As my
student-artists or artist-friends struggle, I see my struggles, wounds,
successes and healing. Their vulnerability illuminates my vulnerability. Their
awakening quickens my awakening. As they learn, I am reminded of what I know
and experience many things for the first time.
As God
calls us to love people across all boundaries, in like manner, as a professor
and an artist, I am called to love and encourage my student-artists and artist-friends,
no matter their calling or direction. This means, for me, NOT falling into old
patterns or traditional ways of teaching or interacting. The old ways allowed
for harsh criticisms or pushing students so hard the student loses her or his
footing. I have been in such a class or critique as a student. I hear of this
approach being used today. Often this approach leads to emotional break-downs,
debilitating frustrations, or even a squashing of creative desires. Wounding
occurs. The person who does the wounding is simply seeking to gain control,
give power to the ego, not acknowledging her or his limitations, or wounding
the student as she or he is wounded. There must not be a place for such
approach in teaching, in creating or in sharing the creative spirit.
Teaching
should be about demonstrations of a wide variety of options, opening the
students visual experience, reinforcing the potential (the unique potential and
direction of each student - no two students are alike), the ability to see how
to help each student take their self-proclaimed path (which may require a great
deal of work to determine how to do this and not force them down a path on
which I am already comfortable), and by clarifying directions through formal
concepts (how the color, space, texture, etc. are working). This will allow for
non-destructive emotional, non-forcing solutions which do not threaten the
self-directional forces of the student. Anything else is self-serving.
My task
is not to draw attention to myself as professor or artist but rather to use all
my creative, intellectual and spiritual energy to bring light to the student.
It is not about me or my work. This does not mean that I can't share my work or
ideas but I must be careful to emphasize that my work in my work and does not
reflect upon the path or calling of the student-artist or artist-friend. I find
it helpful to stress that we are both artist. I am not "better." I am
available to facilitate help along their self-discovery. Their art will be
their spiritual awakening, emotional healing, and enlightening path. In like manner, I grow through their growth process. The experience is mutually
beneficial.
If a
student-artist or artist-friend becomes wounded in connection to their art
processes, he or she will learn how to wound more than how to create.
Sit with
them. Get messy with them. Listen more than talk. Express wonder at their
uniqueness. Focus on them. Offer creative care-taking.
Listen
Observe
Offer
technical advice
Offer
design advice
Value the
person
Acknowledge
feelings
Acknowledge
struggles
Acknowledge
limitations
Acknowledge
potentials
Provide
practical options
Do not
express frustrations over the students' solutions, no matter how weak
No not
dismiss problems due to lack of work - encourage getting back on track with
renewed commitment
Listen!
Giving
students a voice as to the direction of the class, as much as possible,
especially in an upper level course, seems the best path. Their needs and
growth are the forces behind the course - a living, ever changing creative
path. At the same time, I must be able to work, and sometimes work extremely
hard, with the person who needs help to find positive solutions. The difficulty
in seeking solutions reflects equally on me as it does others. Often, the
difficulty shines light on an area in which I am being given the opportunity for
growth.
Allow for
silence, for being, for breathing, for the answers to come naturally.
