From Teaching Artist to Arts Teacher

How student teaching has made me experience the difference of these two worlds...

As I begin to sum up my time with the Ed Theatre Program at CCNY, I am now spending a lot of time in the field. To be honest, student teaching was not something I was looking forward to. After being a Teaching Artist - for almost seven years now, I sarcastically thought, “Great! Now I get to do what I have been doing for so many years, but for free.” I was not too keen on the fact that I would be a guest in someone else’s classroom, especially when I was used to running my own in-class or after-school programs without assistance. Student teaching just seemed like something to squeeze into my already busy teaching artist schedule.

However, after the first week of student teaching, I began to reflect on the whole reason I wanted to become a certified teacher in the first place. After so many years of enjoying the life of a teaching artist, with its flexible schedule and generous artistic opportunities, two things remained a constant dissatisfaction. First, I was tired of teaching someone else’s curriculum. I was either brought in to integrate theatre arts into an already existing classroom curriculum; or, I would teach curricula that were given to me by the organization (tweaking it to fit my own style course). Although there was room to collaborate and create, I never felt like I had complete control of the academic agenda. I wanted to plan a year-long curriculum map for theatre arts; not plan an 8 week residency catered to the needs of that given classroom. This brings me to my second dissatisfying factor, I felt like my impact was being cut short. Unless I was doing a year-long after-school program, I did not like cutting my relationships off so quickly with my students after establishing them. My role as a guest teaching artist, in most residencies, was to teach some basic theatre skills and to “put on a show.” I did not get to focus on the process, and I felt like I wasn’t making a difference since I was not a part of the school faculty. I was merely a guest coming in to relieve students from whichever academic class they were normally scheduled for.

Remembering these factors, I left my first week of student teaching easily reminded that being a classroom teacher is a completely different ballgame than that of a teaching artist. I look at my cooperating teacher and am astounded by how significant she is in each student’s life. Her part in that school community adds to their school culture. Bringing theatre into their daily lives, adds to their perception of the school. For once, I actually feel a part of that culture. The students do not see me as a guest that’s there to play theatre games; they see and treat me as a regular teacher - a part of their school community.  It’s a great feeling to know that I am now helping to serve the school’s mission, not only my own.

On the contrast, as a teaching artist, many of my students would look forward to my class. But now, I’m in a school where some students are just thrown in to receive an elective credit. I am facing students who do not want to be there – just as much as I didn’t want to be in Math class growing up. Classes taken from the Ed Theatre program helped me approach these situations in various ways, from lesson planning to tackling the art of engagement.

The Ed Theatre program has also helped me hone my craft as an educator. Since I began studying in the program two years ago, I have already sharpened my tools as an instructor. I find that my facilitating skills have strengthened, as well as my ability to easily adapt and modify (which I think are essential skills to have as a classroom teacher.) My sense of intuition has also enhanced, allowing me to cater to the needs of the class – as they are ever changing. My cooperating teacher is also sculpting me to enter the world of the NYC DOE, which is a completely different world than the teaching artist’s world. I am learning the logistical elements to teaching and meeting the requirements of the City. Whether you teach a core content subject or an elective, all teachers are being evaluated the same and must meet the same standards. This is all new information for me to include in my teacher’s toolbox.

All in all, I am quickly experiencing the difference of a teaching artist to an arts teacher. As I slowly transition from one to another and continue to self-reflect, I am nothing but completely grateful and satisfied that I have made the switch. Although I am not completely on the other side, I am only steps away and it feels so good. I know that I am well prepared for this new venture. My years as a teaching artist have truly prepared me for what lays ahead. I would not be as ready as I am today if it wasn’t for the combination of my teaching artist experience and education in the Ed Theatre program.

This blog was originally written to be posted on the official Blog of the Ed Theatre Graduate Program of City College. To view this entry and more please visit http://ccnyeducationaltheatre.blogspot.com/2013/10/teaching-artist-to-arts-teacher.html or to view the blog on the CCNY site and learn more about the program please visit

http://www1.ccny.cuny.edu/prospective/education/educationaltheatre/edtheatreblogs.cfm 

New Headshots

Photos taken by RJ Lewis.... highly recommend. 

:-)

"Go confidently in the direction of your dreams.

Live the life you have imagined."

-Henry David Thoreau

Living in the Present

Earlier in the year, I started to live in the moment. I started to feel enthusiastic for the smallest moments in my life, like taking a bus ride to work (which I use to dread), or cleaning up after a meal. I tried to embrace each present moment with complete gratitude for the opportunity. I wanted to condition my mind into thinking positively, even through each obstacle, and appreciate them.

Worrying about the future began to stress me. I realized that I lived in a world where we always looked forward to the future. We look forward to weekend plans, or vacations, or upcoming events. But, tomorrow isn't promised to anyone, and we should be excited about life when we are in the moment. I thought it was foolish to not be enthusiastic about each moment I presently lived. I stopped thinking about "tomorrow" and started to think about "today" - or better yet "now!"

With so many trials and tribulations thrown my way in 2012, it's been hard for me to stay enthusiastic about the present. I have let so much of the past compromise the joy I should be experiencing. It's time to look forward while appreciating my past and letting it resonate in me as I allow myself to fully embrace what is to come. 

