Today's Video: Be Brave for Education . This video is produced by BeBrave4Education, which is an allied group of Montessori schools and teachers. If any of you attended a Montessori school, you will have figured out by now I am trying to use the Montessori approach in this class. :-)
Monday, January 25, 2016
Week 1 Review: 1/20/15 Video
January 20, 2015
Today's Video: Be Brave for Education . This video is produced by BeBrave4Education, which is an allied group of Montessori schools and teachers. If any of you attended a Montessori school, you will have figured out by now I am trying to use the Montessori approach in this class. :-)
Today's Video: Be Brave for Education . This video is produced by BeBrave4Education, which is an allied group of Montessori schools and teachers. If any of you attended a Montessori school, you will have figured out by now I am trying to use the Montessori approach in this class. :-)
Learning Challenges: Embracing Empathy
In the past year, I've undergone a huge transformation in the way I view the world and interact with its inhabitants. It began when I realized that I wanted to work with inner city kids, which itself came about because of my interest in social justice and desire to combat inequality in our school system. At that time, I knew that the way our society treats impoverished and minority students -- expecting them to bootstrap their way to success given very little if any of the same resources as their affluent peers, and then punishing them for the rest of their lives for failing under impossible odds -- was morally incorrect. I knew I wanted to do what I could to help.
So when I started my job at El Sistema, which specifically targets at-risk children, I came in with the expectation that it wasn't going to be an easy job. And it absolutely isn't! My students can be really difficult to work with -- they are capable of unbelievable cruelty, directed toward each other and their teachers. But I knew that in order to help my students (and to maintain my own sanity), I needed to try to understand why they acted that way.
Every time a student acts out, or is disrespectful, or seems reluctant to participate, my first reaction has to be questioning the reason for such behavior. I find that it's almost always a combination of factors, usually related to their home lives, their other teachers, or their own insecurities. A lot of these things are outside of my direct sphere of influence, so I can't usually address the source problem, but simply taking the time to understand and legitimize a child's concerns -- letting them know that it's okay to feel upset, or frustrated, or scared -- helps them not only acknowledge these feelings, but also identify productive ways of dealing with them. Luckily, I teach a subject perfectly equipped for emotional expression!
The idea of the learning challenge comes in when I'm not at El Sistema. My students can be pains, but it's super easy to empathize with them; partially, because they're adorable, hilarious little goobers, and partially because I have insight into their backgrounds and the factors that influence their behavior.
However, I've noticed in this last semester that my teacher thought processes (why are they acting that way? what is influencing their behavior right now? how can I help both of us understand?) have started creeping into my home and school lives. When a classmate is acting immaturely, for example, or my roommate does something frustrating, I find my brain going through the same routine, asking those questions I so often ask myself about my students. It honestly feels like a habit that I've developed and now perform unintentionally.
Even though this process seems so simple and intuitive, I'm embarrassed to say that it's been quite a change for me! I'm realizing that I used to be a very un-empathetic person. I thought I was just holding people accountable for their behavior, so in turn I acted judgmentally and impatiently. I'm also a naturally analytical problem-solver, so I preferred giving out advice and "silver linings," as Brené Brown puts it, instead of providing the connection people actually seek. Although it should have been obvious, I've slowly learned that legitimizing feelings is just as helpful to adults as it is to my students!
Once I recognized the change in my thought process, I knew that this needed to be a permanent change. It's been a huge internal battle, erasing old bad habits and embracing newer, healthier ones. This semester, I'm really hopeful that participating in the Empathy learning challenges can help reinforce my new and improved way of life!
So when I started my job at El Sistema, which specifically targets at-risk children, I came in with the expectation that it wasn't going to be an easy job. And it absolutely isn't! My students can be really difficult to work with -- they are capable of unbelievable cruelty, directed toward each other and their teachers. But I knew that in order to help my students (and to maintain my own sanity), I needed to try to understand why they acted that way.
