The Aegean Center’s New Intensive Block Curriculum

30, April 2017 § Leave a comment

A New Way to Teach

Based on fifty years of teaching experience and an awareness of the evolving profile of the contemporary student, the Aegean Center has transformed its program schedule. We have introduced intensive scheduling within a newly formatted twelve week session.  We continue to offer core subjects in drawing, painting, photography, and creative writing. Art history and literature classes are still held. Core studio classes are scheduled every day for two weeks followed by a Bridge Week in which assignments, special projects and cultural activities occur, but regular classes do not meet.  Then two weeks of intensive instruction resume and this pattern repeats throughout the term. This intense learning structure has proven to be enormously successful in our summer program. We see this evolution as a way to make our program more vital and responsive to our students’ needs. As an independent school we are able to respond personally and immediately because we are small by design, unaffiliated with mainstream corporate education, and, without the weight of administration and policy statements we can implement changes efficiently.
Blog 29 April '17  
We find this new format is very beneficial. The average student coming to our program is highly connected to the world through social media, but often scattered by too many commitments and pulled in too many directions.  They are enthusiastic, energetic but unfocused at times.  We have discovered through teaching short intensive summer classes that time spent going in depth into a subject translates into a profound pedagogical experience. In two weeks we can cover a month’s worth of material and the student retains this knowledge longer and with more comprehension.  We have a clearer idea as teachers what each student in the group requires and how they best work through problems.  Students are able to work steadily and calmly and don’t tend to procrastinate and leave work until the last moment. It eases social situations as people get to know each by working side by side, promoting conversation and amiability. We also know from research that learning a new skill requires deep concentration followed by down time to allow it to sink into the subconscious mind. When the subject is renewed  the learner finds the information transformed and readily applicable.Rebecca & HeiguThe above was written as a first announcement of our change of program. We are now in our 5th week of its first trial at the Center. The overall consensus is that it is a true success.  I have been able to progress much more quickly through the material with far more student comprehension. In the first two weeks for instance, I taught basic drawing every day for two hours.  As a class we were able to cover what would have taken 2 1/2 months in the old format.  Because we could delve into topics that were going to be taken up in figure drawing in the subsequent intensive, the students were far better prepared to handle the demands of drawing the model when the time came.  As I taught the figure drawing class I saw that students already had the concepts of perspective, negative space, cross contour and geometrical forms in their hands and minds.JP 8x10 B The intensive program builds relationships rapidly between the teacher and students as we get to know each other on a daily basis. The students themselves seem to bond more readily and comfortably too as the social contact takes place around classes and art. From solicited comments  from students I hear that they are learning quickly but not feeling overwhelmed. During the Bridge Week they each found a different rhythm. Some took it easy the first half but worked hard later in the week to complete assignments. Others spread their time out and enjoyed having their own schedules to decide when to come to the studio and when to relax, read, or socialise. This Bridge Week some of them have planned a three day trip to Santorini at the weekend.The best aspect of the intensive for me is that I can readily read the level and engagement of each student and the group as a whole and I can adjust my lessons to keep forwarding their skill levels. It is not easy for them to procrastinate and the work becomes a daily habit. I like having the Bridge Week to introduce other activities; book craft (taught by Silina) the first time and monoprinting this week. It invigorates the program and gives the students a new and creative use for their recently acquired skills. John taught a view camera workshop and Jeffrey is taking them to the museum.Blog StudioThe majority of the students are doing both photography and painting, nearly all are doing drawing. The overlap of differing aesthetics and media is mind expanding and challenging. Having two or three teachers a day who require that they be attentive is hard work I’m sure, but they seem to be up for it. I feel a lot more relaxed at any rate as the daily unfolding of the lessons keeps me focused without the break between classes which sometimes scatters my momentum.

