All entries filed under Teaching Artist

It was a long time coming for me, returning to perform in an elementary school again, and I was glad to shake some of the rust off. I headed down the Blue Route to Wayne, PA for a 2 pm assembly for about 100 Kindergarteners and five teachers. I set up in a relatively small but carpeted assembly room. I parked my small amp, guitar in front of the stage, conversed with the PTA mom for a half hour and in came the kids. They seemed a little sluggish, but no matter.

I launched into I Like Peanut Butter, The Tuttie Tah, Giants and more. I was a little sluggish myself when I started Bear Hunt (.how many thousands of times I’ve done this?) but gathered my thoughts and pulled it off. I also forgot my bag of scarves for Jelly in the Dish so I was kicking myself for my lack of mental accuitity. It’s been two months since I’ve performed, and, with a bout of RSV and my cancer-recovery, I’ve been in a fog. I guess it’s creeping senior-ility.

Regardless, it was a good show, and we finished off dancing. I improvised Jelly by throwing in some dance moves in between verses, jumping up where I usually do the scarf-toss. It worked. My reflection session at the end was good, as well. The teachers liked the dancing, animals and rhyming with We Gave Names, and one teacher liked my reverse memorization that I did with Tutti Tah (we talked about the moves in reverse order) and more. I particularly like that, after the kids tell me what they liked, the adults in the room get to speak in front of the kids, reinforcing what we did outloud. I think the kids pick up on that.

I packed up, with the nice help of the PTA mom, and headed back to the Lehigh Valley. It was good to be back in the saddle after too long on the sidelines. I wish I could do it more often.

Today, we got to premier Let’s Make a Change, written by my afterschool group at Donegan School. It was in the middle of the school’s winter concert, so I sat through the choral group and the instrumental group with their songs. Not to bad.

The instrumental teacher introduced himself as a fan from his primary days at Fountain Hill ES here in town. He remembered clearly The Cat Came Back. That was cool, but I had to tell him that, during the pandemic, I was asked not to play that song because of its racist roots. He agreed that that was strange.

I had set up my small amplifier and mike on stage ahead of time and my turn rolled around. I brought up my kids, taught the assembly crowd the chorus and away we went. The kids tried some of the hand motions to the lyrics but I was concentrating on the words and my presentation. It went off fairly smoothly, and, as we had planned, when we hit the final chorus, the gang picked up scarves and headed out into the audience. It turned out to be quite a nice touch, and as they returned to the stage, we had our ‘big’ ending. Scarves up in air at the final crunch. That went well.

A good conclusion to the five week residency. The song could have been better but I think the kids had a good time as we played rhyming games, fine-tuned the lyrics and added movements. I had hoped for more of the kids’ contribution to the body of the song, but things are decidedly different post-Covid.

I was disappointed in today’s attendance, with only three students showing up. I was hoping to finish up our song with some energy. Hard to do with only a handful of kids, two of which were the shyest and one who couldn’t speak English. Phew!

We warmed up with some rhythm exercises, trying to create patterns and sharing them with each other. Good work.

We turned to finishing up the song with the final lines of the second and third verses. It was like pulling teeth. We came up with the lines:

Windmills catch the wind and make electricity / blades go round and round, circular mobility. (??!!)

The tides go in and out; we can store that energy / the moon moves the currents across the bubbly sea.

I don’t think the kids knew about the moon and the tides.

I’ve signed up to present the song in an assembly. I was hoping for it to be next week on the 14th, but it’s been moved to Thursday, 21st. I’ll do the morning one, but I have an assembly near Philly in the afternoon.

I don’t know if I’ll have enough kids that actually have rehearsed song, the melody has been in flux as well. I’m not sure if it’s ready for the public, but that’s an important part of the process. Hmmm.

 

It was a good session today for round three at Donegan. I was prepared by pre-writing some material for today. I had no luck trying to start from scratch on the song, but was able to gather some ideas and basic words to work from: hurricane, draught, solar and wind energy, etc. So, I was able to craft three couplets and  quatrains to work from and it worked well for what we have to do to perform something in two weeks.

I used the scarves for a warm-up: movement, emotions, accessories (a new one) and a brief Jelly in the Dish.  I then brought out copies of my lyrics and we dived in, line by line, in trimming out the extra words, while giving me an opportunity to work on the melody and chords. As it turned out, by getting the kids to work on individual lines in repetition, they started to sing them out loud. All to the good.

The couplets were based on the negative effects of climate change, each starting with “Turn on the news”, “Turn on the weather”, “Turn on the radio.”