Every time a student acts out, or is disrespectful, or seems reluctant to participate, my first reaction has to be questioning the reason for such behavior. I find that it's almost always a combination of factors, usually related to their home lives, their other teachers, or their own insecurities. A lot of these things are outside of my direct sphere of influence, so I can't usually address the source problem, but simply taking the time to understand and legitimize a child's concerns -- letting them know that it's okay to feel upset, or frustrated, or scared -- helps them not only acknowledge these feelings, but also identify productive ways of dealing with them. Luckily, I teach a subject perfectly equipped for emotional expression!
The idea of the learning challenge comes in when I'm not at El Sistema. My students can be pains, but it's super easy to empathize with them; partially, because they're adorable, hilarious little goobers, and partially because I have insight into their backgrounds and the factors that influence their behavior.
However, I've noticed in this last semester that my teacher thought processes (why are they acting that way? what is influencing their behavior right now? how can I help both of us understand?) have started creeping into my home and school lives. When a classmate is acting immaturely, for example, or my roommate does something frustrating, I find my brain going through the same routine, asking those questions I so often ask myself about my students. It honestly feels like a habit that I've developed and now perform unintentionally.
Even though this process seems so simple and intuitive, I'm embarrassed to say that it's been quite a change for me! I'm realizing that I used to be a very un-empathetic person. I thought I was just holding people accountable for their behavior, so in turn I acted judgmentally and impatiently. I'm also a naturally analytical problem-solver, so I preferred giving out advice and "silver linings," as Brené Brown puts it, instead of providing the connection people actually seek. Although it should have been obvious, I've slowly learned that legitimizing feelings is just as helpful to adults as it is to my students!
Once I recognized the change in my thought process, I knew that this needed to be a permanent change. It's been a huge internal battle, erasing old bad habits and embracing newer, healthier ones. This semester, I'm really hopeful that participating in the Empathy learning challenges can help reinforce my new and improved way of life!
"This will be our reply to violence: to make music more intensely, more beautifully, more devotedly than ever before."
Leonard Bernstein
I like to share this quote with my students when they feel as though they have no outlet for their emotions, to remind them that this very struggle is the reason why music is worth doing.
Photograph by Jack Mitchell. Found on Wikimedia. Licensed under Creative Commons.
Growth Mindset
I LOVE the idea of the growth mindset!
I have heard this idea before and am familiar with Professor Dweck's research, but I had never seen these specific videos explaining the concept in more detail.
I have mostly seen this concept discussed in terms of Dweck's thoughts on praise. At El Sistema, we make a conscious effort to recognize students' efforts, perseverance, and progress, rather than their initial talents or successes.
I myself struggle with maintaining a growth mindset rather than a fixed one; I have a natural knack for academic measures of intelligence, so I was often praised for being "smart" as a kid. I now know that intelligence is a largely arbitrary concept that is widely misunderstood, and I'm a strong believer in the theory of multiple intelligences. Just because my intelligence presented itself in the form of good standardized test scores doesn't make me more intelligent, and certainly not more valuable, than someone whose intelligence resulted in different forms of success. However, I often felt pressure as a "smart" kid to maintain my results, so I really identified with Professor Dweck's description of the children with fixed mindsets, including their frustrations and fears regarding failure.
Luckily, as I've gotten older, I've learned to embrace challenge! Learning about the idea of a growth mindset and understanding the source of some of my anxiety regarding failure has DEFINITELY helped me become a happier, more confident person. In fact, I've found that the areas in which I am not so naturally inclined, but learned to work hard for success , are more rewarding and less stressful.
The biggest example of this in my life is music! I'm no prodigy; I have to work extra hard in a lot of ways in order to be successful in this field. However, I've had some great teachers along my path who have taken care to give me the exact right kind of praise: recognition of effort. Thanks to them, I've learned to approach every challenge as an opportunity to learn!
I hope that throughout this, my last semester of class, I can continue my growth as a student and as a person. I'm really ecstatic to have this course to keep me on check with my personal goal of maintaining a growth mindset. :)
I have heard this idea before and am familiar with Professor Dweck's research, but I had never seen these specific videos explaining the concept in more detail.
