I have been so busy

I have been so busy that I really do not miss the classroom at all.  I think I have been successful in bridging the change from Education to my current full time musician / administrator of a Music Festival.  Of course I am pleased with the smooth transition.  This was something I had a concern about.  After teaching in the classroom for so many years, it can be very challenging to leave that routine and not have something to go to.
Thankfully, I am grateful that the classroom experience was a part of my life that now is a memory.  I have turned the page and feel good about it.

Saint Elizabeth CHS, RAP Program, part 8 - Discipline

We did have a strong arts team;  it was consistent and members were part of the school for a number of years, without drastic changes.  I think it was these particular years where the Administration Team, Arts Team, Student Services Team of counselors, and generally, the school faculty were together without any changes, that were our best years.  If memory serves me, I was department head for 13 years.  Indeed, there were tensions within the arts department team.  At times, it was a challenging environment.  I think it did have an effect on the perception of the program.  Optics do certainly play a role - right?  We needed to promote, promote and promote;  throughout the year!  It was important to keep our numbers up.  We were constantly searching for ways to invite our elementary students in many areas of York Region to attend our activities and events;  we were arranging visits to their schools to perform and talk about our program.  We tried to publish in local community churches, offer pamphlets, and more.  We all understood how important promoting would be, not just at open houses, or at audition time, but always.  In addition, with new technology changing the way we deliver curriculum, offer performances, promote on-line, and more, we needed to stay current with our understanding:  in education, and in our specific arts discipline.  I attempted to encourage our team members to realize that we would all benefit from helping one another in so many areas of the arts.  But, this would require more meetings and discussion; research and experimentation; reporting and data collection; discovery and more.  We were busy, over-worked in many respects, and simply trying to keep our heads above water.

Many Faculty members felt that our RAP students were expected to be the best, and therefore, these same students would excel in Math, Science; in all other subject areas.  These students auditioned and they were to be the leaders of the school.  In many cases, most of the students were amazing.  They handled themselves in a very respectful manner.  I had developed a once-a-month meeting for all RAP students, to gather in the theatre to celebrate and share important news, information.  The arts team members did resist this once-a-month meeting, after school.  In my view, it worked well for a couple of years.  It offered an opportunity to gather and witness a guest speaker.  

In order to keep numbers healthy, we did have to accept students into the RAP program that were questionable with marks, audition, and sometimes, even behavior.  There was pressure from everywhere to keep the program healthy and growing.  It was challenging.  I supported giving students a chance.  In fact, I think it turned-out well for most of the students we did accept into the program.  However, there was risk in offering admission to some students who lacked the passion for school; lacked the passion for their chosen art; and developed into very challenging students to deal with in a RAP program that was always under the microscope.

Saint Elizabeth CHS, RAP Program, Part 7 - Curriculum

One of the important reminders for me:  What makes us different?  The curriculum had to be expanded; offer more challenges in thinking, in creativity, and scope.  We early arts team members were encouraged to meet, to discuss and to continue writing a more engaging / challenging curriculum that would be interesting and inspiring.  We had Vice-Principals complete some fine work in this area.  The Administration vision would change from year-to-year.  In some years, each Vice-Principal would be given one arts area to lead;  In some years, one Vice-Principal would be in charge of the entire RAP program.  You see, we did not know what would work best.  We learned quickly that the entire portfolio of RAP under one Vice Principal was too much work.  In the early years, our school was granted an additional Vice-Principal position.  These were the best years, in my opinion, because, the additional position offered flexibility, time, and more.  There were so many forms to develop:  a form for RAP expenses; a form for discipline of RAP students; a form for guest artists; aa package for auditions (including photos, written requirements, test pieces, and more), etc.  

It was challenging to stay on top of everything.  For example, in music, we offered private lessons (weekly) to those students interested.  Then, the festivals, excursions, partnerships, performances, open houses (two:  one for RAP, one for Comprehensive), fund raising events, musicals, liturgical celebrations (we even offered a religious / music credit that Michelle J. co-wrote the curriculum, with our school choir singing at St. Michaels Cathedral on many Sunday mornings!), preparing for auditions, and more.  Our curriculum would include all these special additions.  Each partnerships required attention, performance preparation responsibilities, project requirements!  Then, of course, we needed to articulate our needs for examination preparation, that there were written and performance features to our special programming.  In addition, we were required to make use of the Theatre.  We had to be different, and the curriculum had to be advanced, because we were auditioning the best - right?

