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Summer 2010 Session at Beatrice HouseInstructor: Joel Corriveau Week 1
I just taught my first class with the Rainbow Songs Foundation, at Beatrice House. What a thrill! I was feeling a little nervous, which is normal for me - new place, new people, lots of unexpecteds. But it went so well. I can't wait for next week.
I met the Beatrice House reps, and Janet from RSF, and was then shown to the room. We waited. Tick tock, it’s time to start. There was only one mother and child. Tick tock. The staff went to check on the rest of the sign-ups, and sure enough, they were waiting in a different room. Tick tock, I've been vamping for ten minutes when a train of curious little faces come trickling through the door.
No time to sing "Hello", especially as they continue coming in. We kick things off with "If You're Happy and you Know it." And the answer from the room: a resounding: “Clap, clap.” We sang "The Wheels on the Bus" and when it was time for "the people on the bus" to go "up and down" - I suggested little ones be raised on their mother's lap, while we bigger kids jump up and down. A popular suggestion.
The energy in the room really picked up once we got on our feet. We hopped around to "Sleeping Bunnies," chugged around the room to "I've been working on the railroad." Mothers and children all participated as we shook our sillies out.
For the special instrument of the week, I introduced a hand drum. I brought the drum around the circle and gave each child a chance to bang the drum while everyone in the room chanted their names. This was the first chance for me to learn most of their names. Such beautiful names, many of which I have never encountered before.
Everyone was so excited when I opened the instrument bag. I could feel the anticipation as all of the children grabbed a maraca or a tambourine. "Don't forget to bring an instrument to your grown up! No grown ups left behind," I called out. The jam session was awesome. Some of those mothers can really sing! That's a treat for me to have grown ups not only playing along in time, but singing in harmony. A treat. No one wanted it to be over. Fortunately, any disappointment about the instruments going away is quickly forgotten when I spread out the parachute.
The poor little boombox couldn't overpower the singing and laughing of the voices in the room. The CD player was playing "Twinkle Twinkle" I just turned it off, as everyone was singing at our own tempo. Darn technology, can't keep time with the group!
And then it was time to sing our goodbyes. I went around the circle to refresh and cement the names of all of the children. Everyone clapped out the waltz beat as we sang our farewells for the week. Success!
I can't wait until next week. It is clear that these people love music and have no hesitations about having a fun musical time.
Week 2
Tonight was a very different vibe. We started a little late, but I wasn't so surprised this week, as the same sort of thing had happened the week before. There was only one child and mother until ten minutes past start time, at which point the room filled up. I was a little disappointed that only half of the group returned from last week. Although, there were several children that were not there last week. We had a great time.
“If You’re Happy and You Know It” is a definite favorite, and got the entire group clapping along. It is valuable for me to take note of the songs that they are already familiar with. It seems to be in my best interest to warm the group up with familiar material. I played "Come On Everybody", which is a favorite of mine, but didn’t seem to grab the attention in the room. I will try it again a few more times and see if it can catch on.
The Special Instrument of the Week was the maraca. I was delighted when I took it out and asked if anyone knew what it was - a little girl yelled out, "maraca!" Children nearly always label a maraca as a shaker. That made me smile.
The kids really love the parachute. They invented a form of play that I hadn't seen in other classes - they would grab onto the parachute from underneath. While this seems like a lot of fun, it intervenes on the the up and down motion the adults are making with the parachute. Parachute time was just about over, but I got an idea. I could get creative and apply how the kids were playing.
"If you want to hold onto the parachute, you need to come out from underneath, and grab one of these handles." Sure enough, nearly every child ran out from under the parachute to crowd around me and grab onto it. I was happy to extend the parachute segment of the class a little longer, as they seemed to have transitioned from disruptive to constructive. We shook the parachute together as a team.
After class, one of the staff members suggested that next week we remove the chairs from the room. More than half of the mothers are sitting on chairs around the outside of the circle. For the most part, they are participating, but not sitting within the circle. I think taking out the chairs is a great idea. The mothers have had a chance to see what the class is all about, and they are willing to participate. Let's get them on the same level as the children and we'll make music together. Week 3 Today was a great class. I don't want to imply that last week wasn't, but I felt that tonight was a huge improvement in the quality of participation, particularly from the mothers. As suggested by my support staff, the chairs were stowed away. No one complained or even questioned where they were. The mothers came right in and sat in a circle.
