First Impressions 15 years in the Making

by Lynn Clement


Ah, February.  The month that heralds the final demise of the dreaded January and when I can consider my semester officially off to a successful start.  It occurred to me recently that 2019 marks an important anniversary for me.  It was 15 years ago that I started teaching art history.

A lot has changed in that time: schools, technology, hair-dos, but nothing more than how I approach that first day with my students.

For many of the early years in my career I felt that my main hurdle upon meeting a group of students at the start of the semester was getting through the syllabus without everyone falling asleep, myself included.  However, I now know that addressing the issue of relevancy on that first day is most crucial.  This has become even more urgent as students, and I for that matter, need more from art history.

I begin with a question: “Why does a college require you to take a class such as this?”

In my experience this is a more productive question than those asked of me when I was on the other side of the podium.  Questions like “why are you here?” or “what do art historians do?” or (my most despised) “what is art?” often dead end with answers like “because the college is forcing me to take this class” and “we look at art” and (my most dreaded) silence.  Art history was not required at my university, but I was very lucky to happen upon it completely by accident.  I still feel lucky, but also saddened and a bit angry that it had not been a part of the traditional curriculum at any point of my education.  This is because I immediately saw its worth.  This is what I want my students to consider the moment we meet.

auditorium benches chairs class
Photo by Pixabay on Pexels.com

Thus, my class now begins with a discussion of critical thinking.  We talk about what it means to think critically about what we see in the world around us and how we can hone the skills they already have.  I don’t have to search very hard for examples that support how this will help them after they step out of the classroom.  We are bombarded with visual culture at every moment with smartphones, laptops, tablets, television, and on the surfaces of public transportation.  We now also seem to live in this terrible time in which you can see a video or photograph and be told that what you are seeing is NOT actually what you are seeing.  How do we learn to trust our own eyes and our own analysis of what we see?  Hopefully by taking my class.

This discussion leads us to an actual exercise in looking.  Again, I try to pick an image that is relevant, which is why we’ve been spending a lot of time with Napoleon’s portrait in the Tuileries gardens from the National Gallery of Art in Washington DC.  This image easily shows how power can be conveyed through the visual and heavily contrived, also by those in power.

I also try to speak to relevancy in terms of my assignments. It’s just not a hoop, or torture, I put them through because I’m a terrible person!  Really!  I focus less on the parameters of the assignment and instead on why I feel the assignments are important and what skills they’ll strengthen through their successful completion.

I’m particularly proud of the way my final research paper has shifted over the years.  While traditional research papers are still an option, I’ve found that more and more students are interested in researching and assessing how visual culture is presented to them in their communities.

Taking inspiration from the call to decolonize museums (like those made by Olga Viso), the Museums Are Not Neutral movement spurred by LaTanya Autry, and Uncomfortable Art Tours provided by art historian and independent art guide Alice Proctor, I ask my students to prepare a grant proposal, or marketing/business plan that would help to diversify a museums holdings. To complete the paper they need to research the current state of a museum (either the diversity of their holdings, the diversity of what they show on the walls, or how the information provided in wall text or on the museum website might be hiding hard historical truths.)  They have to state the specific problem to be solved or task to be accomplished and explain how do they propose to solve the problem or what questions they need to ask to solve the problem?

exhibit painting display
Photo by Riccardo Bresciani on Pexels.com

Not surprising, my students have gone above and beyond my expectations for this assignment.  In addition to considering how race is treated in their local museums, they are examining gender, access for the differently abled, and issues with conservation and preservation.  What I like most is that they get what I’m trying to do with this assignment and they have used their experiences and creativity to expand what can be done.  Thus, needless to say, the evolution continues.

I’m not sure if I’ll still be teaching in 15 years.  With the state of the college system who know what it will become (more on that in another post). However, I like that I’ve seen this kind of change and improvement in my own approach to teaching art history and it gives me hope for the future…even in the bleak midwinter.

 

Self Care for Women Writers in the Age of Kavanaugh

First of all, Happy Indigenous People’s Day!