What were the expectations for grade 9 RAP student?  By year end, what accomplishments?  What performances?  What were the expectations for marks, the average?  in order to stay in the program?  We would need to meet to discuss so many important details and of course this would take time to hear different ideas.  How much would it cost to deliver the type of curriculum we were developing?  How did we know it would work?  As a teacher, it was challenging to organize appropriate time to each project, while delivering a strong and unique curriculum.  We kept revising and growing, adding more and more to our individual programs.  We did get opportunities arranged to visit other programs offered in other school boards, offering similar programs, to witness best practices.  These visits were eye-opening, because these programs had been in existence for a long time;  established and popular.  For example, Unionville High School was running successful arts programs for years.  After these initial visits to visit other programs, the teachers were no longer invited, and the Administrative Vice-Principal in charge of the RAP portfolio would arrange a visit, accompanied usually by Anne Carey.  Then, upon return to our school, there would be some sharing.  It cost a lot to release all the arts teachers, so we had to be careful.  But, we did get support to visit other programs, if we would take the initiative to arrange.  Most team members were inconsistent with their effort to visit other programs to gain ideas, make connections and bring back interesting sharing of day-to-day operations.  I was always an advocate of getting our team members additional training in curriculum writing;  additional training in developing skills in their specialized area of the arts, etc.  I encouraged the team members to join organizations and attend conferences.  I valued the OMEA and attended conferences annually.  Some arts teachers would attend a conference here or there, but most team members resisted due to costs involved.  I believed that attending these conferences, visiting other programs, arranging partnerships, seeking professional advice and improving skills, would help us to develop a successful curriculum.  How much theory?  How much performance?  How many trips?  How were RAP students going to manage a heavy Arts curriculum with the other subject areas?  We needed to be sensitive to the students as well, to balance the pressure of all the extra projects and work placed on them to produce high quality work, that was professional, responsible and appropriate.  It was not easy.  Many other teachers would share concerns with us and the school Administration that students and parents were concerned about the added load.

I think that all partners were a bit unrealistic.  But, we kept at it, revising, trying to find the right balance for health and safety of our students and our specialized programming.

For me, it was a lot of work, but I did really, over-all, enjoy the challenges.  All this work with curriculum required time and thinking; trial and error; research and discovery.  I think we should be proud of our accomplishments.

Saint Elizabeth Catholic High School, RAP Program, part 6

Partnerships was (and I believe, still today) an important feature to the RAP program.  During my work as Department Head, I enjoyed many opportunities to meet with potential partners.  Selling the opportunities to the Arts Department Team members was very challenging for me.  Each partnership was unique and included a "give-and-take".  I remember attending many off campus meetings to discuss possibilities and arrange valuable experiences for our students in all arts disciplines.  Some experiences with our partners would require arranging field trips, and investment of time, and of course prior preparation.  I was convinced of the enormous value of all the partnerships we worked very hard at, to establish in each school year.  Of course it was challenging to balance everything we were trying to do.  I mean, we in the arts were responsible for all the in-house events, delivering daily challenging curriculum, and now, the added stress of sustaining the partnerships, I can understand that it was a bit too much to ask my colleagues to add to their full plate of work.  I thought of the partnerships as very rewarding.  In fact, the partnerships served as professional development for me in so many ways.  We had partnerships with York University, Esprit Orchestra, McMichaels Art Gallery, TIFF, Stratford, Canada's Wonderland, and more.  Some of these partnerships created opportunities for summer school work for our students as student leaders at Harbourfront!  School bus transportation would be involved and the summer experience would later evolve to employment opportunities for some of our students, who would be invited to return.  Partnerships included attending artistic events and working in workshop style with many artists.  While the RAP certificate was not recognized by Universities or Colleges, the High Skills Major Certificate was recognized and our school was able to offer RAP students an opportunity to gain special seal at Graduation, since most of the credits were covered by the Arts specialization at our school.  It was a simple matter of making sure each interested student would complete all the necessary credits as identified by the Ministry of Education.  The Guidance Department would help with this.
While Partnerships did challenge and our students, (and school) in so many ways, they were rewarding and offered our RAP program something that made us different, and probably appealing.  Certainly provided our open houses with material to present and be proud of.  These extra additional experiences offered our students opportunities to network, visit other sites off campus, meet others, and expanded / stretched our thinking and problem-solving.  The expectations and responsibilities were high, but the rewards were equally high as well.
Bye for now.

