knitted needle in blue

VISION

                I’ve been asked to state my pedagogical perspective and, to be totally honest, what a daunting request. Prior to my arrival at OISE, I really do not recall having heard the term “pedagogical” (or “pedagogy” for that matter). My saying that this is a scary task is proven by the fact that I have been staring at this blank page for over a week.  Of course I haven’t literally been sitting in front of my computer for that length of time, but I have had the Word document named, ready and waiting to be filled with my astute words of wisdom for that approximate span of time.  Several times this past week, and the whole of the last two days, I’ve opened the document with the best of intentions to begin my magnificent manifesto.  As the night turns into the early morning hours and my angst has reached a culminating point, I’ve made the executive decision to just get my thoughts down in a matter-of-fact manner. Hopefully it has the quality of being succinct but not lacking expression and information.

                I suppose much of my hesitation in relating my pedagogical perspective would be the apparent aversion I have in constructing a lofty, verbose and, therefore, nonsensical discourse on the subject.  Admittedly, I doubt or, at the very least, I question whether or not I actually embrace a cultivated and practical perspective.  I do, however, feel strongly about how, as a teacher, I would care to have my classroom structured in relation to the appearance, the efficiency and the mood.  Some time over the course of the week (while showering and accomplishing other various, monotonous habits) I devised a “vision” based on six words, three paradoxical pairs, to guide my thinking in describing how I ideally picture my future teaching environment. I will, forthwith, elaborate on their meanings.

                Clean & Cluttered:  As both a meticulously clean person who clearly has obsessive compulsive tendencies as well as hoarding issues, I see my classroom exhibiting the effects of these characteristics.  I take great pride in always living in and maintaining clean, organized spaces. I see my classroom as standing out from the norm with regards to cleanliness.  It should be mentioned here that while I outline my ideas I am envisioning the perfect scenario which would be me as an Art teacher with his own functioning Art room.  With that said, one might presume that it would certainly be a challenge to keep such a working environment in such pristine condition, but I think it would be a matter of setting down rules and allowing for designated carefree areas.  With respect to clutter, I’m alluding to the reality that an Art room traditionally, and with good reason, is stocked with and accumulates many and varied supplies with which to utilize in any number of engaging and exciting ways across the curriculums.  As I am most able at keeping my own belongings in order, I am sure to do the same with the vast amount of stuffs in my resourceful classroom.

                Continuity & Chaotic:  Art in schools is and ought to be a fun, hands-on course where students are encouraged to explore and express their creative ideas in a way that is a more casual form of learning yet not aloof.  I think that giving students a defined format for the class which they are comfortable with and become accustomed to his crucial. As the experts (psychologists and parents alike) say, children need structure.  But, conversely, I also feel it necessary to be able to randomly change course and say, for example, “Hey, everyone, it’s a gorgeous day out.  Let’s put what you’re working on away, grab your sketchbooks and let’s go out for a community stroll and some air.” 

                Charismatic & Calm:  This may seem similar to the previous word pairing but, in fact, it has more to do with the personal demeanours of the students and myself during our time together.  I fondly recall all of my Art classes, from grade 4 to high school and while at university, as being both wonderfully stimulating and serene.  I think the Art class is a learning environment which allows for some instruction and animated discussion but lots of time for personal development and reflection.  If I were to suggest that there be equal opportunity for my discourse and guidance and for students to work contemplatively, that ratio would be around 30:70.  I see myself roaming the room assessing students’ development while aptly-chosen music plays in the background at an agreeable level to all.

                I won’t be as pretentious to claim this as a pedagogical perspective – or even an approach, but I do indeed see it as a vision.  That is to assert that this is how I see myself and my students in the not so distant, perfect future.  Once I do have a statement, no matter how succinct, I’ll let you know.


(My VISION as a Wordle:)

m³ cont'd

As promised, a few samples of not so glowing feedback ...