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Abstract
I recently received an e-mail from Deb, a young person who was, in her words “three months shy” of her 18th birthday. She left high school and earned her GED because she “didn't think much of high school” (e-mail communication, August 27, 2006). Although not unusual to my prior experiences teaching high school, Deb's desperate e-mail asking for help to enter the university brings to the forefront of my thinking yet again the crucial need to examine the motives and motivation of our students as well as ourselves as art teachers. I replied to her, I think it is very important for you to reflect on why you didn't think much of high school.' What would have motivated you? What did you need that you were not receiving there? What could your teachers have done? What could you have done?“ (e-mail communication, August 28, 2006).
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Notes on contributors
Pamela G. Taylor Editor
Pamela G. Taylor is chair and associate professor, Department of Art Education, School of the Arts, Virginia Commonwealth University. E-mail: [email protected]