A character trait

As an educator, I would genuinely look forward to attending meetings.  I felt that I would learn something, gain a new understanding about something; I felt it was an opportunity to discuss and share my opinion; also keep up-to-date with activities and future projects.  Throughout my career, many of my colleagues did not enjoy meetings, and resisted them completely.  Often, they simply would not show up; or show up late.
In my department meetings, I tried to arrange meetings with the obvious snacks and tried to keep them brief.  I was always convinced of the importance of gatherings to develop team work and more.
I recall PA - days, where the opportunity to travel off campus;  up north, or to downtown Toronto.  I welcomed these special locations;  it was something different and valued the opportunity to see something different; hear some different sounds; be outdoors, etc.
To add to this, many of my colleagues would actually offer negative comments about meetings:  they are boring; not worth the time; irrelevant, seeing no connection to the work that they specifically did in the classroom.  For those times that colleagues would attend meetings, they certainly avoided doing any work that was expected after the meeting as follow-up.  These meetings challenged us to think differently and complete some written documents, planning, and goal-setting.  Often, I would complete the documents on my own, and submit to the administration, as required and requested.
Maybe it's because I felt a sense of duty and responsibility?
I remember attending strike duty in the late 1990's;  I was the first to showup that first morning.  It was dark and cold.  I have a thing about showing-up early to events and activities, never late, always early.  It's a part of my character, a feature that I take very seriously.
Today, there is some talk about soft skills as being very important as we work to prepare for the future.  Team-work has always been important, but appears to be more important today.  We lost many of our PA-days, especially those off campus.  Many of my colleagues would complain that they would not attend;  in fact, it became a union issue.  You see, we are not expected to be required to drive to alternate locations, just our assigned school.  This is my understanding.
I think gatherings of people who can work together, discuss items, express feelings, is important for many reasons that will certainly contribute to the success of any programming.  Rehearsing is vital to performing!  I guess this comes from my music background, knowing and believing in preparation, practicing, rehearsing.
In the old days, we would all gather for lunch in the staff room - it was a nice break.  As my career moved forward, I noticed that we all just wanted to stay in our own workroom.  In the old days, we would gather on Friday nights after school to socialize.  As the years moved on, I noticed that everyone was too busy with their own personal lives.
I appreciate this character trait I have about effort, valuing meetings, and attending everything on time; actually, well in advance of the start time.
bye for now

The Piaf / Dietrich - Ed Mirvish Production

The current project I am involved with is certainly enjoyable and challenging.  It reminds me of my teaching days where I was able to bring into the classroom my experiences as a professional musician.  I am convinced that my students appreciated my sharing of experiences, describing stories about recording, theatre, studios, etc.  If I were teaching today, I would certainly talk about this particular experience, sharing my expertise, and all the details involved:  preparation, practicing, professionalism, approaches, etc.
Today, in the reading I am doing, there is talk about how the classroom is out of touch with the new global economies and global education / work preparation.  Learners today are taking advantage and leadership in arranging their own learning paths.  The learner of today is a learner for life, changing careers, and even retirement is taking-on a new role.
I am pleased and equally grateful that many opportunities have come my way in my career as a professional musician and educator.  I do know that my teaching was influenced by many features, especially the professional musician opportunities I experienced.  I do truly feel that these experiences were not only valuable and joyous for me personally, but that they contributed to my effectiveness / interest / engagement as an efficient and attentive music educator in school.
Bye for now,

Printing (photocopying)

Yesterday I was reminded of photocopying because I did visit Staples to complete photocopying for two projects:  Music Alive and the Piaf / Dietrich show.  This activity brought back memories of my teaching career.  Photocopying was very important to me - it was a daily routine for me.  I would see and meet many of colleagues at the print-room.  The copiers would not work on many occasions.  I would sometimes witness total frustration, as teams of teachers would battle with copiers, as they struggled to get them up and working again.
There were copiers in other locations of the school, but the print room provided the biggest and fastest-working machines, in my opinion.  Every new year, we would notice new copiers in the print room, probably because these machines would be exhausted by June, and needed replacement.
At school Department Head meetings, budgets would of course be an agenda item for discussion, and the school Principal would inform us that printing costs are increasing and costing the school a great deal.  Also, please expect a paper shortage!  Often, I would witness some teachers arriving at the print room with their own supply of paper.
I wonder sometimes about the health risks involved with photocopying.  I would sometimes visit the print room 5-6 times daily.  Near the end of my teaching career, I would often print much of my handouts late in the afternoon, to avoid the morning rush and the daily traffic jams in the print room.
As organized as I was, there would often be those days that required a rush printing, needed as quickly as possible.  I suppose my body feels better since I am not exposed to photocopy machines as much as I did in my teaching career.  I did a lot of photocopying.  I would use “goose” paper as well to save paper.  Many of my colleagues did a better job of using the available technology, and therefore, would use less paper.  I’m old school.  I like the hard copy paper.  In the early years of teaching, a PIN number did not exist, so keeping track was not an issue.  I cannot remember how long a PIN number was used.  I do recall some teachers using other teacher’s PIN numbers!  Some teachers freely shared their PIN numbers, and some teachers managed to figure-out another PIN number that worked.  Some teachers would forget to log-off after completing a print job, and the teacher next in line, because they were in a rush would simple continue to print.
Supposedly, we should be using less paper today, but I think many people still believe in the importance of having a hard copy of material, probably for legal reasons; or perhaps, in case the computer does crash and you lose all your files of information.  Back-up hard copies can be useful, in case of an emergency need - right?  However, organizing paper does take longer than keeping files on a computer storage USB or hard drive.
Even with all this technology, and more new future ways to keep information, I guess printing will continue for a few more years - right?

