Professional Documents
Culture Documents
Volume 35, N u m b e r 2
W i n t e r 2009
Mary
Relationship:AVisual Culture
Stokrocki
T h i s p r e s e n t a t i o n f e a t u r e s a p p r o x i m a t e l y i o % o f m y 23-year d i a l o g u e w i t h a
former student, Julie D i S i e n a from Cleveland State Universitya dialogue that
o c c u r r e d m o s t l y t h r o u g h p o s t c a r d s a n d g r e e t i n g c a r d s . W h e n I first m e t her, J u lie's e n t h u s i a s m for l e a r n i n g a b o u t m u l t i c u l t u r a l e d u c a t i o n a n d different t y p e s
o f p e o p l e s t r u c k m e a s u n u s u a l . S i m i l a r l y i n t e r e s t e d in t h e s a m e t h i n g s , w e h a v e
m a i n t a i n e d a l o n g - d i s t a n c e c o n v e r s a t i o n o v e r 2 d e c a d e s . I n 2006, J u l i e m a i l e d m e
a p a c k a g e o f p h o t o c o p i e d c o r r e s p o n d e n c e s t h a t I h a d s e n t h e r over t h e y e a r s . T h i s
act t o u c h e d m y h e a r t . T o t h i n k t h a t a f o r m e r s t u d e n t c a r e d e n o u g h t o s a v e this
correspondence shows the power o f educational mentorship a n d the sustaining,
reciprocal nature o f the m e n t o r i n g relationship. Julie taugh t m e m a n y things, as
well. M a n y e d u c a t o r s k e e p in t o u c h w i t h f o r m e r s t u d e n t s , b u t n o t m a n y e d u c a t o r s
t u r n t h e s e r e l a t i o n s h i p s i n t o r e s e a r c h . S o this e x p e r i m e n t is a n a d v e n t u r e for u s
a n d for t h e W o m e n ' s C a u c u s . How and why do meaningful
mentorships
grow?
W h a t Is a M e n t o r ?
P e o p l e c o n c e i v e o f m e n t o r s as f a m i l y m e m b e r s , favorite t e a c h e r s , i n s i g h t f u l
f r i e n d s , p e o p l e w i t h w h o m t h e y w o r k e d , a n d p e o p l e t h e y a d m i r e . M e n t o r i n g oft e n is a " c o m m i t m e n t t o r e c o g n i z e , e n c o u r a g e , a n d c e l e b r a t e , w h i c h m a k e s e a c h
o f u s u n i q u e " ( E m p e y , 2004). A m e n t o r is e s s e n t i a l for a c h i e v i n g s u c c e s s in life.
In t h e w o r l d o f b u s i n e s s , t h e r i g h t a d v i c e a t t h e r i g h t t i m e c a n a c h i e v e w o n d e r s .
M e n t o r s are t h e k e e p e r s o f i m p o r t a n t t r a d i t i o n s a n d l i f e - s h a p i n g s t o r i e s : T h e y p a s s
o n t h e k n o w l e d g e t h a t w o u l d b e difficult for a b e g i n n e r t o learn o n h i s o w n , a n d
in Learning.
M a r y Stokrocki A V i s u a l C u l t u r e Dialogue
a process o f
m a k i n g o n e s e l f - a w a r e o f o n e ' s i m m e r s i o n in e v e r y d a y a n d p o p u l a r c u l t u r e t o
e x a m i n e one's o w n p o s i t i o n ( D u n c u m & Bracey, 2001). A s a self-reflexive e n d e a v o r , t h i s s t u d y s e e k s t o reveal a s p e c t s o f o u r r e l a t i o n s h i p t h a t m a y b e o f i n t e r est t o o t h e r s i n t e r e s t e d i n t h e c h a r a c t e r a n d v a l u e o f m e n t o r i n g r e l a t i o n s h i p s .
T h e R o o t s of o u r Relationship: O u r C o r r e s p o n d e n c e
I m o v e d to A r i z o n a S t a t e U n i v e r s i t y f r o m O h i o in t h e s u m m e r o f 1990 w h e n m y
h u s b a n d h a d an o p p o r t u n i t y to teach at C a s e Western Reserve, near Phoenix,
A r i z o n a . S o J u l i e D i S i e n a , a n e l e m e n t a r y a r t t e a c h e r friend a n d a f o r m e r s t u d e n t ,
offered to a c c o m p a n y m e o n a 5 - d a y e x c u r s i o n , c r o s s - c o u n t r y f r o m O h i o t o A r i z o n a . T h e t r i p w a s a 2 - w e e k v a c a t i o n for her b e f o r e s h e s t a r t e d t e a c h i n g in t h e fall.
