As I began to read this book, I was increasingly excited to discover that the 'right brain' strengths are becoming more valued in today's world. The author is quick to clarify early on in the book, though, that both sides of the brain are working best when working in tandem, and that one without the other would be disastrous. Still, as a creative and artistic person, I am bolstered by this turn towards those gifts that I treasure in every day life.
Before I talk about section two of the book, I have one observation of myself as a person who likes to use her 'whole mind' to get a task done. Even as I reviewed the book from beginning to end after reading it, I sat down to make an outline and reviewed the logical sequence of new ideas presented to us - a very left-brain thing to do. This linear action then allowed me to re-visit everything we've been presented with and then start synthesizing it into a big picture reflection - one with which I can be creative. Using both sides of my brain, I am writing a reflection that makes sense (hopefully) and also creatively adds further thought to the pool of ideas Mr. Pink has given us.
The 'Six Senses' idea speaks to me very much. It's how I live, as it turns out. As I read about each of the senses, I connected with each of them.
A classroom with order, but also beauty (design) in it, is a very easy place for me to teach. A home that is clean and neat, but also aesthetically pleasing is very important to me. Chaos and lack of artistic value (both artwork and music) makes it very hard for me to focus, feel comfortable or be motivated. When I'm stuck on a project either at home or at work, I find that if I create a mood or atmosphere that appeals to my senses, I am able to move forward more easily. Right now, Josh Groban's beautiful singing, a comfortable chair, a quiet house and candles burning makes it easy for me to think and write.
Finding the story in the pieces we sing in my choir classroom brings the experience of the musical pieces more tangible and enhances the performance greatly. Each semester I take one of the pieces we're singing and ask the students to journal or write an essay on the text of the song, investigating on their own, what the song is telling us. Inevitably, this is the piece that is their favorite at the end of the semester. Something about knowing in depth what the story is behind the piece, enhances their experience of the song. In my personal life, I'm always looking for a good story book to read, and am anxious to hear the stories of my family members' experience of the day. I find ways to make story enrich my life every day.
As we begin to work on a new piece in class, we first sight sing through the whole song to get the big picture, taking a glance at how all the aspects fit together (symphony), how they all - tempo, dynamics, major/minor key, rhythms, text, etc. - contribute to the synthesis of a great piece of music. When it's time to take care of each detail, there is then already an understanding of how the smaller considerations contribute to the whole. I find, too, that in life, it helps me to know what makes people tick. Many times I find myself wanting to know a person's background and daily experience so that I can understand the ways they act and interact, especially if their actions don't make sense to those of us around them.
Inside the choir classroom, we build relationships with each other and we learn to care about those we sing about, and many times those for whom we perform (empathy). In addition, as we sing songs from the cultures throughout the world, we foster understanding and respect for the global community. Each culture has its own timbre and feel to its music. Many times, the stories and feelings are the same, but musical pictures and stories are presented in very different ways. Empathy carries us a long way in our personal lives, as well. Understanding, but also knowing from first-hand what it feels like, and just plain being willing to feel emotions alongside someone who needs us makes all the difference in the world to our friends, co-workers and family members.
Within both rehearsal and performance, we try to take the time to enjoy each other, have some fun, and make our audiences smile (play). This is essential to a positive experience in my classroom, I feel, and ultimately enriches the way that we perform together, and the way the audience experiences our ensemble. Taking a laugh-break in both the classroom and at home binds us together in another valuable way, just as a good talk or a good cry would.
Finally, songs with meaning have the most impact upon my students. As much fun as we have with lighter pieces - the jazz and the pop - most memorable for my students are those songs that speak to their souls and move the audiences. Each school year I am pleasantly surprised by the answers I get when asking them which pieces they most enjoyed performing. Almost always it is the richest, most complex, and deepest texts (meaning) that make their choral experience most memorable. Both singers and audiences long for and need this type of experience. In my personal life, I can easily dispense with light conversation and surface talk. It feels like a waste of my time. Conversation and discussion about something meaningful is what I look forward to in meetings and gatherings with family and friends.
I find "A Whole New Mind: Why Right Brainers Will Rule the Future" rings true with me and my experience of professional and personal life. This is a book I keep finding myself recommending to colleagues and friends. It's inspiring, informative and refreshing. Daniel Pink's enthusiasm for investigating and making educated observations regarding this subject prompts me to take a good look at how I function in life and in the classroom, and then to be creative with the way I teach and how I relate within my family and all my relationships. This read was time well spent.
No comments:
Post a Comment