St. Elizabeth CHS, RAP Program, part 5

Every School Principal was different and did have goals and areas of interest that they wanted to influence and accomplish.  It was challenging for me in so many ways.  Some School Principals of Saint Elizabeth CHS required all department heads to do a lot of research and to complete volumes of paperwork.  This required individual department meetings to discuss ideas and offer each teacher member an opportunity to have input.  I was discouraged that most of the department members did not wish to gather to discuss educational features that they felt were unnecessary, and actually a waste of their time.  I would complete the documents myself, and submit to the school Principal by the required deadlines.  These activities, I thought, were beneficial to me.  It encouraged thinking and making connections.  I was encouraged also about the research, the reflection and the planning.  You see, these items became very important to budget meetings with the Principal.  I would attempt to make this point with department members, but it did not work.  Budget was (is) very important.  The School Board would expect each school to follow the new initiatives and programs that were policy agreed upon by the school board, which came as directives from the Ministry of Education.  I wonder if most teachers fully understand and appreciate how complex the education system is and how it works and is set-up.
The RAP Program had its expectations and was very complex to run on a daily basis.  But, I was reminded often that the RAP program was still a part of the St. Elizabeth CHS school community.  In addition to our daily teaching in the classroom, there were many expectations placed on the RAP program.  There were many organizations involved with this big machine, including parent committees, school administration, the community church, the school board upper administration, the teaching staff of the school, the students, the partners associated with our school, and more.  Everyone played an important role in keeping the school and specific programs, like the RAP Program, sustained and operational.  For some years, it was consistent and flowing.  But every school year introduced new ideas, new requirements, new challenges and of course, many surprises.  Sometimes, it was very challenging to work with so many people who had different ideas and personalities.
Bye for now . . . .

One week away from a new & fresh school-year-start

I was reminded again today that the new school year begins next Tuesday - one week from today!  I have completed a full year away from teaching.  I do keep in touch with some former colleagues, and if this were a typical year, I would be busy this week preparing for a smooth start to a new year.  I certainly would be visiting the school, getting the classroom ready, speaking to colleagues and other school staff members, attending meetings, and preparing paperwork required:  creating documents on computer, and photocopying at school.  So much planning is essential when teaching in the arts.  There are so many events to prepare to present, each and every school month of the year;  never any downtime.  Today, instead of preparing for school, I was busy updating the Music Alive Website.  I am fortunate and grateful to have the opportunity to move from full time teaching to the program manager position of the Music Alive Festival.  I am somewhat familiar that this particular school year start may be very different due to the political climate of the provincial government.  I know that some former colleagues will not be returning to St. Elizabeth CHS;  some may be returning, but will be moved to other departments; something these teachers will be challenged to work in because it’s an area of teaching that is outside their comfort and zone of expertise.  Let’s hope for the best.  One thing that I do notice is that I am sitting more.  My day when I was teaching included long stretches of being on my feet, sometimes for many hours of the day.
Bye for now . . .

Saint Elizabeth CHS, RAP Program, Part 4

I remember attending meetings with members of the school Administration.  Most of the topics for these meetings were about members of the Arts Department.  There were many challenges to deal with.  On many occasions, I do recall the Vice-Principal saying that I was not to get involved with this particular situation;  that the Administration team would deal with it.  I was shielded, or protected  for reasons that I have no understanding.  Perhaps I could help?  I do not know.  There were some major conflicts within the department that were certainly impacting the the whole RAP program in negative ways.  It was a complex program to maintain and simultaneously move forward in creative, fiscally responsible ways.  There were many layers to the program.  Partnerships, curriculum delivery, promotion, budgets, supplies, artistic presentations, meetings, developing new ideas, connecting with Universities, inviting guest artists, in-school projects, excursions, trips, after school rehearsals, paper-work completion, philosophy, communication, parent evenings, and so much more.
As I look back, the “team” of people involved and who had to participate with the early successful growing years of this program were many:  School Administration, Arts Department members, Student Services, Secretarial Staff, Custodial Staff, and so many other faculty members had to support and direct this very large, expansive machine, on a daily basis.  When the “team” started to change, that’s when I think the RAP program began to lose, and started to spiral down-hill (in my opinion).  We all sensed it, but were too tired and too busy to do anything about it.  We were all being stretched beyond realistic boundaries.  Individually, we began to shut down.
I believe that one member of this “A-Team” was Anne Carey.  She was the driving force behind everything we did;  she was the glue that kept us together;  she inspired not only students, but teachers as well.  She was actively involved in everything I mentioned above.  She responded when needed, with care and energy;  she supported and when needed, she pushed the envelope and spoke with clarity to what needed to be done.  She had the “pulse” of the school community, observed and knew about everything; was able to evaluate each episode, and move all of us in the right direction. She was the link between Administration, Arts Team, Students, Parent Community, and more.  Her retirement marked the beginning of a declining turn for the RAP program.  After her departure, there were gaps in so many places.  As the years continued, we witnessed other members of the A-Team retire.  It’s not that new people did not infuse the school with new fresh ideas and energy; no, it’s that the old guard was leaving the school and the community was changing.  I feel that the RAP program had to change with the new ways of thinking, and changes in technology, and more.  If you keep doing what you are doing, you will keep getting what you are getting.  We kept doing the same.  We needed to change, to adapt, to recognize that students are changing, communities are changing, and we need to find creative new ways to embrace the changes.  As remaining founding members of this RAP program, we individually chose to go our separate ways.  Divided we were.

