Filed under: art, education | Tags: Arts Education, arts in education, clown, revolution, teaching artist, trouble
I’ve written before about the changing landscape of Teaching Artistry. I’ve written about how arts education has changed in my years in the business. For the most part, I do most of my teaching outside of school environments these days but every so often, I’m brought back into the Arts in Education world. What the re-encounter highlights for me is how at odds my goals are with the goals of a lot of Arts Education.
At the heart of my goals for students sits a desire for them to make bold artistic choices and learn how to be good artists. This is not because I think they should become artists (I know what kind of a life that is) but because I think that thinking like an artist can lead to a liberation of self. Thinking like an artist can allow students to begin to question their assumptions and interrogate the givens. This is all well and good on paper for most schools but when the questioning begins and the classroom gets crazy or silly or loud, most people in schools start yelling and everyone gets into trouble. I value the trouble that art stirs up. Good art is disruptive and shakes up the status quo. This is rarely in line with the goals of a school – as most schools seek to enforce and create a status quo.
I have a revolutionary’s heart, I’ve discovered, and I like for students to get so involved in art making that they become willing to challenge the status quo. I like it when the art becomes theirs.
My favorite moment of my early teaching career was when I noticed a student missing from our 5th Grade Midsummer Night’s Dream class. I was told that he’d gotten in trouble in the cafeteria by quoting Shakespeare. I’m still delighted to think about a small 5th grade kid standing up at his cafeteria table and proclaiming loudly, with gestures, “Enough! Hold, or cut bow strings!”
I don’t remember much else about that residency but I cherish the way Shakespeare and I got this kid into trouble. I used to feel guilty about it – but not anymore. Art, when it’s good, can get you into trouble.
The more art becomes EDUCATION, the more it becomes a rubric and a set of skills to learn, the less likely it is to get you into trouble. And this is why working in education isn’t really my bag anymore. Bring me in to teach your students and I will encourage them to be bold, to take risks, to be silly, to be loud, to look for mischief, for the game, for the spirit. I trained in clown. I am inclined to make a mess. That’s probably why you don’t bring a clown into your classroom.
If you want order and quiet, I would suggest an educator instead of an artist. I fall firmly on the side of art and will always privilege the artistic choice over the orderly choice. Arts in Education these days seems to always privilege the orderly one. I want the work that young people create to be controversial, to be disruptive, to be volatile. In the past, I did a complicated balancing act of trying to keep things status quo for teachers and administrators and arts organizations’ education departments while still honoring my revolutionary impulse. But I think somewhere along the way, I lost the ability to compromise this way and can only express delight at the irreverence, at the art that might accidentally pry its way into a classroom and cause all kinds of trouble.
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