These children are courageous and adventurous. They do not hide in their mother's lap. This leads to unique moments of one on one interaction that are more rare in my other classes. While I was teaching a song, a little girl approached me and pointed, calling out that I have a "boo boo" on my face. (Pimples happen, little friend. You will find out all too soon.)
I noticed that the mothers were much less guarded with me. In both of the other weeks, I felt as though I would spend the entire class warming them up. We would always be having lots of fun by the end of the class, but it would take the first half to break them out of their self-conscious shells. Today was different because I felt that they walked into the room confident that we were going to have a fun time. This makes my job so much easier, and so much more enjoyable.
The special instrument of the week was Tingshaw bells. I was amazed by how well they shared the instrument. How well the older children showed it to younger children, and how patient they all were as the two instruments made their way around the room. I got the distinct feeling of community from these children. It is not uncommon for children to sit in the lap of a different parent. In some cases, it isn't even clear to me which children belong to which mother. I don't know if these families knew each other before entering the shelter. Regardless, it is very beautiful to witness how they care for and watch out for each others young ones.
I am always impressed by the vocal power of the mothers in this group. I feel privileged to be a part of it, let alone lead it. We sang "You Are My Sunshine" during the jam session, and I am blown away by the harmonies of the adults. It is something very special. And I hope they believed me when I told them how great their voices sound together, and that they are one of the most beautiful sounding groups I teach.
Week 4 Tonight was another great night at Beatrice House. I feel as though the group has really warmed up to me and the format of our class. The kids have lost their shyness. They let loose, expressing all of their personality and energy. This week was a rambunctious class! It became clear that the kids wanted to be on their feet. If they are bouncing up and down right from the start, I won't keep the class on the floor long. If they want to get up and dance, let's get up and dance.
As a result, we spent much more time on our feet than a typical class. We sang Sleeping Bunnies, I Can't Fly, Shake Your Sillies Out, Walk Walk Walk Walk, and I'm Just Walking Along. Tonight was the first time I tried the ball-rolling song. There was a funny moment before I could begin - where I could had to make several attempts to get the children to actually move back and make a circle. They all wanted to crowd around and sit as close as possible to me. Finally, I got all of the children back on their feet, I called them in closer, asked them to take the hand of their neighbor, make a standing circle and step back, back back. It sort of worked. Next time, I'll know to prepare the circle before we sit down. Once settled, the ball rolling went over very well. I think it is a great chance to sing with their names, as well as giving each child a moment in the spotlight as we move around the group.
I mentioned that there was very little shyness in the room; well the energy in the jam session was tremendous. There were a few girls in particular who were playing tambourines with such verve and vigor as to wake the neighborhood. These girls don't play the tambourine sitting down. They were on their feet with full body motions, jumping, shaking and marching as they jammed on their tambourines. And 75% of the time they were smack on the beat. It is a privilege to witness these children playing with such joy. For future classes, I would like to get a bag of sticks. I think this group will really soar with drum stick activities, and it will help focus the energy to play ensemble.
During the goodbye song, one little girl approached and hugged me from behind. She wrapped her arms around my shoulders and held me for the entire song. I continued to play guitar and sing out individual goodbyes to each child by name. The mothers in the room were laughing hysterically at this child's display of affection. My previous work with children in camp settings has made me very cautious about physical contact with children. With Rainbow Songs, the scenario is different: the parents are in the room, and I never instigate anything more than a high five. It warms my heart. I feel so blessed by these precious encounters. Every week the class time flies by, and I am left waving goodbye, looking forward to the next.
Week 5 This week we celebrated Earth Week with songs about the sun, the rain, and the Earth. I taught the group a choreography as we sang "The Tree Song" by Lorraine Lee Hammond. I wasn't sure if it would hold their attention, but they followed along with the actions, and the moms were quick to pick up the tune as we sang the changing of the seasons.
I have commented previously about the boldness of these children. They are very expressive. This leads to unique situations for me to handle. One of the older boys in the class will "sing" along to the songs, in a loud, piercing, high-pitched monotone. I am hip to his bait for attention. The first song he did this through, I ignored him. By the end of that song, it was clear that it would not be enough. I explained how great it is to hear everyone sing, including him specifically - but that I want to hear his true voice singing out. “Let’s make beautiful sounds. Together.” It is rare I put a child on the spot like this, but I often follow it up by asking that child what his or her favorite song is. (This can be a good time to get a feel for other children’s favorite songs as well.) I would be happy to sing, “The Wheels on the Bus,” if it means the child will stop yelling the words over top of me.
