Year 8 - Week 28: A Tipping Point

I’m used to people having an opinion about my profession. Now, I’ve never taken on a different professional identity other than a teacher, but it really seems that everyone has an opinion about teachers and education, in a different way than other professions. It makes sense, since everyone has vivid memories of teachers from their childhood, and parents put an incredible amount of trust in educators. People should have opinions about educators, but it would be nice if the conversation started with teachers' perspectives.

In a week when students walked out in protest, and the national conversation around schools safety continued, teachers kept at it, and engaged in the work, like we do every day, no matter what happens in our country.

In the same way that a group of men discussing issues related to women’s reproductive health is preposterous, not actively involving teachers in conversations related to education is absurd.

Are we at a tipping point in the way that we look at schools, students and teachers? We will not know until years from now but I can’t help but be hopeful. As young people find voice and validation around issues related to school safety, their power can extent to other issues related education. Teachers are not giving up fighting as unions for their own professional respect, but also what is best for our children. And an incompetent Secretary of Education, is inadvertently revealing the flaws in a system that is being damaged by profit-motivated choices that fail to help our children.

Teachers are a different breed motivated in a way that seems un-American by some, less by money but more by hope, the hope that we can make a positive difference in our students’ lives. Teachers' commonly spend our own personal money on our students, not because we have get some kind of massive tax break, but because we see a need, that simply is not being met in other ways. There’s no way to measure the most important things we teach, and believe it or not, mo  st teachers still do great innovative work without the motivation of monetary bonuses. Instead, many find comfort, including myself, in an union agreement that ensures that the money we make is agreed upon as a community of educators, and more often than not, does not come to mind.

As we continue to do our work, it must be acknowledged that teachers in America have experience a unique trauma. It comes from being talked about and talked to by those who have no idea what our jobs are actually like. It comes from messages of support and thanks that fail to be expressed in allocation of resources. It it is felt when teachers have to argue for the basic needs for students from administrators and city officials, which too often results in the indignity of teachers needing to dig through second hand materials or try to raise money like a charity.

And it’s felt sitting in a darkened classroom full of students, during a lock-down drill, hearing the door knob rattle, and trying to not imagine, the incomprehensible.

It makes me sad that as a community of teachers we failed to bring the changes that our students are demanding this week.  Sometimes I wish that my son didn’t have to struggle, but sometimes that is the best way for him to learn. So maybe in our failure, we’ve created a space for real leadership, real change to happen. Could this the greatest lesson that this next generation will learn?

Some things will never change. People will keep talking to me about my job, and teachers will continue to fight for our students like few others in society. What is changing, what is different is that now I don’t need to be alone in advocating for my students. The most important lesson I’ve learned this week is that we can should direct people to our students, and let them speak for educators in America and for themselves.

Parenthood: 258 - The Ethan Journal: 12/16/17

When Ethan was born, I noticed quickly the skin tags on his right cheek.  At the time they were only a minor concern, but as we found out, they were a sign of his hearing loss. Ethan's ear microtia is noticeable however it’s these skin tag, hanging off of his right cheek that are more noticeable.

The ear develops close the mouth in utero and develops traveling back across the head. In Ethan’s case, the ear left piece of cartilage behind during this process leaving behind these skin tags on Ethan’s cheek.

This week the skin tags were removed by a plastic surgeon. The skin tags are harmless and mostly a cosmetic issue. We were concerned that the more mobile he would get, that he would accidentally tug at them or have them come off in a more painful circumstance. So we opted to get them surgically removed.

It wasn’t a major procedure, it took less than twenty minutes. Some local anethetic was injected, a snip with surgical scissors got them off and two stitches were quickly done.  After two days, there’s barely a mark. That’s one of the wonders of babies, their skin often heals at amazing speeds.

The first sign, the first hint of Ethan’s condition is now gone. He will not remember having these skin tags, or having them removed. There’s a possibility that he may remember very little of his own struggles and ours.

