like a kind of forensics. Too often, I've seen the yawns and glazed eyes when I set out the total picture for my students ready-made. At times I have to simply teach basic skills or information, but when a class is really exciting, it seems as if we're all teaching each other.
Where does appreciating another's point of view end and deciding on the "right" course begin? For example, in the case of determining what is torture at Guantanamo, or which services to cut in order to solve the budget deficit. Will our educational system prepare our students for solving life's complex problems?
For example, a second grader recently greeted me with the remark, "When I saw you, I thought you were a beautiful princess!" But from a teenager in my high school class: "Ms. Susannah, you could be on that (TV) show about 'what NOT to wear!'"
It's really one of the best things about teaching.. the surprises from discovering students' points of view. When asked why students drop out of high school, a random sampling of my juniors and seniors reported differing reasons:
1. they can't handle the pressure and the work is too hard so they drop out
2. they're lazy, have other interests, and don't want to do the work so they drop out
My lovely second graders were quite knowledgeable this week about ocean life, describing it eloquently with hands drawing shapes in the air. "I've SEEN coral, and it's wavy up and down like this. It's soft." "I should be the one to draw the coral. It's a big block. It's hard with holes in it and the fish can go in the holes." When exploring how to show setting in a play, the learning happens in the wondering and questioning. One answer leads to another question and another answer and so forth, in a process that seems like a kind of forensics. Too often, I've seen the yawns and glazed eyes when I set out the total picture for my students ready-made. At times I have to simply teach basic skills or information, but when a class is really exciting, it seems as if we're all teaching each other.
Where does appreciating another's point of view end and deciding on the "right" course begin? For example, in the case of determining what is torture at Guantanamo, or which services to cut in order to solve the budget deficit. Will our educational system prepare our students for solving life's complex problems?
Sunday, April 4, 2010
A New Day?
The mainstream media is announcing a new day of the "improved economy." Heartened, I spent a week attending official meetings that hinted at future hope. I went to a strategic planning meeting of the Oakland Unified School District, a Broad Based Coalition meeting of the Oakland Unified School District, and an Oakland City Council budget committee hearing. Our government agencies hard at work.
The fact that these bodies allow public comment/input, and appear to listen, is extremely laudable. The fact that these august bodies are talking about distribution of pennies to bail out the sinking boat of education, the arts and city services(don't you love to mix metaphors?), is horrible. Cuts, cuts, cuts and more cuts.
The programs and plans discussed at all these meetings were wonderful. The language soared. The hopes and dreams soared even higher. The charts handed out gave a feeling of things being done, progress being made, problems solved. This is what we're going to do and isn't it wonderful? I can hardly wait for these things to materialize, these things being announced.
But why is it that the directors of Oakland non profits talk about cutting positions, cutting programs, possible closing? Why has the Oakland City Council proposed a 50% cut in funding to arts organizations and artists? Why are many schools laying off arts teachers in order to keep "more basic" programs running?
The new day is back to the old day: wealthier areas will continue to have more resources and options for their children; poorer areas will continue to have less. All the high sounding speeches about equity and focusing on those "needing intervention" are no more than clanging cymbals. Artists will continue to create, as we always have, but I wonder how many children won't discover the arts because their parents don't have the resources to pay for them?
The fact that these bodies allow public comment/input, and appear to listen, is extremely laudable. The fact that these august bodies are talking about distribution of pennies to bail out the sinking boat of education, the arts and city services(don't you love to mix metaphors?), is horrible. Cuts, cuts, cuts and more cuts.
The programs and plans discussed at all these meetings were wonderful. The language soared. The hopes and dreams soared even higher. The charts handed out gave a feeling of things being done, progress being made, problems solved. This is what we're going to do and isn't it wonderful? I can hardly wait for these things to materialize, these things being announced.
But why is it that the directors of Oakland non profits talk about cutting positions, cutting programs, possible closing? Why has the Oakland City Council proposed a 50% cut in funding to arts organizations and artists? Why are many schools laying off arts teachers in order to keep "more basic" programs running?
The new day is back to the old day: wealthier areas will continue to have more resources and options for their children; poorer areas will continue to have less. All the high sounding speeches about equity and focusing on those "needing intervention" are no more than clanging cymbals. Artists will continue to create, as we always have, but I wonder how many children won't discover the arts because their parents don't have the resources to pay for them?
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