This week had MUCH better focus and participation than last week. The kids were eager and involved right from the start. The moms are more involved, earlier in the class. I will admit that sometimes, the energy in the classroom feels a bit like a fire hose. It's surprisingly strong - and needs to be handled with care. But when I break into a song they know and love, the results are joyful.
Week 6
This week I arrived to find out that we would be meeting in a new room. Usually, our classes are held in the board room, just off the office, immediately in the front of the building. Today, this room was being used for another purpose, and so we were relocated. The administrator at Beatrice House gave me a tour as she showed me up to the 2nd floor where we would meet. I was happy to see around a bit more of the building, as I had never had a reason or opportunity to.
The new room was stiflingly hot. Phew! It’s going to be a hot one! Let’s turn those fans on! The room had 2 couches and a lazy boy, and there wasn’t room to store the furniture out of the way. We arranged them in a “U” shape, around a fuzzy area rug. I sat on the rug with the kids and one mother, while the rest of the adults surrounded us on the couches. The results of this arrangement made it feel a bit more like a birthday party than a regular class.
I was uncertain about the set up at first, but it worked fine. And in some ways, I think it allowed us to develop the class dynamics. The coziness of the room make us feel even more closely integrated. We had a great sing along in this little space.
Sharing and focus was greatly improved from last week. I don't know if this was simply because there were fewer in attendance, or because we were contained to a smaller space by the couches. In typical RS classes, the grownups sit in a circle and define the general class area. That hasn’t often happened in the regular room, I don't generally get a pretty circle of grownups. I have a clump of children sitting directly in front of me, with grown-ups scattered around, leaning their backs against the wall, or in a chair if they have a condition that prevents them from sitting on the floor. All of that to say that, I was surprised at how well this couch room facilitated our class.
This week’s special instrument was Tibetan Singing Bowls, and they were a big hit with the kids. There was plenty of patience while I explained, and plenty more patience as we took turns sharing the bowls around the room. I beam to see kids taking initiative amongst themselves to make promote and enforce equal sharing.
After class I distributed the first batch of “Hands Together” CDs. This album is a collection of Rainbow Songs recordings, and is awarded to each child for attending five classes. One of the Beatrice staff members helped me write the children’s names inside the CD cover; I would guess this CD will become quite popular around Beatrice House in the weeks to come. It was a joy to give these to the kids. I received puzzled looks from children who had not yet attended five classes. “Don’t worry, this is your fourth week, come back next week and you will get your own.” It’s a sweet deal.
Week 7
Today was a totally different vibe. We were back in the regular board room, which was fine. I had a fun time upstairs, but it was nice to return home, so to speak. For the first 10 minutes of class, the only children present were babies and 1 - 2 year olds. In every class so far this session, the classroom has been dominated by older children (and most vocally the boys). I was curious where all of those older boys were, (had giving them the CD removed the incentive to come?) But I didn’t waste more than a breath wondering, and dove into some of the younger curriculum while I could.
More families joined us during the class, but the older kids who did arrive were girls, and seemed totally content to sing “Roly Poly,” “Hands Together,” and “Sticky Sticky Bubblegum.” Actually, one of the girls stopped me to tell me that I was singing the end of “Sticky Bubblegum” wrong. She sang me a different version, and then her mother said, “Why doesn’t everybody sing that version once?” Okay! So I played the tune again from the start, and when we got to the end, I followed and amplified this girl as she took us through an alternate ending.
This week I brought out Rhythm sticks for the first time. Despite the younger age, we still had a lot of fun playing and chanting with the sticks. I was a little sad that the older boys weren’t there, as I had really thought that they would love to play with these. I will keep them in the bag, and use them again in future weeks.
As always, this week’s class was a completely unique experience. I was sad that some of the children weren’t there. I didn’t ask if they had left Beatrice House. Perhaps I will if they are still not around next time. I had a great time singing songs for some of the smaller, less vocal members of the class, who will often doze in the corner. And again, I always feel uplifted by the power of the mothers’ voices. Despite the fact that I am the “music teacher” coming into their space, I feel blessed to be in this room, creating music with these people. Music is a powerful gift, and I am a humble recipient.
Week 8
Today was the first class of my second session at Beatrice House. There was a four week break between sessions, and it felt great to be back. It was probably a healthy break for the participants, too. They were very vocal when they saw me. It made it the kids and mothers very vocal about how much they appreciate the program. I received big, warm smiles, and hugs from many of the children.
