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| Artwork by Tarek Chemaly |
Yesterday, it was pointed out to me that someone else's work has a whiff of my own in their writing. To be very clear, from one angle, I am very proud of that because this is a former student, but also it bothers me as it would be taking credit of something I did not do (considering a lot of people took credit of my work, I know how it feels). But, as Nietzsche said "One repays a teacher badly if one always remains nothing but a pupil", I find it sad that after all the pushing, the huffing, the puffing, to make the students excel, they go into a market where the bar is getting lower and lower.
Clients are uneducated, agencies are run but not-exactly-bright stuffed suits, marketing departments barely understand the word, briefs keep changing, words such as "AI can do it better" are thrown around, insults and pressure leading to burnout are rampant. It is not like I am inventing gunpowder here, but you know what I am pointing out.
I have a famous saying to my former students "the day you become better than me, I retire". Make no mistake, I am truly proud of my students, all of them, no matter what their choices were. I once had a brilliant student, I saw her later at a mall with two small kids in tow, she looks at me and say "I've done a mistake" pointing to her kids. And I answered with, "yes, you should have been at a shitty agency under an ignorant creative director instead of having two charming kids".
But still, in today's advertising and marketing scenes, I can see what the students were and what they are now. A pale imitation of the brilliant concepts I have pushed them to do. When I was still teaching, one reproach other faculty members would throw at me would be "it's your work, not theirs" (and I have seen a teacher do the work for students on their PC, give it back to them and grade them subsequently). Actually, no, it was never my work, it was the relentless drive to push the students so hard (or what I not very charmingly call "beat them to the pulp" - figuratively, thankfully) so that they "spit it out".
I remember one student who once said "my sister works at (insert prestigious agency) and she loved the lines you rejected last time" to which I replied "but you came up with better ones, right?" and she goes "but according to their standards even the ones rejected were great", I sighed and said "well, not my fault my standards are higher than their agency's!".
And at the end of every course, I always ask "was it your work or mine?" the anonymous answer would be "our work", and then I ask again "did you know you had it in you?", and once more the ubiquitous reply is "no". I simply know the students had it in them. I simply know that the red-haired girl everyone pitied me when I said she was in my class was simply neglected not uncreative. The proof is that she got 95 on one of her assignments (part of the very rare 95 I have given in all my teaching career), how the class erupted after that was honestly something one cannot put in words.
I want my students to surpass me. I do. But the more I look at today's output, even if some of it is here and there brilliant, and I make every effort to highlight it, I still know, know, that the initial potential was bigger and of higher caliber than what is dumbed out.
The reason I know? I was there to push them to the abyss, and I threw them over the edge, they discovered they had wings and could fly.










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