I have mostly seen this concept discussed in terms of Dweck's thoughts on praise. At El Sistema, we make a conscious effort to recognize students' efforts, perseverance, and progress, rather than their initial talents or successes.
I myself struggle with maintaining a growth mindset rather than a fixed one; I have a natural knack for academic measures of intelligence, so I was often praised for being "smart" as a kid. I now know that intelligence is a largely arbitrary concept that is widely misunderstood, and I'm a strong believer in the theory of multiple intelligences. Just because my intelligence presented itself in the form of good standardized test scores doesn't make me more intelligent, and certainly not more valuable, than someone whose intelligence resulted in different forms of success. However, I often felt pressure as a "smart" kid to maintain my results, so I really identified with Professor Dweck's description of the children with fixed mindsets, including their frustrations and fears regarding failure.
Luckily, as I've gotten older, I've learned to embrace challenge! Learning about the idea of a growth mindset and understanding the source of some of my anxiety regarding failure has DEFINITELY helped me become a happier, more confident person. In fact, I've found that the areas in which I am not so naturally inclined, but learned to work hard for success , are more rewarding and less stressful.
The biggest example of this in my life is music! I'm no prodigy; I have to work extra hard in a lot of ways in order to be successful in this field. However, I've had some great teachers along my path who have taken care to give me the exact right kind of praise: recognition of effort. Thanks to them, I've learned to approach every challenge as an opportunity to learn!
I hope that throughout this, my last semester of class, I can continue my growth as a student and as a person. I'm really ecstatic to have this course to keep me on check with my personal goal of maintaining a growth mindset. :)
My pup demonstrates his unwillingness to accept limitations in any form.
Picture by K Crego, made on cheezburger.com
Friday, January 22, 2016
Storybook Favorites
Storybook 1: The Four Elements
I love so much about the way this storybook was structured. The topic is so detailed, specific, and interesting; I think choosing two different but connected aspects to explore (elements, stories of birth or death) made the different stories seem that much more related. The introduction thoroughly explained the topic, but I wish the author had taken just a line or two to explain the way they presented their stories -- mostly because they are so creative! The poems were great beautifully written, and the underlying story of thier "discovery" is such a cool, unique idea. Finally, the illustrations, all chosen from the same artist, were yet another facet tying each story together.
Storybook 2: Horses Divine
My favorite thing about this storybook is that its author clearly picked a topic about which she feels very passionately. I think her genuine interest in the connection of the stories made her take on each personal. In addition, the layout of this storybook was my favorite, with the links at the top and the author's note separated by a line. The way the author outlines each story in her introduction did an excellent job of piquing my interest; before even finishing the introduction, I stopped to read one of the stories because of its intriguing plot description!
Storybook 3: The Mothers of the Epics
This storybook incorporated its concept into the introduction, which I thought was a really creative way to set the scene and connect each story beyond their topics. I love that the author used a character to welcome the reader and explain the storybook from her unique perspective. Additionally, I like that the author chose to compile stories about a non-traditional, but definitely underrated hero! I also thought that the minimalist layout and design of the blog not only matched the subject matter, but let the stories speak for themselves in a refreshing way.
I love so much about the way this storybook was structured. The topic is so detailed, specific, and interesting; I think choosing two different but connected aspects to explore (elements, stories of birth or death) made the different stories seem that much more related. The introduction thoroughly explained the topic, but I wish the author had taken just a line or two to explain the way they presented their stories -- mostly because they are so creative! The poems were great beautifully written, and the underlying story of thier "discovery" is such a cool, unique idea. Finally, the illustrations, all chosen from the same artist, were yet another facet tying each story together.
River, Geninne, Website: Geninne's Art Blog
Storybook 2: Horses Divine
My favorite thing about this storybook is that its author clearly picked a topic about which she feels very passionately. I think her genuine interest in the connection of the stories made her take on each personal. In addition, the layout of this storybook was my favorite, with the links at the top and the author's note separated by a line. The way the author outlines each story in her introduction did an excellent job of piquing my interest; before even finishing the introduction, I stopped to read one of the stories because of its intriguing plot description!
