Joyful New Starts

One of my favorite things about my career is the joy of getting to work with a new piano student for the very first time. Whether they are transferring from another teacher or just beginning their journey of learning how to play the piano, there is nothing quite like the enthusiasm they bring into the room. Today, I got to experience that joy twice….and it made the day marvelous!

My first new student was a 16-year-old girl who is transferring into my studio this semester. She shared that she has played piano for 8 years, but her first teacher did not know how to teach, so she found herself having to start over and learn some basic concepts when her family moved into the area. (Side note: Just because you took piano lessons down the street for many years does not mean you are qualified to teach others to play. Get some training — whether with a mentor or through a school — before you declare yourself capable. You may do harm you don’t even know about.) This young woman is extremely intelligent and very musical. I enjoyed hearing her play today. As I began the lesson, I asked about her future plans because I wanted to make sure that we were both setting the same goals for her time in the studio. Musically, she wants to play for her family in the future and possibly be able to sub for a local congregation. I can get onboard with that plan! When I told her that I wanted to make sure that she had a voice in how we worked together, her eyes lit up! When I told her that we weren’t going to continue working through the Hanon technique, she was giddy! (No one actually enjoys those dastardly exercises, do they? Yuck!) Our plan for the moment is to continue working through her method book and begin exploring some music from her beloved hymnal. Since she is already working on that music independently, why not bring it into the lesson and see what we can learn together? I was really pleased with how much she soaked up today. I think we are going to have an incredibly good semester together that will hopefully extend for several more years.

At the end of the day, I met Nickolas. Nickolas is 9-years-old and has taught himself to play a few things by watching YouTube videos. He has had no formal training (although I did get the sense that he has had some exposure to some basic elements through elementary music classes). Today, we did some work on keyboard geography, basic rhythm, and finally got around to introducing some basic piano technique while playing his first little piece. Was this the same experience as I had with my teen? Certainly not, but there was still that sparkle that he was understanding things. Did I mention that both of these lessons were given with everyone in the room wearing a face mask? I’m so glad to know that the eyes communicate so much even when the mouth is not visible.

I really do love the excitement of a new start. I’m sure that every lesson will not be as pleasant in the future. There are challenging concepts ahead. There will be days where I simply do not feel as though I can adequately express what I am trying to explain in a way that my student can comprehend. Somethings are just easier to teach when I can demonstrate on the instrument or physically touch the student’s hand. That is not a possibility at the moment because of COVID. Still, I choose to focus on the joy and excitement of the new beginning and allow it to be a memory as we navigate the uncertain times ahead.

A Less-Than-Ordinary First Day

We survived! It wasn’t always pretty, but we survived the first day of classes in this Covid-19 world. It was a day of emotional ups and downs. There were lots of deep breaths taken in the halls and pauses to remember that what is most important at this moment is our students.

I awoke very early this morning — around 4:00 — with lots of anxiousness in my heart. We had planned for today all summer long. I really think we were as ready as we possibly could be. But there were so many unknowns and so much change to our teaching that anxiety and apprehension gripped my heart. I tried to keep my morning as close to my normal routine as possible. In the quietness of the morning, I sat in my chair and read a few passages from Psalms to start my day. There, my heart was greeted with these words of hope:  “For You make him most blessed forever; You make him glad with the joy of your presence. For the king trusts in the Lord, and through the steadfast love of the Most High he shall not be moved.” (Psalm 21:6-7) I immediately felt peace and began to move forward with my day.

Some things were typical. Freshmen were a little stressed by all that was happening during their first morning as a music major. My colleagues and I were greeted by a variety of questions during the freshman orientation class. First piano lessons included lots of planning for the semester, setting goals, and reminding fingers how to move after a few months of rest. I accepted the fact that my summer of piano rest was going to mean that I would have to work quickly to get my hands moving again.

Some things did not go smoothly. My small group meeting as part of chapel started late because the video was marked as private. I still haven’t learned any of the names of our new students. (That was a major fail for me today that I will begin correcting tomorrow.) I spent a lot of time behind a closed door in my office because I simply did not want to wear a face mask for another minute. I had to remind students that physical contact — whether a hug or a handshake — was really not acceptable in this time of physical distancing.

