Laurel Stuff: my Approach to Students and Apprentices, and my Apprentice Questionnaire

As I ramp up my involvement in the work of being a Laurel, I’ve been really enjoying developing formal and informal mentoring relationships. I thought I would share some of what I do that might be helpful to both peers and those interested in working with peers.

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SCAheraldryRight now, I have a few people whom I think of as “associates” — we haven’t formalized our relationship, but I think they’re cool and I give them as much active help and advice as they’ll accept (and I have time for). (Conchobhar was strongly in this category, incidentally.) This might be help and advice around specific topics (how to do research, making pies, fire cooking) or it might be more general (demystifying the Laurels’ council, A&S competition coaching). Associates have no obligation to me, they’re just people I have taken a shine to.

I also have two students with whom I have entered into a more structured agreement. They get a bit more of my time and energy than my associates. Becoming my student entails some conversation to make sure it’s something we both want and a short ceremony (at an event) making some agreements to each other but not swearing fealty. I ask my students to set some kind of concrete goal, and I operate on a year-by-year “contract” with each student; at the end of that year, the student can opt to renew the contract and continue being a student, we can talk about them becoming an apprentice, or we can both go our separate ways.

While student can be a stepping stone to apprentice, it doesn’t have to be — if someone wants to learn from me and doesn’t want to do the fealty part, is already in fealty to another, has zero desire to be a Laurel, or whatever, student is a perfectly worthy thing to be. In all of this, I try to center the needs of the learner rather than myself. (Oh, uh, if you’re just joining us: I am modernly a teacher at an alternative high school, and I am passionate about the craft of teaching. Not surprisingly, this heavily informs my approach to being a Laurel.)

One of my students is about to “graduate up” to being an apprentice.In addition to requiring potential apprentices to spend a year being my student first, they also must complete a project of their choosing during that time. This approach serves several goals, like allowing us to get to know each other more formally to see if this is likely to be a productive relationship and helping me get a sense of their SCA work style and current level of skill. The main distinction I make between apprentice and student is fealty: an apprentice is in fealty to me, a student is not. An apprenticeship term will be for a year with the opportunity for as many renewals as desired; I believe in making the continued relationship opt-in rather than opt out, so if I drop off the face of the planet my apprentices are released from their bond.

As part of this, I have developed a short questionnaire for the apprentice to complete. It’s one more tool for me to know what this person hopes to get out of their association with me — this can help me choose what to focus on when giving advice and feedback, and I also genuinely like getting to know people. More critically, this is a tool to help the apprentice reflect on their own journey and goals. As a Laurel, I cannot walk the path for you. I can’t even tell you how to walk the path. I can show you where the mountain is, and I might be able to point you toward a path; while you walk the path, I can offer you advice as you encounter obstacles, but in the end your path will be your own. Apprenticeship is not magical. Laurels are not magical. We can help you see what work needs to be done, but you’ll have to do it yourself. I am interested in developing more reflective tools around this concept.

Because I think other peers might be interested in adapting this for their own needs, and non peers might be interested in this sort of self-evaluation, here’s a copy of the questions in my questionnaire. Blanket permission for personal use, including adapting/modifying. If you publish any or part of it, or a derivative work, please include a credit to me. Thanks and enjoy!

Eulalia’s Apprentice Questionnaire
Disclaimers: This isn’t a job application. There are no wrong answers. These questions are deliberately open-ended. Eulalia assumes no risk or liability.

Why do you want to be an apprentice? What do you hope to get out of the experience?

Describe 1-3 specific hopes or expectations you have about an apprentice-Laurel relationship.

Why do you want to be MY apprentice? What do you think that I can offer you that someone else couldn’t?

What are the three MOST important things that you want from me as your Laurel and why?

Describe your communication style and preferences. Include things like how you like to be contacted.

Describe 1 worry or concern that you have about being my apprentice (or being an apprentice generally).

What do you consider your “specialty”? What ONE discipline / research area is MOST important to you?

What’s one project / art form that you’ve always wanted to try that’s completely outside of your current comfort zone?

What are your SCA goals for the next…
1 year?
5 years?
10 years?

What are some important parts of your life outside of the SCA?

What accomplishment are you most proud of…
In the SCA during the last year?
In the SCA overall?
In your personal life in the last year?
In your personal life overall?

List three specific commitments that you think you could make for yourself or to me for your first year of apprenticeship:

Five Tips to Make Your Charters Look More Historical

This is adapted from a handout from a class I taught at a Dragon’s Mist Arts and Sciences day in late April. The full handout is available in the Files section of this blog.

Sketching and inking an image from a period original

  1. Pick a style and stick to it. Look at multiple examples from the same time period and place as the finished piece that you are basing your work off of or what you are aiming for. Choose similar colors and use the same types of decorative elements. For more information, see my post of an art historical survey of illumination styles.
  2. Use historical or at least historically plausible colors. Avoid layering white over green, and spend enough time studying manuscripts and pigments that you have a sense of what colors were actually available. Scribes in specific time periods and places used distinct color palettes. Spend time looking at accurate facsimiles of medieval illuminations to determine what colors and combinations they found appealing.
  3. Use gold paint or gold leaf, not both. I have found almost no examples were gold paint and gold leaf were both used in the same page, although I’m sure they exist. Leaf was more commonly used prior to the 15th century, after which gold paint seems to be more common. (I’m still researching this and welcome corrections.)
  4. Go through the process of creating an illumination from start to finish, including planning and ruling out the page, at least once. This will help you see how medieval artists conceptualized the page: manuscript art is unique in that it blends both textual and visual elements. Your painting on a charter needs to reflect the artistic style of the design and be somehow united with the text itself.
  5. Keep in mind the purpose of this art form. Illuminated manuscripts were used devotionally both within public spaces of worship and by private individuals. The aesthetic of illumination grew out of this context. Arguably, this is why manuscript illumination was more stylized than realistic. The artwork that we produce within the SCA is wholly secular; however, it does follow the same stylistic conventions. Additionally, the charters and scrolls we produce are intended to produce strong emotions in their viewers, and are physical relics that our Crowns and Coronets provide to those they value highly. SCA scribes surely take their work just as seriously as medieval scribes did!