The quatrains (and chorus) reflected what can be done: solar, wind and tidal. I left off the final line in each of the three verses and we worked hard on writing the last line. We got the first done and will work on the other two next week. They will be prepared for the process and I feel we can wrap it up in time for our show.

Title: to be determined…

Turn on the news, see forests ablaze.                                  Em / D

Smoky Lehigh Valley skies for days and days.                   Em / D  C

 

Let’s make a change – start with you and me.                   G  /  C

We can make a change in our community.                        D  / G

Solar power can be stored in a battery.                              G  /  C

And that’s what really matters to me.                                 D  /  G        B7

 

  1. Turn on the weather, see a hurricane.                     Em  /  D

Our weather is wild, things don’t seem the same.           Em  /  D  C

 

Let’s make a change – start with you and me..                  G  /  C

We can make a change in our community.                        D  /  G

Windmills catch the wind and makes electricity.              G  /  C

….       tba

 

  1. Turn on the radio and we hear that things are really dry. Em /  D

There’s a heat wave going, feels like a hundred five.                     Em  /  D  C

 

Let’s make a change – start with you and me.                            G  /  C

We can make a change in our community.                                 D /  G

The tides go in and out, and we can store that energy.            G  /  C

….     tba

I envision using the scarves after we sing the song. Have the kids run out into the audience with the scarves while I play the refrain on stage, and then, when they return, we’ll do a ‘super-star’ at the end. I think this will be pretty cool.

I learned that the kids don’t have to do all the work and that they’ll pick enough from the modifying, singing, rehearsing and the limited writing to get something valuable from the process. That’s my lesson.

I was volunteered to sit in on a panel of arts-entrepreneurs at a NJ high school. Why not? It proved to be an interesting assignment, particularly for me. There were three other folks on the panel: a performing and teaching actress, a stage design gentleman and another teaching artist and director of a playhouse in Bucks County. We were given 15 minutes to expound and then hang around for questions afterward.

It was an early start for me these days in order to start at 9 am. I would say I miss these early drives, but I’d only be half lying. I do love exploring the PA and Jersey landscape.

We were in the large library with a lectern, large projection screen and tables and chairs for about 30 – 40 kids. As the kids drifted in, I volunteered for the opener, and chirped in for the kids that this way, I’d be done first. We were asked to describe our field and give tips to the kids. I decided (as usual, it came late at night in bed) that I would forgo the my list of  achievements and be interactive instead.

I wanted to help the kids discover their own route to being an artist – individual / performing / artist. I started by asking the kids to get out a sheet of paper and put three columns in. First column was Craftsperson. That meant what do you do for yourself to become good in your artistic field (lessons, practice, etc.) For Performing Artist I asked what do you do on stage, with other people, in public (open mikes, bands, teams, etc.) And that left Artist. What do you do to expand your performance and craft to become an Artist. I asked for a lot of feedback from the kids, and while most kids were somewhat ambushed, several bright students responded in kind. All in all, it was a good exercise and I was able to give the kids some of my experiences along the way.  I sat down.

The other three panelists relied on power point presentations and did a fine job of describing their fields. Frankly, it got a little tedious and self-congratulatory, but gave valuable information for the kids. The question period was fairly active and the four of us responded nicely.

It was a good session and the school counsellor said it was the best of the several other similar events. I was particularly glad to do it, and drove home early on a Tuesday, satisfied with my part. I was glad I approached my part the way I did.

Gigs are far and few these days so I’m especially glad to have a four-week after-school residency at a South Side school – Donegan ES. I’ll do an hour of work/play and hopefully come up with a song about climate change. We’ll see.

The first session on Thursday was fairly scattered as an assembly was wrapping up in the gym, the site for my session. The coordinators were running around, getting snacks and shuffling the other groups off to class rooms. I got a corner in the gym.

My group is a posse of five 4th grade boys, a challenge unto itself. As it turns out, these boys are pretty bright and responsive. One boy speaks a minimum of English, so that will be my challenge for this session.

I started out with I Like Peanut Butter, talked about the guitar, We Gave Names to the Animals and introduced rhythm bag and the rain stick. Through out all this, we chatted, joked around and I got to know the kids better. A couple kids are especially bright and we enjoy our company.

The kids wanted to know if I knew any of the songs from the film Coco, especially Poco Loco. I said I’ll work it up for next week. And, upon reflection during a head-session early morning (trying to sleep), I thought it might be a good inspiration for our climate change songwriting challenge. We’re somewhat crazy to be using carbon-centric fuels when we have wind, sun and tidal technology.

