Music Saves Education

The glue that binds an educational community

Maintaining the ecosystem

photo 2Likely not a conscious choice, the garden at Symonds is an unofficial symbol of nourishment, connection, and being part of something greater in our world.  Tom Julius, Director of the teacher certification program at Antioch New England Graduate School has referred to the ideal educational setting as an elaborate ecosystem.   One main idea being that like an ecosystem, if the system is functional, it is open to positive growth and can withstand various negative external forces.  If one person comes or goes, the ecosystem shifts to accommodate but if there is real trauma such as years of budgetary and administrative stress on the system, then a downward spiral can occur.  This ecosystem begins with administration and teachers being caring, supportive, and respectful of one another.  This occurs parallel to  (and trickling down to)  a respectful classroom environment in which students are given intentional, often orchestrated opportunities to show respect for one another.   Music, Art, Library, and PE are places in which students have opportunities to interact in very different ways than the classroom environment, thus there are  more opportunities to reinforce the core components of a healthy ecosystem.

 

photo 1It’s October in music and up to this point in the school year we’ve basically been working hard to remind and teach our children how we function in a formal and informal setting with other humans.  We continue to stress (this really never ends) being a whole body listener as the most basic method of  showing respect for one another; adults and children alike.  In the music room we’ve been engaged in more of what could perhaps be described as tweaking the ecosystem  by urg3-two-hand-turns-9e2fc81ad2ing, perhaps even say (rein)FORCING positive interaction through dance, song, and group instrumental work.  All classes have participated in singing, dancing, and other whole-group activities such as games and loose instrumental ensembles. Here are a couple of  specific  examples of some of what we do to inspire positive interactions between one another:

Contra/ Square/ Folk dancing
I am super fortunate to live in the Brattleboro, Vermont area, home of Peter and Mary Alice Amidon, Andy Davis, and Mary Cay Brass.  These four folks are the founders of New England Dancing Masters.  (The featured photo of folks dancing is from their website).  This is a collection of some of the finest team building (mostly) traditional dances and singing games ever known to educators.  Here in Southern Vermont, Western Massachusetts where I tend to perform a lot of this music, and New Hampshire where I teach, these dance traditions are not just presented in the classroom, they are part of the woodwork in local grange halls, churches, libraries, and community centers.  I have been taking these dances into the classroom for the last 14 years.  This:
A) Allows students to practice how to choose and dance with a partner and large group respectfully
B) Helps in the practice of safely moving your body around others, demonstrating self control AND creativity  and
C) Instills confidence, leadership, and community participation.
YES!  Lots of this stuff is dorky, old fashioned, and anti pop-culture and it’s downright fun and gives kids the chance to be at once goofy and respectful in ways they don’t get to practice in a home environment.

School wide songs:
While many music classrooms are cut off from the rest of the school culture, I (and I know many other music teachers) attempt to foster school wide intergenerational unity by making sure that each week, the entire school learns one common song to be sung in the following all-school assembly.  The song can be seasonal, serious, eco, goofy- basically any flavor.  Here’s an example of me singing at assembly last week.  A common song makes kids and staff feel “in it together” and motivates school wide  learning.  The video is taken sans children–for legal and safety reasons we cannot show kids’ faces.

 

May PoleSchool wide and music room Rituals:
We have many.  These are opportunities for interaction that foster group pride.  Here are a few examples:

-Our Turkey Trot gets the whole school physically active around Thanksgiving, running and walking around the perimeter of the playground and collecting food for the local food bank.
-Our Halloween parade gives kids the opportunity to dress up for an hour and March around the playground showing off their costumes.
-Dancing around the Maypole around May Day (seen in photo). Demonstrating this form of visual art and music in an ancient ritual requires intense listening and cooperating skills.  Students need to pay close attention to each other in order to create beautiful patterns.
– 5th grade traditional English Longsword (Morris) dancing to commemorate the spring.

 

Makeshift instrument ensembles:
In order to prepare kids for really playing music together in band, strings, chorus, and the classroom, I often have kids beat on drums, improvise, and create “sound carpets” somewhat more freely than perhaps I should at the beginning of the year.  Kids’ interpersonal skills are developed through negotiation over conducting, arrangements and improvisation.  Below is an example of how one group came together to create something above and beyond expectations when given the instructions to set a group of instruments to a Haiku:

Deep in the jungle
Big, grey, fat, elephants live
Snorting and grunting

Social skill development is the most important part of this exercise.  Again, faces are excluded. Watch it until the end- they do something really cool:

 

 

 

 

I am always working to maintain my classroom ecosystem but I will stress that I am so thankful for and couldn’t do it without our healthy school wide environment.    None of this would be possible without great leadership within our school and a seasoned staff, many of whom have been around and working together for years.  An ecosystem takes thousands of years to develop and can be destroyed in very short period of time.  A school is no different– Symonds didn’t  become like this over night, yet it could be destroyed in an instant.    Warning?

 

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I will be posting again soon but in the meantime, here is a worthwhile bit to read at:

http://www.oregonfoto.org/subroutines/eisner.html

Here are the “Ten Lessons the Arts Teach” compiled by Elliot Eisner, one of the country’s leading art educators. 

  • The arts teach children to make good judgements about qualitative relationships. Unlike much of the curriculum which correct answers and rules prevail, in the arts it is judgment rather than rules that prevail

  • The arts teach children that problems can have more than one solution and that questions can have more than one answer.

  • The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

  • The arts teach children that in complex forms of problem solving, purposes are seldom fixed, but change with circumstances and opportunity. Learning in the arts requires the ability and willingness to surrender to the unanticipated possibilities of the work as it unfolds.

  • The arts make vivid the fact that words do not, in their literal form or number, exhaust what we can know. The limits of our language do not define the limits of our cognition.

  • The arts teach students that small differences can have large effects. The arts traffic in subtlety.

  • The arts teach students to think through and within a material. All art forms employ some means through which images become real.

  • The arts help children to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

  • The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

  • The arts’ important position in the school curriculum symbolizes to the young what adults believe is important.

Elliot Eisner is a professor in Education and Art at Stanford University in California. This article was published in the Arts in Education Council of BC Newsletter. It was provided by Helen Daniels, Executive Director of the ARC Arts Council and a member of the Board of the Arts in Education Council of BC.

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