There were approximately 10 kids and 6 grownups in the room. All of them had attended at least a few classes in the previous session. It was immediately apparent to me how effective the Hands Together CD initiative was. Each family has a CD of the music in their own hands. I noticed a tremendous difference in their engagement and enthusiasm with certain songs - even songs I had never played with them.
For example, it was the first time I led the group in 'All the Nations Like Bananas' - but you wouldn't know it from their level of participation. We took a minute to go over the clave clapping rhythm. They caught on quick - as they already knew the song, but not from me! Hands Together enhances the class room experience by giving them music to listen to and sing along with any time they like.
Week 9
Today we were up in the classroom on the second level. (This is the couch room that I had previously blogged about). It was H O T. Even with the fan going it was very warm. Making music generates heat.
There were still no new children in the group. Everyone attending was from the previous session. The Beatrice staffer told me that there was a new family getting moved in and settled, and they would likely come the next week.
The special instrument was the Darabouka, a hand drum from Turkey. The drum instantly captured and held the interest of the group. (I wish I were a more proficient drummer!) We sang "Five Little Monkeys" and I brought the drum around, letting each child beat their own rhythm.
One girl returned whom I hadn’t seen for two months. Wow, I could see dramatic growth in her confidence. She played the tambourine with such conviction. The shy girl I remembered from before was shy no longer.
There is a two year old boy who will come and sit with me while I play. Even at such close proximity, his attention wanders, and it can take a lot of direct encouragement to get him to participate in the actions. Sometimes he will just reach for my guitar, clamping his hands against the strings (while I'm playing a song!) I wish that there could be two of me, one to lead the song, and one to hold him on my lap and do all of the actions one on one with him.
Week 10 I was greeted with a warning from the receptionist. There was a stomach flu going around the building. “So be careful!” When I got up to the classroom, (another day upstairs) the staff worker, told me she was worried that there might be no one coming. She was busily phoning the residents’ apartments. Most responded that either the children were sick, or the kids were fine but the mothers were sick.
My fears of a cancelled class disappeared, as several children bounded into the room. It was a smaller group (7 kids) that made for a really great class. Most of the children fit an older age (2 - 5yrs), and so we were able to delve a little deeper into more advanced material such as the Counting Game, and playing with the rhythm sticks.
The special instrument of the week was the Bass Bar: a large, wooden single note xylophone. Each child had the opportunity to play the bass bar, thereby conducting the tempo of the group as we sang the songs: Row Row Row Your Boat, I Hear Thunder and Some Like it Hot. With the smaller group, the children got multiple turns playing the bass bar. This is an excellent opportunity to practice sharing, listening, and even performing or leading the group. When I arrived, I was worried there might not be a class. And in my opinion, it ended up being one of the best at Beatrice House so far.
Week 11
Today we celebrated Caribana by singing music from the Caribbean. The origin of Caribana Toronto is from the Carnival festival of Trinidad and Tobago - however, Caribana is inclusive, and celebrates music from many Caribbean nations. This explanation got a snicker from one mother. “Trinidad, ha!” I asked where she was from and she told me she was from Ghana, and very proud of it. (Note to self, I need to learn a song from Ghana.) This same mother was exceptionally dressed in a traditional West African dress and head wrap.
The children were very excited about our Caribana class. I brought flower leis for each of them, which they were all quick to put on (even the boys - no questions asked). The enthusiasm carried to the adults too. It was clear to me that many of these songs were very familiar from their past. We sang Tingalayo, Brown Girl in the Ring, the Bannana Boat Song, Hot Hot Hot, and more. After class, I asked if there were songs that we should sing again in upcoming weeks. “Yes! All of them!”
The special instrument of the week was a mini steel pan from Trinidad and Tobago. The steel pan, a small version of the steel drum, has such a distinct sound. It was great to put it in the hands of these children, and let them jam along as we sang.
Caribana was a great week at Beatrice House. It was inspiring to see the group connecting with these songs. We will certainly revisit them in the remaining weeks. Week 12 I was so inspired by the positive reaction to last week's Caribanna theme, that I wanted to continue to bring more music that the families may be familiar with. This week, I taught a call and response, "Funga Alafia." This is a West African welcoming song, and the words are Swahili and mean: "Peace be to you and your neighbors. Amen, amen." I always try to be culturally sensitive; I was a little nervous about how this would go over. I needn't have worried. Several of the mothers became VERY interested and alert when I told them I had a Swahili song to sing. I asked if anyone spoke the language. "No, but the lady down the hall does. We should go get her!"