When 5:00 rolled around, I packed up my bag and headed for the door. I walked to the end of the hall and the fatigue hit. I knew I needed to just sit down for a minute with friends and decompress. I made my way home 30 minutes later as my stomach growled. After feeding myself, I tried to do a little more work. It quickly became clear that nothing else was getting accomplished today. My brain is mush and my body is tired. So I sat in my chair, picked up my novel and continued reading. Tears flowed more freely than normal while reading. I think it was a combination of the story’s impact and the fact that I needed an emotional release. After several hours of intermittent tears, I feel as though I have cleansed myself of the day.

Now it’s time to prepare my heart and mind for tomorrow. This may be a very long semester.

A New Adventure Ahead

Today, I start year 5 at Wayland Baptist University. It’s hard to believe that I’ve been living in Texas that long. Even though family is not nearby, I know that coming here was the right decision for me and all part of God’s plan for this season of my life. The job also came with some nice benefits, and I have finally decided to take advantage of one of them.

It is no secret that I have always been a student at heart. I enjoy being in the classroom and learning something new. For several years now, I have toyed with the idea of pursuing another degree. The timing just never seemed right — until now. This week, I began my first class in a long time — Ethics and Legal Issues in Counseling — an entry level course in the Masters in Counseling curriculum.

Why am I pursuing another degree? Throughout my work in the church and academia, I have found myself regularly counseling teens and young adults as they struggle with issues related to family, friends, stress, love, and loss. As strange as it sounds, I really enjoy serving as a listening ear for them and offering advice when they seek it out. The funny thing is that I think I’m good at it…..and I’ve received affirmation from those that I have already shared my plans with. The availability of a faculty scholarship at WBU took away all of my excuses….so I’m taking the plunge.

Will I pursue licensure? I’m not sure yet. It will all depend on what I am able to accomplish while employed — after all, teaching music is my first love and my main priority. My primary goal for the moment is to learn something new that I can apply to the work I am currently doing and enjoy getting back in the classroom again.

Ready or Not….

Students are roaming the halls. A cacophony of sound fills the air again. Introductory lessons are being presented and lesson times are being scheduled. Private practice sessions and ensemble rehearsals are in full swing. That’s right…..the fall semester of classes are finally underway in the School of Music at WBU.

Professors have been preparing for this moment for a few weeks. Faculty and student schedules alike are quickly becoming packed, but we wouldn’t have it any other way. It’s a privilege to get to do what we love — make music! There’s so much excitement and expectation in the air that you can feel the electricity.

I will stand before my first classes of the semester tomorrow morning. That means I get to ease into the new semester — making last minute changes to my schedule, observing the new students, and reconnecting with those returning. The first day of school is always filled with so much potential. We don’t know exactly what this school year has in store, but we’re all excited to start riding this wave together. Now, let’s just see what’s going to happen…..

Free Community College

In recent months, there has been lots of talk about offering free community college education for all American students. I agree with the idea that education should be available to every student in this nation. I do not agree, however, that the promise of free education should extend to the community college level. In the interest of transparency, I wish to make sure my readers know that I am currently an adjunct faculty member of a junior college. The opinions expressed in this post (and all others on Livin’ Life) are my own. It should not be assumed that these statements reflect the opinions of other members of the faculty or staff of MSCC.

Why am I against offering tuition-free education at the post-high school level? Here are a few of my thoughts.

• If no tuition is required, the value of the education will be reduced by the general public. American society holds to the premise that “you get what you pay for.” If you want quality service, there is a cost associated with it. No matter how much we want to argue otherwise, reduced or no tuition institutions will experience fiscal challenges that will ultimately be passed on to the faculty. Those professors who are most qualified will leave the junior college setting in search of positions that offer better financial packages. With the exodus of quality instructors, the level of instruction and assessment suffers. Even if some great professors stay behind for various reasons, the assumption of the public will be that a free education is markedly inferior to one that requires the payment of tuition. The varied costs of the services at different quality levels is a basic premise of the free market that we enjoy.
• The situation will result in increased government involvement in the community college, essentially making the two-year college an extension of public education. Let’s face facts — public education in the United States is horrible in those areas that have the greatest federal oversight. If the Department of Education cannot successfully educate the minds of our children and youth, why in the world would we want to see their increased presence in higher education? (The government already has enough of a presence to make the task of educating the next generation difficult.) With increased involvement, you can be certain that the government will establish guidelines and regulations that must be met in the community college. We have watched highly motivated teachers leave our elementary and secondary classrooms while many of them cite their frustration with federal programs and requirements to “teach to the test.” I can see the same thing happening in the nation’s two-year colleges as well.