I’m a historian of Atlantic Africa, the slave trade, and Africans in the Americas, so often that’s where my focus is. But this week I want to remember that while this nation was built by the enslaved, it was built on native land taken by force. I want to remember not to make anyone feel guilty, but to take some moments to sit in my discomfort with America’s past. White people’s attempts to avoid discomfort have caused a great deal of hurt and destruction, and change begins with the self. I will sit in discomfort, and I will help others do the same. I truly believe that it is only when we tolerate our discomfort to fully acknowledge the injustices of our shared past that we can move into an equitable future.

I still believe it is possible, even if the ideal of an equitable future feels far away sometimes. Especially this week, especially if you are a woman or a non-binary person with any history of sexual harassment, abuse, assault, or related trauma. Which is, well, all of us. We all have some experience with it, either directly, or through friends.

I’m not going to mince words. This week, most women in the US, like many other groups of people targeted by this administration, have felt that their country treats them like garbage.

That’s because right now, women (and other groups) are treated like garbage by our country. It’s the only way I have to explain what happened with Kavanaugh.

Something I want to address is how much something like this can affect the writing and productivity in general of women. Most of us are one “let’s give him the benefit of the doubt” away from either full-on screaming or bursting into tears in public. Our writing outputs are suffering. Continue reading “Self Care for Women Writers in the Age of Kavanaugh”

The Elusive Nonfiction Writing Voice

I’ve always been somewhat of a giant. Being the tallest kid in every class made me a bit shy,  and so I retreated often into my head, where all of my favorite stories lived. In kindergarten, I loved going to the bushes at the edge of the playground during recess and collecting the ladybugs that lived there.  I would let them crawl around on my hands with their tickly little legs as I gave them names and invented stories about their lives. Every now and then the other kids would ask if I wanted to swing, or play house, or do other things kids did, but I was obsessed with the ladybug game, so I thanked them and promised next time I would.

One day, a boy came up to me and asked me what I was doing.  I knew him as kind of a mean boy, but he had never done anything to me, and truth be told, though I was shy, I had my meangirl moments so I gave him the benefit of the doubt. I explained the ladybug game to him, catching him up on the latest drama in bugland.

“That’s really neat,” he said. “Can I hold one?”

None of the other kids had ever expressed interest in my game. Eager for a friend to share in the joys of my ladybugs, I held my hand to his and nudged Esmerelda onto his thumb as I explained her backstory. She was going to become the first ladybug in space.

He held her up to the sun and nodded, then looked into my eyes. His squinted as the right side of his mouth curled up into a smirk.  He dropped the ladybug onto the ground, then stomped it while looking at me in glee.

Everything inside of me screeched with the injustice of it. He hadn’t just ruined my game, he had ended a life. It was unforgiveable.

I think maybe he expected me to cry. Or to run and tell the teacher. Instead, in one fluid movement, I shook the other ladybugs off of my hands, grabbed his hair, and threw him to the ground. Then I put my little pink sneaker on his throat and held it there until he started to cry and the teacher intervened.

Now, why am I sharing this story that paints five year old me in an incredibly unflattering and violent light?

It’s all about writing voice. Bear with me.

Continue reading “The Elusive Nonfiction Writing Voice”

St. Louis Protests 2017: Resource Round-Up

I’ve been thinking of Mandela’s words a lot in the last few days. It’s a reflection that resonates quite a lotfor me, standing on the sidelines as I watch and listen to news about the protests and often questionable police responses that have been happening daily for more than a week. On Friday, September 15, a judge found Jason Stockley not guilty of murder in the 2011 shooting death of Anthony Lamar Smith, an African American man who fled the scene when Stockley and his partner tried to confront him for what they suspected was a drug deal. Stockley shot Smith five times at the end of the ensuing chase.

You can read more about the verdict here, and see the full verdict here. Stockley opted for a bench trial, rather than a jury trial, and in the weeks leading up to the decision, things were tense. The governor even decided to make sure the National Guard was on hand “just in case” when the verdict came down. (Note: I may have missed something, but I don’t think the National Guard has actually been used at any protests.)

Continue reading “St. Louis Protests 2017: Resource Round-Up”