Vocal Tutoring: Seth Martin

For the past three months, I've been giving vocal lessons (a music-oriented form of "tutoring") to Seth Martin. Seth approached me at the end of the fall semester, asking if I'd be willing to teach him. Because of a requirement for my Educational Psychology class, I was happy to let him know that I could teach the lessons for free!

Seth singing "Till There Was You" (Wilson). 

For a beginning student, I focus on 3 interrelated points of emphasis:

1. Posture - How we hold our bodies affects our sound! We want to stand correctly to maximize our breath, tone and to look engaged in performance. 
2. Breathing - With our good posture, we need to know how to sing with maximum breath support. This includes breathing from the abdomen/diaphragm, controlling our breath output and engaging the breath to create rich, full tone. 
3. Tone - When we know how to breath correctly and efficiently, we can use our breath to create rich and full tone. A good sound is a supported sound. 

Seth has been a very good student. He is eager to learn and clearly has a passion for music. He has not pursued any vocal study at the college level, but participated in choirs in high school and enjoys singing for fun. What I enjoy about working with Seth is just how interested he is in understanding the material. As soon as give him a prescriptive comment or suggestion, he will want to put it in his body and try it! He listens to my comment, then immediately starts singing to try to incorporate my feedback.

Through these lessons, I've learned many things about teaching voice students. For one, I've realized just how important it is to establish a personal relationship with the student. If you expect the student to trust you and grow from your instruction, they must also believe that you care about their success. I enjoyed getting to know Seth through our student-teacher interactions. It was this "working relationship" that allowed us to achieve some great things together.

I've appreciated the opportunity to teach lessons for my Education Psychology class. I will do my best to remember the things I learned in these lessons and carry them over to future instruction. 

Damascus Anti-Racism Training, Part II

In this session with Regina and David, our class was focused on the topic of "redlining." I wasn't familiar with this term to describe denying loans to a particular group of people, especially racial minorities. I had heard of this racist practice, but wasn't aware how sever the discrimination was. In the session, we watched a video about Black people being denied loans from banks that would've allowed them to buy homes in a "White neighborhood." The realtors in that area didn't want Blacks to move in the neighborhood, for fear that the White residents would move away and property values would drop.

The term "redlining" refers to a line drawn on a map that indicates where a bank would not invest due to racial prejudices and financial concerns. As you can see on this map of Philadelphia (1936), different areas are marked with different levels of desirability—based on how racially diverse the community was. "Hazardous" most likely refers to a predominantly Black area.

This video initiated good discussion in the training session. I was again struck with the first-hand experience or witnessing of redlining from the older generation in the class (like Clay Shetler, the director of the Physical Plant). Sadly, I'm sure these prejudices are still alive and well today. It's painful to think that services and opportunities are still withheld from minority groups due to simple hate and fear of the "other."I also think about how much racial discrimination must be in place in job opportunities and the employee selection process...

This discussion of redlining begs the question: "Have ethnic minority groups been put at a financial disadvantage from the beginning of our nation's history, due to racial prejudices?" I think the answer to this question is a definite yes. This is a sobering thought in light of the poverty rates among communities of color in the United States. I was very glad to become more aware of this reality from our nation's history (that most likely exists today as well), in hopes that I can identify this prejudice when I see it.

On a bleaker note, I asked this question to myself: "When will this injustice ever repaid?" Whites have thrived off the misfortune and struggles of minorities by proxy. I doubt a "financial jubilee" is in our future—how do I as a White person do my part to right this wrong?

Damascus Anti-Racism Training, Part I

On October 25th and 27th, I had the opportunity to participate in a short but meaningful Damascus Anti-Racism Training, led by Regina Shands-Stoltzfus and David Janzen.

 

On the first of the two days of the training, I walked in and was struck by the informal atmosphere. Regina and David provided snacks and beverages (coffee at 8:00AM is greatly appreciated)—which I think served to make people feel more comfortable. I don't know what it is about a snack that does this (in my research of Gay-Straight Alliances, a snack was described as an "incentive"), but I think it helped discussion to flow more freely.

In this first meeting, Regina started by laying the groundwork for our discussions: an overview of power, privilege and difference as well as definitions of racism. One definition that I found interesting was this:

Racism = Prejudice + Power

This definition may not capture all the nuances and complexity of racism, but I thought that it was a good way to think about (and remember) the basis of racial prejudice. Regina went on to talk about black feminist Patricia Hill's Matrix of Domination, which recognizes the "interlocking systems of oppression" as opposed to the singular categories of racism or heterosexism. Hill is not only discriminated against because she is black, but also because she is a woman—a distinction that creates an interlocking system of oppression.

Another thing that struck me in this lesson was a poem that David Janzen shared, entitled "On The Sidelines."