 I agree that quality higher education should be available to deserving students. It is time, however, that we admit that the college experience is not suitable for every student and it is not the only path to success and fulfillment of the American Dream. I would prefer to see excellent vocational programs instituted at the high school level, preparing those students who are not suited for a college preparatory program with marketable skills that will provide a stable income upon graduation. Students who complete the college prep pathway successfully could then receive sufficient financial assistance to fund their collegiate career. By no means is this a perfect situation, but it does ensure that we are serving our most gifted students effectively rather than focusing so much of our attention on those who have little hope of completing their degree because of our false promise of higher education for all.

I welcome your comments on this topic in the section below. It is important to emphasize that there are many sides to this discussion. Share your opinions with the attitude of respect for those who disagree with you or your post will be deleted from the thread.  (That’s one of the benefits of being the blogger and moderator of comments!)

~Kennith

Just Learn to Speak English Already!

America is often referred to as The Great Melting Pot. Immigrants from all over the world have made their way here throughout history for various reasons. Some have come to find a better life. Others have come in an effort to escape evil political regimes, religious persecution, or the chains of slavery. As a nation, many take great pride in the desire people have to come to our shores…as long as they are willing to conform to our vision of the American way of life.

Recently, I read The Burgess Boys by Elizabeth Strout. The story centers on a hostile act against a group of Somali immigrants in Maine. The horrendous act? A pig’s head was thrown into a mosque by a local teen. The act was offensive to their religious and ethnic backgrounds on multiple levels. As the backlash escalates, one of the major complaints against the Somalis is that they don’t speak English. They don’t speak “our” language.

I realize that this is a hot button issue for many. I must admit that I have been frustrated when encountering people with which I could not communicate. As I read Strout’s depiction of the Somalis, I began to consider things from a new perspective.

From first hand experience, I can tell you that learning a language does not come naturally to everyone. In college, I studied German. I made flashcards. I went to the language lab. I got a tutor. I did not learn to speak the language. It was not due to a lack of effort. It wasn’t because I lacked the desire. Some said I just needed to devote more time; my problem was that there was no more time to give as the other areas of my life kept moving on.

As I reflected on my own experience, I began to think about the challenges facing immigrants. For many of the adults, they are trying to provide for their family the best they can in a foreign environment. When you are worried about providing food, clothing and shelter for those you love, learning a new language is not a top priority. For those immigrants with children, they are more focused on educating their children in order to ensure they have a better chance at the American Dream. Because these students are living a bilingual life, the demand for bilingual education is at an all-time high.

I don’t claim to have any of the solutions. I agree that English language skills are an important skill set that is needed to prosper in mainstream America. I’m not suggesting that everything in our country be published in multiple languages. (However, if communication with the masses is our ultimate goal, what’s the harm?) What I am suggesting is that the next time you hear another language spoken in your community, don’t assume the person speaking is lazy, uneducated, or unappreciative of their American experience. The truth is that many who so quickly jump to judgment may never fully understand the challenges the immigrants are facing. A little compassion can go a very long way in aiding communication with another despite the presence of language barriers.

Life Long Learning

I love school! I always have. There’s such a rush in being exposed to new ideas and having the freedom to explore within the safe confines of the classroom. I suppose this explains why so many years of my life were spent as a career student . . .and the fact that foreign languages have always been my Achilles heel!

I suppose it was only natural for me to find my way to a career in education as well. Despite my complaints about the early mornings and unmotivated students, I thrive when standing before a class. I’ve had the pleasure of serving students in academic advising settings as well. I enjoy watching students clear hurdle after hurdle on their way to graduation.

As fulfilling as teaching is, I continue to be a lifelong learner. I long for the chance to dive back into the classroom and grapple with unfamiliar material. I adore those moments when the lecture connects unexpectedly to something I already know.

As tempting as it is, there’s no time to pursue another degree. I certainly can’t commit to attending a traditional class. But I can submerge myself into a couple of MOOCs for the next few weeks.