Storybook 3: The Mothers of the Epics
This storybook incorporated its concept into the introduction, which I thought was a really creative way to set the scene and connect each story beyond their topics. I love that the author used a character to welcome the reader and explain the storybook from her unique perspective. Additionally, I like that the author chose to compile stories about a non-traditional, but definitely underrated hero! I also thought that the minimalist layout and design of the blog not only matched the subject matter, but let the stories speak for themselves in a refreshing way.
Overview
I decided to read the public domain edition of the Ramayana. I was really conflicted looking at the pros and cons for each -- I liked that Narayan's version was collected into a single volume and had such a helpful reading guide. However, I was really drawn to the audio option included with the PDE. I commute to my job in OKC, which gives me at least an hour each week day to listen on my phone. I think I'm also going to appreciate having the stories presented by different writers, so I feel like I'm getting a wider perspective on the styles in which these stories are presented. Having the illustrations alongside the text will also definitely help me immerse in the world of the Ramayana -- and, let's be real, they're just plain cool.
The illustrations were definitely what drew my eye, and I'm so excited to get to know the cast of characters featured in them. As an art enthusiast, the distinct style absolutely fascinates me. I'm also really interested in the parallels with other mythology systems that I've already noticed, such as the divine creation of natural landmarks like the Ganges River, or the relationships between gods and goddesses and their human subjects. On the other hand, the unique factors of Indian culture, like the caste system and all of Hinduism's traditions are going to be really neat to learn about in this context.
The illustrations were definitely what drew my eye, and I'm so excited to get to know the cast of characters featured in them. As an art enthusiast, the distinct style absolutely fascinates me. I'm also really interested in the parallels with other mythology systems that I've already noticed, such as the divine creation of natural landmarks like the Ganges River, or the relationships between gods and goddesses and their human subjects. On the other hand, the unique factors of Indian culture, like the caste system and all of Hinduism's traditions are going to be really neat to learn about in this context.
(19th century; Wellcome Images V0045907)
As a music nerd with a huge interest in ethnomusicology, I'm always intrigued to learn about the role music plays in different cultures and faiths. This image of Parvati playing for Shiva got me really excited to find out more! I took an introductory ethnomusicology class a few years ago that included a unit on Indian music, but we spent much more time discussing the technical features -- scales, rhythmic motives, etc. -- than the traditions and beliefs themselves.
Other than that tiny bit of information about musical structure, I honestly know very little about Indian history and culture. I've never taken any other classes involving mythology or religion, but I do enjoy learning about both topics! I also have a very American view of modern Indian culture; I love Slumdog Millionaire, and a show starring Aziz Ansari called Master of None that frequently explores what it's like to be a second-generation Indian immigrant in America, but I know that those are both from an American viewpoint.
I recognize a lot of the names that I've seen so far, but I really couldn't tell you much about their character or actions, and most of them I wouldn't have recognized without the captions.
I know Indian culture is a huge gap in my knowledge and I'm honestly really grateful for the opportunity to correct this problem through this class! :)
Thursday, January 21, 2016
Introduction to a Music Educator
Hi, I'm Kayla!
I'm a senior majoring in Instrumental Music Education and French. This is my last semester of classes, and then in the fall I'll student teach.
Being a music major is a pretty unique way to experience college; for the first two or three years, we're all in the same building all day, taking one music class after another with the same group of 10-20 people. Everyone has to do 5 semesters of theory, 4 semesters of aural skills, 4 semesters of piano, 4 semesters of musicology (music history), and then if you're an education major, all of the instrumental methods classes AND music ed courses. As you can imagine, there's a pretty tight sense of community -- and that's without even considering the studio you're in every single semester or the ensembles you perform with. It's typical for a music ed major to be in up to 13 classes on top of their obligation to practice every day. All of this adds up to a group of very busy, very sleepy, VERY stressed musicians who resent everyone and everything but each other (...but honestly, sometimes each other too).
After I graduate, I'd like to teach middle school band for a few years in an urban school district. Then, I'd like to go to grad school for either music ed or musicology.
