Dragons

Dragons  -- just one of the several mythological creatures chosen to metaphorically represent art teachers.

In her keynote speech at the Illinois Art Education Association state conference in December 2017, Deborah Smith-Shank, spoke of the tendency of some art teachers to fulfill the role of the scary, lair dwelling, fire breathing monsters. On the other hand, art teachers may be seen as shimmering, mystical, magical creatures or the (s)hero dragon slayers. Or in some cases, the art teacher may have a nature of metamorphosis - fluctuating between dragon and (s)hero.

I made a few notes during the speech to share. Though they will not do justice to the raconteuring of Deborah Smith-Shank.

Art teachers play a central role as heroes or as dragons.

In fantasy stories involving these characters, the dragon is a cause of anxiety. The dragon usually lays in wait throughout most of the story, letting its infamous reputation spread through lore and memory of village pillaging, treasure hoarding, clever riddles, and trickery. At the climax of the story, the dragon will be confronted by a hero. Usually only one of the two wins.

The Lair

The dragon lives in a lair. It is separate from the village. It is a dark place, sometimes underground or buried in a mountain. The lair is one of a kind, like the dragon. It doesn't have to be a scary place - dragons like collecting mounds of gold and colorful precious stones. If a welcoming, hospitable hero took up residence there, it would be quite attractive to all villagers.

The Beast

Laying claim, the dragon bellows its the putrid, burning breath down the necks of the frightened villagers. Using villainy and sarcasm, their overly critical dialogue about the work and even lives of the villagers discourages challenges to the dragon's reign. Things of beauty will be hoarded deep into the dragon's collection of treasures, sometimes never to be seen again.

The dragon must eat frequently and on their own schedule. If a villager does not complete a task within the dragons overly rigid timeline, they may be devoured by the dragon. The dragon also does not give clear expectations of the task to the villager; shrouding complicated assignments in mystery, riddles, and indecipherable directions. The villager is doomed from the outset.

The dragon works solo. Usually the only one of its kind throughout the villager's known land. It does not seek help. It is its own master.

The Battle

Keeping the dragon at bay requires the villagers to forge tools. Some avoid the dragon at all costs. Some must pay penance to the dragon in servitude. At some point in the story, it is usually decided that the dragon must be slain. The (s)hero confronts the dragon, and typically relies on rag-tag group of comrades, support from royalty, or the hope and faith of masses of villagers. (S)heroes are characteristically guided by a story of experience. They may be working with a powerful sorcerer or practicing on much smaller battles in preparation for confronting the dragon. They are clear in their intentions, delegating tasks to comrades in hopes of collaborative success.

Make known the mysterious expectations of learning.

They accept the eccentricities of their commrads, recognizing each of them has unique talents to contribute to the battle.

Isn't it time we rewarded student eccentricity? 

In some stories, the (s)hero may recognize the dragon as a complicated creature, simultaneously mystical and ferocious, and decide not to kill such a magnificent creature, but to work to tame it. And in some of the greater twists of battle, the hero and dragon are one in the same, balancing light and dark, needing one another for each's own survival.

Art objects can be beautiful, but also can be objects that disturb the accepted truth.

The keynote speech was of course a reminder of the importance of professional development (like attending you state's NAEA affiliate conferences) and of recognizing the attributes of a more heroic type of art teacher.

Through her work in higher education, Smith-Shank has explored art teaching personalities through observation and the reflections of pre-service art teachers on their own art education experiences. Her higher education students explored the metaphor of art teachers as dragons through artwork and storytelling. To see more, look for published research by Smith-Shank on the topic of dragons in:

Smith-Shank, D.L. (2014). Once upon a time: Stories of dragons, art and education. International Journal of Education Through Art, 10(2), 149-162.

Smith-Shank, D.L. (1993). Beyond this point there be dragons: Pre-service elementary teachers’ stories of art Smith-Shank, Vita, Page 5 and education. Art Education, 46(5), 45-51.

Deborah Smith-Shank. Keynote speaker at Illinois Art Education Association State Conference 2017. Photo from IAEA Facebook page.