At sixth months old, Ethan is going to be fitted with a bone conduction hearing aid. The best case scenario is that at age five after getting an MRI, he is determined to be a good candidate for a ear canal drilling, which would potentially correct his hearing loss, so that he would have “normal” hearing. The MRI could find that this procedure would not work for Ethan.  Also the surgery ear canal drilling (I know, it’s like the worst name possible for a surgery on a little kid) has its risks. So right now nothing is guaranteed.

Let’s say we have the best of all situations. This means that Ethan will have some memory of wearing a hearing aid, and maybe the procedure, but his new normal will be a life when he isn’t actively reminded that he had hearing loss.  But I’m never going to forget this about Ethan. We’ve had our challenges with understanding and working through this disability, and it’s only going to get worse. While hearing aids continue to advancing at an amazing pace, trying to keep a hearing aid on a baby, who will become a toddler, and then a pre-school age child is not going to be a piece of cake.

Ahead of us is issues with batteries to deal with, malfunctioning technology, battles with insurance, educating family, friends and schools about Ethan’s needs, and most of all helping Ethan understand that his condition is not a hindrance on his journey to get where he wants to go in life, it’s simply a detour.

Diana and I have both joined a Facebook support group of parents whose children have unilateral hearing loss like Ethan. It’s filled with wonderful pictures and hopeful stories. The challenges of insurance, the devices, and other people, I know I can handle, but it’s the part of helping Ethan grow to understand, accept and love this part of himself that I feel is most important and will the be most challenging. Getting an insurance company on board doesn’t take subtlety, it takes persistence. Helping Ethan get “it” about himself will take, heart, love, and support.

Diana and I are looking into being part of social gatherings of families with children like Ethan so we can get some support, and Ethan can be around kids who he can see have hearing aids just like he will. I’ve already picked out some headbands so that Ethan will not feel like he’s the only one in the family who wears one. Maybe, just maybe, he will be more excited to where his hearing aid (which will be supported by a head band), if he can be just like daddy. Oh, and we’ve already ordered him a wonderful Christmas present. It’s a little crocheted stuffed rabbit. The rabbit’s right ear is a little smaller just like Ethan’s and it has sewn in a little headband and hearing aid.

I’m still not sure how talking about his condition will come out. I’ve considered telling more people close to me to practice, and work through this, but right now, part of me still doesn’t feel ready. Family holiday gatherings will bring this challenge to the fore. At least I know that with many of these people, it won’t matter if I cry. Each time I talk about it, it will get easier to discuss. It’s worth leaning into this challenge, because it will help me work through it and process this for Ethan.  I know that everyone who has Ethan in their lives will be more better and more empathetic people through understanding, and learning about Ethan’s hearing loss.

In this way, Ethan right now, can change the lives of people that he touches. His family and our friends will listen a little bit more carefully when they hear stories about hearing loss, the will stop to read articles about the deaf community they would have previously passed over, they will slow down a little bit more when they see a road sign warning that there is a deaf child in a neighborhood, and they will pay a little bit more attention when they someone is using sing language. In this way, Ethan will help strengthen their muscle of empathy and compassion, and bring the hearing loss community into their own.

Year 8 – Week 27: She Persisted

Sunday night, like I do every night, I checked in on Ollie before I went to bed. He had gone to sleep a couple hours earlier and was laying there peacefully. I leaned in to complete the nightly ritual of telling him that I loved him, that I’m proud of him, and that he is my special little guy. After kissing him on the forehead, I added, “I’m going to make you proud of me tomorrow.”

The next day, Monday morning, my presentation of Chelsea Clinton’s book, She Persisted: 13 American Women Who Changed the World was presented to my school’s community during an assembly. This presentation was in recognition of International Women’s Day. I started thinking of this presentation last year after presenting President Obama’s book, Of Thee I Sing as an inter- disciplinary presentation.  I knew I wanted to do a similar project again. I was considering doing Obama’s book again but with different students and songs. However, I had the feeling that it needed to be different next year.

