Introduction
My philosophy is “To be more than your environment presents and defy societal views”. I share this with my students to let them know that, regardless of the situation, the circumstances, or how they are viewed, they can be successful and make a difference. As our seminar leader Rod Ferguson stated, “Do your part wherever you are; you can make a difference.” I will continue to use my platform to inspire the next generation of students. This is an ongoing effort to raise awareness, connect with students and the community, and engage them through the fine arts and athletics. Everyone has a voice; let’s teach the right way and lead them by example consistently. This passage is impactful and relevant in many ways.
Caption: 1&2 images of Willie Keener in my youth. Photo credit to: Willie Keener
Blinders
In Reality Leadership 2.0, Dr. Adrian B. Johnson says, “This story of a young man who defied societal and parental expectations by pursuing his passion despite pressures to follow a more traditional path illustrates the importance of crafting a personal definition of success. When you identify your true passion, there will inevitably be doubters and naysayers, often well-intentioned family and friends who may not understand the fervor you feel for pursuing your dreams. In such cases, it becomes vital to reevaluate and redefine success on your terms, putting on those blinders to stay unwaveringly committed to your passion and vision, undistracted by external influencers.”[1]
I truly understand this. Although I was raised in a single-parent household until I had to move in with my grandparents. I didn’t have the encouragement simply because they didn’t know how to encourage me. As a young adult with kids and attending college, I was told to leave behind the doubters and naysayers. I followed my vision and held on to what I believed in. I didn’t know what was on the other side, but it had to be better than my past experiences. Through it all, I now really know how to embrace the journey, because the destination is only part of the purpose. Stay focused.
In this unit, students will learn how people in fine arts and athletics used their voices to make a difference during the Civil Rights movement. This will be rooted in what was happening in Texas during this period. Students will also make real-world connections. Students will conduct research at an all-Black school named Blackshear in Hearne. That was during the time of segregation in the 1950s or 60s. This is one of the topics that will be selected because the students will learn about it; it is closed and no longer utilized, but it's still standing. Doing research on Blackshear will give students some background on what was going on in their own community at that time.
Studying Blackshear is relevant because many people who work in Hearne ISD attended the Blackshear school as students and/or served as administrators during that time, and are actively engaged in the current school system. Blackshear was the segregated African American high school in Hearne, Texas. The unit will focus on readings and research that will be done in the initial week or weeks leading into the actual creativity portions--visual Arts, choir, band, theater, and athletics. These were essential components of the civil rights movement that greatly shaped and supported its overall vision. The extracurricular portion of the school district and civil rights movement was woven together by the arts and athletics. The lessons to be studied will come directly from the textbooks the district mandated for use in Texas history.
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