Making A Case for Art History

Disclosure: I am a dual citizen of the USA and UK, who was born and raised in the United States. Unlike Dr. Yates, I did not sit AP exams, the US equivalent to A-levels. I do, however, have a BA in art history from Cleveland State University (USA) and a MA in the same from University College London (UK). Particular life circumstances forced me to make an abrupt change from academia to software development, but I will never regret my degrees or my decision to pursue them.

When I first heard about the move to cut art history A-levels, my thought was, “that’s too bad”. It wasn’t until the next morning, when the first of Art UK’s long-form blog post responses caught my eye, that I thought about it further. Significantly, the title—“My Art History isn’t ‘Soft’!”, by Dr. Donna Yates of the University of Glasgow—is what inspired me to read on. It’s a wonderfully personal post about how important early exposure to the topic is for those who go on to make it into a career, and about how important careers utilizing art history are to society as a whole.

Feeling compelled to hit the retweet button for Dr. Yates’ post, I added a comment: What I tell people again and again about my career change: the brainwork involved in art history has prepared me for many other adventures. It was just enough to get through in 140 characters, and I didn’t think much of it—then Art UK used it in a response to person who made a rude comment, the likes of which I and many other art historians have heard too many times before: “yes, because there are thousands of jobs for art historians…?”

For starters, I don’t think that person read Dr. Yates’ post, because it is about how her high school art history experience influenced her very successful archeology career, and about the importance of job fields involving art history. Also, she’ll probably take a least some issue with my added comment, which seemingly goes entirely against the point of her post (oops). However, I’d like to try and explain…

I have, for quite some time now, been very concerned and frankly rather annoyed by some of the tactics used in pushing STEM (science, technology, engineering, math) education. Although I am an advocate for more/better/earlier STEM education for young women, minorities and disadvantaged populations, I also realize that there can be too much of a good thing, and in some cases, I think we’re there. When the humanities become an afterthought, and liberal arts and soft science programs are cut in favor of STEM topics, nobody wins, and we run the risk of stifling young learners by narrowing their options when it comes to fields of study. Dr. Yates is absolutely correct when she says, “…by ‘soft’, critics don’t mean ‘too easy’, they mean ‘too fluffy’.” Art history is far from an easy subject to tackle—it involves rote memorization, critical and analytical thinking, the ability to make a good argument, highly developed communication skills… it is also extraordinarily interdisciplinary, pulling together topics from philosophy, psychology, political science, anthropology, and many, many more.  In my opinion, we should be pushing for introduction to “hard” humanities like art history in the same way we’re beginning to push basic STEM skills like programming and logic–the study of both helps to ensure they’re getting a comprehensive education that utilizes left- and right-brain thinking.

AQA says that the art history A-level has been dropped due to “the complex and specialist nature of the exams,”* but I feel their decision is a very poor one. The study of art history is more than the study of art and/or history: it’s about learning to piece together information from diverse sources of knowledge and turn that information into a constructive argument. Yes, it is complex and specialist—but that is why it is an excellent demonstrator of abilities that have value far beyond academic applications. The truth is that we need a combination of humanities and STEM to keep going—even as technology changes our world, there will always be things that computers can’t do. Just today, I had another developer thank me for writing documentation about a process we’re currently working on. This is a recurring problem—we have brilliant software engineers who can make themselves understood by machines, but ask them to explain their solution to another person, and they’re stuck. The methodologies and thought processes acquired in the study of art history have positive benefits beyond academia and humanities careers, and cultivating the ability for critical thinking, discourse and argument with humanities study at A-level will benefit future engineers and mathematicians just as much as it will future art historians. Rather than trimming humanities programs from the roster, we should be encouraging more young people to pursue them, no matter what their future career goals may be.

*https://www.theguardian.com/education/2016/oct/12/last-art-history-a-level-axed-after-michael-gove-cull-of-soft-subjects

Recent Engagements

I am so, so pleased to tell you, readers, that this past Saturday, I was on a panel of women answering attendee questions about their careers during Hyland’s first Women in Tech conference! Here’s the official press release blurb:

“Hyland will host the Women in Tech Conference on Saturday, October 8 at its headquarters in Westlake, Ohio. Working with close partners the Ohio Collaboration of Women in Computing (OCWiC) and We Can Code It, the half-day conference aims to inform women about the career opportunities within computer science and information technology (IT) professions.

Attendees will hear from female software developers, quality assurance (QA) specialists and senior IT managers who will provide insight into their technology backgrounds, what interested them about their chosen fields and the roles and responsibilities for their positions.”

Source: http://www.prweb.com/releases/2016/10/prweb13733094.htm

Feedback for the event has been overwhelmingly positive. It was a great day at Hyland for those of us who were speaking, and I’m really glad to hear that it was a great day for our attendees, too! There was a lot of good energy in the room that came from over fifty women in one place with one goal: to represent and increase the presence and visibility of women in technology. The conference opened with a talk by Brenda Kirk, Hyland’s Senior Vice President of Product & Strategry (and my big boss!), followed by a presentation by two of our developers, the Q&A panel where attendees asked us about our career paths and opportunities at Hyland, a talk by my frentor (that’s friend + mentor, for those unaware) Mel McGee of We Can Code IT, and a presentation by volunteers and attendees of the Ohio Celebration of Women in Computing (OCWiC).

