I’m sure almost everybody has
heard some part of Beethoven’s 9th Symphony without knowing it. The
“Ode to Joy” section of the symphony is often played at Christmas time and has
been used in numerous commercials. I’m not sure, however, most people know Beethoven was
almost completely deaf when he composed the 9th, his last symphony.
I mention this because I heard a section of the 9th on the radio and
it reminded me of my teaching days.
Remember the old saying that you
only get one chance to make a first impression? All teachers want students to
feel welcome and safe in their classroom while also maintaining a sense of
order. As a high school English teacher, it took me a while to figure out how
to do that. At first I tried the “Don’t Smile until Christmas” model. That’s
the idea that the teacher must command respect and students must do what they
are told. I thought this might be required when I started teaching at age 22
and had students only a few years younger. I thought I had to prove that I knew
more than they did and that if they listened carefully, I would fill them with
knowledge. (Remember I started teaching in 1973.) Gradually, I recognized it
didn’t matter that I could read a story and wax eloquent about it; it
mattered that THEY learn to read a story and make sense of it. I discovered how
clever my students were at getting their teacher to explain the “deep” meanings
in a poem or a play by simply being silent. I slowly realized if I wanted my
students to be deep, thoughtful readers, they would need to understand
“reading” in a new, personal way and be willing to talk about it. The “Don’t Smile
until Christmas” model seemed kind of lame, especially when my students so
often made me smile. How could I do what Jonathon Kozol suggests is the best
thing a teacher can do, “…Entrap them first in fascination. Entrap them in
merriment and hopeful expectations”.
I went to the “Smile As Often As
You Can” plan and tried to make my classroom as welcoming as possible. A big
part of that plan included music. I played music to create mood and accompany
activities. I played music to enrich stories. Eventually, I used music to help
my students understand poetry. Music and poetry deal with feelings that aren’t
easily captured in words. What a perfect way to help kids understand that we
all have our own unique way of making sense of the world. How enlightening for
me as a teacher to realize that much of my job was to help my students examine
and understand their own experiences. Suddenly, the things that Piaget and
Sizer wrote began to make more sense. By examining and analyzing my own
experiences, I was doing what I wanted my students to do – gain insight. Enter
Beethoven.
Not very many high school kids
are classical music fans. (Not all that many adults are either.) I found that I when I played classical music
in class I often got groans or rolling eyes. Once, however, I decided to use a
slice of Beethoven’s last movement from the 9th Symphony on the very
first day of class. I’d usually stand near the door and welcome my new
students. When class began, I introduced myself and simply asked them to
listen. I went to my cassette player and played the last two minutes or so of
the symphony. It’s the part where Beethoven creates the most exhilarating climax
of this extraordinary piece of music. I always tried to play it as loud as I
dare. I wanted my class to feel immersed in the music. (Later on I could show a
YouTube version and they could see the enormity of the choir and orchestra.)
When it ended I would simply ask, “What do you think?” The response was often
silence. It’s hard to talk about music, especially the first day of class. But
when I went on to explain that Beethoven was completely deaf when he wrote the
9th, they listened more carefully. Many smiled when I told them
about the first time Beethoven conducted his 9th Symphony. When the
performance ended, the audience stood to give Beethoven an ovation. Because he
was deaf, he did not hear the applause. When Caroline Unger, the mezzo soprano
soloist, touched Beethoven’s arm so he could see the audience, many in the
crowd had tears in their eyes. It didn’t take long for someone to ask, “How
could he write music if he couldn’t hear?” “How did he know it sounded like it
did?” “Why would he do it?” All excellent questions. I would explain that they
could find those answers from musical historians. “For now, keep this in mind, any
time you ever feel discouraged or defeated, remember this music and Beethoven’s
determination.”
I used Beethoven on and off for
years along with various other composers. I wish I could say it was fool proof.
It wasn’t. But it did work for some. What I can say, however, is any time I
have felt defeated or discouraged I have often thought of Beethoven’s perseverance.
When I have seen students overcome disheartening issues and obstacles, I hear
Beethoven’s finale. One of the fringe benefits of being a teacher is the
ability to practice what we preach. Anyone
for Bach?
