Teaching Philosophy – Educator as Producer
On the last day of class, Annie looked at me and said, “I think I might be mad at you.” Her words bounced through my head as I sat captive on a transatlantic flight after submitting final grades. With brows furrowed, I sought to articulate the successes and learning moments that elicited her response. Teaching, for me, is driven by student interactions and experiences, with a desire to see them thrive. The semester with Annie’s group, a first year honors colloquium on social justice at Rutgers University – Newark, I incorporated a particular form of participatory action research called Photovoice. In seat 24E I was a captive audience to my own reflections for the duration of the flight. I was at a loss for a meaningful analogy that truly captured the dynamic nature of the learning environment we created. How could I clearly articulate my role in this experience? I found a potential answer while watching in-flight videos. I started watching the documentary series Soundbreaking: Stories from the Cutting Edge of Recorded Music. The first episode investigates the role of the producer with musicians. The idea bulb above my head exploded with the realization that I am the producer, but in a classroom rather than a recording studio.
While I do not teach music or recording technology, the analogy resonates across disciplines. In many ways, my role as an educator is similar to that of a record producer working with musicians in a recording studio. Like a producer, my underlying objective is to coax the best out of each person. To achieve this, I use a range of pedagogical devices such as group discussions driven by the core texts, writing and reflection exercises, and experiential project-based approaches like Photovoice to promote creativity and ownership of learning. In my particular application of Photovoice, I ask the students to use their cell phones to capture images that reflect the intersection of class content, personal experience, community relevance, and aesthetics. Photography engages students with course content in a way that develops connections to their personal lives and communities, giving each student an opportunity to share their standpoint. I come from a teaching tradition where students are positioned as experts of their lived experiences. Pedagogical instruments like Photovoice can help student use this expertise to express the most authentic version their world. In my experience, the more students embrace the identity of creator, composer, or researcher, the more they are exited to learn and share their insights.
Another essential job of the producer is to create a space where artists feel safe to try out new ideas and sounds – a space where vulnerability is celebrated. Similarly, I strive to create safer spaces for intellectual exploration and experimentation. Cultivating a sense of safety and removing the stigma of risk taking is essential to thoughtful, creative, critical engagement. In my role as educator/producer, I demonstrate vulnerability by trying out new ideas, discussing ideas I am learning, and engaging in respectful conversations that students can emulate. Taking time to practice close listening and respectful conversations while acknowledging personal perspective helps students open up to differing opinions and interpretations of the texts.
Annie’s words remain one of my favorite compliments of my teaching career. She said that every time she looks at an object, a person, or really anything now, she contemplates the scene and its potential consequences. As educator/producer, bringing students to moments such as this is my job. Her comments signify the opportunity to experience learning in a way that extends beyond the walls of the classroom and develop over time.
While I do not teach music or recording technology, the analogy resonates across disciplines. In many ways, my role as an educator is similar to that of a record producer working with musicians in a recording studio. Like a producer, my underlying objective is to coax the best out of each person. To achieve this, I use a range of pedagogical devices such as group discussions driven by the core texts, writing and reflection exercises, and experiential project-based approaches like Photovoice to promote creativity and ownership of learning. In my particular application of Photovoice, I ask the students to use their cell phones to capture images that reflect the intersection of class content, personal experience, community relevance, and aesthetics. Photography engages students with course content in a way that develops connections to their personal lives and communities, giving each student an opportunity to share their standpoint. I come from a teaching tradition where students are positioned as experts of their lived experiences. Pedagogical instruments like Photovoice can help student use this expertise to express the most authentic version their world. In my experience, the more students embrace the identity of creator, composer, or researcher, the more they are exited to learn and share their insights.
Another essential job of the producer is to create a space where artists feel safe to try out new ideas and sounds – a space where vulnerability is celebrated. Similarly, I strive to create safer spaces for intellectual exploration and experimentation. Cultivating a sense of safety and removing the stigma of risk taking is essential to thoughtful, creative, critical engagement. In my role as educator/producer, I demonstrate vulnerability by trying out new ideas, discussing ideas I am learning, and engaging in respectful conversations that students can emulate. Taking time to practice close listening and respectful conversations while acknowledging personal perspective helps students open up to differing opinions and interpretations of the texts.
Annie’s words remain one of my favorite compliments of my teaching career. She said that every time she looks at an object, a person, or really anything now, she contemplates the scene and its potential consequences. As educator/producer, bringing students to moments such as this is my job. Her comments signify the opportunity to experience learning in a way that extends beyond the walls of the classroom and develop over time.
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