On The Sidelines by David Janzen

CRACK!
The sound of the clipboard
Splitting in two over his helmet
Echoes in my memory.

He angered a coach at our small Christian college,
This black teammate of mine,
For not entering the field on time
In a meaningless practice game.

Stunned as we were, no sound issued
From the sidelines,
Uniformed witnesses both black and white,
Trained to react quickly in this violent sport.

Years later I understand
That for some, survival required silence.
Lessons taught by parents: “This is what they’ll do to you,”
My Southside Chicago teammate was told as he eyed Emmit Till’s battered face.

But what of us, the majority, who witnessed this event?
One friend penned an anonymous letter,
Read by the coaches to the whole team
With a warning to keep it within the family.

The coach stayed on a couple of years,
No consequences for his assault,
While the Chicago boy became a college administrator,
Who learned to trust the quiet of the prairie.

Silence remains racism’s friend,
A referee without a whistle.
A blow to the head it may be,
But “if he didn’t call it, it didn’t happen.”

Lord, give me the courage
To lay my privilege aside,
Pick up a whistle
And enter the game.

I saw the poem's message as a challenging one, especially as a fairly privileged person. What do I observe "from the sidelines" that I can work to change or affect? Do I turn a blind eye to the racial prejudice around me? Where am I ignoring or allowing racial prejudice in my own actions, spoken words or thoughts? I appreciated this training session for making me think about these questions. I hope to become more and more aware of my prejudices, making it possible for me to adjust my thinking and behavior.

A closing thought: I was moved by the first-hand experience of people in the training session that shared stories. There was a wide range of ages among the participants (from ages 18 to 65) and as such, there were many people who had lived through what they described as "overt racism." As someone who hasn't seen very much overt racism, but instead the aftermath of overt racism (which now manifests itself in more "sophistocated" ways), I appreciated the input of my seasoned peers.

8. Learning To Identify Allies: Spiritual Friendships and Personal Mentors

I'm very blessed to have a supportive network of people around me: people who care about my well-being, my interests, my thoughts and questions. I've had a number of opportunities to use this network this year.

The first and foremost link in this supportive web is my roommate, Adriel Santiago. Upon arriving at Goshen College freshman year, we were randomly paired together in the Yoder 1 dorm. We've lived together ever since and had many late nights to talk about life, faith, relationships, and anything else that has been on our minds. I can quite honestly say that I came into college as a fairly apathetic Christian. I had just come out of toxic youth group environment in high school and was looking to discover what faith meant for me, personally—not based on what my youth group thought. Adriel was the biggest help to me in this area. He encouraged me to think about God in ways that I had never considered. Through our conversations, I was able to define my belief in God for myself and to actively seek out ways to inform and cultivate my spirituality.

This year, my suitemates and I have done our best to hold a weekly Bible Study. This has been a really great thing, not only for our spiritual growth, but also for each of us to get to know each other a little better. I'm grateful for this time to share and grow together.







I've also found an ally in Keith Graber Miller, my 1st-year colloquium professor. When I was struggling with my friends' decision to make alcohol a part of their social life this year, I was able to go to Keith with my concerns. He gave me helpful advice and a big-picture view of alcohol on Goshen's Campus. He supported me in my decision to not drink and encouraged me to communicate my concerns to my friends. It's good to know that I have an adult close-by who cares about what's going on in my life.

8. Learning To Identify Allies: Getting Involved in a Professional Group

Last May, I joined the American Choral Directors Association (ACDA). I joined this professional group because I've heard so much about it from my music professors—it is the group for Choral Directors. Ever since I became a member of the ACDA, I have received their publication, Choral Journal. When I receive it, I usually page through and find things that interest me. There are articles, columns, as well as recording and choral reviews. The journal also keeps me up to date on some things that I may not have been aware of. For example, when I received the September 2009 edition ACDA's Choral Journal, I learned that it was the 200th Anniversary of Franz Joseph Haydn's birth.

My music history professor, Matthew Hill, would be very pleased to know that the publication includes multiple 10-page articles on Franz Joseph Haydn, complete with almost a page of citation notes each. I found it interesting that I could learn about the history of music, learn about other choral programs in the nation, and find helpful instruction strategies in the same publication. In one Choral Journal, I found an article on how to teach music to boys who are going through puberty. The article gave helpful information about what kind of range to expect from boys of this age, as well as what kind of modifications have worked for other teachers. If I were going into the education system as a new teacher, say, next year, this information would be very comforting to have.

The ACDA also has many conferences all over the United States. For the Central Division, the upcoming conference will be taking place in Cinncinati. And in 2011, the National Conference will take place in Chicago. Some of my music professors regularly attend these conferences and have told me that it would be a good place to make connections and network with other teachers. Because of this and other ways, I'm glad to be a part of the American Choral Directors Association.

