Music at Rivers: Instrumental in the Learning Experience

The following is a guest post by Rivers Performing Arts Department Chair David Tierney. David is also the Director of The Rivers School Conservatory.

The interview on The Rivers School website with Rivers’ Jazz Director Philippe Crettien gives the listener insight into nearly every aspect of what makes the music program at Rivers so outstanding. The passion Philippe has for jazz is evident in every word and gesture; the depth of his dedication to teaching is palpable as he talks about the cycle of students and educators teaching each other; and his commitment to “being in the moment” with a “valid music statement” through his own learning and performing is unambiguous. But what makes Philippe a great teacher and the jazz program at Rivers the envy of public and private schools across the country is his unshakable belief that every student can play jazz well and the generosity of spirit and energy that he uses to guide every one of his students through the mastery of their instrument, music, and jazz.

Why is jazz so important? Before we can answer that question, we need to acknowledge why music in general is so valuable to learning. During the past 20 years, there have been numerous and extensive studies conducted by the National Association of Music Educators, McMaster University, University of California at Berkley, and Stanford University, to name a small handful, on the relationship between music and learning. The evidence seems to overwhelmingly prove that studying music trains the brain for higher forms of thinking including sequential learning which translates into stronger reading comprehension and math scores for music students. In my opinion, music also fills the most serious abyss in our education system – and perhaps in our society today – a lack of self-discipline. The very nature of learning an instrument, while providing the student with an intensely personal connection with a teacher-artist, requires the student to think and work independently, develop self-confidence, engage in honest self-critique, think creatively, communicate clearly and concisely, and persevere.

Both jazz and classical music require technical mastery of an instrument and artistic creativity. While the classical musician needs to interpret a musical score in order to bring the notes on the page to life, the jazz musician must use technique and improvisational skills simultaneously to both create and perform un-composed music using only a handful of written directions (changes) in the score. Jazz performance is uniquely authentic, requiring the performer to be the composer in the moment, creating and playing music with passion, developing musical ideas by listening, thinking, and responding to others in the performance. The best analogy I have heard is that the classical musician is like a Shakespearean actor who has mastered a script but must now bring a character to life, while a jazz musician is the actor without a script, perhaps with only a few notes for direction, who must immediately perform in character and engage in dialogue with other actors.

At Rivers, we hold students in both classical and jazz studies to the highest standards. Philippe Crettien is emblematic of the quality of teachers and the program at Rivers. He pushes his students' artistic imagination and critical and creative thinking skills to levels they never dreamed of attaining. The result is district, state, and national recognition, signifying a program of unparalleled depth and quality.

Relationships at Rivers: A Support System for Student Growth

Relationships are a staple of independent school education. Check out any school website, and you are sure to see statements about the close relationships between students and adults. Rivers is no different in its emphasis. However, our school goes a step further than many others, intentionally using the power of relationships to challenge and inspire our students to be their best. This essential Rivers quality was fully on display a few years ago at an Upper School faculty meeting in which we practiced giving feedback to students (played admirably by selected teachers) in the most effective ways possible. Our role-playing exercise highlighted the importance of honest, descriptive feedback directed to specific behavior.

These techniques have proven helpful in our work with students and advisees, but they only have impact because our teachers have established strong bonds with their students. Our advisor program and the connections advisors form with their advisees are direct examples of how relationships serve as the fertile ground that make student growth possible. In addition to frequent one-on-one interactions students have with their advisors, advisory groups meet at least once a week to review academic progress, discuss relevant topics and aspects of students’ lives, or just engage in casual conversation. Faculty members become mentors, role models, guides, and friends.

When students know that faculty members care about them, want them to be successful and value them as multi-dimensional human beings with an array of talents, interests, and personality traits, they will be more inclined to take risks, pick themselves up after falling, get out of their comfort zone, and pay attention to the feedback teachers give them.

In this week's Rivers web story you can read about a remarkable Rivers student, Bruna Lee ’13, who was the keynote speaker at the annual Steppingstone Gala. Her story is compelling, coming to the United States by way of Brazil with her parents who emigrated to Brazil from China. None of them could speak English. Her transition to Rivers was challenging, but adults kept reaching out to her, engaging her in conversation, and encouraging her to get involved. Today, Bruna is a true school leader, a great contributor to our community, and someone who is making a big difference. Moreover, she directly attributes her success to her network of supporters.

