Combining what I have previously learned about being an educator with the things that Hobbs discusses, I would say that I believe the role of an educator in the creative process is to be something of a calculating matchmaker, a democratic leader, and a protector.
If the first step of obtaining knowledge is ‘romance’, as Hobbs suggests, then we are, in a way, matchmakers. The educator must be sensitive to the needs and interests of the students so that they can find topics, activities, or even hobbies that the students can be passionate about and then apply that thing to the subject matter of the class; much like the science teacher, Mr. Peterson, did with the film assignment and the periodic table. This encourages romance to blossom between the student and a seemingly boring or mundane subject.
I loved the point that was made about how Mr. Peterson approached the question of ‘faking’ a film shot for the project. Instead of pressing his ideals on the students, he allowed, even facilitated, an open discussion of ethics to occur. This allowed the students to feel that their opinion was valued, even if it wasn’t shared by others, and got their minds engaged in real-world problem solving. This approach may take more time, but it is beneficial to all. The teacher was still in control, but found a way for the students’ minds to be actively engaged in critical thinking and discovery.
Hobbs addresses six problems that may occur when giving the students full range and freedom of expression. One of them is the issue of students mimicking pop media by talking about or showing “darkness, evil, violence, or self-harm”, or may even use those things to show their true feelings. This is a little scary to me. I have heard of high school students, recently, committing suicide and wonder how, as an educator, I would deal with something like that. I would wonder if I had seen signs and did nothing or if I had done something, but not enough. Although, I do not have a solution for this specific scenario, I think I can address the one in which the students just reproduce what they have seen for fun. Knowing and understanding these concerns will change my approach to creating with my students in how I structure the assignments and monitor their creative process. Hobbs says that the solution for this is that “the teacher expresses clarity about the aims and goals of the activity”. I think that a way to do that would be to ask for project proposals; maybe even rough drafts. This gives the teacher the opportunity to view the larger artistic choices the students plan to make with the project and catch anything deemed “inappropriate” ahead of time. It also gives the students the opportunity to get feedback and suggestions from the teacher on how to mold the project to the lesson’s “aims and goals” more effectively. This way no one is caught off guard the day the assignments are due or showcased for other teachers and parents.
The Seeing and Writing readings could help us in the creation process by knowing where to start. I love the quote by Susan Sontag on page 304, “Memorializing the achievements of individuals considered as members of families is the earliest popular use of photography”. I think this helps us remember the original purpose of art. It’s not to shock or destroy, it’s to document and/or celebrate. If we think about the people or events in our lives that have affected us the most, we can play with how to document or portray that feeling to others and then build our creations from there. This is what I did with my six word story.
The things discussed in these readings help us to remember our what our roles as educators are and remind us to not only free the voices of the students, but also protect the teach them. This will help us as we encourage them to find something meaningful in their lives that they can truly be romanced and inspired by while applying new knowledge.
2 comments:
The role of a teacher in the creative process had always been understandable to me, however by reading your post, Megan, and also reading Hobbs’ chapter: Create, the teacher’s role in the creative process is much more comprehensible. By understanding the principles of romance, precision and generalization I too, see our role as teacher as the matchmaker, democratic leader and protector.
The need to be creative is massive, especially for teenage students that want to apply their passions within the realm of the classroom. I too realized in this reading that it is my responsibility to ignite interest and excitement within my students, especially on subject matters that come off as monotonous or dry. The only reason why those subjects come off that way is that teachers after teachers have not come up with new ways of teaching that ignites the students’ interest. As you said, a new approach may take more time but the beneficial outcomes are innumerable. Even though the six problems we may face in media composition that Hobbs lays out are valid we can’t let those obstacles stand in the way of providing students with experiences that will shape their careers, hobbies, and desires.
Problem #1: “Students mimicking pop media by talking about or showing darkness, evil, violence or self-harm, or may even use those things to show their true feelings.”
I feel the same way you do; this is an issue that I am nervous about. I also agree that by clearly stating aims and goals it will guide students to the why. If they know why we are creating these films, they will be able to narrow down their ideas for a purpose. In order to strengthen this point I really liked your idea of requiring rough drafts so that the teacher is always involved in the process. It is part of the precision process for the teacher to be a part of the creating process so that students are receiving the assistance they need and so that there isn’t a project that is shown to everyone without you knowing about it or even seeing it beforehand. There is an important balance in giving the students rein and guiding them so that their end product has a purpose and is executed effectively. If we as the teacher ever feel we are to far in one direction or the other we can focus on the generalization principle which marries both the romance and the precision. This process isn’t just affective in creating but in being the creator and instructor in these teaching activities.
I love your idea of using the Seeing and Writing readings as a launch pad. These readings and photographs can be great inspiration on what to write on, as well as showing the process of creation. I really like the photographs of both the New Yorker with people on the beach setting up the flag umbrella in conjunction to the actual photograph of the marines at Iwo Jima. I would like to use these two examples as both a writing prompt and a discussion of theme and meaning. Each of the photos have a specific message and theme. By discussing the affects on the audience, the students can realize that their pieces will have an effect on those that watch their pieces. Creating is not just doing but analyzing and thinking thoroughly about the actions made. This will also help with the 6th challenge: “Celebrating Completion Leads to an Absence of Reflection or Critique.” We have to address the reflection and critique before we even start working so that the students have it in mind while they are creating.
Your last paragraph is my absolute favorite. We have to goals: #1: free the voices of the students and #2 Protect our students by teaching them. In order to both protect them and give them agency in their creations teaching them principles is our number one priority. If they understand the principles of respect and care for those who are their audience they will see the importance of freeing their voices in a selfless way that focuses on the needs and desires of their audience. Amen to your last sentence, “this will help us as we encourage them to find something meaningful in their lives that they can truly be romanced and inspired by while applying new knowledge.”
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