What’s a MOOC? It’s an exciting and inexpensive way to take classes conveniently online. Massive Open Online Classes (or MOOCs) can be found in many disciplines through multiple colleges around the world. A few years ago, I dabbled in hermeneutics via a MOOC from Southwestern Baptist Seminary. It was very interesting, but a little too focused on preaching for what I was looking for.

MOOCs tend to be shorter classes. Most last six to eight weeks. The material is presented through video lectures as well as reading assignments. While there may be quizzes or writing assignments, how much or little you actually complete is entirely up to you. With some effort, it is highly likely that you will “pass” the course; in most cases, a simple certificate of completion is sent for your personal records. It’s not college credit (although credit is sometimes available if you’re willing to pay a fee), but it is recognition of the stuff you’ve encountered in the course.

Before you think MOOCs are too stuffy, let me tell you about my summer classes. I am learning about the French Revolution, an eight week course offered by the University of Melbourne, while exploring the Music of the Beatles with the music faculty at the University of Rochester. I’m learning a lot and having fun doing it in this low stress situation.

MOOCs can easily be found through websites such as Coursera and EdX. If you still don’t find what

you’re looking for, do a google search . . .I’m sure you’ll find something that interests you!

So what do you have to lose? Awaken your mind, expand your horizons, and once again discover the satisfaction that comes from being a lifelong learner.

Learning Some New Things

I’ve always enjoyed learning new things. I suppose that’s part of the reason I am pursuing a career in higher education. Opening my mind to new concepts on a regular basis keeps me sharp and entertained. I love to teach, but I also enjoy sitting in classes when they are carefully prepared and introduce me to new material that is interesting to me.

There’s a lot of learning going on right now in my life. Some of it is entirely on my own. This term, I am teaching a section of music appreciation as a hybrid course — half the material is presented in a traditional classroom setting while the remaining information is presented online. It’s been an interesting process to rethink a course that I am so comfortable teaching. I’m developing podcasts and creating worksheets to allow for maximum understanding of material. I’m scouring the web for interesting articles and videos that further explain concepts. I know future sections of the course will be much easier, but right now I’m finding that it takes a lot of time and commitment to create an effective learning environment online.

Because I don’t want to allow my spiritual man to lie dormant, I am working through Beth Moore’s Bible study on the Patriarchs. I love Beth’s teaching (even if it is intended primarily for women) and have always enjoyed the book of Genesis. As I’ve revisited these familiar stories, I have found my eyes opened to new truths that are changing my entire understanding of the Book of Beginnings. Since I’m not involved in a small group at the moment, the self-paced Bible study is providing some accountability for me.

I have always wanted to increase my understanding and awareness of jazz, but never seemed to have the time to really take a class. My hand was forced a little bit since I have a blind student enrolled in my traditional music appreciation course this term. Because of his disability, my unit on musical theater will not work. That means I need to develop a new unit. This realization combined with the discovery of a free online jazz appreciation class from the University of Texas at Austin created the perfect storm for me. I’m really enjoying listening to new sounds while being reminded of the struggles my students face as they begin their journey of understanding the unfamiliar. The jazz class has just started; I’ll finish up the material a few weeks before I present my new unit on the subject. In a busy semester, it’s a deadline I wish I didn’t have looming, but I tend to work well under pressure.

I suppose I should get back to the books now and continue my personal learning again.

Natural Inquisitiveness

I am an inquisitive person by nature. I enjoy learning new things. There’s no specific rhyme or reason to what will grab my attention. Sometimes my interest lies in familiar fields like music, theology, and education. Other times see my interests moving into philosophy and basic mechanics. I know that I’ll never become a master of everything, but my curiosity drives me forward; my mind is ravenous for new information.

My curiosity keeps me active and keeps my mind sharp. It leads me to new areas of exploration that I never imagined. I find answers in books mostly, but my searches have also lead me to film, observation, and conversation with wiser (often more mature) people.

What’s gotten me thinking about inquisitiveness today? I’m disturbed by a general lack of curiosity in many of today’s students. Rarely do I see students pursuing information for personal knowledge; they are focused on obtaining only the essential information to pass the test. The material for the test had better be handed to them on a silver platter as well. The interest, desire, and ability to think abstractly is on the verge of being lost by many of today’s students. 