I even had the Peter Gunn tune in my mind. Sheesh….

Who says I’m wasting my time asleep? I have my homework cut out for me.

Frankly, I wasn’t sure what to expect for Dave Fry Day at Godfrey’s on Saturday. I knew my TAMA friend Jennifer Ridgway wanted to celebrate my time with TAMA and as a Teaching Artist, but she enlisted Ramona to pull together the local community to drop on by. It turned out to be pretty special.

Bethlehem Mayor W. Reynolds

First of all, I was not looking forward to any kind of spotlight but, in the course of the afternoon, came to appreciate the community I have around me, and it became an opportunity for us to all get together and socialize. I just happened to be at the center.

Daughter Rosalie and her new boyfriend Jordan showed up from RI and son Jaimie, his wife Chelsy and grandson Jayden came up from Pottstown. An unexpected delight for the afternoon!

MC Mark McKenna

Mark McKenna, TA and Touchstone alum, was the emcee and set the tone for the afternoon, as I was ensconced in a make-shift throne. To lead off, Bethlehem’s Mayor William Reynolds spoke briefly about how the arts are healthy for us individually and as a community. He presented me with a fine Proclamation that was particularly well written.

 

Jenn came up and spoke about my history with Teaching Artists of the

Jennifer Ridgway of TAMA

Mid-Atlantic (TAMA)

with several comments from my fellow TAs in the organization, and, indeed, our weekly Monday mornings during Covid were wonderful gatherings of some pretty extraordinary artists. We became good friends during a very hard time.

I was particularly glad that the festivities were to celebrate my career as a teaching artist, as opposed to my music and my Godfrey’s life. Folks from those slices of my life have no real opportunity to see my work in schools, and today was a good way to share the world of Teaching Arts.

Poet Marilyn Hazelton

I was also glad to see and hear from my good friends in our local Teaching Artists of the Lehigh Valley. Bill George, Marilyn Hazelton, Bill Christine, Mary Wright, Doug Roysdon spoke about how we have all benefited from our small, tight community, sharing demonstrations of our pieces. Lots of fooling around and being creative: movement, poetry, music, and other wonderful explorations over the last four years.

Bill George of Touchstone Theater

Bill Christine brought up a raft of friends to give me a rousing kazoo chorus, and special appearance of my grandson Jayden. Special.

Bill Christine’s Kazoo Chorus

I was pleased that other long-time Godfrey’s friends mentioned Cindy Dinsmore’s hand in Godfrey’s place in establishing the artist-friendly atmosphere here in  Bethlehem and good community friends like Anne Hills, LA Williams and others. She deserves a Cindy Dinsmore Day and I’m sure that will happen.

Good friend John Gorka phoned in to say hello. Special treat !

My friend Jaqi Tice presented my Lessons From Pete, adding a melody to my recitative version, and accompanied by good fellow Craig Thatcher. I appreciate her time and effort putting it together, as well as her many other contributions to the event. She remains a dear friend. There.

Having fun!!

I took it upon myself to insert myself in the festivities with my TA exploration Jelly In The Dish, one of favorite routines I use with kids. Few of the people in the room knew what was coming. I was really looking forward for this opportunity get everyone up, moving and playing with the scarves. Craig sat in on guitar. We pushed the tables back and filled up the space controlled chaos, dance, colors. Grandson Jayden really took the spotlight with his movements and big smiles. I think the event really prospered from the exercise, and I got to show my TA chops. I even included a reflection at the end where folks brought up what they liked: Scrapple, using the whole room, scarves in the air, mixing socially. Later, I came to appreciate that I had never experienced the volume of Godfrey’s so filled with such floor to ceiling movement and color. Mission accomplished.

Other folks came up and talked about my Covid series of daily posts, my radio work and other curious reflections on my work in the community. Anne Hills came up and sang a snatch of “Magic Penny” that encapsulates my philosophy well: “Love is something if you give it away, you’ll end up having more.”

There was cake, lots of snacks and soda and lots of folks talking with each other, reconnecting with old friends and making new friends. It was satisfying to have my kids experience the love and respect I enjoy in my home town. A special afternoon, after all.

I wrapped up my short residency at Lincoln Elementary today, and I got the feeling that we made some friends over the last four days. At the end, one girl said, “I miss you already.”

I brought out The Cat Came Back and I Wanna Be a Dog, a couple of old favorites that I haven’t done in a while, along with Magic Penny at the very end.

I also got three kids to lead the group with The Tutti Tah, and, as I had hoped, the kids had taken ownership of the process and I could become a side member of the group. Ms. Dieter said that it displayed Lincoln Leadership, a great term that the school uses.

