This summer I forfeited relaxation and junk-food reading to pursue opportunities of a more academic nature — 3 weeks of exposure and interpretation of nearly 40 historical sites/museums/monuments/memorials followed by nearly four weeks of in-depth learning of jazz and Motown. As a result, I have lists of texts and songs in addition to photographs, pamphlets, and field notes to assist me in the education of my students. So the logical question is how exactly am I going to incorporate this plethora of information into my classroom, while making my way through an established curriculum? Answer: I have no clue; I’m open to suggestions.
Honestly, I think I am too mentally exhausted from the incessant demands of my academic summer to make sense of it all in this moment. And based on conversations with group members and other participants, I realize I am not the only one plagued by a frustrating disconnect between my desire to bring what I’ve learned back to my students and my inability to comprehend the specifics of doing so at this time.
I am not a veteran educator; however, I have been around long enough to know that it typically takes multiple attempts and an ongoing commitment to attain desired results in the classroom. So, with the Institute winding down and the beginning of a new academic year just around the corner, you may be tempted to mourn the passing of another summer vacation. This will likely be compounded by the frustration mentioned above. If this happens to you, just reassure yourself that the lasting implications of the Institute may not become evident for some time. Until then, keep the lists, texts, sources, photos, etc. in a safe place. Inevitably you will be planning a lesson in the future, and finding yourself saying, “I remember when I was at that NEH Institute… there was a song/book/poem/musician that would fit perfectly with this lesson. What was the title/name?”
--Anilise Lange