Then something happened on 2/7/17. Senator Elizabeth Warren refused to stop speaking against Senator Sessions nomination by the 45th to be District Attorney. Senator McConnell in response, while describing Senator Warren’s actions, uttered this important phrase, “nevertheless, she persisted.”


This phrase became rallying cry that immediately filled me with pride and respect for Senator Warren. Chelsea Clinton also heard these words and was inspired to write her children’s book, She Persisted: 13 American Women Who Changed the World, illustrated by Alexandra Boiger. As soon as I heard of this book, I knew this was going to be my follow up to Of Thee I Sing.

I followed the same format as the Of Thee I Sing presentation. I was going to have eight speakers representing different parts of the school, reflecting the diversity in our school. I felt it was important that our students see men and women of different races and disciplines celebrate women. This allows our kids to understand that men celebrate women and that math teachers value literature and reading too. I tied in different disciplines from around the school to bring this presentation to life.

The presentation was bookending by four senior girl singing “She Persisted” by Drew Fornarola.


Our 3rd-5th grade extracurricular choir honored Claudette Colvin with a rendition of “If You Miss Me From the back of the Bus” popularized by Pete Seeger.



The upper school Advanced Wind Ensemble performed “Also sprach Zarathustra, Op. 30,” a tone poem by Richard Strauss to reflect on Sally Ride’s space exploration. A group of 7th grade students created a video talking about the life and work of U.S. Supreme Court Justice Sonia Sotomayor. Our JK students were featured in a wonderful video describing how they would show support and stand with Ruby Bridges as she integrated her school, William Frantz Elementary School. In reflecting on Helen Keller’s accomplishment, one of the high school choirs performance of “Through the Dark” by Andrea Ramsey, which sets Helen Keller’s writings to music. Also, I featured a video of one of Florence Griffith Joyner's record breaking sprints. We were fortunate to feature Elise Paschen, who is an alumni and parent of our school to speak about her mother Maria Tallchief.

In the weeks leading up to the presentation, I wrote out the script and created a powerpoint presentation for the assembly and got all of the projects organized. I got together a fantastic group of adults in our community to speak, and found others who were willing to help run the presentation. There was a rush of work and emails last week to put together this presentation and them last Saturday night, I was done. There was nothing else for me to do.

For the presentation itself, I was an audience member, sometimes cueing speakers but mostly sitting back and watching what I had put together. There were times that I smiled, cried tears of inspiration and felt great joy looking back at the audience full of students and my colleagues’ coming together to celebrate these amazing women.

It’s hard being away from my kids, and I’ve tried to explain to Ollie what I do when I’m not with him.  Being able to do this kind of work makes it easier, because it means that I can tell him honestly, that I'm making the world a better place in a small but meaningful way for him and his brother. 

This project was extra.  No one asked me to do it, nobody expected me to put in the time, but I see the world.  I see the struggles of women in my life, in the world and I see men who don't get "it," and continue to support the sexist status quo.  I can't sit back and do nothing.  That's not an option.  There's too much at stake.  There were times late at night, trying to pull all of this together, when I though about how much easier to just cancel the presentation.  But word I typed, every email I wrote, I felt the spirit of these women, and I persisted.

I'm not sure what is the project for next year, but it will happen, it will celebrate diversity in our world, and it will inspire myself and my community, and make my son proud of me. 

Resist.

Persist.   

Parenthood: Week 257 – A Change In The Routine

The usual routine works pretty well. I go upstairs with Ollie and do his bedtime routine with him while Diana takes care of Ethan. Ollie and I wrestle a little bit, I help him with his bath, and brushing his teeth. Then we snuggle up in bed and read a book. When we are done reading together, Ollie goes downstairs to get Diana, while I hide underneath his covers. Diana and Ollie come upstairs with Ethan. Ollie jumps on the be and makes a joke about how lumpy the bed is, then I make the bed come alive, and wrap him up in covers.  Eventually Ollie extricates himself out of the covers. Ollie hugs me goodnight, gives Ethan a kiss goodnight and then I go downstairs with Ethan.