For more information on Hyland, We Can Code IT and OCWiC, check out:

I was also asked to speak at a recent We Can Code IT commencement, but that’s its own blog post, and it hasn’t been written yet! I’ve been keeping busy lately and am looking forward to finally being able to give updates on all the projects I have going on, including a new website (here’s a hint: I now own http://www.mylittlecoding.com) and a new meetup group. Stay tuned. 🙂

 

Girls in STEM (Sursum Corda)

I graduated from Saint Joseph Academy–a Catholic, all-girls high school–eleven years ago.  I’ve also never understood the popular inclination to hate on your high school.  Now, it’s not that I peaked at seventeen and long to return to St. Joe’s and attend classes–my affection for the school isn’t that based in nostalgia–but I honestly love SJA and I’ll readily tell anyone that it’s an excellent place and that they should have no hesitations about sending their daughters there.

Until today.

Today, my love of Joe’s is based in nostalgia, and I totally want to be fourteen again and go back to high school.  Why?

Let’s start with some backstory:  I was a really nerdy kid.  I was into computers and books and sci-fi and a lot of really, really nerdy stuff.  Part of the reason I ended up at St. Joe’s was because I was the perfect bully target at public school.  I had wanted to go into some sort of computer  career when I was a kid and my life journey took me farther and farther away from that as an adult, until I decided that was nonsense, pulled a 180 and enrolled in coding bootcamp.

Keep that in mind as I tell you about how this is reunion weekend, and every fall during reunion weekend, SJA has an Open House.  I’ve been meaning to go and see the improvements they’ve made to the campus (including a new dining hall and outdoor spaces), plus the alumnae window cling in my car went missing awhile back, so I figured I’d go to the Open House, poke around, and buy a new window cling.

I took a friend with me and we went up to the third floor to look at my mother’s old Spanish classroom, which is now an engineering classroom.  Okay, fine.  The surprise was a few feet down the hall, where a classroom door had been propped open so that that a strangely alluring humming noise and the scent of melted plastic could drift out.

We had inadvertently found the “maker room”, where four out of the school’s six 3D printers were busy making what looked like Christmas ornaments.  Further along the wall, a laser printer was busy etching a chess board into a piece of wood.  A few students were drafting out designs for the 3D printers while my old chemistry teacher was showing off the school’s drone.

MY HIGH SCHOOL HAS A DRONE NOW.  WHAT IN THE BLASTED HECK, GUYS.

Mr. Weiss, if you’re reading this… I’m sorry I didn’t get a chance to talk to you about the drone today, but please know that if we’d had a drone in 2003, I really, really would’ve paid more attention in class.

I’m totally jealous of all this stuff.  We let one of the students show us the equipment and explain how it worked, and I was insanely jealous of a fifteen-year-old taking Intro to Pre-Engineering, because back in my day the closest you could’ve gotten to that was, I don’t know, maybe calculus?  I’m not sure I have the capacity for calculus as an adult–as an easily-distracted seventeen-year-old girl with dyscalculia and a serious literary crush on Discworld‘s Ponder Stibbons, I never could’ve hacked it, even if my crush was because Ponder is the Disc’s ~science wizard~.  If there had been 3D printers and Lego robots and a freakin’ drone, I would have been all over my math textbooks in high school.  I would have overcome my learning disorder immediately, beaten down the educational psychologist’s door, anything to get my hands on that stuff.  These girls get to take an honors class in computer programming, which I would have been all about had it been an option.

I got to putz around with JavaScript until the wee hours of the morning without any direction when I was sixteen.  I learned it out of a book I checked out from the local library and when I pulled into the parking lot each morning, it was time for other things because no one had even heard of JavaScript at school.  I was also pretty good at drawing and playing the cello and interpreting poems in English class, though, and shuffled into a file labeled “going to be a success case in the humanities” pretty early on.  For a long time, I was kind of ambivalent about STEM education because most of my nerdy friends went on to be software developers and data analysts, while I racked up a ton of debt writing very long papers about Nazi propaganda and postmodern elements in Blade Runner*.  Animosity and dismissiveness towards STEM activities kind of became a coping mechanism for me because I wasn’t getting to do the cool stuff I had originally wanted to do, either because I “wasn’t good at it” (which I now know to be absolute rubbish) or because I was “just so good at other things” (also rubbish, because it’s not like interpreting poetry is not compatible with science).  That said…

…good on SJA! I may be insanely jealous that this stuff wasn’t around when I was a student, but let’s be honest, half this stuff just didn’t exist in 2003, let alone exist in consume products that schools could easily purchase.  We’re living in the future, and the future is totally rad.  I’m super proud of my high school for encouraging girls to pursue STEM and giving them the tools they need to learn and prepare themselves for college and future careers.  I should also point out that SJA has expanded its curriculum for the visual and performing arts from the time I graduated and not only boasts a really impressive class list in the humanities, but also a specialty program track for students interested in going into healthcare careers.

Basically, my high school is really cool, and I think it’s totally amazing that girls are getting STEM education at St Joe’s.  Also, all the alumni gear in the bookstore was 25% off, so I got a good deal on this really sweet hoodie to go with my window cling:

wearing my totally rad SJA hoodie

Sursum Corda! 🙂

 

 

 

*If you want to read the Blade Runner paper, it’s on this site.  Just click on “writing” in the top menu.