SchoolArts - May/June 2007

Ar_&t

Football

Carol Cheney

When I was working as

a pre-service teacher, I

had an inspiring experi-

ence. I was helping a

student named DeVaughn, who was

frustrated by that day’s sketchbook

assignment. The class was sup-

posed to be drawing a pile of shoes,

capturing all the details and values.

He understood what was expected

for the assignment, but carrying it

out was not coming easily to him.

He raised his hand for help, and as

I talked with him, we experienced

a moment of connection where we

both learned about each other’s per-

spective.

Finding Similarities

DeVaughn told me that he couldn’t fail art because he was required to keep his grades up to play football. Just staring at his blank sheet of paper was making him worry that he would be kicked off of the team! He asked me why I even liked art. I responded, “DeVaughn, art is to me what football is to you. Why do you like football?” He thought for a moment, and then said that football was a way that he could do some- thing to express his emotions, that it was cool, and that he got really excited about it when he got to play. “That’s exactly why I like art,” I said. His expression became thoughtful, and I could tell that this concept was fascinating to him.

At that moment it occurred to me that DeVaughn was probably feeling the same way I would if I were thrown out onto a football field and expected to do well. I don’t know the first thing about football.

Of course, I’ve watched a few games, passed a ball with friends, and even played in the marching band in high school, but I’ve never understood or enjoyed the game for myself. That is how DeVaughn viewed art.

I began to think about what I would need from him if we were to go out onto the football field together. How would I best learn? I would need him to tell me the most basic things about football without making me feel foolish. I would want him to model exactly what was expected of me. I would want him to be understanding of my helpless feelings, encouraging my feeble attempts, yet challenge me to try harder and strengthen my skills so that one day I would love the game just as he did.

The Art Problem

Then I knew what I needed to do for DeVaughn. I helped him to look at the shoes and decide what he wanted to draw. I showed him with my fingers how wide the shoe would

be for a good com-
We experienced a moment position. Then I
of connection where we ^{encouraged him to}both learned about each ^{get the basic shape}_{drawn so that I}other’s perspective. _{could have some-}thing to help him
with. He attempted this and, even
though it wasn’t perfect, we had a
starting point. I returned to help
him throughout the class period,
encouraging him and assisting as
needed. Even though he didn’t think
his drawing was good, I was proud of
him for the work he put into it and
the change in his attitude.

I do not expect DeVaughn to become the most talented artist in the world. However, if he can look at an artwork and know that it is

special to its creator in the same way that playing football is special to him, then I have accomplished something amazing and extremely satisfying. And, if he will be willing to try even though he knows he won’t likely ever be an artist, then I have helped him to become teach-able. Opening one’s mind is the first step toward growth.

Today, DeVaughn asked me if I was in Mrs. Dorton’s class so I could learn how to be an art teacher. I told him that he was correct. “Cool,” he said, “Well, you’re going to be a good one. Your students are going to like you a lot.” Then he returned to his seat and kept working.

I couldn’t hide my huge smile. He had just shown me that our short conversation the day before had not been wasted. It had meant enough to him that he had gone out of his way to encourage me in my journey toward becoming an art teacher, perhaps because he saw that for me it would be the same as him playing football with the professionals. These are the moments in education that keep teachers alive and willing to give of themselves again and again, day after day, and year after year.