1. Getting Experience With All Types of Learners: Interviewing a Special Needs Teacher

I had the opportunity to interview Brooke Walls when I visited her classroom in the Elkhart County School District. Brooke is a special education teacher, with a wide variety of students. While her primary specification is ED (emotional disability), she teaches students with Learning Disorders, ADHD, Autism, Auditory Processing Disabilities, Mild/Moderate Mental Handicaps, Speech Disabilities, as well as OHI students. I was overwhelmed by the number of students with different deficits and different needs that Brooke would work with on a daily basis. It seems like it would even be hard to keep it all straight, let alone give appropriate instruction to each student based on those needs.

However, it was clear from our observation and interview with Brooke that she is very good at what she does. She had good advice for us as future teachers. One thing that I noticed in observing Brooke was the number of voices that she used in her instruction. I asked her to share a little about why she uses these voices (because they worked very well!). Brooke told us that because some students are auditory learners—saying it in a way they can remember is a valuable modification for them. When Brooke was teaching a student the decimal places, she would say, "And this is the tenth th th ths place," to clearly distinguish between the "tenths" place and the "tens" place. She also said that the more fun you can bring into your presentation, the more will be retained. Brooke sometimes uses puppets and acts out stories with younger children.

While tone of voice can be used to make something more engaging or fun, it can also be used to tell students that they should be doing something differently. Brooke gave the example of using the "blank-face" with a student who is attention-seeking. It is important to communicate to that student that his or her acting out isn't achieving anything. If a student is resisting to do his or her work, Brooke might employ "the stare," letting the student know that she's waiting, and nothing is going to happen until the student does what he or she was asked to do. When Brooke is working with a larger group of students, she may speak very quietly so that they have to listen (and not talk!) to hear what she is saying. I thought these voice/instruction delivery tips were very useful, not just for special education but for general education as well.

1. Getting Experience With All Types of Learners: Being an Writing Mentor

This fall, I've had the unique opportunity to be the writing mentor of a student with Autism, whom I will refer to as "Tyler." When I expressed interest in becoming a writing mentor to Suzanne Ehst, she emailed me with an interesting question—would I be willing to mentor a student with Autism? Suzanne told me that a professor had recommended me to work with Tyler, thinking that it would be a good, helpful match.

The string of emails between Suzanne and myself was a learning experience in and of itself. I was filled with questions, never having worked with a student with Autism before. After some deliberation, I decided that I was up for the challenge. After all, I was taking "Adolescent Exceptional Learners" at the same time—maybe it would be an opportunity to directly apply what I would learn in class!

Tyler's Autistic qualities were revealed quickly. When I emailed him about our first meeting, I suggested that we meet in Java Junction. He responded, saying that he would prefer to meet somewhere quieter, as loud noises greatly distract him. Once I learned some things about Autism from my Exceptional Learners class and through Lois Martin in the Writing Center, I realized that this noise sensitivity is typical of students with Autism.

When I first met Tyer, I was surprised by how charismatic, talkative, and charming he was. He had a way of making any situation positive or humorous—something I did not expect from a student with Autism. Because I found Tyler engaging and social, I was excited to begin working on his writing with him. Throughout the course of our work together, I began to see Tyler unravel. It became clear that he wasn't keeping up with his schoolwork and that it was proving to be too much for him. Because of this, Tyler dropped two of his classes, in the hope that a lightened course load would help him succeed.

Once Tyler's grades began to threaten his enrollment at the College, he became more and more stressed each time we would meet. On one occasion, he had a complete emotional meltdown. I never feared for my safety, but Tyler would become very upset with his situation. I felt for Tyler, because I knew how much harder the work was for him than for so many other students. I would often leave a session with him grateful for my ability to write a good paper. I would imagine how much harder my college experience would be if writing papers was such a constant struggle.

I decided to read "The Curious Incident of the Dog in the Night-time" because it tells the story of a boy with Autism. When I asked, Tyler said that he had read the book. I was excited to read it so I could get another insight into the mind of a person with Autism, as well as have something to talk to Tyler about. I've greatly enjoyed the book thus far, but won't have the opportunity to talk about the book with Tyler. Because his midterm grades weren't as high as they needed to be, Tyler was forced to leave Goshen College.

I highly value my experience being Tyler's writing mentor, if only for a brief amount of time. Seeing the way in which his mind works has been an eye-opening experience for me. I will also never forget his vivacious spirit. Even at the lowest of his academic career, Tyler committed himself to keep a positive attitude. I hope that I will have many more rewarding experiences with all types of learners in the future.