D.C. or Nah?

Florence and the Machine and annotations

I've been meaning to pick up my blog again, but life...

So, I carved out some time this weekend and made an outline for a different post, and then school inspiration hit (that's where the majority of my creativity goes), so I pivoted. Anyway, I figured I'd give you an insight to how I get to do the amazing things I do as a teacher. There are a lot of opportunities out there for teachers, but we're usually too busy to actually read those emails. Well, per usual, KT pushed me to apply for this one because she knows me well enough to know I didn't read the email.

This is a quote from the National English Honor Society (NEHS) email:

NEHS is excited to partner with the Smithsonian American Art Museum (SAAM) to offer Chapter Advisors an exceptional professional learning experience through the Summer Institutes for Teachers: Teaching the Humanities through Art. This immersive opportunity invites educators to explore powerful connections between American art, social studies, history, and English language arts—right in the heart of Washington, DC.

So, after doing my homework for an English Language Learner (ELL) for Professional Development (PD) to renew my leadership certification this year, I decided to work on my application for the DC institute.

I just wanted you to see that I am authentically me everywhere I go. If I can't do that, I either won't go or bide my time until I can leave. I'm too old and awesome to not be exactly who I am. I know my application isn't normal, but folks need to know what they're in for if they accept me! With that said, this is what I submitted. If it's meant for me, the right person will read it. If it isn't meant for me, I'll get to celebrate Dani's birthday with her in person (I'm always out of town for her birthday, but she gets her Mamo all to herself). Whichever way it goes, I win :)

Part of me wants to ask you not to judge me, but:

1. You wouldn't be reading this if you wanted to judge me.

2. If you do, that's on you ;)

So, here's my submitted application narrative:

My main core value as a teacher is to create a safe space for my students. I want them to feel safe enough to explore, step out of their comfort zones, think critically, and confidently share their ideas. I am a firm believer in the idea that “education is a drawing out, not a pouring in.” I’m not afraid to go against the grain of the system because I KNOW my students and give them the space to be authentic, have agency, and use their voices.

In my nineteen years and seven months of teaching and growing up, I have learned to have strong boundaries, speak kindly, listen actively, and allow my students’ needs and requests to be at the center of the rhythm of my method of managing my classroom.

So, yes, creating a safe space for my students is my top priority for them to learn. The world is a scary place. They deserve to feel safe in my classroom.

I teach in an arts magnet/Title I school. So, to say it's diverse is an understatement. Most of my students are marginalized in some way. Making space for all the intersectionalities is one of my favorite ways to use my creativity. I have kids in the same classes who are on the opposite spectrums of ethnicity, socioeconomics, politics, abilities, gender expressions, and opportunity. Our school zone encompasses the only Adolescent Community-Based Residential Program in our district. We also have a growing population of students who are just learning English.

I know every school has different complexities. We deal with humans. I am just so privileged to be able to serve at the school I do. My position allows me to have smaller class sizes, so I get to encourage my students to take up all their space. And with that, the students learn how to hold space for each other. It also allows me to get to know the humans in my care. It’s beautiful.

I am a creative writing instructor, so my authors can find inspiration from brushing their teeth or driving past a billboard. They are brilliant. Since my priority is to draw out the stories they already have inside them, I use as many media sources as I can. They can range from spoken word to photographs to songs to dances to live cellists to a single word. As authors, they are naturally curious.

Music is a common love language in our class. I knew the majority of this one class loved Florence and the Machine, so I chose “Rabbit Heart (Raise it Up).” I printed the lyrics for everyone to read on their own and make initial annotations. Then, we watched the video, which was followed by more quiet reflection and annotations on their papers. Honestly, it was hard to make space for silence because they were so excited to celebrate Florence’s talent! It was a beautiful problem to have.

I then unleashed my authors to run their own Socratic Seminar based on their annotations of the lyrics and commentary of the video. The way they were excited about discussing themes, mythology, lighting, tempo, tone, industries, structure, diction, etc. My favorite is when they play the “What if” game. They choose different lenses to analyze or brainstorm whatever is in front of them. It’s like we’re making a casserole of ideas, and they cook! (I’m aware I’m a forty-four-year-old woman who tried to be hip with that metaphor. It is what it is)

I know it was successful because they picked up things I didn’t! They brought up most of what I was going to pose. The only lens I suggested was Florence’s relationship with the music industry. Other than that, I just got to sit back and enjoy their brains and hearts light up.

One thing I might do differently with this lesson would be to add a project to it. Our typical product is engaging discussion or sharing of original pieces. Maybe I could add some kind of visual project. It would be pushing us all out of our comfort zones if I had them create a layered poem/song and pair it with a visual representation. Since we are an art school, many of my students like to write songs, perform on stage, draw, paint, take photographs, or create videos, etc. So, it would just be a matter of me figuring out timelines and guidelines.

Thank you for asking that question! I don’t think I would have thought of that without your follow up “why?”

I hope spending time in a Smithsonian museum will open my eyes to more resources to inspire my students. I know that stepping outside of my comfort zone forces me to grow (usually in ways I don’t expect). So, I hope I bring back inspiration and curiosity to everyone I encounter. I’ll be getting a huge education, and you pour out of the overflow!

Being able to share that this opportunity even exists to my colleagues is exciting! I love that there are grants and organizations out there who let teachers live out their thirst for lifelong learning. I hope that it’s inspirational to the authors to see that doing new things is important, even when you get "old"!

I am looking forward to the opportunity to soak up every bit of culture, knowledge, and resource I possibly can. I promise I will be a good steward with every morsel. Thank you for considering my application.

That's the end of that.

I think about all the lives I've lived, and the biggest ones were either thrust on me or ones I asked for and just had to hope for a "yes". Luckily for me, I've heard a lot of yeses in my life. Maybe this will be another one! We'll have to see :)

Big love!