I introduced the Rain Stick, as one teacher, Lisa Dieter, googled cactus plants. We had a good session listening to that sound, and, later on, we got to apply it to our rendition of Tropical Vacation as we passed it around and sang the tune. The kids really latched on to this song.

I introduced All Around the Kitchen, taught the kids the chorus, got them up to dance and away we went. The kids came up with The I Don’t Know, The Flamingo and couple of other quirky dances, and, with some prodding, got the kids to sing and dance at the same time, something I’m striving to work on – multiple intelligences stuff. The teachers came up with The Swim and the Knee Switch from the old Charleston days. A lively and engaged session.

At the end, kids came up to give me a hug (they had to ask first) and that was particularly sweet. I mentioned that I felt we were now good friends at this point, and I feel that is quite true. It was nice to do a residency over four consecutive days that made it easier to connect a flow of the material and interpersonal relationships with the kids and teachers.

I’m glad this opportunity popped up in the middle of a fairly slow summer. I learned to access, with the help of the teachers, Google and material on my thumb drive to add visuals. It’s still frustrating about the absence of CD players in the classroom, though.

My third session out of four at Lincoln Elementary today.

We started out by playing Tropical Vacation and I Like Peanut Butter from my first CD, and we talked about the instrumentation, the vocals and a little about working with other creative people on the album – the designers, the musicians and others. It probably went over their heads a little. This process reminds me about the tremendous loss these students and teachers suffer with the demise of portable music devices like the CD player. There’s no long access to vast amounts of music in this culture.

We led off with two other students leading Tutti Tah and there was a remarkable improvement on memorization and group support on the project. That was nice to witness. They are taking ownership of the process.

I brought a different guitar today and we discussed some of the differences, and talked about being in tune. I followed up with Skip To My Lou, and talked about folk songs, songs that go back in time and are still sung today. And many of the kids knew this one, to prove my point. I brought out my verse “I got ants in my pants and they’re making me dance”, and everyone got up to demonstrate. Another example of the easy and comfort we share with each other.

I introduced We Gave Names to the Animals while breaking out the instrument bag. It was a little chaotic, especially since I had hoped to work on structure of the lyrics, but so it goes. It was time to mix it up and put something in their hands. The kids came around to playing as a group, and also caught on with the structure of the song, picking up on the rhyming clues.

With ten minutes left, I hoped to write a verse to this song involving an octopus. Luckily, we had assembled a vocabulary and fact list about octopi earlier so we were able to get to work on the verse right away. We came up with:

“I saw an animal in a dark hole in the sea / It had eight tentacles and it squirted ink at me (at me?!) / It has a boneless body and it moves with a squoosh / I think I’ll call this animal an octopus.” We sang it several times to see if everything fit, and we agreed that it did. The teacher then showed the octopus image I brought in on a thumb drive. It was a good ending to the session.

One more day tomorrow, and we’ll see if I have a few more tricks up my sleeve.

 I was looking forward to working with my core group of second and third graders again today. I had a vague idea of where I wanted to go today, to reinforce some of what we did yesterday.

I started out by playing Giants from my Playground CD, and encouraged the kids to listen and figure out the instrumentation. Just the fact that it was a CD was novel. They picked up the trombone, the drums but had to steer them to think about the vocals, the bass and the very subtle triangle. It was a rich, learning experience. Listening skills.

I followed up on my notion about turning over some leadership to the kids by getting a boy and a girl to lead the class in the Tutti Tah, with some success and some guidance. I hope to see some growth in this tomorrow. I did Down By the Bay and we worked on rhyming, active verbs and adjectives as well as singing out loud. This is a great set of engaged kids and we had some fun.

 

I then did some follow-up with Giants. I brought in a thumb drive of some picture drawn by some kids from about eight years ago, and, using the overhead projector, we explore the images and had a great conversation of art appreciation. The teachers chimed in, as well. It was another rich, non-musical art experience, and another learning extension for my, in my teaching artistry.

I broke out the bag of instruments and did a quick lesson on playing as a band. #1 – silence! #2 – with the beat. #3 – full-tilt shaking (big endings). They picked up quickly and gave us a good format to play together. I then launched into Shoo That Fly, with the kids up and moving and playing. It was a good way to wrap things up for the day.

I’m learning as much as the kids, especially by introducing some non-musical art excursions into the mix, amplifying the “multiple intelligences” theory into direct practice. We’ll see where we go from here.

