0.4 The art of successful school-based management  (Page 7/36)

In the table below [See Table #1], the authoroffers an alignment of the ISLLC to the Elements of Art and the particular Leadership Dimension embedded in each element. In thediscussion to follow, the author will offer each element, an artist definition, a leadership perspective, and then relevant research asa way to frame the key research and best practices for successful school building leadership.

Element # 1:

Line: A long narrow mark or stroke made on or in a surface

The Artist’s View:

Artists recognize the important contribution line brings to a holistic understanding of a given work. Lines canbe vertical, horizontal, diagonal, curvilinear, and zigzagged. When artists vary the line’s length, width, texture, direction, and degree of curve they can multiply the visual impact of a work ofart. For example, vertical lines convey height and inactivity. Vertical lines also express stability, dignity, poise, stiffness,and formality. Imagine how vertical lines on the side of a building will make the building look taller, more stable. By contrasthorizontal lines are static. They express peace, rest, quiet, and stability. Horizontal lines can help make one feel content,relaxed, and calm. Diagonal and zigzag lines suggest activity. They communicate action, movement, and tension. Diagonal lines also seemto work against gravity and create a pull and tension that can be uncomfortable. Curved lines also express activity. Spiral curvesaround a central point are hypnotic and tend to draw the eye to the center. Zigzag lines in an artwork help to create a feeling ofconfusion. Clearly an element as simple as line can have a powerful affect on the message of an artwork.

ISLLC Standard #1: A school administrator is an educational leader who promotes the success of all students byfacilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported bythe school community.

A Leadership Perspective:

For school leaders, line means to be clear about boundaries and parameters. Successful school leaderscommunicate expectations for students and staff. They are consistent with the application of that understanding. Few thingsare as demoralizing to a staff as to see the leader apply rules inconsistently. The school draws stability, dignity, and poise fromthe consistent and fair application of rules and expectations.

Line also serves to remind leadership of the important role of mission and vision. When teachers are clear aboutwhere the school is going and how they are going to get there, then they begin to understand their role in the process. Conversely,when the direction of the school seems flat, or horizontal, then the learning atmosphere becomes stagnant and unproductive.

Finally, line informs leadership about the delineating negotiable and non-negotiable boundaries. If a schoolcommittee is to decide a particular issue, then effective leadership is clear about what is open to conversation and what isnot. For a committee to work at an issue and submit a solution only to discover that the answer was not one of the options canfrustrate good intentions.