T h e scenery a l o n g the trip was a m a z i n g a n d unforgettable. D u e to limited space,
w e o p e n w i t h a m e m o r y o f J u l i e ' s visit t o P h o e n i x t h e f o l l o w i n g year. T h e r e m a i n d e r o f the p a s s a g e s s h a r e d h e r e tell a s t o r y o f o u r u n f o l d i n g f r i e n d s h i p a r o u n d
c o m m o n interests.
1991:
Postcard of Camelback
Mountain
Monument,Arizona
/ 9 9 2 : Postcard of T h e M e l l e r D r a m m e r
(1933)
M A R Y : H o p e y o u r students like the D i s n e y card o f M i c k e y M o u s e . I taught a b o u t the history o f a n i m a t i o n ever since I w a s a y o u n g teacher. Recently, I discovered that the cart o o n was a s p o o f o n the m e l o d r a m a , Uncle Tom's Cabin. T h e weekend o f April 1011,
I'll b e o n the N a v a j o Reservation, unless y o u can c o m e visit here before April 9. O n
Easter S u n d a y I fly o u t the A E R A [American E d u c a t i o n a l Research Association] c o n ference in S a n Francisco for the first time. In between, I have to correct final p a p e r s ,
because the N A E A [National A r t E d u c a t i o n Association] is the week after that conference. It's a hectic t i m e . Please c o m e visit. P.S. I w o n the M a r y R o u s e Award!
J U L I E : I t h o u g h t h o w y o u liked t e a c h i n g a b o u t p o p u l a r culture m o r e than I d i d . I w a s
g l a d to hear that y o u w o n the W o m e n ' s C a u c u s M a r y R o u s e A w a r d . I k n o w s h e
always h e l p ed the w o m e n . I still r e m e m b e r h o w she told m e there is "a g o o d o l d
boy's c l u b , " b u t w o m e n will have to establish their o w n n e t w o r k a n d pull each other
u p . I also k n o w she w o r k e d h a rd o n her research. [I was always l o o k i n g for t e a c h i n g
devices to inspire Julie's e l e m e n t a r y teaching. I sent her a t i m e line o f the " H i s t o r y
o f A n i m a t i o n " from Time-Life that I still use t o d a y a n d e x t e n d e d it to the history o f
a n i m e . I w a s s u r p r i s ed to find that J u l i e r e m e m b e r e d the M c F e e Award.]
/ 9 9 2 : Filippino LippiPostcard
and
of The H o l y F a m i l y w i t h J o h n t h e B a p t i s t
S t , M a r g a r e t (ca. 1495)
M A R Y : M y C h r i s t m a s trip b a c k to N e w York to see m y family w a s e m o t i o n a l l y d r a i n ing. I really m i s s t h e m . K e e p u p the g o o d cheer. M a y b e the levy will p a s s the s e c o n d
t i m e . D o n ' t give up! Your artwork is b e c o m i n g sensational. G o o d for y o u p e r s e verance. You are a great teacher. H a v e s o m e o n e v i d e o t a p e y o u ! M y trip last w e e k u p
to the reservation t o o k all d a y to get h o m e a l o n g , treacherous s n o w s t o r m . G o d
bless y o u a n d y o u r family. S h o w the car d to y o u r s t u d e n t s .
J U L I E : This p a i n t i ng is a favorite o f m i n e . I love the delicate airiness o f the fabric a n d its
trim o n the figures. I h a d written M a r y o f o u r school levy p r o b l e m s . M a r y s p o k e o f
M a r y Stokrocki A V i s u a l C u l t u r e Dialogue |
her
c h i l d r e n , p r o b a b l y because s o m e o f m y students w e r e m e m b e r s o f J e h o v a h W i t n e s s .
(I984)
M A R Y : T h e cartoon painting of a Navajo family riding through the canyon c o m m e m o rated m y w a l k s t h r o u g h t h e C a n y o n d e C h e l l y . I h o p e d t h a t y o u w o u l d share it
w i t h h e r s t u d e n t s . T h e I n S E A [ I n t e r n a t i o n a l S o c i e t y for E d u c a t i o n t h r o u g h A r t ]
C o n f e r e n c e i n M o n t r e a l w a s v e r y special n o d o u b t . I a m g l a d to see t h a t y o u m e t so
m a n y p e o p l e . T h e i n t e r n a t i o n a l c o n n e c t i o n is v e r y i m p o r t a n t . W e h a d a v e r y n i c e
T h a n k s g i v i n g w i t h t h e pussycats, w h o ate t o o m u c h turkey. T h e w e a t h e r w a s lovely.
