The Journey Is Everything Rafe Esquith
Total Page：16
File Type：pdf, Size：1020Kb
Grantmakers in the Arts READERVol. 18 No. 1, Spring 2007 Ideas and Information on Arts and Culture The Journey Is Everything Rafe Esquith 2007 Grantmakers in the Arts Conference: Taos Journey Reprinted from the Grantmakers in the Arts Reader Vol 18, No. 3 Fall 2007 © 2007 Grantmakers in the Arts Grantmakers in the Arts 604 West Galer Street Seattle, WA 98119-3253 (206) 624-2312 [email protected] Other articles from past GIA Readers, proceedings from past GIA conferences, and additional publications of interest are available online at the GIA web site, www.giarts.org. In the weekend leading into the 2007 Taos Journey conference, members of Grantmakers in the Arts and Grantmakers for Education will spend two days together in Santa Fe seeking better understanding of one another’s priorities in arts and education – finding common ground. In the spirit of building this bridge between education and the arts, we sought an educator rather than an artist, a practitioner rather than a researcher, to write about arts education. National Medal of Arts winner Rafe Esquith tells the story of how he (someone with “no artistic ability”) changed his mind about the role arts should play in his students’ lives and transformed his classroom into one that is arts-centered and remarkably successful. The Journey Is Everything This was the beginning of my journey as a teacher who discovered the importance of the arts in the education of Rafe Esquith a child. I soon learned a basic truth: Students involved in arts education are learning about things far beyond the I have no artistic ability. None. Any attempt to draw any- art they study. When a child goes off to play in an orches- thing on the board – even a single straight line – brings tra, he is not only learning to play the violin or clarinet. He my students to their knees in hysterical bouts of teary- is also learning about discipline, responsibility, teamwork, eyed laughter. sacrifice, practice, correcting mistakes, listening, and time management. That’s not a bad set of skills for a kid to have I am also the only teacher in history to receive the Na- in his pocket. And to learn them and have fun at the same tional Medal of Arts. Go figure. How in the world could time is a pretty neat trick. that have happened? Once I saw the value of the arts, I became determined to When I was young and stupid, I entered my first class- work them into my class. It was marvelous that the kids room brimming with confidence and convinced I could had music lessons two or three times a week, but I wanted change the world. I was more than a bit annoyed to learn them to have more. The only thing standing in my way that my young students had interests outside the walls of was my own limited knowledge of arts education. I began Room 56. There was an orchestra in our school, and the visiting every school I could find that was proud of its kids eagerly signed up to play. This meant they had to music, art, or drama programs. Before long I accumulated leave class twice a week for an hour during the morning a number of marvelous ideas that I incorporated into my math lesson. There was also a chorus, which meant an- classroom. Sadly, I’ve also witnessed some examples of other hour out of the room. I grudgingly allowed the kids how not to use the arts. to attend these music classes, while I mentally planned elaborate makeup sessions for the lost three hours. Here’s an experience I will never forget: Many years ago, I had a student named Joann. I have been a teacher now I have to give myself a little credit – when I’m wrong, I for a quarter of a century, and Joann is quite simply one don’t go in for half-measures. I was completely wrong to of the most remarkable people I have ever met. She is worry about these students. The orchestra was led by a brilliant, beautiful, and talented. She played several in- fine instructor. She was able to manage more than a hun- struments, but piano and flute were her specialties. At the dred students who had no previous musical training, and piano, Joann was a prodigy. Her wonderful parents found she had them playing difficult pieces within a year. The her the best teachers, and Joann spent thousands of hours kids adored her and couldn’t wait to attend her classes. honing her craft. Believe it or not, some teachers are so pathetic they actu- After elementary school, she won a scholarship to an ally discourage their students from taking extra art and elite middle school. One semester, the school put on a music classes. I call these people “Copernicus teachers” production of Candide. I love this show and, knowing this, because they substitute themselves in place of the sun as Joann invited me to a performance. When I entered the the center of the solar system. It’s frightening to imagine auditorium, I saw Joann sitting at a magnificent piano. the arrogance of anyone who thinks he is the only person The thought of hearing this amazing kid play Bernstein’s who has something of value to share with students. masterpiece thrilled me. I went over to say hello before the show, gave her a hug, and noticed the rest of the I wasn’t that bad. I was foolish, though, to think that my musicians. They were all adults. Joann explained that the music students would fall behind. I was shocked week school had hired a professional orchestra to make the after week: the kids in orchestra and chorus not only kept show “better.” up with their colleagues, they did the best work in class. How was it possible? (Please stop snickering – I was green This wasn’t the worst of it. Joann was a better musician and very ignorant.) than any of the adults, but she was allowed to play only the overture – an adult took over for the remaining two Grantmakers in the Arts Reader 21 hours. Joann could have done this easily. The adult turned If the story of the Hobart Shakespeareans were a Hol- out to be the school music teacher, who simply wanted lywood movie, I would have had an epiphany and in the to perform in the show. Hello? So many schools have lost space of a year, I would have transferred my class from sight of who is supposed to be the center of attention. illiterate gangsters to Shakespearean stars. But I am a real teacher. Those things do not actually happen overnight. Teachers and parents must remember that our children should be the performers, even if they are not perfect. Instead, after discovering the importance of the arts, I That’s the beauty of art – we strive for perfection but nev- struggled. I failed often and made more mistakes than I er achieve it. The journey is everything. With all apologies care to remember. It is because of these mistakes and fail- to Shakespeare, the play is not the thing – the kids are. ures that I got better. Good teachers and students recog- nize failure as an essential part of the learning process. Too many of us lose sight of this fact. As These days, the Ho- a young educator, I soon learned a basic truth: Students involved in arts bart Shakespeareans, I made the stupid education are learning about things far beyond the art most ages nine and mistake of refusing ten, perform an un- to teach my students they study. abridged production certain songs because of Shakespeare every they were “too difficult.” In truth, the students’ “inability” year. This requires kids working harder than they have to play or sing something was simply a reflection of my ever worked in their lives, as well as a teacher who is will- own inadequacy. If I wanted the kids to perform better, I ing to sacrifice thousands of hours of personal time. More had to teach better. Once I understood this concept, and than a few observers, even those who admire the project focused my energies on the children and the process of and wish us well, have questioned my sanity and volun- learning, I became a much better teacher. teered to get me some therapy. Perhaps they are right. All I know for sure is that I have found no other project that One of the biggest problems teachers face today is that allows me to teach the students everything I want them bureaucrats have removed us from the classroom. The to learn in a single activity. publishing companies and testing services have conspired with administrators to wrest away any creativity, pas- People cross oceans to attend our performances. Sir Ian sion, or freedom you once may have had as a classroom McKellen has been a guiding force behind the program, teacher. From now on we will all teach the same things and Hal Holbook, Michael York, Sir Peter Hall, and other in the same ways at the same times for the same reasons. giants of theater have helped inspire the students. Audi- Orwell the Prophet was right. ence members cannot believe what they are seeing. They watch the tiny actors and ask, “How the hell does all this Teachers need to remember something: Each person happen?” Let me take a little time to explore the methods brings special gifts to the classroom. Perhaps you are a and madness that take place in Room 56.