I never planned on becoming a teacher, but upon reflection, in many ways I have been teaching photography my whole life. My public high school did not have a photography class, but it did have a darkroom, and I taught myself how to use the equipment and took a community college photography course. I was then accepted to the University of Iowa, which had a good art school, and quickly declared a photography emphasis and properly fell in love with the medium. After receiving my BFA with Honors, I was accepted into the MFA photo program at the California Institute of the Arts. Realizing I was unable to afford the tuition, I instead apprenticed a handful of professional photographers, and after moving to Manhattan in 1994, I started my own business, primarily shooting still life for advertising agencies and magazines. Along the way, I taught photography to kids at an arts summer camp in New Jersey, a workshop at the International Center for Photography, and a studio photography class at FIT. I have been the mentor for a dozen or so young photography assistants who have since become professionals in their own right.

It was while I was having lunch in Maplewood (where I also live) that I heard about the part-time teaching job at Newark Academy. A friend of mine who is a teacher at Montclair Kimberly Academy was hoping to become a food photographer and had asked me to give her lessons on how to use photographic lighting. As we ate, she told me I should apply for the position because she felt I was a great teacher. I happened to be at a moment in my life where I was seeking a bit of a change—my wife had gone back to school and, with a fresh master's degree in hand, was off working at a new job in the city. The idea of teaching and being around more for my two teenage daughters was an attractive prospect.

Then there is Elaine Brodie, without whom I wouldn't be here. I don't think I can overstate what a pivotal figure she is in the Newark Academy Arts department, not to mention what a great boss and mentor she has been to me. The first time we met we hit it off immediately, and within a few days of our introduction—and after quite a few interviews—I had been offered the job.

I was not formally trained as a teacher, and this has been my biggest hurdle to overcome. Although I have extensive experience as a photographer, the art of teaching a group of kids in middle school and high school is still quite new to me. I was told during that terrifying first week in late August of 2017 that the first year is like treading water, and by year three one finally feels like a teacher. Truer words were never spoken. By the end of June Term of my first year at Newark Academy, I felt as if I had survived a months-long marathon capped with a two-week sprint. I couldn't wait for summer while at the same time, not being one to shy away from a challenge, I sat down and decided to become a better educator.

My first round of professional development consisted of reading about classroom management and studying how to make an effective lesson plan. In addition, I enrolled in an online Adobe Photoshop course. When I was a professional photographer the use of Photoshop for editing and retouching had been largely outsourced, and most of my time was spent either taking photos for clients or reaching out to prospective clients. I realized during that first year of teaching that I needed to learn more about the program before I could convey aspects of it effectively to my students. My classes are mostly beginner level, and while we don't use Photoshop for most things, I would like to begin to add it to my curriculum, in addition to teaching an advanced section.

In my nearly three years at Newark Academy, I believe the photography program has done well and it has also received good reviews from the students. I am most interested in providing a fun working environment for these high-achieving kids to be able to creatively unwind and explore. I subscribe to the idea of process over product as I genuinely believe the creative process can help students with their academics. That said, as a professional I still like for them to have fully realized works of art that they can be proud of, and I am continually impressed with the pieces they create. I give the students a wide range of assignments that are meant to scaffold the skills of photography, and I present as much of their work as possible throughout the year in the school hallways.

I feel as if I have done a good job overall, and it has been a delight getting to know all of the wonderful students and faculty members. I do however think I still have a long way to go as a teacher. While it’s true that I have been playing catch-up, I also believe my classes have been getting better as time goes on. I have continued to take online courses to keep up with changing technology, and my lessons are improving every year. I love the idea that students will rise to the level of expectations, and I am continuously working on setting those expectations appropriately.

Even though photography seems to be undergoing an unprecedented change thanks to constantly updated cheaper technology and phones, middle and high school students seem to really respond to and enjoy creating with this medium in the visual arts. Kids love technology and are quite often more adept with digital media than adults. This allows me to effectively engage them in the medium and art of visual composition and storytelling. I don't know where the photography industry is headed, and whether or not camera technology as we know it now will be obsolete soon, but I do know that the art of seeing things, aided by digital cameras and technology, isn't going anywhere.

Thank you for the opportunity to explore this chapter in my career and life, it has been and continues to be quite rewarding.

-James Worrell, February 2020