Hi All -
I’m sorry for not blogging over the past 2 months. No excuses – we’re all busy! There is a backlog of comments to approve (including the usual 75% spam). I have some questions to post and answer.
If you have any other questions or comments, please do post here or in the context of other discussions.
More to follow.
Scott Muntefering said, on September 16:
“I’m not only one of the new teachers at CHS but also the band director so it’s refreshing to have a program to guide our curriculum along. It’s usually difficult to shape our music teaching into the usual educational fads but I’m very optimistic about finding ways to put the Big6 in place. We found in our groups that the band is very well suited for teaching social skills and responsibility. Hopefully using what we learn here we can make other aspects of our “music-making” process more relevant and reflective.”
Mike E responded: RE Scott – band and music – I started playing the trumpet in 4th grade and played baritone horn later, including in the University concert band. One thing I remember is not really seeing the forest, just the trees. That is, we learned and played a given piece, but I never knew why a piece was chosen or what it was about, or other aspects of “context.” So, Scott – you might start at the end – with evaluation of product. Ask the students some of the above questions about a piece of music that they just learned or are learning. Have them come up with some questions that they might have – and that becomes a new task – task definition.
Music is also a VERY big deal on the Web and in their lives. What about brainstorming all possible sources of information about music – Big6 #2 (ISS) and then have them select the best sources, and explain why. You could compile the Carroll High School Web Guide to Music.
Doug Sweeney said, on September 11:
“I am the Vocal Music Director here at CHS and believe that we are covering some of the areas listed in the Big6: creativity, communication, problem solving, leadership, social responsibility, high achievements and expectations, life-long learning and a little technology. We even use the Big6 skills to reach our final destination. Is it the responsibility of every teacher to cover every area in 21st Century Skills or to concentrate on the skills most appropriate to their subject area?”
Sue Wurster, Executive Manager of Big6 Associates responded:
“Re Doug Sweeney’s comment about concentrating on skills most appropriate for a subject area — (specifically vocal music). Vocal music was my favorite subject in high school – so I’d like to respond to this question!! Adapt the Big6 process to fit your specific instructional situation – in this case, music. Consider I’m a student who wants to compete in countywide vocal music contest. The six stages could easily apply from the time I register to compete until the judges post the final scores. If I’m a member of a choral ensemble group, process is even more important to keep the group on track through the process until final presentation time. The instructor/director’s responsibility is to help students recognize the process, described in the Big6 terminology, throughout the project, no matter the subject specialty.”
Last week, children’s author extraordinaire, Beverly Cleary, was awarded the highest honor at my school, the University of Washington – the Alumna Summa Laude Dignata award, or “alumna worthy of the highest praise.”
This is the culmination of almost 10 years of effort to recognize and honor Mrs. Cleary. When I first came to the University of Washington in August 1998, I had no idea that she gained a degree from the then School of Librarianship (now the Information School) in 1939. “Beverly Cleary is an alumn? Wowza!” I wrote her a letter explaining who I was and how much we all appreciated her work. When I received a return letter in a few weeks, the office staff and I were pleased and amazed.
In 1999, I first visited Mrs. Cleary at her home in Carmel, California. At that time, I asked permission to begin a campaign to raise funds for a Beverly Cleary Professorship in Children’s and Youth Services. Not only did she agree, but she herself contributed over $100,000 to the cause. We completed the campaign 3 years ago. Lynne McKechnie from Canada was the first Cleary Professor, and just this past month Eliza Dresang accepted the position.
Mrs. Cleary who just celebrated her 92nd birthday, is a quiet person by nature. She doesn’t really enjoy speaking to large groups. But, every time I meet her I’m taken with her insights and sense of humor. She tells stories of getting by in 1939 on $35 a month! The head of the school at the time, Miss Ruth Worden, once chastised Beverly for seeming bored in class. Mrs. Cleary told me, “I wasn’t bored. I was hungry!” Miss Worden didn’t think that Beverly Bunn would amount to much. But, Beverly always wanted to be a children’s author in addition to being a librarian. She wanted to write books about and for everyday kids. This idea which seems so obvious today was revolutionary when she wrote Henry Huggins in 1955. With that publication, Mrs. Cleary changed the world.
Unfortunately, Beverly was unable to travel to Seattle to accept her award. We visited her in May and taped a short acceptance speech. That mischievous twinkle was still in her eye as she reflected back on Seattle and librarianship in Yakima, Washington, mentioned Miss Worden’s disapproval, and thanked the University. Of course, it’s us who thank her–for all she’s done for kids, education, and libraries.
Thank you, Beverly Cleary.
So, am I crazy because…
I notice the patterns of the elevators in my office building?
I try to park in the same spot every day?
I try different paths to determine the quickest in walking from my one office building to another?
PLEASE, PLEASE add your comments or thoughts. – Mike