Remembering episodes of the past

When I began my full-time teaching career in Barrie Ontario, shortly after starting at Saint Joseph CHS with Principal Bullis, a few of the teachers started to invite me to attend after school gatherings at a local pub on Friday afternoons.  I would not be able to attend every week as I was busy playing some gigs on Friday evenings, so, I needed to get home from my drive, see Florinda for a short dinner break, and prepare to load my vehicle with equipment to travel to the gig location.
The Friday afternoon pub stops, following a regular teaching day, of a long week of daily commuting to Barrie, was certainly enjoyable and needed.  It helped to develop relationships with some staff members and this most certainly helped me to get actively involved with the school community.  I think the Vice-Principal of St. Joseph CHS was Jim Naylor(?), but I am not sure.  He did have some music background.
My brothers did own and operate Ricki-Jo’s restaurants and this became helpful to me as I arranged a Friday trip from Barrie by school bus to Ricki-Jo’s Queensway location to have a meal and then attend a baseball game.  Ricki-Jo’s offered many of these organized events:  meal and blue jays baseball for a reasonable price.  I do not remember how many of these social activities I would manage to arrange with the help of my brother, but at least one trip for sure from Barrie, and many additional evenings when I moved to Father Bressani CHS, in Woodbridge.
After two years teaching in Barrie, I managed to get a teaching job at Father Bressani.  This came about with my connection to a teacher at st. Joseph CHS in Barrie, who had a relative at FAther Bressani, who wanted to move to Barrie.  I applied and was interviewed, and got hired.
The Friday after-school gatherings would continue for years at a local pub located on highway 7 and Ansley Grove in Woodbridge.  In fact, there were times when some 15-20 teachers would show up regularly on a Friday afternoon.  It was so much fun and relaxing.  The local pub manager treated us extremely well.  Often, as a way to thank us for our continuous attendance, we would get free appetizers, and in addition, annually, we would get free drinks and food - it was their way to keep us coming back and it worked!
I did arrange many Ricki-Jo’s / Toronto Blue Jay trips while teaching at Father Bressani.  This worked well for my brothers’ business and it helped me to develop good relationships with the school community, staff members;  it was fun also, of course.  It was not difficult to do and I now realize that these type of activities helped to develop my organizational skills and also, helped me to negotiate with people, promoting fun and community-building.  I’m convinced that these projects helped me to be skillful with future excursions I helped to plan and deliver in my teaching career.
Bye for now . . . .