As usual, I did a brief reflection on what we did as the kids got ready to leave for the day.

I have a four-day residency this week at a Bethlehem school on the Northside of town, Lincoln Elementary, set up by my friend and fellow teaching artist Doug Roysdon. I have an hour set from 12:45 to 1:45 each day with a group of about twenty 2nd and 3rd graders with their two teachers.

Today I started with I Like Peanut Butter, a great opening song that sticks to your brain, involves singing and movement. (The teachers really liked this one.) We did the Tootie Tah to further loosen things up and I plan on using this one as an opener each day, with different kids taking the lead (ownership).

I followed with Tropical Vacation with the kids adding hand movements while singing along. And, at the end, we all got up to do the Hula. I hope to play the CD version of this on Wednesday.

We did Peanut Butter and Jelly, Giants (and spent some time creating a giant on the board – a nice diversion into non-musical art) and finished up with Jelly in the Dish with the scarves. The time went quickly, the teachers were helpful and involved and I got a couple of hugs from two girls in the foyer on my way out the door.

I tasked the kids to draw their own giants and the teachers handed out blank paper for the kids to take home. A nice touch by them.

It was a good start to the week and the kids were polite, engaged and fun.

I do several sets at this Northside Bethlehem day care center every summer and it’s always a challenge to be able to play for three distinct age groups, one after another. Puts my brain in overdrive.

I started downstairs in the toddler room for about 15 kids, including some two-year old’s. These kids really don’t know how to sing along to anything but Old MacDonald, but we had a good time. One girl kept on saying too loud, even when I simply strummed the guitar. Perhaps ‘too intense’ would be a better phrase. I caught myself thinkin’ that this was pretty hard and I worked up a sweat in the first set.

I headed upstairs for the preschool kids, and things were easier and the kids more receptive to singing along, although the ‘call and response’ songs took some work. I brought out the scarves and the rhythm instruments and we rollicked and rolled. I did Baby Shark for the first time in a long time.

The last group was the older kids, and, surprisingly, they jumped on board right away, perhaps since I had been there before. No ‘attitudes’ to speak of, and that was novel for this age group. The special wrinkle today was a signer for a young deaf girl. So I had an interpreter right next to me the whole show. We had a great time, again with the scarves and instruments.

The interpreter invited the girl to put here hands on my guitar when I played I Like Peanut Butter and she lit up. A powerful moment, and when I did ‘the big ending’ she yelled out with every one else. A perfect capture of the moment. Sometimes things just work out.

Three sets in a row kind of wore me out, but a good ‘worn out’.

I have a date later today, my first with Lorrie, and that really has me verklempt.

Second visit and time to get down to work on our Big Plans song.

I refreshed our version of Down By The Bay, and the kids had some good recall of the words, motions and reactions, but, as we went through the song, I realized how scattered these kids are. (pandemic?) A mix of too quiet, too bouncy, too unfocused, while still doing some good work. So it goes with a after-school program, I guess.

Since we have to come up with some verses on several jobs suggested last week, we picked up on truck driver, teacher and actor. Again, what once was a fairly productive process, the focus and verbal responses were all over the place. This puts it in my hands to come up with more of the content and rhymes. The kids get caught up in the rhymes and less on creating sentences and story arc. This was a tough session, and not as much play as last week.

  1. A cup of coffee and I head for my semi-truck.

Fill up with soccer balls at the warehouse, just to make a buck

I could do this forever cause I’m a lifer,

I think that I’ll be a truck driver.

 

  1. I have a classroom at Wm Penn with girls and boys,

Math Spanish, Reading, ; there’s so much noise.

Summertime you’ll see me down the shore; I’m a beacher.

I think that I’ll be a teacher (Sit Down!)

 

  1. At our talent show, I’m going to do my act.

A very dramatic scene, and that’s a fact.

When I grow up, I’ll read the script on the page,

I’ll think that I’ll be an actor on the stage. (Take a bow)

After our sweat shop session, I loosened things up with my scarf routine, and it was a great way to finish out the day. I’m glad we’re in the central library area, carpeted and nice open space. And, we are the people left in the building.

We covered our faces with the scarves and then came up with facial emotions. We then explore “writing” with the scarves, letters, names, etc. It’s a great swirl of colors. I then do Jelly in the Dish, with the kids launching their scarves at the end of the verse, and then trade scarves with each other. Controlled chaos with a visual payoff that is quite psychedelic, frankly.

I was pretty spent after today’s session. One more session next week and then an assembly. We’ll never be ready for the assembly and I’ll have to carry the load, but I can do that.

