A Personal (Art Historical) Timeline

1. A Personal (Art Historical) Timeline James Elam ART844 Spring 2012

2. Formative Years A math teacher in Jr. High saves me from being behind a grade level,and brings me up to advanced level work. I remember the names of only two of my teachers prior to college: both are art teachers. I was shy and withdrawn, so I often drew. My drawings were based on imagination, not the world around me. I was using symbolism before I knew what it was. More about the idea than the aesthetic. The Paleolithic Period 1972 -1980 The Archaic/Geometric Period 1980-1990 Born in San Antonio, Texas to two educators. Every night at the table, every single day of the year, the discussion was about education. My summers were spent drawing and helping my mother prep for the next year.

3. College My parents tell me to never be a teacher. I sneak about behind their back to tutor people. I finally tell them I want to be a teacher. There are two types of people in my studio class. Those going to NYC, and those who want to teach. I am the latter, and I am the minority. I become a painter. My work is surreal with a spiritual lean. I develop personal iconography. Magritte guides my eye. My painting is fair, my ability to talk about my work is outstanding. The Classical Period 1990-1992 Del Mar College The Hellenistic Period 1992-1995 Texas A&M at Corpus Christi Bachelors of Fine Arts with All Level Teacher Certification I met a girl.

4. First Teaching Job Driven by something, I attend SCAD’s summer teacher program. What I wanted was to learn, but what I got was nearly being burned out on studio. Artwork is now only done in the summers. My passion is teaching, but the ignored easel makes me feel guilty. This is a problem for me. The Romanesque Period 1995-2001 Teaching at South San West Campus High School, San Antonio, Texas I met the right girl. I married the right girl. I share a career with the right girl. I teach Art I and AP Drawing. I find that I love teaching noobs. What I want is to introduce and hook students into something new to them.

5. Second Teaching Job I begin to teach AP Art History. It in turn begins to teach me. I meet a Rabbi who uses Futurama to teach Judiasm. I learn something about teaching. I meet a woman who asks questions to teach. I learn something about teaching. I become an AP Reader, and become driven. Artwork is now only done in the summers. My passion is teaching. I find myself thinking about units and lesson plans like I used to think about painting. The Renaissance Period 2001-2011 Teaching at Harker Heights High School, Harker Heights, Texas I now travel the world, kayak, jog, and save the world (virtual and real) with the right girl. I teach Art I and AP Art History. Art History becomes my passion. I continue to love to teach noobs. I work hard to build a Mecca in my cultural desert. Every year I convert more of the masses over to art.

6. Now I am ready to pursue formal education again. I am ready to plan for my future, for when High School is no longer the setting for me (though I think it will be a long while). I have finally grown comfortable with the idea that teaching is my passion and art production is my hobby. It took me a long time to get over that block. I am learning that being “just a teacher” is actually pretty awesome. The Baroque Period 2012- Teaching at Harker Heights High School, Harker Heights, Texas I will continue to travel the world, kayak, jog, and save the world (virtual and real) with the right girl. She is my inspiration and my support as I undertake this new task. I am now the senior art teacher at a campus going through lots of changes. I worry about how to protect my co-workers and my program, and how to best serve our students. I have no actual authority, so this is mostly just worry with no recourse.