Leaving, Moving On
Humility is not self-contempt but the truth about ourselves coupled with a reverence for others. . . . A man who is 6 feet 4 inches is not humble when he says "oh no, really I am only 4 feet 4 inches" because that is not the truth; neither is an opera singer humble when she says "Oh I really am nothing in the singing profession"; neither is a beatiful person humble when she says" "I am really ugly."
Such protesations against the truth are marks of pride rather than humility. Humility in such cases consists of the acknowledgment of the truth that we have reveiced the gifts for which we are praised."
- Bishop Fulton J. Sheen
I love that quote -- it means I can scream to the world .. . . . I AM A FABULOUS TEACHER and not hide the fact that I'm really good at what I am doing! (I really really really am!)
If you don't believe me, you can ask any of my students - espically the ones who have had me for a couple of years.
I can connect with my students, respect them (those unortunate enough to be under the age of 21 aren't used to being respected or having their opnions matter - which is too bad if you ask me!)
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I teach in a FABULOUS district.
If you don't believe me, you can ask the GRAMMY foundation, who awarded us the first GRAMMY signature school award.
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SO WHY DID I DECIDE TO QUIT A JOB I'M GOOD AT, IN GOOD SYSTEM??
Sometimes I don't know (and I wonder if I ruined my whole life) but teaching can be the most boring, mind numbing job known to mankind. How many times can one teach Twinkle Twinkle before they go absolutely crazy!?
The logical solution of course is to find new music and teach PEOPLE not a piece of music. But that can't happen when you have curriculm (and REPITOIRE) being dictated across the district. They tried to trun me into a robot - someone who could turn the pages of a method book and recite from the teachers mannual. I don't mind teaching the curriculum - but I don't want to be told HOW to teach the curriculum
There are so many ideas and methodologies of so many pedagogues, books, and people (both musical, non-musical, and Extra-musical) And all of them have been successful. I am a TEACHER, it is my job to know different approaches, styles, philosophies, and apply whatever works for whatever student is in my studio at any given moment. Why settle for just one? Why try to make everyone the same? Assesement becomes a tool to sort and rank students instead of an on-going search for success and improvement.
It isn't just the schools who want to inforce a "one size fits all" approach to education. The Suzuki Folks have a set repitoire, set teaching patterns, and traditions. BUT it must work - because Suzuki Kids all sound terriffc. And the public schools do a lot of good things ----- a lot of impossible things. Maybe this system is the most effective way to educate the masses. But I can't be a part of an educational "conveyor belt" -- I am too much of an indivdual -- i need to be able to think, stretch, and be creative. I can't do that with 150 kids who all HAVE to learn the same song for next months concert because someone who has never met my students thinks it'd be a good idea.
I can't subscribe to any single "mehodology". I HATE method books (and text books too!) Suzuki teaches with real music - not mind numbing etudes - I like that. I don't like sequencing a common repitiore or the occultic attitude of the Suzuki folks who will bash you to pieces for even suggesting supplimental music.
When I pull out a piece for a student, there are at least 10 things I could use as a "teaching point." Rondino (one of my favorite pieces!) is good for half notes, double stops, curved fingers, G string notes, slurs, steady rhythmic pulse, fast & nimble fingers, big tone, bow distribution, dynamics, high 2 low 2 patterns, and more! I have used it with 4th graders and with 8th graders. To label and delegate it as a "5th grade piece" is silly -- there is no leveling in my world. Just lots of pieces with lots of stuf to learn!
William Ayers Quote
Teachers also aren't the most challenging bunch to be around. I love my staff team (they are super people) but in gerneral terms of innovation - it just doesn't happen in the teaching profession. Maybe it's because of funding, Maybe it's because the system is too big, Maybe there are too many government regulations (no - we know there are too many silly government regulations!)
I don't know what the answer is -- I'm not even sure I have a good question. All I know is that I need to move on - I can't stay here without becoming boring. AND I WILL NOT LET THAT HAPPEN.
Back to thoughts and Ideas
Email: julievw@webtv.net