My ultimate dream in life is to do research, regardless of the field I wind up in. If I go into music ed, I'd like to explore the ways music education can help close the achievement gap between low- and high-income students. There has been some promising research on this topic published only recently, so I'm really excited about its possibilities for the future! If I decide to pursue musicology, I think I'd like to focus on either the influence of Romantic culture on the fin du siècle Paris Conservatoire or on the influence of French colonialism on the musical traditions in Senegal. Clearly, I'm the type of person with way too many interests, and my biggest challenge in life has always been picking which of my passions to pursue.
In addition to music and French, I also enjoy writing and painting, two things I'd do in my free time if I had any. I tend to follow politics pretty closely, because I think it's important to stay informed and active.
I've lived in Norman since the first grade, so this town is definitely my home. I have a cat and a dog, both of whom I would spend every waking (and sleeping) moment with if at all possible.
I'm a senior majoring in Instrumental Music Education and French. This is my last semester of classes, and then in the fall I'll student teach.
Being a music major is a pretty unique way to experience college; for the first two or three years, we're all in the same building all day, taking one music class after another with the same group of 10-20 people. Everyone has to do 5 semesters of theory, 4 semesters of aural skills, 4 semesters of piano, 4 semesters of musicology (music history), and then if you're an education major, all of the instrumental methods classes AND music ed courses. As you can imagine, there's a pretty tight sense of community -- and that's without even considering the studio you're in every single semester or the ensembles you perform with. It's typical for a music ed major to be in up to 13 classes on top of their obligation to practice every day. All of this adds up to a group of very busy, very sleepy, VERY stressed musicians who resent everyone and everything but each other (...but honestly, sometimes each other too).
After I graduate, I'd like to teach middle school band for a few years in an urban school district. Then, I'd like to go to grad school for either music ed or musicology.
My ultimate dream in life is to do research, regardless of the field I wind up in. If I go into music ed, I'd like to explore the ways music education can help close the achievement gap between low- and high-income students. There has been some promising research on this topic published only recently, so I'm really excited about its possibilities for the future! If I decide to pursue musicology, I think I'd like to focus on either the influence of Romantic culture on the fin du siècle Paris Conservatoire or on the influence of French colonialism on the musical traditions in Senegal. Clearly, I'm the type of person with way too many interests, and my biggest challenge in life has always been picking which of my passions to pursue.
In addition to music and French, I also enjoy writing and painting, two things I'd do in my free time if I had any. I tend to follow politics pretty closely, because I think it's important to stay informed and active.
I've lived in Norman since the first grade, so this town is definitely my home. I have a cat and a dog, both of whom I would spend every waking (and sleeping) moment with if at all possible.
My dog is half golden retriever and half corgi. He's pretty dumb, but really loving and goofy.
My cat is very small, skittish, and affectionate. She didn't love her Hallowe'en costume this year.
Wednesday, January 20, 2016
Week 1 Storytelling: The Goose That Laid the Golden Egg
The Goose Who Laid the Golden Eggs
Author's note: When I was young and hearing this fable for the first time, I remember finding it unrealistic. Not because geese seemed unlikely to produce precious metals, but because the greed of the "countryman" (here, "the farmer") seemed beyond all reason, logical or emotional. I decided in this assignment to satisfy my nagging dissatisfaction with the antagonist's unrealistic motivation... by making it even more fantastic and unrealistic.
In writing the story, I found it particularly challenging to connect each element of the story in a natural way. Looking ahead to this same task applied to Ramayana and Mahabharata stories, I think this will end up being a great practice exercise for those highly detailed, but sometimes disjointed stories.
Here, I chose to use a somewhat simplistic, plainly-stated writing style to emphasize the melodrama of the plot. Since the texts we'll be reading include just as much -- if not more! -- intrigue, drama, and surprises as this story, I predict I'll be able to tone it down for those. Of course, I couldn't help throwing in a bunch of tacky puns, alliterations, and the like -- it is a children's fable, after all!
The goose was in love.