St. Elizabeth CHS, RAP Program, Part 3

This is a continuation to parts 1 & 2.  The main pillars of this program included:  Expanding in greater depth and Breadth, the curriculum for the RAP program; secondly, the Physical plant required development, that is, a Theatre and even exploring the improvement of the Visual Arts Area, and possibly a new dance studio.  Thirdly, developing partnerships everywhere and anywhere we could.  With my arrival, Opera York (a community organization operating within York Region, for the promotion of Opera) had already established a connection with St. Elizabeth CHS.  So, I was expected to meet on a regular basis with the main leaders:  P. Trow and J. Sax.  In addition to inviting our RAP arts students, particularly our music vocal and instrumental students to join-in with performances, these musician leaders wanted to offer private lessons in the school.
My plate was full as I entered this exciting new and very complex project.  The expectations were high and meetings took place regularly both within the school and into the community.  I was invited to meetings at the school board and was also responsible for a groups of teacher members belonging to this Arts Department.  In addition, we expected to grow, so we needed to draw interested teachers into the school.  The hope, on the part of the school Administration Team, was to get teachers of all academic disciplines:  math, science, etc., to have an arts background.  The school population was growing slowly, and this meant the need to hire additional teachers, particularly in the arts area.  The Arts Workroom was small, and storage space was another challenge as we gained some additional equipment.  For example, in music, we gained choral risers!  There was an expectation to expand the music piano keyboard lab to include computer technology.  The keyboard lab had to be moved to another classroom and this was a huge task.  The electrical bars were chained-linked to serve some 22 keyboards, all connected to a master console (Yamaha).  The floor was carpet!  So, I needed to get connected with school board technology people, attend off-site meetings to meet with Cubase experts and of course, this took me out of the classroom.  I think this was the greatest challenge for me in the first year or two.  I was always called to the office to problem solve with the School Principal and / or Vice Principal.  If it wasn’t budget, it was something to do with a parent complaint;  if it wasn’t a bussing issue (we had an added late bus run to help RAP students, more about this particular point in a moment!), it was a concern with an arts department teacher.  I recall, on many occasions, another colleague showing-up in the classroom to inform me that he / she was asked to cover my class so that I could be released to the main office.  It was difficult for me to consistently deliver instruction that first year; and, the expectations that my ensembles would be excellent musicians was a fear for me, because there existed this idea that our programs are above all others, because our students are auditioned, and therefore, we should understand, look and perform better than everyone else.  This was not the case, and quite frankly, I am surprised that the school administration and school board leaders would think that our programs were the best in this first year of delivery of a new program - confusing?  To continue, there was also this belief from our sister schools in the board that we at Saint Elizabeth had everything, the best resources, the best budget, the best students.  So, I attended most meetings with a “strike” against me, both within the school and beyond.  I had the added the pressure of having to prove myself worthy of this “new” job title.  You see, that first year, I was Department Head of Arts and Department Head of the Regional Arts Program.  A long list of duties was created and I developed a high level of anxiety.  I wanted to be on top of things at every level.  I was running rehearsals and attending evening events / activities regularly to support other arts teachers;  we were all expected to offer activities and presentations to promote the school and in particular, the RAP Program.  There was no time to sit back; we needed to keep going, to push forward so that other students from other communities would consider attending Saint Elizabeth CHS, not just for the RAP Program, but for the other programs that the school offered:  a better athletic program, COOP construction building opportunities, and more.  The school’s mission:  to get more students to attend, otherwise, the school would be closed.  As I mentioned, when I arrived, there was resistance from a few corners of the school for a variety of reasons.  It was difficult to even get some teachers to vacate the classrooms designated for arts curriculum delivery.  For example, we needed more classroom space to deliver music classes, but the teacher currently in that classroom, and who had been there for many years, now, was expected to leave;  in addition, take all your resources with you as well.  It took time.  I was new to the school and had to work gradually to develop relationships.  So, I was caught at times with arts teachers asking me to negotiate with other colleagues, and to make requests that I felt was not appropriate, because I still did not know many teachers at the school.  I had to be careful to keep the respect of the teachers in the Arts Department and balance myself with the “old guard” teaching staff at Saint Elizabeth.  It was not easy.  The School offered an amazing group of teachers who had been there for many years.  Discipline was good and while of course we had issues, the teaching staff was loyal and strong with their knowledge and expertise as classroom instructors.  The other expectation to add to the above “pillars”, as mentioned in my opening statement, and also is related to bussing, is that there was an expectations that RAP students would stay late to further develop their passion and skills in the arts.  At least twice a week, we arts teachers were expected to offer after school rehearsals and projects.  This needed to be supervised.  So, a second late bus was offered to RAP students.  This cost money.  But it was felt that it was necessary to help promote this new program. The last “pillar”, sort of related to partnerships, was to actively arrange and invite guest artists on a regular basis.  We arts teachers were required to show on paper how many guests we expected to invite, how these guests would enhance our curriculum, and the costs, etc.  One of the requirements of new students accepted into the RAP program was that each student pay $100 in addition to the Student Fee.  This $100 was applied to costs of inviting guest artists.  One of the biggest challenges for me, initially and for a few years after, as well, is that a few Arts Department members would use this money to purchase supplies, and towards transportation.  It was a constant battle with team members to remind them that the this feature or component of the program was to be used only for guest artists.  We needed to show our parents that we were using this money wisely and exactly as we announced at evening meetings.  Can you imagine the concern I had about this?  I needed to support and supervise this properly - it was my responsibility.  But, in many situations, I was unable to encourage a proper understanding and usage of this money.  So, as we continued year after year, the rules had to bend a bit.  The amount of time required to do this was exhausting because I had to approve all these requests, be aware of all the work in all arts areas, complete supply orders and more.  And, I did not want to be perceived as pushing the music area only, I had to be careful to show that I was supportive (equally) of all arts disciplines.  I had to learn a lot about Dance, Visual Arts, Drama - and this took time.  I neglected to mention the partnership with Centro Scuola.  In fact, this Italian culture entity donated a baby grand piano to the school, intended to be housed in the New Theatre once it would be constructed.  What is important to note:  I arrived at the school and this new program in 2003, the first year of RAP Program delivery, but realized that much work and decision-making had already been done in preparing for this first year.  There was already a main GALA evening with special guests invited to perform and speak.  Decisions about other details were put into action, that I was in the dark about.  I had so much to learn about what was already in place;  so much to learn about leadership;  so much to learn about a new school community;  so much to learn about negotiating; so much work to do with promotion; had to organize, teach and arrange new activities;  had to problem-solve, attend meetings;  had to research and prepare for meetings.  Wow, it soon became an over-whelming experience for me, that just kept growing and going.  So many forms to prepare, so many events to prepare for, so many responsibilities and meeting (if not, exceeding) expectations.  Looking back, i think that some of the planning and thinking was a bit unrealistic.