It’s a dire situation, in my opinion. What’s the solution? That’s the problem….the solution is not simple. Until students value education and the development of learning skills, no amount of creative teaching or finely crafted lesson plans will make a significant difference. I will be the first to agree that inventive, creative teaching can be the seed that begins to germinate into a lifelong pursuit of knowledge. Once the seed of inquisitiveness is sown, however, it is necessary that the learner feed it regularly until it develops into a thriving curious plant.

I’m accepting the fact that I can lead the proverbial horses given to my care to the waters of education and information. I can’t force them to drink. As an educator, that continues to be one of my greatest challenges. My belief that the waters of knowledge are the best thing for the young mind is what causes me to lead them daily back with the hope that at some point they will pause at the source and drink in deeply. Once you’ve tasted the power of learning, it’s unquenchable.

Another Semester is in the Books

It’s official! With the publication of this post, my last final of the semester has been administered and I only need to turn in grades in order to collect my last paycheck of the term at MSCC. I enjoy teaching, but this semester has been tough for many reasons. Needless to say, I’m ready to see the spring 2013 term of teaching in my rear view mirror!

The semester started with a blanket of snow. Here in Arkansas, when the sky spits any of the white stuff — regardless of the amount — people become stupid! They forget how to drive and dash for the market as if we are going to be trapped in our homes for 40 days and nights! Since we don’t know how to handle the cold stuff, school was cancelled before we even got started. That’s a tough situation to be in….behind schedule before you begin!

Around the same time, I was working very hard with the students at Union University to present the semester’s first opera as part of the Benjamin Britten centennial celebration. I knew this was going to be a tough time, so I built calendars carefully to allow for the rehearsals and performances. What I didn’t account for was the Union Plague that hit members of the cast during production week. I was blessed not to be hit with the nasty stomach virus, but I didn’t feel well at all.  Classes were cancelled University wide while everyone tried to get back to health and the campus was scrubbed from floor to ceiling.

By late February, everything seemed to be back on track. Maybe I should say ALMOST everything was back on track. The most important part of my classroom was waffling — the students. Each spring semester, I have concurrent students from area high schools enroll in my music appreciation course. Most classes have been very successful and a great experience. This year’s batch of students did not fit that model. I found myself questioning why they were there. Finally I diagnosed the problem: intense senior-itis. These kids didn’t understand why they had to come to my class on “senior skip days” or why my class was so hard! I listened to the whining, but quickly became immune.

The semester rolled on at Union as well and I was involved with two very successful student recitals as well as a trip to the regional NATS competition in Bowling Green, Kentucky. Once I played the last of these major events, I began to relax a little. I knew I only had to play a few scenes for opera workshop, a couple of departmental recitals, and student boards before the semester was over. Just when I thought everything was a-okay, I found myself fighting the stomach bug that had plagued the Union students earlier in the term. After a “rough” and restless night, I drove to Union (like the good collaborative pianist should) to play on the afternoon’s departmental recital. I had felt nauseous during the entire drive, but thought things would be okay. I WAS WRONG! I stepped into the hall when a wave of sickness hit me and I thought I was going to pass out…..after making a massive mess in the hall! After a visit to the restroom to calm my stomach, I went to the music office and was able to get colleagues to play for my students. I certainly didn’t want to be on stage at the moment. I feared the real show would not have been the beauty of the students’ singing!

As the semester continued to wind down, I repeatedly found myself approached by students asking for extra credit work or to turn in assignments they had neglected earlier in the term. I think I heard every excuse in the book, but my favorite was from a high school senior who told me her scholarship for the fall was dependent upon her grade point average this semester. While I felt sorry for her, I did not feel as though her reasons for missing the assignments afforded her any extension. I guess I’ve just turned into a mean professor in my old age. Syllabi are distributed at the beginning of the course with all assignments listed with their corresponding due dates. Follow the syllabus, do the work, and come to class….you’ll do just fine in my class! That’s all it takes!

This has been a semester for the history books….and that’s definitely where I’m planning to place it as soon as I can! Now I’m heading home to grade the final exams and post the scores so I can get on to a much needed vacation…..until summer term begins in a few weeks.  I’m just hoping for more focused students in that term!