B i l l [ m y h u s b a n d ] h a d t h e fireplace r o a r i n g at n i g h t . A s I get o l d e r these s i m p l e
t i m e s are m e m o r a b l e .
Geographic p h o t o g r a p h . I d i d n ' t e v e n k n o w t h e
Dolls
[palace] w h e r e I b o u g h t
that
141
G o to m y W e b site [ S t o k r o c k i ,
2007] a n d c h o o s e o n e o f m y p a i n t i n g s that y o u
Baskets
Students'Artworks
Coming!" [Mann,
2004]
M a r y Stokrocki A V i s u a l C u l t u r e Dialogue
Happy
50th
Nevesehirjurkey
B i r t h d a y ! T h e I n S E A C o n f e r e n c e w a s a t r e m e n d o u s success i n e v e r y
l a n d s c a p e is c a v e r n o u s a n d m y s t e r i o u s l i k e
liv-
i n g b o n e . H o w I w i s h I c o u l d h a v e s e e n t h e u n d e r g r o u n d frescoes o n t h e w a l l s !
Barcelona
Superheroes
The
to Bounce, t h a t w o n t h e U N E S C O
a w a r d for l i t e r a t u r e for t o l e r a n c e . I w o n d e r w h o w i l l b e t h e n e xt g e n e r a t i o n o f A r t
E d u c a t i o n Superheroes.
J U L I E : T O m e e t s o m e o n e y o u c a n l e a r n a n d g r o w f r o m is w o n d e r f u l . T o h a v e t h a t p e r s o n b e c o m e a f r i e n d a n d share t h e l o v e a n d passion y o u h a v e is a r e m a r k a b l e gift.
Unraveling Meanings
W h a t does J u l i a a n d m y visual correspondence signify? Bette r yet, w h a t c a n w e
learn a b o u t m e n t o r i n g f r o m o u r recollections a n d reflections o n this
correspondence? O u r dialogues reveal ingredients are i m p o r t a n t for
multiyear
sustaining
In r e g a r d t o v i s u a l c u l t u r e p r e f e r e n c e s , m o s t o f t h e i m a g e s
roots.
first.
O u r d i a l o g u e a l s o reveals s i m i l a r f a m i l y c o n c e r n s a b o u t o u r
v a t e d m o s t o f all b y a d e s i r e t o m a i n t a i n a c o n n e c t i o n . In o t h e r w o r d s , o u r efforts
t o c o n t i n u e t o reac h o u t t o e a c h o t h e r w e r e s e l f - s u s t a i n i n g a n d v a l u e d b y e a c h
o f u s . C a r o l e G i l l i g a n (1982) h a s r e d e f i n e d a n d r e f r a m e d w o m e n ' s p s y c h o l o g i c a l
d e v e l o p m e n t as "a s t r u g g l e for c o n n e c t i o n " ( p . x v ) . M e n t o r s w h o ar e t e a c h e rs m a y
w a n t t o b e c o n n e c t e d t o s t u d e n t s w h e n t h e y g e t lonely, b u t s p e a k i n g a l s o d e p e n d s
o n l i s t e n i n g a n d b e i n g h e a r d , w h i c h is a r e l a t i o n a l a c t ( p . x v i ) .
Reciprocity
and possibility.
w a s r e c i p r o c a l . M e n t o r i n g is a t w o - w a y s t r e e t : " M e n t o r i n g o u g h t t o f o c u s o n
better p o s i t i o n i ng o f goals, rather than w h i n i n g a n d c o m p l a i n i n g " (Watson,
2005). M e n t o r s a l s o n e e d s u p p o r t f r o m t h e i r s t u d e n t s . T h e a r t o f m e n t o r s h i p
grows when peopl e share accounts o f patience, persistence, a nd d e e p percept i o n s . I n t i m e , m e n t o r s h i p is r e v e r s e d , a n d s t u d e n t s c a n t e a c h t h e i r m e n t o r s
a b o u t n e w a r t f o r m s a n d p e d a g o g i c a l i d e a s . W e m a k e o u r p r o f e s s i o n a l lives c o h e r e b y s h a r i n g o u r s t o r i e s , o u r w a y s o f s t o r y t e l l i n g , a n d o u r r e a s o n s for s t o r i e s
( C o a t e s , 1996; Z a n d e r , 2007).
Note
This essay is an invited paper derived from the speech presented by. and on t h e occasion of,
Mary Stokrocki receiving t h e June King M c F e e A w a r d , National A r t Education Association Convention, N e w York, 2007.
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