She revealed as much to the other animals of the farm when the first golden egg appeared in her nest, as golden eggs were said be passion manifest. They inquired with intense curiosity as to the object of her affection; the goose, however, sealed her beak and refused to answer.
This was enough to quell the intrigue of most, but the chickens and the turkeys, considering themselves the goose's closest confidantes, chided and chattered endlessly amongst themselves on the injustice of this. How dare she tease them with only one half of this revelation! Of course it was their right to know -- secrets, after all, were meant to be shared!
The goose held firm, daintily dodging their interrogative onslaught, until one day the poultry could take no more, and a plan was hatched.
"That silly goose is hiding something, and it is our duty to ensure that the truth is brought to light!" clucked one.
"But how? She relishes torturing us with her falsehoods, the answer will never come from her!" another crowed.
"And the rest of the farm seems to have completely forgotten the importance of this matter altogether -- as though there wasn't a new egg each day, shining and glittering like hellfire itself! These eggs surely foretell doom. It is clear that we must act at once to uncover their cause!"
"But how? The answer will come from neither the goose nor any of us animals."
And at once they realized their oversight, for there was one on the farm who shared their interest in the eggs.
So the next day, when the farmer came to collect his golden gift, a chicken stopped him on his way.
"Do you know the cause of the golden eggs?"
"I haven't the faintest idea," he replied, trying to sound disinterested.
"The goose is in love." When he stared blankly instead of replying, she continued. "So, if you can make her tell who she's in love with, you can unite them, and perhaps the eggs will increase in size, or the gold in purity; passion, after all, is what really shapes them."
The farmer shook his head, redoubling his attempt to maintain a casual tone. "I must be honest with you: while I appreciate your advice, I take no particular interest in the affairs of geese."
But the farmer was a liar.
The chickens saw the concern on his face as he collected the day's egg. And though the farmer said nothing to the goose, they congratulated themselves on an impending victory when they noticed the look of pained concentration as he returned to his home, eyes never once leaving the egg. They knew they had bested the goose.
What they didn't know, was that the farmer, too, was in love. He placed the egg gently on his bed, then sat, hands folded, brow furrowed. The radiant glow emanating from the egg caught his eye, and he took it in his arms, holding it to him, feeling its warmth.
And then, the tender warmth turned to a burning bitterness -- white-hot jealousy crackled in his every nerve, and he threw the egg to the floor where it landed with an imposing thud, wobbling on its axis like a child in the midst of a tantrum.
He had long favored the goose, presenting her with surreptitious gifts on his frequent evening visits to her nest. They had held what he thought of as a certain understanding -- he had trusted her with his innermost musings and secrets, and she had -- he once believed -- done the same.
Now, the goose was in love, and the first he heard of it was an indignant chicken's gossip. The bitterness rose up again, dominating his every sense, until he thought he might be sick at the disgusting taste it left in every crevice of his mouth.
He felt himself shoot up from the bed, as though controlled by a malevolent spirit. His body marched itself out of his house, down the path to the goose's roost. He felt his eyes meet hers, and heard his voice, inhumanly cold, asking: "Who is it?"
She said nothing. Instead, she sadly turned her eyes from his, down to beneath her own body, where another golden egg sat, small but unmistakable in its resplendent brilliance.
The glare caught his eye, and without averting his gaze, he threw the goose to the floor, taking the egg and lifting it up.
"You will make more," he sneered, not once looking away from his prize.
There was no response for a long moment, and then a weak voice: "I can't."
At this, he jerked his head down to her, where she lay crumpled and still. He sat the egg back in the nest, teeth clenched. A different glare seized his attention, and he glided toward it, a moth caught by a deadly flame. An axe leaned against the wall, and he grasped it in his hands.
"Then I will take it all."
The sunlight caught the blade, tracing a blazing trajectory up, arcing over and down, extinguished in a mess of feathers and blood.
There was no light -- no shining blade, no glittering gold.
He fell to his knees, face in his hands. He couldn't bare to look, so for a long time he stayed in that position, conscious of each shallow breath entering and exiting his body.