Diana and Ollie have some time together. They read together and often carry out of their wonderful bedtime traditions. Since Ollie was a baby, Diana would tell Ollie what he did today. Now that he is older he participates in this reflection. It’s like a verbal journal, that helps Ollie understand his world, and his life.

It’s a good routine. Ollie ends his day with giggles, hugs, smiles, and Ethan gets the attention he needs.

Now trying to do this routine when one of us is away is a challenge, which I experienced for the first time a couple days ago. Because of concerts and evening events, Diana has had a number of nights when she has had both boys all to herself, and I have had time when I’ve had both boys to myself, but not in evenings. Taking care of the boys during the evenings is trickier than taking care of them in the morning or the afternoon. Ethan is general is most fussy at night and during the day, I don’t feel as much pressure as I do during the evening to work through routines.

As expected, Ethan was fussy. Sometimes he would cry loudly and other times he would whimper softly in discontentment. It was getting late, so I we skipped Ollie’s bath and managed to get his teeth brushed while Ethan cried in the other room. Holding Ethan in my arms and trying to console him, I read Ollie a book. Ollie helped by holding the book open for me while rocked his brother. As I was reading, Ollie would cover his ears when Ethan got louder, but he tried to make it work.

After we finished the book, I said goodnight to Ollie. He leaned over and gave Ethan a kiss on his forehead, and said goodnight to his brother. I walked out as Ethan starting crying louder in my arms. Then I heard Ollie behind me asking softly, “can we talk about what I started today?” I answered over Ethan’s cries, “I’m really sorry honey, but Ethan is upset, and I need to calm him down, so I’m going to take him downstairs and we can talk tomorrow.” “It’s okay daddy, I understand,” Ollie replied as he lay himself down and pulled up his covers. 

After eventually getting Ethan to sleep, I went up and checked on Ollie and say him peacefully sleeping.

Ollie reminded me that night how wonderful he is, but part of me wished I didn’t have to put him in that position.  Ollie doesn't ask for a lot, and when he asks for something as simple as my time, and I can't give it to him, it makes my heart ache.  Yes, I know that Ollie has to learn how to share me with Ethan, but that doesn't mean that this learning process isn't difficult.

The next morning before Ethan got up, Ollie and made waffles together and spent some time in the morning playing Transformers together.  Did it make up for the night before?  I don't know, but we had some good times. 

That's something. 

Year 8 – Week 26: Enough

I was so excited for class. I made a new seating chart for my 8th grade band, and we had great sectionals earlier in the week. I arranged a new warm-up routine and I had this cool activity where the kids were going to compare the Beatles and The Rolling Stones.

Amy walked up to me as class was starting, with her normal cheerful expression, and with genuine enthusiasm, I said that it was good to see her. Without trepidation in her voice, in a very matter fact way she asked, “Mr. Tang, did you heard about the school shooting this morning.” Shocked, and not sure how to react, I told her that I had not, and she replied, “well, it’s not that bad, only two people were killed.” Before I had a chance to respond, she sat down, got out her clarinet and started warming up.

I did a quick google search to confirm what she said and yes there was a shooting today at Central Michigan University, two people did die, and the news even as it was breaking, was buried between other headlines.

I looked at Amy carefully, as she chatted with the person next to her. I couldn’t discern any signs of distress or fear, so I decided to move on. I took a slow cleansing breath, which helped me center on the moment, walked onto the podium, and we got to work.

The week of the tragedy in Florida, I was finishing my paternity leave (in my school I can take this leave non-consecutively. Then our school had mid-winter break. So this week was the first time I was back with my students.

I don’t take my job for granted, and I don’t take my students for granted, but this was a week that I made sure to remind myself, and my students how special our time was together and how much I valued and appreciated all of my students. This was a really busy week, and there was a lot of stuff going on, but I forced myself to pause and enjoy these amazing kids.

