Linking The Art of Photography to The Art of Education

I have been studying and practicing the art of photogaphy. I feel pulled in two different directions. One the one hand, this feels indulgent and excessive. Do I really have time to run around examinging the light, observing life, studying composition, considering effective framing and snapping away? On the other hand, what could be better and more important? There are so many good and beautiful things in my life (uh-oh flashback from ED 800, the good, the true, the beautiful, Gardner) that what could be more important than learning how to properly take pictures. This is a skill that I can use throughout my life. And, it taps right into my artistic side. My ego evens rears up a bit as I take pride in the things I am seeing this week and at how much I like some of the pictures I have taken. If I can figure out how to do it, I will post some of my piano series and some of my winter scene series here in the blog. So, yes, I am learning about how to create good photography.

All the while in this pursuit, my mind is toying with the idea that this is an education class, and either the professor is a genius or nuts, which makes me either a genius or nuts for choosing this class. All of a sudden it hit me today. These things that I am experiencing while observing and thinking and taking pictures are the same kinds of things that go into "good education" (if there is such a thing!) (and we all agree that there is, yah?)

Our first assignment was to consider something that holds meaning and capture it in a photograph. I kept thinking about my beloved old Steinway, so I headed into the living room. It is hard to do much with a great big rectangle, but I tried. I looked and snapped and looked and snapped some more. I really need to do some serious dusting. In the end, I was most drawn to the idea of a photograph that captures the angle when playing the piano. Throughout this process, I had an idea in my mind of where I wanted to go. It was hard to define but I kept pushing forward. Oftentimes in the classroom, I feel this way. I have this sense of where we need to go and we keep pressing on. I improvise and try one, two, three, many more differnet ways to move closer to my goal. Just as I kept thinking and trying different shots and angles, so too, in the classroom I keep trying different approaches.

In the readings on photography, the terminology and wording lines right up with education. We must study carefully the composition for our photograph. So, too, in education, we must consider our topic, the curriculum, the lesson for the day. We must carefully frame this composition in our photograph. So, too, in education, we must frame our content. A good lead in or a good warm up activity goes a long way in setting up a productive lecture and discussion session. We must remember the rule of thirds and use lines appropriately and always, always, always get the light right. Ah, the light. As light is to photography, so tone and manner is to education. How we engage our students is perhaps more important than our fancy methods and required curriculum. What is the light in the classroom? It is that spirit, that sense of goodwill and hard work that permeates the group. It is positivity, and it is goodness.

I have more work to do, but I am relieved to get some of these ideas down about education and photography. I will be thinking about light and how I am a big part of being the light in the classroom.

Compelling Experience #1 (Prophetiae Merlini)

I am beginning a new course, "The Nature and Design of Compelling Experiences". Amongst many things, I am a long time educator, and this is a graduate level education course. I am also a long time musician and art lover, so this course is interesting to me on many levels. My awareness is now raised, and I recognize that I have experienced my first truly compelling experience since beginning this course.

I just arrived home from the Michigan Music Conference in Grand Rapids. I am not a K-12 music teacher, althought this is their annual conference. My son was selected to play in the middle school all state band. This is a big honor, and we made the most of it. We stayed at the Amway Grand. He had a tremendous rehearsal and performance experience. I registered for the conference and experienced a few good seminars, my son's amazing performance and an additional remarkable performance.

The Traverse City High School Symphony Orchestra and concert choir performed at the conference. This is a big honor for them, and I was curious to check out some other schools' music groups. I chose this group, because their program included a piece from the Mozart Requiem, one of my all time favorites. I was pleasantly surprised by the quailty of the group,and they did an excellent job with the Beethoven, Rimsky-Korsakov, Grieg and Mozart listed on the program. Then, I discovered a wild card.

The final piece on the program was an unpublished work for symphony orchestra and choir titled "Prophetiae Merlini" composed by Jeffrey Cobb. Mr. Cobb strode smoohtly onstage to guest conduct the piece. The opening was full of percussive action and aggression. My interest and attention rose precipitously. My mind swirled as the music dipped and dove, soared and raced. So many colors and impressions filled my mind. Every cell in my being was engaged and at attention. My emotions locked in as well. The music was so beautiful and so powerful. My heart swelled. When the piece came to an end, I realized that my eyes were full of tears and my heart was beating quickly. Perhaps this fits the bill as a "compelling experience".

What made it so? It was new and unique and took my mind into unchartered musical territory. It was of very high quality and represented a tremendous amount of work on the part of the composer and performing ensembles. It appealed to me personally. It was full of life and emotion and story. And, so, I begin my journey into what it means for an experience to be compelling and how this concept can be applied to the educational environment.