Not too Mean, Not too Nice, Just Right: How to be a Good SCA A&S Judge

I’ve had a few opportunities to judge local arts and sciences competitions lately, as well as to be judged at our Kingdom arts and sciences championship, and it’s caused me to think a lot about how this process works. I find the experience of being judged to be incredibly valuable, and I think a lot of that has been I’ve had very good judges (especially recently!); I spent some time thinking about what judges have done that has been useful to me and looked for ways to incorporate it into how I judge entries. I’ve previously (on my old blog) written about how to prepare to compete in the arts and sciences, now I’d like to share my thoughts on the other side of competition.

It’s easy to be judgmental, but it’s hard to be a judge. When you are approached to be a judge at a local competition, you are being tasked with something pretty mighty: you are going to assess another person’s best work, and you have the potential to dramatically shape how they approach their next project. Your job as a judge is not to show off your knowledge, to advance your personal agenda or pet theories, or even to critique a piece. Not surprisingly, my professional experience as a teacher has really colored how I view all of this — judging is exactly like grading! You have to be fair, you have to be honest, and you have to be kind. It’s not about assigning a score, it’s about assessing the quality of the work against the established standard and providing meaningful feedback to the creator. Here are some of my strategies for how to be a great judge:

  • First and foremost, be courteous. True courtesy and honor are the best parts of the Society — be a model of our shared virtues.
  • Go in with the right mindset. See above! The thought that should be uppermost in your mind is that it is your job to promote the arts and sciences. How can you best do that in your role as judge?
  • Give the entrant their due. Read their documentation (in advance if possible), listen to their whole presentation, and give them your full attention. I find it helps me to take notes during presentations. (I do the same thing when my students present in class.) I write down what I like, and what questions I have. This helps me give specific comments later.
  • Ask good questions. Questioning is an incredibly important intellectual strategy that I think can be easily overlooked. The questions you ask should allow the entrant to demonstrate their knowledge (they should not be “gotcha!” questions), or help them consider aspects of their work more deeply. Some ideas to get you started: What was your main goal with this entry? What do you feel like was your biggest success? What was your most significant learning? What was one challenge that you faced and how did you overcome it? What do you have planned next? What will you do differently on your next project as a result of this one?
  • BE. HONEST. Being courteous does not mean you are not allowed to point out areas for improvement — your comments must go beyond “great job” and a pat on the head. If it helps, think less about what they did wrong and more about what they could improve for next time, and use that to frame what you say. Normally, here is where this type of guide would tell you to try a “compliment sandwich,” but I happen to think that isn’t actually that helpful. Imagine this is the feedback you get from a judge: “I like the colors. Your embroidery needs a lot of work. Good job using wool thread instead of cotton.” The sandwich approach doesn’t actually soften the blow much, and these comments don’t help you get better.Here’s a hypothetical example of what I think is a better approach: let’s say I’m judging an entry of delicious and perfectly made suckets that use grapefruit peels. The maker consulted a few websites written by SCAdians, some of which included period recipes (although they didn’t use one specific recipe in their recreation), and they read The Medieval Kitchen and Early French Cookery for some general background information.
    • Here is an example of the type of comments I’d be likely to give them: “These were really delicious, and making suckets is a hard skill to master, which makes it all the more impressive. I was also happy to see that you started with some period recipes, and the secondary sources you looked at are both ones that I trust. Have you tried other types of citrus peels? Grapefruits date to after the SCA’s time period — I can help you find resources on what kinds of peels would be more historical. Now that you’ve gotten good at the general process, your next step could be to research this more deeply, then pick one specific historical recipe to recreate, or a set of them (maybe from different time periods?) to compare, depending on what your overall goals are.” Yes, that’s long. Yes, the forms don’t give you a lot of room. But if I were a competitor, I’d find that so much more useful — the feedback is all specific and actionable, and I think that’s essential.
  • Connect. Give entrants your contact information so they can talk with you more — this is a great way to mentor or work with someone with shared interests. Talk personally with entrants after the competition is over. Just as I would with my students, I find that I tend to say things that praise effort and hard work, encouraging growth rather than “genius;” this can help competitors see the day of competition as one step on their journey to A&S excellence instead of the culmination of something. Also, praising effort is much harder for someone to argue with than other forms of compliments! Here’s one frame if you aren’t used to this: “I hope you had a great experience today! You should feel proud — competing is hard work and takes a lot of bravery. I was really impressed with [a specific aspect of their project, display, or presentation] — it’s clear you’ve worked hard. I’ll look forward to seeing your next project.”
  • Spread the wordfame of the competitors. Tell people about the cool projects you got to judge, and what you liked about them. Introduce competitors to other people who share their interests, and who can help them with research. Shine the spotlight on someone!

This isn’t an exhaustive list by any means. Feel free to leave your own thoughts in the comments. If you found this list useful, please share the link. Also, if you are interested in publishing a version of this in a branch newsletter, use the contact form to get in touch with me and I’d be happy to send you a more usable version.