There was two 5th graders who showed amazing growth on their recorder projects, that made me fill up with such pride. I made sure to tell them how I proud I was of their work, and it was great to see one of them surprised and smiling at my reaction. My 8th grade band just filling up the room with a wonderful tone, was followed by me telling them, “I really enjoyed listening to that sound, can we do that again? Hearing that made me feel good.” It was like all of my students seemed to have a glow around them, their spirits and their energy radiated out of them.

Maybe it was the sunlight breaking through the winter clouds, or maybe it was just the fact that I had been away from so long, but something felt different this week.

It makes me so sad how normal school shootings are for Amy.  I can't change her world as much as I wish I could.  But I can show her that I see her, hear her, and know her.  I want to do more, but I"m not what else I can do.  So I'll return next week, take it all in, and show my students a place where who they are, is enough.  Someone I will help them see the spirit inside of them that inspires me, and maybe that might make a difference.   

Parenthood: Week 256 – Having Two Is JUST Like Having Three

“Oh, you are having two? A second child? You are in for it. Having to like having three.”

This was one the most common annoying piece of unsolicited “advice,” that I got when people found out that I was having a second child. At first, I took it as friendly advice, as a way to prep myself for the worst, but most of the times it felt like the hazing that parents like to give soon-to-be parents as an expression of their own insecurities, and unhappiness. Here’s the other thing, most of these people only have two kids, so it’s not like they actually know what it’s like to have three kids. And here’s the other thing, the people I know who have three kids, don’t tease me about having two.

So how is it having two? Is it an insane crazy experience that is just like having three? I don’t know. I haven’t had three. At times having two seems perfectly reasonable. Like when Ethan is taking nap and Ollie is quietly playing with his Transformer toys, and all the housework is done. Then there are other times, like when we are trying to get through airport security, with two kids a car seat, and two backpacks, when having two kids seems . . . less reasonable.

Mind you, we have kids who are four years apart. This means that we have only one kid in diapers. Ollie is pretty much settled in his sleep routine. He’s old enough to ask for what he wants, and most of time we know what he wants. There are things like podcast, books, and toys that can keep his attention for independent play for enough time (sometimes longer than half an hour), for me to cook dinner. If I tell Ollie to wait a second while I change Ethan’s diaper, he will most likely do just that without any complaints.

Is it always a piece of cake? Like I alluded to earlier with the airport example. It isn’t. There was a moment today when Buffy wanted to be let back in from the backyard, Ethan was crying and Ollie wanted help with one of his toys at the exact same time.

Now there are people who knowingly steer into having two kids under the age of two to get the young kid thing “over with.” I can imagine that having a baby and a two or three-year-old in the house would in some ways be more stressful than what we got going on right now. However, with all things parenting, you never know. Depending on the children and their needs, it could be more difficult some people with a wider age gap.

So if you are thinking about having another one, be realistic about how it's going to change your life, and yes there are moments when it all feels overwhelming, but if you are in it for the right reasons, it's not going to feel like three, it's going to feel right.

Year 8 - Week 25: The Bridge (complete)

We all live in a state of profound isolation.  No other human being can ever know what it’s like to be you on the inside. And no amount of reaching out to others can ever make them feel exactly what you feel. All media of communication are a by-product of our sad inability to communicate directly mind to mind. Sad, of course, because nearly all problems in human history stem from that inability. Each medium (the term comes from the Latin word meaning middle) serves as a bridge between minds.

Scott McCloud Understanding Comics, The Invisible Art.

Our world is full of different mediums of self-expression, yet every medium—prose, poetry, visual arts, films, science, dance, spoken language and music—is flawed. None completely and perfectly transfers ideas, feelings and notions. Each is an attempt to address the “inability to communicate directly mind to mind,” the central source, as Scott McCloud writes, of nearly all our problems.