Finally, he lifted his head. The small egg gleamed from the nest. He grabbed it, cupping the precious thing in his hands like a desert's last drops of water. It was still warm.
Bibliography:
Image: Golden Egg Licensed under Creative Commons
Story: Based on "The Goose and the Golden Egg", Aesop for Children, by (anonymous), illustrated by Milo Winter (1919)
Author's note: When I was young and hearing this fable for the first time, I remember finding it unrealistic. Not because geese seemed unlikely to produce precious metals, but because the greed of the "countryman" (here, "the farmer") seemed beyond all reason, logical or emotional. I decided in this assignment to satisfy my nagging dissatisfaction with the antagonist's unrealistic motivation... by making it even more fantastic and unrealistic.
In writing the story, I found it particularly challenging to connect each element of the story in a natural way. Looking ahead to this same task applied to Ramayana and Mahabharata stories, I think this will end up being a great practice exercise for those highly detailed, but sometimes disjointed stories.
Here, I chose to use a somewhat simplistic, plainly-stated writing style to emphasize the melodrama of the plot. Since the texts we'll be reading include just as much -- if not more! -- intrigue, drama, and surprises as this story, I predict I'll be able to tone it down for those. Of course, I couldn't help throwing in a bunch of tacky puns, alliterations, and the like -- it is a children's fable, after all!
The goose was in love.
She revealed as much to the other animals of the farm when the first golden egg appeared in her nest, as golden eggs were said be passion manifest. They inquired with intense curiosity as to the object of her affection; the goose, however, sealed her beak and refused to answer.
This was enough to quell the intrigue of most, but the chickens and the turkeys, considering themselves the goose's closest confidantes, chided and chattered endlessly amongst themselves on the injustice of this. How dare she tease them with only one half of this revelation! Of course it was their right to know -- secrets, after all, were meant to be shared!
The goose held firm, daintily dodging their interrogative onslaught, until one day the poultry could take no more, and a plan was hatched.
"That silly goose is hiding something, and it is our duty to ensure that the truth is brought to light!" clucked one.
"But how? She relishes torturing us with her falsehoods, the answer will never come from her!" another crowed.
"And the rest of the farm seems to have completely forgotten the importance of this matter altogether -- as though there wasn't a new egg each day, shining and glittering like hellfire itself! These eggs surely foretell doom. It is clear that we must act at once to uncover their cause!"
"But how? The answer will come from neither the goose nor any of us animals."
And at once they realized their oversight, for there was one on the farm who shared their interest in the eggs.
So the next day, when the farmer came to collect his golden gift, a chicken stopped him on his way.
"Do you know the cause of the golden eggs?"
"I haven't the faintest idea," he replied, trying to sound disinterested.
"The goose is in love." When he stared blankly instead of replying, she continued. "So, if you can make her tell who she's in love with, you can unite them, and perhaps the eggs will increase in size, or the gold in purity; passion, after all, is what really shapes them."
The farmer shook his head, redoubling his attempt to maintain a casual tone. "I must be honest with you: while I appreciate your advice, I take no particular interest in the affairs of geese."
But the farmer was a liar.
The chickens saw the concern on his face as he collected the day's egg. And though the farmer said nothing to the goose, they congratulated themselves on an impending victory when they noticed the look of pained concentration as he returned to his home, eyes never once leaving the egg. They knew they had bested the goose.
What they didn't know, was that the farmer, too, was in love. He placed the egg gently on his bed, then sat, hands folded, brow furrowed. The radiant glow emanating from the egg caught his eye, and he took it in his arms, holding it to him, feeling its warmth.
And then, the tender warmth turned to a burning bitterness -- white-hot jealousy crackled in his every nerve, and he threw the egg to the floor where it landed with an imposing thud, wobbling on its axis like a child in the midst of a tantrum.
He had long favored the goose, presenting her with surreptitious gifts on his frequent evening visits to her nest. They had held what he thought of as a certain understanding -- he had trusted her with his innermost musings and secrets, and she had -- he once believed -- done the same.