What I was doing last year at this time

On occasion, I do some reflection about this past year in comparison to last year, when I was completing my full-time teaching career.  This time last year, we were entering examinations, and I was busy cleaning-up my various work-spaces at St. Elizabeth CHS.  I do recall leaving behind many files and folders of collected teaching activities that my colleagues may find useful; some resources and information; some activity sheets, etc.

Every month throughout this past year was new to me;  While Music Alive Festival did keep me busy over many months, I do remember thinking on some days how different my life has changed.  I think I made a good transition from teaching full-time to semi-retired / Program Manager of Music Alive / Professional Musician.  Before, I taught and played music.  Now, I manage a festival and play music.

Do I miss the classroom?  Not really.  Is this a bad thing?  I don’t think so.  Perhaps it’s because I am doing what I enjoy.  I continue to work daily with Music Alive, although, the stress is much easier to manage at this point.  Last year at this time, I was busy closing my teaching career, but had already started to attend meetings with Music Alive, organize my schedule to find time to meet with Edel, who was helping me to familiarize myself with the many components to Music Alive Festival.  Of course, last year at this time, I recall the retirement party that Stacey Mansell arranged, it was a great celebration.  I really appreciated the gathering and the gathering place.  Incidentally, I attended the last concert with TSO last night!  The TSO tickets was the main gift I received at my retirement party last year.  In two weeks, it will be July, and I will no longer have to think:  What was I doing at this time last year, because it will be my second time around.

Bye for now.

I’m posting this in all three areas: Accordionist, Life and Education

Today I met with a former student who is graduating from University of Toronto with a music degree.  She reached-out to me because she wants more information about music, teaching, and other options. She did not get accepted into teachers’ College and is seeking some guidance.

I prepared some notes to take with me to this breakfast meeting.  This is not the first meeting with former students.  I have been meeting with former students for many years.  We discuss many topics.
This meeting today helped me to reflect and put ideas to paper.  It’s a good exercise;  reviewing the current situation and planning for the future.

I enjoyed meeting with this former student and after I returned home, I sent her a copy of my notes, a name of another former student to contact, and the name of Niagara University, now located here in Vaughan - to explore this school regarding Teachers’ College.

I think it important to have these conversations; not only to benefit the student, but it encourages me to think about my future, and evaluate how things are progressing in a rewarding / valuable direction.
It’s important to network and challenge oneself to reflect and share!

Basically, I encouraged this former student to consider joining the OMEA, to attend conferences, to join a community group, to practice, perform, develop skills, research, continue to research educational changes, to teach in private studios, to form a small ensemble, to listen to music, develop confidence, to perform, perform and perform.

This posting is related to my accordion-life (performing and practicing); related to education-life (as I continue to work with Music Alive Festival); and related to my life for sure, as I assess where I came from, where I am now, and where I want to be in the future.  I shared some ideas at this particular meeting about planning, about networking, about finding connections and exploring so many related paths.  It’s what I am doing, and I enjoy it.  I asked this former student what “hooked” her to explore music?  She responded the performing, composing her own songs that helped her a lot.  Exactly!  It’s the making of music, the creative shaping of sound.  I reminded her that she should not forget why she got involved with music and continue to perform.

I have another meeting next week with another former student.  I think I have an idea to develop an article to send to the OMEA recorder magazine.  This is another point to make:  Through conversation, we notice new things, make new connections, and think about interesting ideas.  We get  to hear other ideas and how people value opportunity and act on opportunities, creating new adventures and also, there is great excitement and enjoyment in the process!  It’s not just about the end result, but the journey too.

Bye for now.