Hans Christian Andersen wrote, “Where words fails, music speaks.” Music can communicate from person to person in ways words cannot. However, music is imperfect, and as a medium, it fails as well. Each method of human expression succeeds where others fail, and only by being fluent and literate in the plurality of different mediums can we begin to overcome that inability to communicate mind to mind. It is in this diversity of expression that we find the power to make the communities we belong to more just, more equitable and more inclusive.

At the center of a Parker education is the value of citizenship, and the primary tool of citizenship is voice. This isn’t a tool that we exercise and express through a single medium, like a speech in front of a crowd. At its most effective, and most powerful, voice encapsulates many mediums of human expression. To rely only on the written word is to struggle against this medium’s imperfections. To embrace the diversity of the different mediums of self-expression is to rise above these imperfections, allowing an individual to express his/her voice more authentically and easily understood.

As important as the ability to authentically express an individual voice, as the prayer of Saint Francis meditates, it is as important “to be understood as to understand.” Only through foundational knowledge in many methods of human expression can people complete the work of citizenship by pairing the ability to express one’s voice with the skill to understand others in whatever ways they express their thoughts and feelings.

So why am I talking about voice and citizenship? Because this is the foundation of our philosophy of music education at Parker, and at the core of the greatest and most meaningful work starts at Parker in music classes. Our work doesn’t start with Beethoven; it starts with empowering our students to be citizens by developing their authentic voice.

Music is integral to the human condition, interwoven in almost every single culture in human history, and it continues be one of the most important forms of human expression. Some of the most powerful voices in human history found their voice through music, and some of the most influential members of our American society continue to change the world through music.

Music class at Parker is about more than creating music; it’s about developing music as part of an authentic voice, a means of expression, a way to understand the world and a way to change the world as a citizen. Music is an essential part of the bridge that connects us as humans and brings us closer to a higher level of understanding.

In our curriculum, students develop their musical voice in different ways. In 3rd grade, students compose music to describe nature. Inspired by music of Native Americans, they capture sounds and observations that words cannot. They come to understand different ways people use music to share the way they see the world, providing students with tools of self-expression.

When the 5th graders study “Have You Ever Seen The Rain?,” they compare several versions of the song, including the original by Credence Clearwater Revival, a Spanish language version by Juan Gabriel, a cover by the Thai group the Drivers and Joan Jett and the Blackhearts’ punk rock styling. The students learn how different interpretations of the same song can have different meanings and that there is as much power in how you say something as what you say.

In the Middle School band curriculum, students learn the power of musical instruments as an external extension of one’s voice. Students play instruments that are louder, higher or lower than their voices and learn to create sounds nigh impossible to create with the human voice. As humans have learned throughout history, Parker students discover that a musical instrument allows them to externalize emotions through a sound that is completely different than a singing voice but undeniably personal and significant.

As the Upper School choirs sing music from all over the world, they recognize the many ways master musicians have pushed the boundaries of human expression. By studying choral works, analyzing their meaning and working to capture the composers’ intent, choral singers gain more tools for self-expression. While they are singing, speaking through a composer’s voice, students mix in experience and emotions, creating bridges between composers, singers and audiences. As these composers represent the rich diversity of the world, this amalgamation builds bridges across time, cultures and geography. In the richness of this music, student voices gain depth and meaning.

At Parker, the development of an authentic voice as a tool for citizenship runs parallel to the development of identity. Like voice, there are many facets to identity, and only with deliberate and careful planning can young people develop and understand their identities. As different mediums of human expression are critical in developing voice, identity is what gives meaning, depth and context to a person’s voice. Understanding Sam Cooke’s identity as an African American brings power to his voice in “A Change Is Gonna Come,” and the Dixie Chicks’ struggles with their identity as country singers is what make their music controversial for some, powerful for many.

The development of identity is complex and personal, but this hasn’t stopped Parker music teachers from working to help students develop parts of their identities. A multiplicity of musical experience in Lower School music helps students develop tools of expression but also begin to create their musical identities as they grow to understand their preferences and strengths.