 

An interesting gig was offered to me recently; a one-day camp for diabetes-1 kids and families at Cedar Crest College on Sunday: CampConnecT1D. The pay scale was quite lucrative and I figured I could do it well. The theme was health and mental welfare through music. Right up my alley. There were about 15 kids with their parents. The local radio station B101 was there, as well.

I was asked to do two hours but negotiated for an hour and a half, considering our collective attention span. I followed Dr. David Holland’s presentation, spotlighting how the arts can affect emotions, which fit in nicely later on in my show.

Rain stick for Tropical Vacation

I was set up under a big balloon arch, with pillows for the kids and chairs for the adults/parents. A few blow-up guitars, mikes, keyboards were scattered about, and, as I started with I Like Peanut Butter, I encouraged the kids to take a lead on the props. They did and instantly came out of their shells. I followed with Tutti Tah, encouraging the adults to participate. We were on our way. Tropical Vacation, Down By the Bay, Giants, Branching Out, We Gave Names to the Animals (with shakers) and more.

As we headed into the home stretch, I broke out the scarves and we explore emotions, with Dr. Holland coming up and demonstrating being vexed, one of the more curious emotions brought up by the kids. We then did some scarf-art with the alphabet and followed with Jelly in the Dish, with kids (and, eventually parents, nurses and staff joining in) dancing, tossing scarves in the air, and sharing them with each other. I’ve been doing this exercise quite often recently with great effect as a closer.

I took time at the end to reflect on what the kids, and then the adults, liked about the show. This is a great was for folks to vocalize and establish a vocabulary on the arts experience. This was wonderful, as well.

Pizza and hoagies followed and I got to talk with some of the nurses and Dr. Holland about the session. They loved it. I picked up the check (with a 10% tip) and drove back home feeling fairly righteous about the event and my part in it. And I got paid well.

Early Childhood Learning Center

Having retired RockRoots in the last month or so, I’m down to occasional solo shows. I don’t miss the long drives into deepest, darkest New Jersey.  (Actually, I got a lot of thinking done…) This one came from a PTA mom who wondered if I was still playing for kids (??!!). You bet.

From the PTA lady, “The kids loved it so much and the teachers said it was awesome!” nice.

I love playing for preschoolers – their energy, their glee and their curiosity. It’s a treat to see the teachers have some fun, too. That’s a big part of my fee. I was paid well for this one, and I was glad that got what I asked  – what I deserve.

After dealing the the traffic cop, the front office folks, I was guided to my workplace for the morning – a carpeted library!! Oh, yeah, my kinda space.

My liaison was a great help. She scouted down some water, supplied an extension chord (and plugged it in!), and made me welcome. Nice to not play in an echo chamber like the gym – what I had pictured in my mind. She also asked for three short sets, roughly 20 minutes – I fought for 25. I’ve not done something like this small scope but figured out 4 songs to do. It was fun to do as a sprint.

Here’s my thought process as I play my set. Perhaps it’s TMI, but it’s place where I exercise my creative juices so that I can claim to be an Artist.

Each session had about 75 kids apiece, enough that I was glad I had my small amp and mike setup. I introduced my guitar and we counted the strings, listened to the bass E and the high E. I talked about the wood, and that it was born in Nazareth. Why is called a flat pick?

I started with I Like Peanut Butter, complete with clapping, hand-motions and a freeze, stuff that breaks down the doors with little kids and teachers. I then introduced my Superstar response, again with gettin’ up and moving. Also, a nice pat on the back for their cooperation. We did the Tutti Tah, which really demolishes all sense of decorum. I wasn’t sure what to follow that with, but I figured I should play guitar again, and settled on Down By The Bay. A simple call and response, rhyming, rhyming and rhyming. Lots of spontaneous rhymes which the teachers often grin. As I was playing, I notice I had a short time left and made the song short. Time flies.

I had prepared for the big ending: Jelly in the Dish. I use scarves for this one, and had gotten in a new stash of them so that I could have one for everyone. We used them all. I immediately say, “Let’s hide!” and all put our scarves over our heads. This really centers and quiets the crowd. We then played with unveiling a variety of faces (they get to chose, but I always add “your teacher””). Again, modeling emotions.

I get the kids to spell the alphabet with scarf movement, A, O, Z, and their choices. Then we do the first letter of their name (ownership).  I really love how the room is morphing into a sea of  swirling colors. Psychedelic.