Now, the goose was in love, and the first he heard of it was an indignant chicken's gossip. The bitterness rose up again, dominating his every sense, until he thought he might be sick at the disgusting taste it left in every crevice of his mouth.
He felt himself shoot up from the bed, as though controlled by a malevolent spirit. His body marched itself out of his house, down the path to the goose's roost. He felt his eyes meet hers, and heard his voice, inhumanly cold, asking: "Who is it?"
She said nothing. Instead, she sadly turned her eyes from his, down to beneath her own body, where another golden egg sat, small but unmistakable in its resplendent brilliance.
The glare caught his eye, and without averting his gaze, he threw the goose to the floor, taking the egg and lifting it up.
"You will make more," he sneered, not once looking away from his prize.
There was no response for a long moment, and then a weak voice: "I can't."
At this, he jerked his head down to her, where she lay crumpled and still. He sat the egg back in the nest, teeth clenched. A different glare seized his attention, and he glided toward it, a moth caught by a deadly flame. An axe leaned against the wall, and he grasped it in his hands.
"Then I will take it all."
The sunlight caught the blade, tracing a blazing trajectory up, arcing over and down, extinguished in a mess of feathers and blood.
There was no light -- no shining blade, no glittering gold.
He fell to his knees, face in his hands. He couldn't bare to look, so for a long time he stayed in that position, conscious of each shallow breath entering and exiting his body.
Finally, he lifted his head. The small egg gleamed from the nest. He grabbed it, cupping the precious thing in his hands like a desert's last drops of water. It was still warm.
Bibliography:
Image: Golden Egg Licensed under Creative Commons
Story: Based on "The Goose and the Golden Egg", Aesop for Children, by (anonymous), illustrated by Milo Winter (1919)
Tuesday, January 19, 2016
My Favorite Place
I'm extremely fortunate in that my favorite place right now is my place of employment! I work at El Sistema Oklahoma, an after-school orchestra program for at-risk students in Oklahoma City. ESO is modeled after the original Venezuelan El Sistema program, which has inspired the creation of dozens of similar programs throughout the world, including ours.
Students in grades 3 through 8 attend the program for 2 hours each school day, where they receive not only instruction in musical topics such as musical literacy, composition, and instrumental performance, but also fundamental resources that may be incomplete or lacking due to the relatively low SES of our families, such as homework help and nutritious snacks.
El Sistema is my favorite place because my students are my favorite people; as cliché as it sounds, they truly inspire me every day. Going to work feels like going home -- even if that home is comprised mostly of 200+ rambunctious children.
Students in grades 3 through 8 attend the program for 2 hours each school day, where they receive not only instruction in musical topics such as musical literacy, composition, and instrumental performance, but also fundamental resources that may be incomplete or lacking due to the relatively low SES of our families, such as homework help and nutritious snacks.
El Sistema is my favorite place because my students are my favorite people; as cliché as it sounds, they truly inspire me every day. Going to work feels like going home -- even if that home is comprised mostly of 200+ rambunctious children.
Gustavo Dudamel, creative director of the Los Angeles Philharmonic, is perhaps El Sistema's most famous alumnus. Here, he directs the original El Sistema program in Caracas, Venezuela.
By Macpirulin (Own work) [CC BY-SA 3.0], via Wikimedia Commons
At the beginning of the year, my students explored non-traditional methods of composition, including graphically notated aleatory. We use group projects to help fulfill ESO's highest purpose: enacting social change by guiding our students to joyful music making.
Comment Wall
"a few words of welcome"
Here's my dog realizing that Pixar stole his likeness for Up!.
I ended my senior recital with the first movement of Histoire du Tango ("Bordel 1900") by Astor Piazzolla. It was the most fun I've ever had performing, so listening to the piece and remembering that experience always make me so happy.
Since my original selection for a cheerful song probably isn't appealing to most people, I decided to use a tech tip and compile a playlist of some of my very favorite feel good tunes.
I decided to keep it to one selection per artist, which was crazy hard. However, I'm a bit of a music nut, so this playlist could easily have been a thousand songs long... literally. Hope you enjoy this tiny sampler of my musical taste!
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