summer time blues
These blues are of Perth’s skies, wide-open opportunities and potentiality…
Setting the scene with summer holidays:
- daily reading and bike rides;
- birthday outings – celebrations;
- belated garden mulching to limit inevitable moisture loss (two days above 38 degrees this week alone, with more to come);
- seasonal vegetables roasting in the outdoor oven;
- felafel shared yesterday with both daughters home for lunch, and a game of backgammon which I lost;
- failure to engage Dad with a bubble blowing event at the home where he now resides along with others reconfigured by their varying stages of dementia. Collective noun for this condition? A befuddlement, or bamboozle of sufferers.
So, to that light.
Cuts through any pretenses. Intense clarity sharpens the view as well as appetites. Eldest daughter inquired via iMessage:
Why don’t you photograph the people you go out with?
The image above would then need to include all of us either swimming at the edge of the Indian Ocean, or reclining on the grass afterwards where we had lunch; here I collected a seemingly permanent pine sap imprint on my shirt.
People are implicit in these images – windows, cars, specks secure in the distance, the photographer herself, and footprints in sand – but they are not the chosen focus. Absence suggests narrative elements spool beyond the closed frame of any photograph.
Remind anyone else of staged learning events?
- framing through lenses,
- level of questioning,
- planned transitions,
- feedback and
- embedded review.
What happens in any classroom at a given moment is both rich with meaning, and crafted.
Constructs and perceptions, then, are the fabric I am exposing to adjustment here. Similar to the learning/teaching experience which never really finishes at the end of any given year, so too are pictures a fleetingly considered happenstance of colours, pattern and light.
… like this view, summer offers space for contemplation and renewal of practice:
Teaching has been described by the OECD as the “knowing and caring profession” (OECD 1994: 36). Accomplished teachers have also been described as “knowers, carers, actors, head coaches, humdrummers, stirrers, listeners, susser-outers, intuiters, empathisers, creators, pacifiers, and masters of repetition – above all, (they are) people who keep hanging in there in the knowing and caring profession” (Brock, 2001). Like good sportsmen and sportswomen, good teachers know how to “read the game” a number of moves ahead, and position themselves to be in the right place at the right time as if they had all the time in the world for their actions. Like the creative artist, what they produce is much greater than the sum of individual parts (McCulla, Dinham, Brock & Scott, 2015, p. 18).
McCulla, N., Dinham, S., Brock, P. & Scott, C. (2015). Identifying, celebrating and validating quality teaching. Refereed research monograph accessed Australian College of Educators December 26, 2015 http://www.austcolled.com.au/documents/item/162