Εγκύκλιο Παιδεία • Liberal Arts

3, February 2017 § 2 Comments

“When we ask about the relationship of a liberal education to citizenship, we are asking a question with a long history in the Western philosophical tradition. We are drawing on Socrates’ concept of ‘the examined life,’ on Aristotle’s notions of reflective citizenship, and above all on Greek and Roman Stoic notions of an education that is ‘liberal’ in that it liberates the mind from bondage of habit and custom, producing people who can function with sensitivity and alertness as citizens of the whole world.” –Martha Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education, 1998

libeal_artsSeven Liberal Arts: Francesco Pesellino: 1422-1457 Florence

While hoping to find a way to take a much needed sabbatical many years ago I made some phone calls in search for a person to take over my job for a semester. I talked to a woman who taught at a well known academy in the States, someone who I felt could teach drawing and painting simultaneously as I had been doing for years at the Aegean Center.  I gave her the outline of the program; a three month course, in Greece, teaching 20 hours a week, covering the gamut from printmaking to oil painting.  She brushed aside my inquiry but not because she felt the weight of long hours of teaching, or because the responsibilities were onerous, but because she would need to teach drawing and painting concurrently.  She said that a student needed a full year of basic drawing, followed by a full year of figure drawing before they should be allowed to touch a brush. When I explained that being a single semester abroad program prevented us from spreading out the curriculum in this way she dumbfounded me with her response.  “Well”‘ she said, “I consider myself a fascist when it comes to art instruction”. I thanked her for her time and promptly hung up.

In relating this story to students I often wondered whether the fascist intent was sanctioned by her academy or if it was just her own perverse mindset. I have unfortunately seen and heard of teachers who felt their method was uniquely correct and had no tolerance for other viewpoints. In art classes the slavish adherence to what is fashionable and a blindness to tradition can narrow students responses. As teachers we must all ensure that our students learn the basic skills that will serve them in future no matter which direction the art world takes. I am deeply committed to obtaining and practicing these skills, but to be a self proclaimed fascist in order to attain that objective is repugnant. Recently I contemplated her response again and thought about it in context to the current political climate. It still horrifies me and I still fight against the dictates that her statement implies.

The Liberal Arts were conceived to educate citizens who could uphold the highest ideals of the Greek and Roman cultures.  Rhetoric, grammar, logic comprised the trivium and to these were added the quadrivium of arithmetic, geometry, music and astronomy. Over the course of the centuries a liberal arts education has come to means something broader but it still indicates a course of study which seeks to inculcate a student to uphold the fundamental underpinning of a democratic society. The arts, especially the visual arts, play a role in embedding memory, culture and history into the minds of citizens.  The museum plays its part as well as the galleries, publications and criticism. The arts aspire to imagination, forward thinking, to uphold aesthetic ideals and keep sensitivity alert. This perhaps is why the first thing many dictators do is imprison the artists and poets. But art can also be fashioned into propaganda and can in itself become weighted down with rules and dictates. And apparently teaching art can become fascistic as well.

If we are to remain an open society we need to teach the creative process and embody  it as well in our teaching. I try to foster a creative environment in the studio along with emphasizing the discipline that learning an art form demands. Strangely, many art students do not feel creative. The striving to make something of merit often stifles the urge to begin. Creativity requires a certain amount of mess, of boredom, of play and practice in order to perform its magical alchemy. Rigid hierarchical formulae do not help to promote its appearance. We cannot be creative if we are being taught that conforming is the most important requirement.  This is why so many students feel that being creative is a rare gift rather than a natural outcome of their nature, too many years spent in graded, monitored, tested classrooms can kill off the ability to create. Often beginning students are intensely creative before fear and compliance knock them back into simply performing for others.

I stay in my job with pleasure, it keeps me involved in my passions and engaged with young clever minds. I teach drawing and painting but I also feel my job is to awaken students to their own nascent creativity. To engage in the creative process is to grow as a person and as a citizen of the world.  Within the beautiful environment of the Center with its multicultural milieu, with imaginative and intellectual activities and trusting relationships the creative is allowed to emerge.     :Jane Morris Pack

“Those persons, whom nature has endowed with genius and virtue, should be rendered by liberal education worthy to receive, and able to guard the sacred deposit of the rights and liberties of their fellow citizens; and . . . they should be called to that charge without regard to wealth, birth or other accidental condition or circumstance.” –Thomas Jefferson, 1779

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