Meet Them Where They Are (9/1)

Well, that was interesting. As noted yesterday, I was excited about limiting the material and activities to things preschool music teachers can do. But from the very beginning, something felt very different. I opted for a simpler opening body percussion piece and was surprised how difficult it was for them. Likewise the simple sung greeting canon. I soldiered on but the energy coming back was so different from the group I had just worked with in Hangzhou. Those folks were as musical, expressive, playful, energetic and joyful as just about any group I’ve ever worked with. I hit my ping pong ball across the table to them and they slammed it back and the game had both of us on our toes—and delightfully so!

 

But here was the most tentative little return that barely made it over the net. I kept serving— what else could I do?— but it became clear that this was the first time some had ever played ping-pong and perhaps the first time a teacher even invited them to play and hit the ball back with everything they had. 

 

When I did my follow-the-leader activity where they walked with me while I played the drum and froze when I stopped, I playfully shamed them with my comment, “In my half-century of teaching, I can say that your shapes when you froze were— the worst I’ve ever seen!! Use your whole body! Reach up high or down low or twist around!” (I modeled these as I spoke.) The next time was a little better. Likewise, their lackluster energy in chanting “Criss-cross applesauce” improving as I cajoled them to fuller expression.

 

I reminded them that if they’re going to teach 3-year-olds, they have to meet the kids on their level and uncover the 3-year-old inside themselves. Again, with a playful touch of shame that they were so polite, I said: 

 

“More expression! I know most teachers want you to be nice, sit quietly, raise your hand and give the right answer. But not me! I want you to be wild and extravagant! But always within the musical or dance form. Let’s try again!”

 

I was working hard! But little by little, it began to pay off as a few seemed delighted that I was giving them these kind of permissions. By the end of the day, there was a little of the buzz in the room that I’ve come to take for granted, more smiles, a little laughter as they slowly allowed their childlike selves to come out and play. 

 

It helped that I finally realized that these were not musicians and music teachers teaching preschool. They were preschool teachers looking to add some music into their repertoire. Some had trouble keeping the beat and some singing in tune because their own upbringing had neglected their musical development. So this was a whole different ball game from what I’m used to and a good challenge for me to scale back, go slower, help them out the way I would a child having his or her first formal musical experience. 

 

I always remind teachers that no matter how exquisitely designed their curriculum is and how clear their standards of effective musicality, none of it matters if you don’t meet the children—or adults—where they are. And not to shame, blame or judge them for falling short of your expectations. Certainly not outwardly, but also not inwardly. None of it is their fault. They are the product of a school system designed for obedience, for repressing their child-like extravagance, for grooming them to be compliant citizens, for neglecting artistic expression in favor of high-test scores. In this case, my job is to slowly and patiently de-program that kind of collective brainwashing and help them re-contact the curious, full-of-wonder, playful and eager to show themselves kids they once were. 

 

Let’s see what today brings.