help them become better story tellers. This will no doubt transfer
to other areas of study.
October 6-9 is our annual conference and I am hoping that
you will all be attending this year. Don’t forget to book your hotel
early as based on the high quality of presentations this year,
the conference will be a sell-out. Naples is a beautiful place,
great beaches, restaurants, and of course a bunch of great art
teachers to meet, learn from, mingle with, and party with. I
hope that you will join me at our division meeting and bring
your ideas, accomplishments, and celebrations. If you are presenting
at the conference this year, please let me know if I can
be of any help or support.
Don’t forget about our membership drive. Please encourage
your friends and co-workers to join or renew and use your name
as their referral. The FAEA member with the most referrals by
September 30 will receive free conference registration. It’s as
simple as that so start recruiting and networking now!
I look forward to meeting each and every one of you this fall.
Glenda Lubiner (firstname.lastname@example.org)
which ways do we encourage our students to be in the “present”
with their art experience? Are we ourselves present in the
classroom and with our students and their artwork? Are we
present with our own artistic pursuits? Please share with me
your thoughts on this topic or these questions. How are you sustaining
a present mind in an ever changing classroom and studio?
How do we presently balance challenge and support with
our students? How do you refresh your brain and open your
perspective to receive enriching experiences?
As summer comes to a close I send wishes of health and
happiness to you. Rest, recharge and reinvest in yourself and
look forward to this year with optimism and a fresh mind.
In all things art, Katie Avra
Sara Scott Shields, PhD,
Assistant Professor of Art
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the
Arts Teach and How It Shows. (pp. 70-92). Yale University Press.
Eisner, E. W. (2004, October 14). What can education learn from the arts
about the practice of education? International Journal of Education & the
Katie Avra, Fort Pierce Central
High School, Port St. Lucie
Greetings. Before we know it summer will have slipped
away and school will be starting. I hope that all of your wonderful
summer aspirations were celebrated each day. Whether
it was reenergizing your artistic spirit, cleansing your artistic
palette, attending workshops or conferences, maybe a
gallery or exhibition opening, traveling, spending time with
family and friends, and overall refreshing and restfully spending
your time, summer is our time of possibilities.
As we look to our quickly approaching new school year, perhaps
you are revamping old lesson plans, revitalizing curricula,
and considering new approaches to visual problem solving. For
me, I was recently struck by the concept of mindfulness. As
I sat on an international flight, I began a casual conversation
with my fellow flyer. Soon finding out he was a psychologist
from Pennsylvania and currently reading a book on the topic
of mindfulness, my mind projected the following questions: In
It’s that time of year again! The semester is looming ahead
as I suddenly realize there is not enough time to do all the
things I had planned to do over the summer. I came to this
realization about a week ago, in the passenger seat of a minivan
filled to the brim with dogs and luggage. As soon as we got
moving, I dug through my bag until I found the book I planned
to read in the car, The Slow Professor: Challenging the Culture
of Speed in the Academy, by Maggie Berg and Barbara K. Seeber.
For those of you not familiar, the book uses the philosophy
put forth by the Slow Food Movement to argue that academics
are being asked to do too much, too fast, by too many people.
In fact, the book points out that in 2013 being a professor was
ranked as the number one, least stressful job out there! Can
you believe that? Because I can’t! In fact, every year when I
get my new assignment of responsibilities I am reminded of the
absurdity of this ranking. Each August I find a single sheet of
paper in my mailbox that might say “spend 50% of your time on
teaching” when in reality I’m spending 80% of my time teaching,
50% doing service, and 70% engaged in research. Which
really means I am spending 200% of my time on work. This
doesn’t sound like a description of the #1 least stressful job to
me. Now don’t get me wrong, I love my job! But I would be
delusional to say that it is not hard work. Hence my interest in a
book titled The Slow Professor.
The Slow Professor is a part self-help, part scholarly literature
review and part autobiography of the very experience we
continued on page 8
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