At This Rate.

The girl had an inspiration. “Would Mrs. Kumlien like the very first fish I ever caught?”
“You should keep it for yourself,” Kumlien said, admiring the big, gleaming bass.
“But my mother would know I have been fishing.”
“Of course, how stupid of me,” the Professor said. “Yes, it would make Margretta very happy. We’ll eat the flesh of your fine fish. But I will skin it so carefully that I can mount it for you, Inga.”
“You mean it will look alive? All glistening like this forever?”
“Forever,” Professor Kumlien promised. “Absolutely forever.”
He had spent the morning mounting two passenger pigeons for Robbie. Now he would spend the rest of the day mounting Inga’s black bass. At this rate he would never lay up for himself treasures upon earth, but many were the treasures he would lay up for himself in heaven where neither moth nor rust doth corrupt, and where thieves do not break through nor steal.

The Wolfling, Sterling North

We’ve made it to March. March! I do not care to bemoan Mondays or any season in particular, but it sure feels good to have only two full months of school left on the horizon.

I know the feeling of at this rate and never laying up treasure here upon the earth. It’s not that I even want the treasure, but I do like a clean(er) house and a tidy garden, and I’ve been trading it in for choir practices and running furiously. Maybe “running furiously” is overkill, but my work days are unrelenting and I’m not getting home with much oomph left to cook supper and do house stuff. I love teaching; let me say it again, but I also love being a mom and that second job is finite, with an approaching deadline.
(Here I feel the pull to defend myself, because it has been pointed out to me that to even have the option to not teach is out of reach for some folk, as if I just happened upon the good luck to not need an income. Which—I’d like to point out, for a long time we scraped by on one income and I’d do it again in a heartbeat because it taught us a million good lessons we would’ve never otherwise learned. One car, no cellphones, chopping and stacking wood for our winter heat, dinners of hot rolls and baked potatoes and stringy meat we could afford. Love, sacrifice, hope, dependency, generosity, long-suffering, kindness…yes, I recommend. God does bless those folk with all the blessings in the heavenlies)

On teaching: sometimes I feel the pinch of what I could do with my time to be more effective but it is too costly to fix myself in that direction. I have to really lean in and examine if I’m doing it to impress or please people or if I’m doing it just to be a decent, not lazy person. Heaven knows I’m not getting paid anymore for working harder. I can follow the state standards and draw up a perfect pacing guide AND have monthly performances AND afternoon/weekend choirs AND visit the nursing homes…and I can bust my tail doing it all.
We could busy ourselves to the point of not enjoying anything, and I know we are at the cusp.

Still, I really want the kids at school to have an excellent experience in music class and walk away with more than just a memory of some teacher forcing them to sing when they didn’t want to sing. (I’m a realist—this is exactly what the kids remember about the last qualified music teacher they had.) I enjoy being creative and working with the medium of children, even if they are doggone fickle and sometimes have terrible attitudes and self-control.

I’m slowly tricking the fifth graders (all of them) into singing an actual 2-part choral piece and I had no inkling this might happen. I just shrugged and tossed them each a piece of “Rattlin’ Bog” and said something evasive about how kids should have the experience of examining a real piece of music…maybe we should try to read it and see if we could follow it through to the end?
I can’t believe I have them tricked into doing exactly what I want! We’ve come a long way since Dona Nobis Pacem.
Next thing you know I’ve scheduled a concert for April.

Fourth grade recorders are back out because I signed up for MusicPlay Online and discovered the magic of experienced recorder teachers. Step one, teach B A G and have them “practice” by holding long notes for ten to twenty counts on each, thus wearing out the students before they annoy you with random tooting throughout the class.
I’ve also been explained the difference between Baroque and German recorders and successfully avoided F and explained why to the kids (different style recorders finger it differently).
I don’t have to print out music—all of the resources are already there. Highly recommend MusicPlay! We’re already playing DCBAGE in waltzes and 4/4 time. Watch out 5th grade band, we are coming in hot.

Sixth graders are still a random box of surprises. They are pretty poor music readers, so I’ve come up with a few games to examine rhythms and copy them (without making it feel like kindergarten clap alongs). My best idea lately has been to split them into small group and hand out cards with a rhythm which they have to translate into spoken words. Four sixteenth notes followed by a quarter note, rest, and paired eighth notes would be “peanutbutter-toast—sh—grape-juice” and so on. Once the small group can clap and say their measure, I assign a point and give them a new card to work on. Jolly Ranchers for the winners!

Their progress is behind even the fourth graders because they start out with such a poor learning attitude. I have to slowly win them over to my side. It is (eye-roll) ridiculous but sixth graders are consumed with the is-this-cool/this-can’t-be-cool riddle. This from large children with mullets. I know.
I do try and support their tender little misunderstanding souls by giving them the pick of the litter fun stuff when I can swing it.