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.