A little while ago I was doing school visits in a city in California – four or five schools in a week. It’s part of the itinerant traveling whatever-I-am that I never know what to expect when I show up at a school or library or theater.
That week I got it all.
One of the schools had kids’ drawings of my books, stories and songs hanging from the rafters and plastered on the walls. That’s enough to give anyone an overhealthy sense of themselves. Because they’d been listening and reading, I had something to offer – shows, workshop, even a stop in the teacher’s lounge for some high-end coffee.
What’s not to like?
Then I got to the last school of the week. It was just a reminder that I’m not the center of the universe. And that some people don’t get what I do. To them, I am just a distraction in an otherwise very well-ordered and planned educational project.
It was a large elementary school in a well-off part of town. When I got there, I found that despite the advance work, nothing was arranged as I had asked. One microphone on the cafeteria stage ( I need two, one for my guitar). The lunch tables were set up, which meant some kids were in the far corners of the cafeteria, seemingly miles from me, with kindergartner’s legs dangling down – an uncomfortable position for forty five minutes. I like them up close on the floor. The shows were scheduled by the office to mix fifth graders with kindergartners and pre-schoolers. That arrangement doesn’t recognize the difference in language, social, and cognitive skills. (Note: The difference between a four year old and a ten year old is greater that the difference between a twenty-five year old an a forty year old) I can do it, but I don’t like to. After twenty-five years, I know what works.
And I knew I was about to meet a principal that just didn’t care if I was there or not.
I hate to present someone so stereotypical, but I guess stereotypes are based on something. It’s enough to give m the hives, but there he was. Good looking, early forties, suit and tie; he had the smell of a future superintendent about him. I asked for things to be rearranged according to the information I’d sent in advance.
“This is the way I like to do things,” he informed me. “It works better. The schedule doesn’t allow the changes you suggested.”
Oh, I thought. This school is different from the other two thousand I’ve been in.
The shows were flat – the kids were far away. The teachers graded papers. The principal watched at one of the tables for ten minutes, and didn’t seem all that impressed. I didn’t feel impressive – this was in marked contrast to how I’d been feeling all week. DON’T YOU KNOW WHO I AM? I thought. And the unspoken answer was, “Well, no, and we don’t care!”
Believe me, I tried. It’s my job to entertain people, and I try to do that. If someone doesn’t smile a little in my performance, either their life is in crisis, or I’ve failed, or both.
Finished with the shows, I only wanted to escape, but I didn’t have a ride, so I was there until the last bus left. Boy, the school day is pretty long, and I’m not five years old. And then the principal, who I had studiously avoided, gave me a ride back to my favorite Hampton Inn.
On the way back, my curiosity got the better of me and I started asking him questions about the school. I mean – I spend so much time in schools, I’m actually interested in them. And I found myself sitting in a car with someone who I guessed looked at me like I was inconsequential. I was interested.
So I asked about the continuing move towards standards and testing.
“I’m a numbers guy,” he said. ‘I like to know where everyone is, and the testing helps us get an angle on that.”
I let this pass. I was gathering information. And by the way, I know testing has a place. But I suspected my understanding of its function was different from his.
So I pushed a little deeper. “Given we all want kids to learn a certain body of knowledge and particular processes,” I asked, “do you think there should be a wide range of methods used, according to the teacher’s approach and the kid’s needs?”
“No,” he said, “I think we’re better off if everyone is using the same approach. I don’t like people experimenting.” He paused, then went on. “I want to know what my teachers are doing. Oh, I know…some of the older teachers grumble about this, but we’re all better off being on the same page. We ought to use the same methods throughout the school, throughout the district. The school is for instruction. Between a puppet show and a language lesson, we should have another language lesson.”
I looked at him as he drove.
Holy cow, I thought. This is my enemy!
He didn’t really look like my enemy – he didn’t have three heads or anything. But he was – or I was his nightmare.
Because I, of course, am the puppet show he would rather not have – foisted upon his fiefdom by a school district or PTO mom.. I’m a frill. In his mind, I have nothing to do with language development or test scores. My approach, global in nature (and by that I mean all encompassing, holistic, and not delineated into separate tasks), is that if people develop a love of language – of words, and story, and naming things in the world – they will want to develop the skills to help them interact with the world and understand themselves.
That is, by the way, the approach that has been used by the human race for most of its existence.
The use of story and music in a learning environment is about the structure of language and the world (something he wants to teach, I believe) AND the content of the story and song, and the feelings that arrive in their expression. I assume this principal would acknowledge that those things are nice, but they are not what we’re here for.
Kill the puppet. Teach the lesson. I hate puppicide.
No wonder I’ve come to view my work as a guerilla attack on some schools. I hope they tell my stories in class, and in the lunchroom when no one is watching. I hope someone sings my songs walking down the hall. I want to write a song good enough that even my nemesis finds himself singing it . I want to tell a story that makes him think about something that happened in his own life – or even better, in the lives of the people he touches.
I want to be outside the curriculum and inside his life.
This will be my final revenge.