Now it’s time to dance. Jelly in the Dish is a great tune, once a jump-rope rhyme, now transposed to my kitchen. I love playing funky music on my Martin, and the kids get to dance in their own safe and creative space. At the end of the chorus, I say “Jelly in the Dishhhhhhh…..” and ask the kids to toss the scarves in the air, something they usually do on their own, but this creates a controlled splash of color in space. I then ask the kids to trade scarves with a neighbor, and that’s a great social device. (I am so manipulative)

I surrendered to the chaos by having the kids come up and put the scarves back in the bag. The kids get to “break the plane” to enter my performance space. A good choice in the moment. Connection.

I get the kids to sit down and make my final comments: first of all, share something we did with your parents at home, and then asked they liked, getting them to reflect on what just happened, and arming the kids a vocabulary to vocalize. (One kid said she like the microphone.) I then ask some of the teachers what stood out to them: rhyming, movement, coffee, Martin guitar, fun. It’s always informative, and often humorous. It’s also good to acknowledge their input and the kids get to hear adults converse in the room. Community.

I packed up my small gear and wheeled out my stuff to the front of the school, still running on adrenalin. (It does catch up to me later in the next day or so.) I’ll be sending out my kids’ CDs to the music teacher, in spite of the fact that few teachers have players in their classroom. One teacher had primed the kids before hand with my I Like Peanut Butter CD. Always amazing at the life and longevity of my music. That feels good.

There ya go. I was busy.

 

Memorial Middle School, Cedar Ridge, NJ

There was  some nasty  weather headed our way on Thursday, for a middle school in Cedar Ridge, NJ. Two show at 9 and 10 am for 225 5th/7th grades and 6th/8th grades. It was a nice move on the principal’s part to mix the classes this way. Some intelligent design.

I didn’t sleep a whole lot the night before (I over-think these things), and hit the road at 6:30. Easy driving and, upon arrival, the staff was great. The one music teacher was a classical guitarist, so we had some great conversations about our reading/ear training difference( I wish I could read, and he wishes he could improvise), the fact we both have over 5 guitars, etc. He particularly loved the show and it’s impact on the kids. Great respect for music teachers.

I’m still dealing with using a stool for the shows, but I really can’t do these gigs standing up these days. I’m dealing with some heart issues/ meds that sap my strength. I working on that stuff as I get older. Still, the show is strong, the band plays well, we engage both students and teachers and the material is well-thought out and intelligently presented.

Amazingly, we still knock it out of the park, even on a rainy Thursday morning somewhere in New Jersey.

New Road School, Somerset, NJ

Tuesday’s assembly was at  a special-needs high school in a facility in a industrial park in Somerset, NJ. We were scheduled for an 11 am show for about 75 kids and 30 teachers. We love doing these gigs for many reasons and I’ll chat about that shortly.

It’s actually nice that the facility is in a large, industrial-use building. It was nicely outfitted to suit the situation. The hall that we played in was made to look like a neighborhood street, with various “shops” as classrooms for a whole spread of life-skills centers: beautician, printer shop, etc. Intelligent design.

The staff was welcoming. We set up and did our set. A couple things different. I decided to introduce the band members right away. Good to get to know each other off the bat.

The I Like Peanut Butter set, with four kids on stage was, as always, a high moment for all the kids and teachers, and these kids nailed, complete with shades – a beautiful Teaching Artist tool that I’m proud of.

Why are these shows meaningful?

We create a community event for everyone, kids and teachers and staff. I love being able to watch the kids get up and dance in a safe space. I love to watch the teachers watch the kids having fun. I love to watch the teachers react and move to the music. I love the fact the band gets to experience all this joy. We are making a difference.

It’s an invisible gig for some folks, but it’s worth it all.

I returned to Pine Run ES in New Britain, PA for two assemblies on Wednesday morning. I played here a long time ago and as I was welcomed back, one teacher reminded me that I had done a songwriting residency here back in 1996. We had written two songs A Day at Pine Run and Pine Run 2021 and the school had put the cassette of these songs in a time capsule that was opened just last year after 25 years. (They couldn’t find a cassette player to play it…. I said it was like the CD’s I had with me today.)

I had a great chat with the custodian about guitars, etc. (how many custodians I meet are musicians?!) I set up in the gym and waited for the fun to begin. It’s been a while since I’ve done a solo show, so I was scratching my head on what to do, but trusted my instincts.

Both shows went well as I rattled off I Like Peanut Butter, Tutti Tah, We Gave Names, Down By the Bay, Giants and All Around the Kitchen. The response was great.

