When we moved from Cleveland, we attended school in a great district where my sisters and I received a superior education. There was only one logistical drawback. Elementary was K - 4. Middle school was on a separate property for 5th and 6th grade. Students then started high school at 7th grade. In any school there is a hierarchy among students so imagine the drama created when combining half of all school grades into one building. There was status, bullying, hazing, and fights with the spectacle of a Roman Arena.
Having taught as a grown-up, I am amazed that this system functioned at all. The maturity difference between children just transforming into teenagers with all the challenges that puberty brings and those young adults focused on dating and college choices are vast. It must have presented a special set of challenges to every teacher there, but for the most part they made it work.
Amid this setting of turmoil, with changes happening both internally and externally, I was a bit overwhelmed by how different everything was within a single year.
We had a great elementary music teacher and I loved singing. It was fun and I was good enough at it that I had performed in small groups and solos for many years. I was expecting the same when I elected "chorus" on the schedule that, as a seventh grader, you got to choose for yourself.
So, imagine the confusion and chaos when a boy whose voice had barely changed finds himself in class next to a practically grown man able to hit notes that almost make the room vibrate like a sub-woofer. It was a bit intimidating. From in front of the class, the Choral teacher has a group of seasoned veterans whom have sung together as a group for 5 years, and she has just lost all her seniors and replaced them with these awkward children. Good luck on all accounts.
It was not surprising I came home from school in seventh grade and told my mom how much I hated chorus. My chief complaint was that it was different, and my expectations that it would be fun were full of disappointment. The new teacher was demanding. She had us do warm up exercises. She insisted we sit up really straight. We had to practice opening our mouths certain ways. We had to waste time singing vowels. We were not allowed to eat chocolate before class- some ridiculous idea about vocal chords. She wanted us to "project" and use our "diaphragm" -whatever that meant. Worst of all, she did not have us singing popular children's songs, we had to do some boring old classical stuff. Misery.
Fortunately, my mom is a very wise woman about how things are in the world, even if she knew nothing about singing. My poor mother, with amazing talent at almost everything she tried, cannot sing. As a child she was told to mouth the words by her own music teacher. She enjoyed music and would try to sing along, but she couldn't get the tunes. She felt so bad about it that we didn't tease her. She did enjoy having three children, all of whom were very good singers.
So, in spite of having no idea of what this new choral teacher was doing, Mom encouraged me to give it a chance. She pointed out that even though I loved the fun I had in elementary music, I was now more mature and there was probably much more to learn. She explained that each teacher had their own style and I might adjust and learn to like something new. She also explained that quitting something was reserved for extreme circumstances, but that next year I did not have to choose Chorus as one of my electives. Bolstered by her motherly support to move forward into the unknown, I gave it a chance.
Perhaps the new choral teacher noticed my shift in attitude, or like all great teachers she saw which students needed a little extra attention. I responded really well in any case. I paid attention and learned the value in all she was teaching us. After all the exercises, rules, and practice resulted in a complex harmonic chord the first time, I felt the magic of synergy. I was totally engaged and committed to more.
I went from being a sulking child, skeptical of a new teacher and her different set of expectations, to her biggest fan. She loved singing and she loved teaching others, not just how to do it, but to also love it. She watched my skills develop, but more than that, she watched my passion for singing ignite. At one point, when she was handing out the sheet music chosen for the concert months in the future, I spontaneously commented, "Ahhhh, Bach..." when she handed it to me, as if I was greeting a personal friend. In her delight, this became an ongoing joke. "Ahhhh, Bach..."
I had many great teachers at Lakeview, but Miss C quickly became, and each year retained her position as, my favorite. I learned more than just music. I learned how to attack something that was difficult, and stick to practicing it until you excelled beyond what you believed you could ever accomplish. Many boys have this experience in sports, but it took me until college to discover that I liked sports at all. My success through hard work built my self-confidence at a time when I really needed it.
|
Miss Campman |
The mark of my favor towards her was that Miss C had a nickname for me, and at that time I didn't like anyone else calling me that. "Scotty" was something I had enjoyed being called when I was little, but was not fond of now that I was trying to grow up. She drew out the second syllable, musically of course, as "Scot-teeee!" and it was always clear that it was said with great fondness. I actually liked her calling me what I would not tolerate from my friends, or even my family.
Another mark of my commitment to the passion for music that she inspired in me, was that I had to fake a key part of one skill. I could not read music- actually I couldn't even see it. I have a learning disability called dyscalculia that was not diagnosed in school. It is like dyslexia only it affects numbers and symbols. Sheet music looked like ants crawling around on a wiggly-lined road, always moving, and different any time I looked at it. Fortunately, I have excellent pitch memory and could remember complex pieces. I even memorized a few classical pieces on the piano through kinesthetic repetition.
After I graduated, I continued to use all the skills that Miss Campman taught me, both the musical ones, and the ones that built confidence. I appeared in community theatre musicals. I directed high school theatre musicals. I did summer stock (WAY off Broadway). I performed on stage, and in clubs, and sang at events. I was called up on stage to sing with musician friends. I didn't really like karaoke, as it was fun to do it, but not so fun to listen to, and that voice training versus the lack of it became ear-painfully obvious.
Another thing that benefitted me in a later career as a Health Educator was the ability to support and project the voice. Sometimes I was doing eight lectures of one hour each in a single day. College professors who spoke for a living marveled that I didn't get hoarse, but some sips of warm lemon water, avoiding chocolate, and proper support made it possible. I once was also a keynote speaker when the microphone malfunctioned. I took off the headset and kept going, projecting my voice so even those in the back of the room heard every word.
The other day I posted a cartoon to her Facebook page and she responded that she was glad I had fond memories. That seemed a little understated for what I apparently have never communicated. So, here is a belated explanation and an overdue thank you, Miss C, for being a great teacher. The other thank you belongs to my mother, who was also a great teacher, and who made that relationship possible. "Listen to you mother..."