2003 St. Elizabeth CHS, RAP Program, part 2

     This is a continuation to part 1 written in October 2018.  The Regional Arts Program (RAP) started with music arts courses in September of 2003:  Music Instrumental, Vocal Music, Dance, Visual Arts and Dramatic Arts.  It was our first year, and we offered courses at the grade 9 level only.  My timetable included all instrumental music courses.  I do not recall getting an extra period off to complete administrative work.  In the 1980’s when I began my career in teaching with this school board, Department Heads would get an additional period off;  I do not recall if it was one semester or for both semesters.  In addition, I do not recall when changes were made to this schedule.  Back then, Department Heads were respected for their leadership and value to the department and to the school.  At Father Bressani, I was only a minor-head.  I remember meeting with James prior to starting at St. Elizabeth.  He was helpful in offering tips to getting me ready and familiar with the new role.  I knew some teachers on staff:  Nancy F., Anne C, Matt, Peter C, VP Anthony M; and, felt at least I could have a conversation with some people I knew.  I was nervous and really a bit unfamiliar with how important a position I was in.  There were many teachers at the school that were a bit challenging to get to know because they resented the direction that St. Elizabeth was taking;  that is, becoming an arts focus school.  The arts was getting too much attention, and money was also flowing towards establishing this new program and making sure it was going to succeed.  So, many staff members were uncomfortable with this decision.  One thing that still exists today, is that many believed that St. Elizabeth is an arts school.  There is a difference between an arts school and an arts-focus school.  Attending arts-subject meetings was also uncomfortable for me because many of my colleagues believed that St. Elizabeth was getting everything and other arts programs offered in other schools were not getting needed support.
     This first year, the nine RAP instrumental music students were combined with a grade 11 Comprehensive instrumental music class, in first semester.  The rationale for this?  Everyone was convinced that RAP students would be better skilled.  Most of the nine students were beginning to play music band instrument for the first time in September!  Most of the students who auditioned for RAP instrumental music played piano or guitar or drums.  This continued for years to come.  One of our questions at the audition would be to ask the student what band instrument do you want to explore - if you get accepted into the RAP program?
     The other areas of the arts showed stronger numbers, except dramatic arts.  Visual arts always would have the strongest number of applicants.  Next would be Dance, then Vocal music, Instrumental music and Dramatic arts would be around the same number of applicants / interest in the  program, to audition.
     I remember the importance that was placed on me further developing the relationship with St.Michael Catholic Academy in Thornhill, an elementary Regional Arts Program.  Surely, it seemed logical to many at the school board that students would want to select St. Elizabeth to continue their passion in the arts-learning.  This did not happen.  We would get an occasional couple of students, but not many.  Most of the students would attend St. Roberts CHS.  Others, who were really serious about music would be encouraged to audition at Unionville High School.
     Transportation?

Invite me to guest artist at your school

I have circulated a handout invitation to a select group of a few collegues to consider inviting me to perform at their school.  The handout is one page and describes what my presentation includes, the cost, some educational benefits, and a few more details, availability, etc.
I think it’s wise to begin slowly, gradually sending-out this handout I have prepared, hoping that I get a couple of invitations before this particular academic year comes to a close.  A couple of teachers have indicated that maybe a booking will occur.  If I think about other people to contact, I certainly will do so.  I have been wanting to do this for a long time, but could not find the right moment to put ideas to paper and gauge interest.  Let’s wait and see.

Kind words

I attended the musical:  Back to the 80’s, presented by St. Elizabeth CHS, last evening and enjoyed the show - it was fabulous!  The casting, the staging, the music “pit” band, the addition of creative video images on the screen, the great moments of acting, all contributed to a wonderfully entertaining and fun show.
I shared some comments via texts with colleagues that performed last night, extending congratulations about how thrilled I was able to attend and experience.
Here is what one colleague shared:

“High praise coming from you! Thank you John! Sorry we didn't get to chat more last night, but I am sure you were busy enough with the crowds of students wanting to see you.

Tonight was the best show in our run thus far, and it was largely because of you! Many of the students were fully aware that you were in the audience and were playing for you as much as they were for the singers on stage. I think it's truly a testament to you as a teacher that you've left such an impression on them.

Chat soon. 😊”

Another colleague shared the following:

“Hi John, thank you so much for your positive feedback.  It means the world to me coming from you.  thanks for coming out and showing your love and support, the kids were so incredibly happy to see you.  Tonight was our fifth show, and all of a sudden they wanted to rehearse many entries & transitions, because they knew you were coming.  Funny guys, and they’re so awesome.  I’m really going to miss this incredible experience.”

Sometimes, I am reminded about the above - that, I did play a role in the music program’s life - a significant one; and I was appreciated and noticed.  I am both humbled and pleased, blessed and appreciative.  It was so nice to see former colleagues last night;  to see many former students;  to exchange some kind words, some support, a smile . . . Life offers ways to give you something back, something meaningful and valuable, for your contributions.  I appreciate and continue to wonder.

Music Alive - it’s getting busy!

It’s getting busy with Music Alive; in particular, the scheduling component as registration is closed for now.  Today, I processed payments, prepared a deposit, responded to many emails, composed many emails to teachers, requesting their input with respect to scheduling.  I traveled to a school to deliver an old cheque payment, to replace it with the proper amount, and visited Trans Canada Stamp to order 4 new rubber stampers:  Silver Plus for certificates.
Scheduling is complicated; there are many layers to consider.  The process began last Friday (18th) with committee members helping to get the main bulk of entries slotted into the available dates and locations.  But, although registration is closed, we are still getting interest in late entries.
In addition, today, lots of calls to venues to confirm dates.  And, now inputting the information to a master schedule on computer is also challenging.  Edel Reid has been a true and dedicated guide to help me learn the process, and variety of important features to Music Alive.  I need to resolve Site Managers and Tech;  there is still so much to do daily and February 1st, the schedule must be shared so that teachers can arrange bus transportation.  It’s a huge festival from beginning to end.  While it is very challenging to absorb so much this year, because it is my first time, I think next year will be much easier.  Hopefully, support to run the festival next year will be there.