The special instrument of the week was the African djembe, and I can easily say that this was the most popular instrument I have ever brought into Beatrice House. The children LOVE beating on the large wooden drum. The mothers made a special point of telling me how they loved the sound of it. Even several Beatrice staff members (who I had never previously interacted with) stopped me in the hall to ask about the drum and what program I was involved with. The drum was a hit. Ba dump bump.
Week 13 The children are so fascinated by my guitar. Before class begins, I like to invite any of the children who have arrived early to come close and touch the strings. I show them how to extend their index finger and draw it across the strings, "Gently." The common instinct is to hook your finger and pull the string away from the guitar, giving a naive and aggressive pluck. So I try to guide them how to strum without pulling on the strings. Invariably, I also need to explain the "Off Limit" section of my guitar: the tuning pegs. These curious little knobs just beg to be fiddled with. And if I'm not watching carefully, at any point my guitar might sproing out of tune by curious little hands.
The special instrument of the week was a pair of Ting Shaw Bells from Tibet. This is one of my favourite instruments to share with children. Babies and toddlers are mesmerized by the beautiful sustained sound they make. They are great with the older children, as it is something they can play unassisted (with a healthy dose of focus.) The bells require a certain amount of depth perception and hand eye co-ordination, and it is great to see the children grasp the instrument. The traditional use of the bells is to strike once and let the sound ring, which can create a peaceful, tranquil sound. In the hands of a self-sufficient 4 year old, these tranquil bells sound more like an ice cream truck. Week 14 Today was another completely unique day at Beatrice House. I was a little worried when I first arrived, because no one showed up. The usual staff member who attends RSF classes had been transferred to work with older children. One of her contributions to the program was to telephone the apartments and remind/invite families to join us. With her gone, and without the extra reminder, it seemed as though no one was going to come.
When my new support staff arrived in the classroom and asked where everyone was, I told her I suspected that without a phone call, people were sleeping through class. (Mother's often admit to having been napping when they got the call to come to RSF.) This new lady was not about to pick up the phone. She went door to door calling out "Rainbow Songs! It's time for Rainbow Songs." And sure enough, out come children and yawning mothers.
We were a little late starting, but as more and more families piled into the room, my initial concerns seemed ridiculous. The children were buoyant and excited. This new method of rousing participants brought out more first time families. We sang Caribanna favorites such as "Tingalayo" and "Hot Hot Hot," as well as favorites such as "The Wheels on the Bus" and "Hands Together."
The new staff member was such a bright light. She was laughing and smiling and dancing up a storm. This is a great help to me, as it encourages the mothers to relax their inhibitions, stand up, and dance with their children.
Week 15 Today was such a special day at Beatrice House, and for so many reasons. It was the last day of my summer session here. (And at that point, the residents and myself were not sure whether I would be returning in the fall - therefore this might have been my last session at Beatrice ever!) That fact alone made it feel special.
Also, today's class took place just four days after my wedding. The women at the shelter knew I was getting married, and last week they told me (perhaps jokingly) that I had better bring my wife with me next time. And so I brought Julie along.
We arrived at the shelter to a pandemonium unlike anything I had ever seen there. The Beatrice House BBQ had been scheduled for that evening, and they had planned on having our Rainbow Songs class outside. BUT, the weather was uncooperative, and now ALL of the dozens of residents were milling about the front hall. I had never seen so many people in one place at Beatrice House. It was fun passing through the hall as I saw so many familiar faces: regularly attending participants, past students and many curious smiles.
As it was the last class, I took requests from the group. It is always fun for me to hear which songs were favorites. There can be a special moment when the group plays a persons favorite song. Music is a gift that we give to each other.
The mothers were all smiles for my wife and I. They teased me that I had never worked so hard or played so passionately without her there. I disagree, I just think they were paying closer attention to how passionate our jam sessions get. There is one mother who can play the tambourine with incredible skill. As it was the last day, I made sure to get a tambourine in her hands. I give her some extra credit for elevating the energy in the room.
The final surprise came at the end when one mother appeared with a large, Oreo cake. They presented me with a card that all of the children had decorated, and one mother gave a speech thanking me for my energy and enthusiasm. I felt deeply touched and very honoured. I don't think they realize how special they have been to me. They have become a part of my life, and it is a privilege for me to visit and make music with them. I am so grateful. It has been truly rewarding bringing music to these families.
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