I brought my mandolin with me on this one and used it to “go mobile” (no mikes and wander the crowd), break the plane, as they say, for Down By the Bay. As we made up rhymes, it was a good device to engage the whole audience (including the 6th graders!). I eventually pit one side of teachers to come up with animals for the other rank of teachers, and the back and forth between them proves to be a gas, with the students invested as well. The process proves to be electric.

It’s always a challenge to engage the older classes and the teacher who booked me made a point of thanking the sixth grade for “modelling” good behavior by staying involved, to make an example for the younger students. I backed her up on that, and the kids actually did it. As I told the custodian as we headed out to my car at the end, I often have a chip on my shoulder when the older kids get an attitude and I react in kind. I recognize this tendency and try to reign myself in, in spite of myself. Today, the good vibes were evident.

As I’m doing these days, at the end of the show, I asked the teachers what they like about the show. This also models for the students positive feedback of what just happened as a community and adults having a conversation. It also reinforces the concepts I foster as a Teaching Artist. Things came up like: rhyming, having fun, dancing as a community, creativity, laughter, and I like to follow up with, how rare these opportunities are for a school community. A very rich moment for us all.

I wonder what those old Pine Run songs sound like? I wish I had a copy of them, twenty five years later.

 

We played a religious school this early this morning – Bryn Athyn Church School north of Philly – and we had a strange stipulation: we had to be set up by 8:00 am for an 8:30 show, with a half hour church service in between.

I left 4th Street at 5:45 and traveled the NE Extension down to the Huntington Valley area, a bearable 75 minutes. I made it with my usual hour to make contact, scope out the venue, lug the sound system in and tune up.

Bryn Athyn Church School

Amazingly, the band also got there with time to spare (pros that they are…), set up on stage and the curtain closed in front of us. There were hymns, prayers, invocations, a sermonette on “Walking and The First Commandment”, more prayers and hymns, and then we were introduced, the curtains parted and we launched into the show.

We did a good show and the kids were really responsive. I’m feeling better about this revival of the show, post-Covid, and the band is tight, and my monologue is becoming smoother. I’m still working on remembering some of the expositions, but I’m not as worried about leaving whole sections out earlier in the year. That’s good. I’m getting really good with the pacing of my introductions. Always learning how to do it better.

Somehow, I related Robert Johnson’s “Walkin’ Blues” to the preacher/teacher’s homily. Phew…

As with our Catholic school assemblies, the audience (about 240 kids and 25 teachers) runs from K through 8th grade; the show has something for everyone, even if some of the historical observations are at a pretty advanced level. Still, the little ones get to see a live band in a social situation, the older kids get some sophisticated education, and the teachers are engaged to the point of dancing with the kids. The biggest takeaway is it’s great to see the whole community have a great time together. It’s still a pretty powerful presentation, in spite of its somewhat dated material. (We end up at Disco these days. We’ve, thankfully, eliminated the Rap.) Still, it’s a well-oiled and effective Teaching Experience.

I was back home by 11 am. How rock n’ roll is that?

This was the second Wilmington Park gig of the summer for me so I had some peace of mind as to what to expect. Heading out with time to spare, I was surprised when, on the Blue Route south, my GPS’s estimate of arrival time jumped 45 minutes to exactly 11:00 am, my start time. Sure enough, as I got to about 22 miles away, things began to crawl. I called ahead to Sid, my trusted liaison, to let him know I’d be there “nick ‘o time”. Sure enough, I pulled up to the park exactly at 11 am.

Mack Park

Sid had things ready for me to plug in, under a nice tree, while a group of kids and counsellors were gathering not far away. As I was ready to begin, that group got up and walked away towards a different part of the park, leaving me with a dad and his two kids. (They were at the last gig, too. Cool.)

So, I set in with the four of us. Eventually, another group moved into the park and I invited them over but only five or so girls came over from that group. (Apparently, the rest of the group was being disciplined. Sheesh).

It was a scattered beginning to the gig for me, so I opened up the bag, invited the girls to grab and instrument and play. Eventually, I jettisoned the mike and amp and simple worked with the kids in front of me. One particular girl was all in, and was a delight to work with. As I did Jelly in the Dish, she picked up on the idea, and started making it about being on the beach. It was a pretty creative avenue, so we took off on that, making a day on the beach sounds. I could use this down the line.

Things were scattered on my part, and as we neared the end of the hour, a few kids headed off to the water spray part of the park, and I wrapped things up early, not with a bang but a whimper. Sid and I packed our stuff up, as Sid smoked the joint I found next to my amp.

The travel home was quick and direct, but I felt that I hadn’t done my best on this one. I’ll feel better when the pay drops in my bank account mid-month.