I will try to feel nothing but utter acknowledgement and thankfulness for each circumstance in my life. As I work toward being happy in the present, the future will not be something to worry or concern me. There should be no need to look forward to something, when there is something happening "right now."

-Tee

Should all U.S. students learn the same thing?

Here is my response to the question above...

            Living in such a diverse country as America, one would assume that education can tie us together – giving our youth the ability to develop and learn the same content at the same capacity. With a common educational goal for our country, it makes sense for students across the nation to learn the same thing. With the No Child Left Behind Act, students are given the opportunity to learn and achieve Common Core State Standards; requiring teachers to meet certain grade level standards in curriculum. However, because we do live in such a diverse country, education must be diverse as well. Education must meet students at their learning capabilities, opposed to requiring students to meet nationwide standards.

            Some may argue that it is only fair to allow students to learn the same content, and to develop collectively. It does seem appropriate for our nation to give each student an equal opportunity in education. The idea of simultaneous learning seems comforting, but will not work. No two students are the same, and cannot consume knowledge at the same level and pace.With this factor in mind, modifications need to be made in teaching and curriculum. Education should meet students at their specific developmental level. Students who are required to learn certain content without grasping pre-requisites will have a difficult time moving forward in their studies. Rushing students to learn content during a certain time period will not provide the necessary processing skills needed for these building blocks. Students all require adequate time to understand and reflect upon content in each subject area; this process needs to be individualized. As mentioned in the VOA Special English Education Report, “[the CCSS] goes against one of America’s oldest traditions – local control of education.”

            Due to a very diverse society, different demographics call for different curriculum and teaching methods. A small town school in Western America encompasses different cultural matters from an urban school on the East coast of the country. Because of these cultural differences, education needs to meet the needs of the students in their particular environments. It’s unfortunate enough that there is a big divide within status in this country. Schools in upper class communities have more resources, and access to opportunities than schools in low income communities. With a significant separation among class in this country, education needs to cater to the needs of these communities. Education needs to fit the needs of students considering culture and socio-economic status. It does seem only fair for an under-privileged student from the slums of Detroit to receive the same education as a privileged student from Beverly Hills. However, because of the wide spread difference of these students in their environment, education should be flexible to meet the needs of these two students. 

            Lastly, many states are not meeting the achieving standards on test scores. Hence, content needs to be modified for those states to meet these standards. It is not fair for some regions in the country to pass state requirements, while others fail. We need to provide the opportunity for all students in this country to excel. America is a diverse country; and education needs to cater to this diversity.

Caught on Impractical Jokers

NO, I did not give my digits out!

Enjoy...

The lack of Arts in Higher Education - A Personal Reflection.

I have recently read the article, Let’s Get Serious About Cultivating Creativity, by Steven J. Tepper and George D. Kuh, The Chronicle of Higher Education, September 4, 2011. Here are my thoughts upon reading...

This article made me think of my sister and I. We both went to college at the same time, I was a Fine Arts major, concentration in Theatre Arts, and my sister was a Business major, concentration in Finance. After my sister’s freshman year of college, she switched concentrations, from Finance to Marketing. When I asked her why she switched, she said, “Marketing is more fun, I get to be more creative.” However, I wonder how much time she spent in her classes focusing on enhancing her creativity skills. I don’t recall her ever taking a class in the arts. In entering the job market, did her studies give her all the skills needed in the field of marketing? This article opened my eyes to the lack of the presence of Arts course in Universities for Business, Science, and Math majors. Many Arts majors admit that their arts training has enhanced their creativity, a necessary skill for a number of occupations.

However, on the flip side, I am not business savvy. I have no education or skills in being the C.E.O. of my own company, if I wanted to start one. My time spent in college was revolved solely around Performing Arts, and not the least bit focused on gaining industry/professional skills. Statistics show that majority of Artists in our country did not get the career development needed for their post-graduate life. In fact, 50 percent of professional artists eventually retire early on for a more financially stable career. With this in mind, shouldn't Universities prepare their Arts students with other skills, that can benefit them in other professions outside of the arts?

In all of this, it seems as if no matter what you study in college, there are going to be shortcomings. Expect to focus on your major and not get the extra skill building needed for your career. It is somewhat upsetting to think of this idea. How are we preparing ourselves as a country to succeed, grow, and accomplish more if we are not taking the best approach in educating ourselves fully? I imagine that Arts programs in universities, would welcome the idea of adding business courses to their requirements; to better prepare artists to become business savvy in their art. However, I’m not sure if universities would welcome the idea of adding art courses to business, math, and science programs. I am sure some exceptions would be made to add arts to marketing, advertising, and broadcasting programs. But the arts are important for our math and science majors as they are the future innovators of our time, the skill of creativity is essential and needed.

This article really opened my eyes to the higher education of this country. I am always discussing education for our youth, and what improvements need to be made for grades K-12 in America, but I never thought of the absence of Arts in the classroom beyond 12^th grade. College is supposed to shape us for our careers; it is imperative to receive as much training to build all essential skills for a successful future.