I have never thought of myself as a teacher. I think of myself as an artist. Perhaps, I could be a thought of as a teaching artist. Actually, this is has always been a temporary career. I was offered my first teaching position without applying so I gave it a shot. Initially, I intended to give it a solid 5 year trial. I have modified that trial period repeatedly.
Now I try to fit in during PD days and the such. This is never easy for me. I can tell I make some contributions occasionally but in that context, I also feel like an outsider every single time. There are times where the words I am hearing confuse me so much, I try to sit next to people that I have secretly pegged as “friendly interpreters”.
As an artist, I suppose I bring something else. My theory is based on a connection between my practice and that of our CSJs. When I was interviewing in 2001 for a position at CHS, I first met Sr. Kathy. Soon after that, I also met Sr. Madeleine. I was instantly impressed and scared. After I was hired, my CSJ education began. All the new hires were flown down to LA for a team sleepover, to see the schools, the residence and some of the clinics. Walking into the breakfast the next day, I met so many of the sisters and heard many stories. My biggest takeaway is that there were radicals. They were empowered and intelligent women who did things. These were often things that went against the direction of mainstream society and sometimes, against the patriarchy of Catholicism. It was the best of introductions.
My education has always centered around creative experiences, invention, and a dualistic approach to tradition: Connect and Deconstruct. An arts education can be immersive; classes all morning, open studio time all afternoon and early evening. And I benefitted from living in the Bay Area in the early 90s. There was live music nearly every night someplace. The musical attitude of punk was the nightly half of my education.
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| Classroom 9/2018 |
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| Studio 9/2018 |
I recognize parallels between being an artist, a punk musician, and the CSJ. They all just pursue their goals determinately, they aren’t limited to conventions, do what it takes to get it done and know that there may be a mess in the process. Somewhere in there is my contribution. I try to transmit that outlook to the students. When my 25 year trial period is up in a few of years, I will reflect back on this side gig and share some discoveries.