In 5th grade, students steer head-on into gender identity, wrestling with the gross gender inequities that permeate almost every aspect of our musical culture. Students are shocked to find out how few female artists are on the iTunes top 100 best-selling songs. By asking questions about this inequity, they examine their own gender identities. This process is challenging but important in understanding what gender identity means to oneself and others.

One of the most important parts of racial development that Parker’s music instruction actively addresses is racial identity. By deliberately providing windows (views into the cultures of other races) and mirrors (representations of students’ own races) and engaging in purposeful conversation about race, students find space in music class to do the essential, and very difficult work, of racial identity development.

Windows allow students to see others, to understand what is different and appreciate others because of their differences. When students who do not identify as Japanese study Japanese music in 2nd grade, they come to understand the traditions and cultures of another race. This refusal to be color blind, to go beyond tolerance to celebration, brings students to a place where viewing another race provides important perspectives that help them reflect on their own racial identities.

Mirrors provide students with a sense of pride and belonging. When almost 250 Middle and Upper School students performed “My Shot” from Hamilton, students who identified as Latino saw the entire school community embrace and celebrate one of their own, Lin-Manuel Miranda, the composer and primary creative force behind Hamilton. This choice of repertoire and the time studying Miranda and his racial identity provided all students, especially those who identify as Latino, a nuanced and important example of Latino culture. Mirrors are critical in creating an inclusive environment that nurtures students’ racial identity development. Only by seeing themselves and others can young people come to see all facets of their identities with pride.

Music at its best is an authentic voice expressing one’s identity. Music deliberately examines all elements of identity, drawing upon other mediums of human expression to find authenticity and meaning. Music at Parker is one muscle of citizenship, one powerful way to develop identity and express voice—which is more important now than ever.

Parker has always been a school that understands the essential place of music in the education of its students to become active citizens in our society. One recent example of this priority is the new Joan W. Harris Visiting Music Scholar in Residence program.

With the success of other programs, such as the Robert A. Pritzker Visiting Scientist•Inventor•Engineer in Residence, the Jean Harris Hansell Endowed Fund for Poetry and the Francine C. Rosenberg Memorial Lecture, along with other visitors to our community, a visiting music scholar program was a natural expression of our school’s values. With the support of Joan W. Harris, the administration and the Music Department, we are proud to have musicians from the Chamber Music Society (CMS) of Lincoln Center as our inaugural Visiting Music Scholars.

Mirroring our school’s mission and the Music Department’s work, the CMS will present music that celebrates the transformative power of classical music, the democratic process of creating with others and the important role of classical music in promoting a more diverse and inclusive society.

In our search for the first Visiting Music Scholar, we wanted to find artists who understood ideas of citizenship and diversity while bringing the best in classical music to our community. Chamber music, which involves creating music as a group without a conductor, is a challenging process that speaks directly to the role of citizenship and the power of individual voice. This, along with the CMS’s commitment to diversity and inclusion, assured us that their residency would also address and support our work fostering the development of identity.

The Joan W. Harris Visiting Music Scholar in Residence is a bridge between the best of classical music and the Parker community. This program supports the bridges we are helping our students learn to build through the development of their voices and their identities with members of the community, leading to the nurturing of active and productive citizens.

This is the work of our school: building bridges between each other and, with great optimism and hope, helping develop in our students the tools to express themselves and understand others that too often are lacking, which can lead to conflict and strife.

Our inability to communicate can bring conflict, but it can also lead to beauty. Our attempts to compensate for flaws of human expression have led to vibrant colors and motion in the paintings of Archibald John Motley, Jr., and the indescribable passion in Kathleen Battle’s operatic arias. We struggle through incredible art and innovation that aims for that closer understanding of one another. In the progress of this work, in the beauty that comes out of this struggle, we find optimism and hope in the human condition. The bridges we build are structures of beauty, and making these bridges is an act of hope.