Time to Teach

The School of Needlework - Del Moro, 1515-1573

Teaching classes at SCA events is one of my favorite aspects of being in this society.  I love doing research, I love creating clothing and objects, and I absolutely delight in teaching the things I have learned to others.  I will admit, however, that taking that first step from artisan to instructor, can be quite intimidating (and is often full of doubts and second guessing).  It is hard to put yourself out there but disseminating information and sharing our work helps others grow and learn as well.  Below are some tips I have for those who are considering teaching in the SCA.

• Make sure that you know the subject well enough to convey it to others.  If you are only the barest of beginner in an art form, I would recommend that you wait to share this skill in a formal setting.  Often we start to learn a new skill or start following a new line of research and we can become overeager to present what we have found to others.  Know that it is more than acceptable to take it slow, gain some more experience in the field, and then develop the materials that will make for a good class.

Example: I once attended a dance class at a small SCA event.  I knew the teacher and while she had a fairly firm skill set in the basics of dance, she was teaching a style that she had literally only learned herself the week before.  It was off-putting to me as a student to see her have to constantly go back to her notes and then try to recall the steps (which where not yet embedded in her own muscle memory) in order to demonstrate them to us.  Any teacher might need a moment to pause and reflect before showing something, but this particular situation showed that she was not learned enough in this dance to share it with others and it made for a very awkward hour of class.  I will note that now, many years later, she teaches this particular dance quite well and has inspired others to learn more!  It takes time and mastery, and the key is knowing the subject well enough that you can convey it to others with relative ease.

• Research is important.  Make sure they you understand which research is good and which is better and which should be ignored.  I do not recommend teaching a class using only another Society’s member’s handouts.  Do your own research and your own work (and this in turn, will give you confidence and let you speak in more depth about a topic). 
  

• Is the subject matter of your class SCA appropriate?  Is it based on pre-17th century cultures or skills, is it based on SCA specific history or culture (things like our use of heraldry or classes geared towards SCA occupations such as Autocrats or Feastocrats could fall into these categories)?   Just because you want to teach something (and can do it competently) does not mean that it belongs in an SCA environment.

• And yes, it is perfectly ok to teach something basic.  Many people have websites and teach classes on how to make period tunics, but these classes are always great for newcomers or someone just making their first foray into a more period appearance.  Beyond that, it is also good to keep in mind that different people learn in different ways and it might be your class that finally makes something ‘click’ for someone.  Do not let the fact that others are teaching a subject deter you.
  

• Confidence is key and to be confident you have to know your material well.  That is not to say you need to be the absolute authority on a subject, but you do need solid groundwork in the requisite skill set or have a firm grasp of the research for the topic.

For example, one might be an advanced knitter of mundane items.  You might not know         everything there is about period knitted items, but you have done some research and have images to show how the skill was used in period.  Beyond that, you certainly have the knowledge of the basic stitches and techniques for general knitting and can competently teach newcomers how to get started.   Having confidence in your expertise will allow you share the joy of knitting with new students and having at least some background in historic application (and the ability to point the students to reference materials should they inquire further) should make for an inspiring class.

• Remember that no one knows everything.  It is ok to not know the answer to a student’s question.  We are not (for the most part) PhDs in our areas and it is completely legitimate to tell the questioner that you do not have an answer but that you can either look into it later and get back to them or refer them to someone who would know the answer. 

• Also keep in mind that even a class geared towards the beginner has a likelihood of drawing advanced practitioners of the skill.  In most cases, these individuals will be kind and courteous and often add a great deal to the class discussion.  Do not be afraid to see Laurels or those you consider experts in your field attend your class!  We all have more to learn and they obviously share in your enthusiasm for the topic.

Example:  One of the classes I teach at events covers basic costuming for those interested in adopting a Middle Eastern persona or those who want to dress appropriately for halfas.  I have been teaching these classes since 2005 and am confident in my research and with my handouts.  When I was teaching it at this past Pennsic there was a woman in my class who was one of my own early inspirations for my work.  She was a delight to have there and her own lovely garb enabled me to further illustrate what comprises a good “look”.  Beyond that, she very much added to the conversation, which took the class a step beyond me just reciting facts to something and let it become something more engaging.

• Never stop being a student.  Never be afraid to find out that you were wrong about something and never stop updating your research or practicing your skills.  Things change, research progresses and new things become available.  A good teacher never stops growing.

• Bring examples to illustrate your topic (if possible and relevant).  Images, handouts, things to fondle, all of these are things that might help clarify the subject matter for others.  Also remember that everyone learns and retains knowledge in different ways and some people simply learn better through tactile items they can hold or make themselves.

Example:  Some people do not translate static, stylized art into a full costume without some better way to visualize how a painted manuscript converts to reality.  When I created a Pinterest page for Ottoman costume, I included not only miniatures and extant caftans, but also some photos of members of the SCA wearing exceptionally researched and crafted garb.  I had one person thank me for specifically sharing those images because it helped better interpret period art.

• When possible, provide materials that the students can take home with them.  Whether it is a handout or sample that is produced in class or just a card with your website and email, give them that reminder of what they learned and a way to contact you if they have further questions.

• A test run of your class is never a bad thing.  I always teach a new class first to members of my household.  It gives me a chance to see how long the class will actually run, and it gives me some initial feedback that I can use to improve the flow of the class.  Questions these test students ask me during the instruction often point out where I need to make things more clear or where I need to delve deeper into a particular area.  It might also be beneficial to have a Laurel or other artisans glance at your material and give you feedback, additional resources or advice on which items and techniques that work best in the classes they offer. 
  

• Are you deathly afraid of public speaking?  Try offering small, informal workshops to your local group.  You will hone your teaching skills in a comfortable setting while building the confidence to confront a classroom full of eager students.
  

• And perhaps the most important item of all, continue have fun and enjoy sharing the love you have for your work!

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