To Each Her/His Own

   

If each person is unique— and we are— then it stands to reason that each relationship is unique. For example, the one between teacher and student. We ll know the “teacher-pet syndrome,” the teacher who has it out for a student, the teacher who ignores students, the teacher who praises some and critiques others. In the current climate of “everyone is equal and deserves equal treatment, I agree with the importance of equity of opportunity and fairness and the intention to meet each student’s needs at either end of the learning spectrum. But not with the idea that we shouldn’t give a special kind of attention to those we feel a special connection with, to those who show a special skill or talent.

 

I take seriously my responsibility to try as hard as I can to see the unique genius in each and every one of my students and to praise them for it both privately and publicly, to let them know I see it and feel it and value it. As noted in yesterday’s post, I spoke about each of my 27 students at the graduation ceremony and then each of my seven fellow teachers at the post-course lunch. As I hand them their check, I also give them a handwritten little Thank You note, after reading it out loud. When I finish, I give myself a check and this year (but not last!), people noted that this structure doesn’t include anyone speaking about me.

 

So a few did and the first appreciated how I created a sharing performance that gave space for various student’s unique talents. The Orff Oath I make all the teachers I train take is “to teach all the parts to everyone all the time.” And I mostly do. The Orff instruments are a great way to do that, no private lessons, practice of techniques needed. But always, whether it’s the kids at school or the teachers in my course, I invite them to bring the instruments they have studied and make a point to integrate it into the ensemble. Not on every piece, for sure, but also at least on one, for sure. 

 

So in the three pieces we performed, different people got to strut their stuff on one piece before returning to the Orff instruments. Our bluesy first piece featured solos on French horn, trombone and saxophone, two fabulous drummers trading 8’s, a killin’ piano part. I fit the form around the people who I knew could do all those things and everyone was refreshed by it. In the next piece, another person stepped forward sharing their extraordinary frame drumming skills and their evocative singing with music from his culture. The third piece invited a bass player, two jazz singers and a metallophone solo from someone who had never improvised jazz (but did it marvelously). One teacher asked if she could dance and I said, "Of course!" And she was great! 

So both sides of the spectrum are equally important. Featuring someone already skilled and giving them a moment to share their hard work and likewise, inviting others to try something new. I’m reminded of the 8^th grade student who brought the house down in a performance we gave at the Orff National Conference in Las Vegas in 2002. He had been singing Ethel Merman and Judy Garland songs since he was 3 and ten years later, gave a killin’ version of “I Got Rhythm” that got 2,000 music teachers on their feet at the end with thunderous applause. Back at school, he asked to play drums on another jazz piece and managed a steady hi-hat/ride cymbal that was enough to help with the groove. When writing a reflection of his highlights at the end of the year, he named both Las Vegas— his comfort zone wildly appreciated— and the drum set moment—trying something that didn’t come easily and doing okay. 

 

And the moral of the story? Don’t worry about people accusing you of not being fair when you feature one student over another. Of course, look for opportunities for each and every student, but be realistic that not every single one has an interest, talent or desire to stand out in your particular subject. Know that they will in other subjects and hopefully find teachers who give them opportunities to show what they love and know.

 

None of this is as clearly expressed as it deserves, but just a passing thought as I pack for the airport. Not worthy of a standing ovation, but hey, no one got hurt!