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.
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.The 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. 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.The 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.
22, July 2011 § 2 Comments
I can not remember when the idea of illustrating the Iliad first occurred to me. I have known the stories of Achilles and of Helen, the “most beautiful woman in the world”, since childhood. These stories float in the western psyche and reappear in various forms as archetype and impetus for the re-creation of new stories. I loved these stories and I could recall their flavor, almost the way that a fine taste can linger in your mouth. When I came to live in Greece I sometimes caught a flash of a sea nymph in the waves, or Pan among the olive groves. The gods were still here and inhabiting the island. When I walked the streets I sometimes glimpsed Helen and Paris as their modern counterparts went about their daily lives. Once the project of illustrating the Iliad surfaced I knew I had to realize it. It took me many years to begin as I felt I was not ready, perhaps not mature enough, but also not skillful enough. With years of painting now behind me and entering into my fifth decade I decided I had waited long enough.
The Iliad begins western literature. Created by Homer in the 8th century BCE it depicts a war that took place more than four centuries earlier. Roberto Calasso, in “The Marriage of Cadmus and Harmony”, said that the idea of progress in the arts is refuted by the perfection of the Iliad. It has never been surpassed. The Iliad brings together stories of human passion, evokes the dangers of hubris, illuminates the futility of war, and shows us the responsibilities we owe to our fellow man. All of this born out of the events of an ancient war, fought by men but urged on by the capricious gods. The war is fought over Helen. A war waged over a unique woman, the most beautiful woman in the world. A war fought over beauty and honor by very flawed men who come to understand the depth of sacrifice and loss that are demanded. The heroes are trapped in an epic war, while Ananke, the goddess of necessity, tightens her noose about their heads. It is a tale of transformation; the characters change as the conflict rages. We question the nature of revenge when Achilles dishonors the corpse of Hector and see his transformation as he learns that material wealth and military honor cannot replace lost love and life. Our sense of what is honorable comes in the actions of Hector, who fights a battle he knows he will lose but who keeps faith between his words and deeds. Our sense of a true King comes from Priam who refuses to lay blame on Helen for the conflict and who is able to beg on his knees for the body of his son. These and the other characters form complex webs of knowledge about the content of human souls. Little has changed in three millennia.
I hope that my illustrations can lure students into reading the Iliad as the loss of this story from our modern dialogue would be monumental.
Jane Morris Pack
26, February 2010 § 1 Comment