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My job I got was a result of teaching summer kids art classes at the
local community college. By the time I paid a babysitter for my two small
kids, traveled, and worked the few hours, I had zero profit. But what was
better was that I had a letter of recommendation from the president of
the college and one of the mothers (an influential one) went to "BAT"
for me with a local school and they created a job for me. It started with
me going to three schools a day and now they use two full time teachers
to do the job I once did (see, they liked having art and expanded the
program. Plus, a good- deserving- friend of mine got the job!) and now I
am at one of the schools full time. They never looked at my
portfolio as they
had never had an art teacher and had no idea what was even important!
On Mon, 12 Feb 1996, wrapf wrote:
> I agree that a rich background in art history, aesthetics, and design could be
> a strong foundation for great teaching in those areas. I too, in college had
> incredible classes art history classes taught by art historians. But, the
> outstanding studio courses that I have had were taught by "artists" who
> happened to be gifted teachers as well. However, my bias as I have stated,
> is in Secondary school art which is dominated by the studio experience. I
> still would prefer hiring a person who shows a high degree of competence in
> those studio areas where our need was greatest. To teach high school, at least
> in the programs that I have been associated with, I look for a candidate that
> possesses a strong background in Art history, appreciation, and aesthetics, but
> more importantly the demonstration of the commitment, skills, and talent of an
> I appreciate your feedback. I think different conditions establish different
> standards for hiring. I also agree with a comment made today by another
> person on the list that having a "contact" within the system, and networking
> can be important factors in obtaining a job.
> Bill Rapf
> Souhegan High School-Art
> Amherst, NH