A bird doesn’t sing because it has an answer.
It sings because it has a song.
– Maya Angelou
Last week, I attended yet again another professional development webinar. This summer they have run the gamut from strategies for reopening given the new pandemic reality, to antiracism, from identifying and reducing anxiety to techniques for project- based learning. All were informative, helpful, necessary, but as we drift into August, I am beginning to get weary of learning. I desperately need a respite before the tsunami of teaching in a pandemic begins to swell again. This latest webinar feature A.J. Juliani as the keynote. I have heard this dynamic speaker before, and I was eager to hear what he had to say. What I didn’t expect was his final words of encouragement to teachers in the form of a video from Clint Pulver, a motivational speaker. Clint is an author, musician, and employment retention expert. He helps companies and organizations retain, engage, and inspire their workers. Clint believes that a single moment is transformative, and he demonstrates this in a video about his school experience about his interactions with his teacher Mr. Jensen – here.
I was blown away by Clint’s story and was lucky to have champions like Mr. Jensen throughout my school career. Clint’s story reminded me of the story of Gillian Lynne described by Ken Robinson in his book, The Element: How Finding Your Passion Changes Everything. Robinson explains that as a young girl growing up in the 1930’s, Gillian was thought to have a serious learning disorder, and school officials recommended that her mother take her to a psychologist. Gillian’s mother complied, answering the psychologist’s questions as Gillian sat on a chair listening. When Gillian’s mother and the psychologist left her alone in the room, the psychologist deliberately turned on his radio. As the music played, Gillian got up and began to dance. As Gillian’s mother and the psychologist watched from the doorway, the psychologist asserted that Gillian did not need to attend a school for the learning disabled. Instead, he proclaimed that Gillian was a dancer, and he recommended that she attend dance school. She went on to become a famous British ballerina and choreographer. Gillian Lynne is best known for her choreography of the Broadway hits, Cats and The Phantom of the Opera. (Robinson, 2009). It is this shift in perspective that is necessary for connecting children with possibilities.
This was best illustrated to me a number of years ago, when I was teaching 2nd grade. One of my students, Michael, was a talented violinist. Although, I gave my young learners many creative arts experiences, true music integration was more difficult for me, since I had no background in music. However, Michael was eager to weave music into his day. It was an integral part of who he already was at the tender age of seven. During whatever we were learning, Michael was humming. He created songs throughout his day, even during quiet working times. This caused consternation among his classmates. Michael’s humming disrupted their thinking, no matter how quietly he hummed. One afternoon after dismissal, Michael stayed behind to speak to me about this problem. He wanted me to know that he wasn’t being disruptive on purpose. The songs, he explained, just came into his head. I reassured Michael that I knew he wasn’t humming to annoy his classmates. That afternoon, we came up a solution that involved rearranging desks, which would allow Michael to continue to softly hum, while also enabling his classmates to work in quiet.
That year, I began to develop my own intrepid spirit when creating musical experiences for my students. As Carolyn Hildebrandt, a professor of psychology at the University of Northern Iowa, wrote, “… teachers do not need special training to foster creativity in music. The only thing we really need is an interest in children’s music and a willingness to listen to their songs.” In the coming months, I deliberately found space in the day to add music: playing music that reflected what the children were learning, collaborating as a class to write a song about taking care of the earth, showcasing various students’ instrumental abilities by asking them to demonstrate their talent at musical show and tell sessions. The children also made a variety of string, wind, and percussion instruments. While constructing various musical instruments over many months, my students experimented with sound and progressed from producing various noises to creating music. In its simplest form, the children made string instruments with rubber bands and milk cartons or created tambourines with paper plates to aluminum pie pans and dried beans. While working on their musical instruments, students began to collaborate, making several iterations, and finally coming together to perform in duets, trios, and full bands. These open investigations were the foundation of whole class instruction: we created rain sticks while studying the rainforest, constructed panpipes while learning about Andean culture, and built water xylophones while experimenting with sound and pitch. Step-by-step, the children began to see themselves as composers of their own lives.
Although, I was not musically inclined, I did realize the need to hold all children’s talents in high esteem. I remember vividly times as a child when a poem would pop into my head as if by magic. I’d repeat the words over and over again, as not to forget until I got home to a paper and pencil. As a teacher, I knew I had to nurture students’ passions and allow them to create. Instead of silencing Michael’s nascent musical abilities, I thought of ways to honor them and connect them to the classroom culture. And what did Michael grow up to be? A concert violinist, of course, who has performed at Carnegie Hall.
A Song in my Head
Sometimes I need my own space
I lie on the floor in my room
Surrounded by pillows
Listen for my own voice
Wait for the poetry
To play like
A song in my head
That makes my curls ring
The swaying of trees
on a spring day
The sun skipping across
Sparkling deep water
A restless stranger
On a lonesome beach
Watching waves come in
And go out far
Far to sea
Reaching blue beyond
Poetry to me
6 thoughts on “Listen to Their Songs”
Fantabulous as always. Thanks for sharing that video. It’s powerful. May we always be the best for the world!
Look within and you might just find greatness. Wow! What a story in that video! You may not be musically inclined, but you are poetically inclined. 🙂
Oh, this piece is so lovely. The way you tie together parallel stories is so powerful. These children are lucky to have a teacher who notices and honors their inner voices.
We all need to be Mr. Jensen! What a beautiful illustration of embracing our students for exactly who they are. Wonderful post…you have already achieved “Jensen status” Joanne!
This was gorgeous. I started crying with that video and was moved all the way through to the beautiful poem at the end.
Such inspiration. Perfect to read before the start of the school year. Your poem is a dessert to finish the post.