There are countless other examples of our teachers reaching out to students to make connections and then using those relationships to mentor their young charges and help them be their best. Relationships at Rivers are not just a "nice" appendage to the serious business of school; they are fundamental to our success with students.

Rivers' Approach to the Advanced Placement Program

There's a lot of controversy surrounding the College Board's Advanced Placement program. Teachers are frustrated by the constraints of the curriculum. Educators are concerned about teaching to the test and the resulting loss of intellectual curiosity. Students are overwhelmed by the rigor and content of the courses. And most notably, there is consternation that taking AP courses is a way to "game" the college admissions process – more AP courses on the transcript mean a more attractive application for the colleges. Combine this "gaming" with grade inflation in these and other classes, and a candidate can appear attractive to selective colleges even if his or her courses lack the appropriate rigor.

Like almost any human system, the Advanced Placement program can be abused. But this fact should not blind us to the merits of the program. At Rivers some of our most intellectually stimulating classes are AP courses. We tell the AP teachers to cover the curriculum but not "teach to the test." I can walk into an AP American History class and see students performing simulations or engaging in a debate. Calculus students work in pods and debate the process for solving a problem. When AP teachers are told to offer a rigorous, engaging course that covers the AP curriculum, the message is loud and clear – make students think, allow them to question, and above all, make sure the experience is of the highest intellectual quality. 

Finally, there is something to be said for seniors, especially, focusing on a culminating exam as a way to measure their performance for the year. I suspect our seniors spend little time preparing for these exams. They don't have to; they have been taught well throughout the year. The AP Exam is just the gravy. The fact that these students do so well on these exams without a lot of stress is a testament to their hard work throughout the year. Is it a little contrived – an exam after the students have been accepted to college? Of course. But contrived or not, the exams still have meaning to the students primarily because they have worked so hard together and with the teacher for the entire year to prepare for this moment. That Rivers students do so well on these exams is not reflective of our students mindlessly prepping for a test; it is, rather, a testament to the bonds within the classroom community that have developed during the year and the intellectual journey students and teacher have travelled together.

Practice What You Teach

I believe strongly in professional development for faculty. To me it's a mark of a school that is serious about what it is trying to accomplish. Opportunities to share best practices, graduate studies, conferences – all of these translate into teachers who are growing which, in turn, is a major component of high faculty morale.

Lately, I have been intrigued with teachers who actually “practice what they teach.” Does a teacher's work in his/her discipline make a difference in the classroom, or is it simply entertainment for the teacher? With two of our teachers, Dr. Aisha Cort in the Foreign Language Department, and Ben Leeming, Chair of the History Department, presenting their respective research at national conferences, and with the recent display of our art teachers' work in Bell Gallery, I was motivated to seek answers to my question.

It turns out Ben Leeming's research in Latin American history and his growing expertise as a practicing historian play a huge role in his teaching and the design of the curriculum:

“History is not just something you learn, it's something you do,” says Leeming. “My Ph.D. research has made me more sensitive to the fact that history is a way of understanding the past that involves interpreting evidence and arguing for a particular perspective. The reality is that history often involves multiple perspectives, which often conflict. In contrast, many students come into our classes thinking history is about ‘facts’ and that learning history requires little more than the memorization of those facts. As a result of having to grapple with contradictory interpretations in my dissertation research I have increasingly tried to introduce multiple interpretations into my teaching, as well as the skills students need to analyze primary sources and conduct their own historical analysis.”

Ben's research has led directly to developing critical thinking skills among his students.

Likewise, David Saul, Visual Arts Department Chair, feels strongly that his work as a practicing photographer influences his teaching:

“When I photograph and engage in the creative process, I am constantly learning,” says Saul. “I can use that learning to guide my students in the process."

As with many teachers who practice what they teach, David points to empathy as a powerful teaching tool:

“Students will struggle with the creative process where there is not a right answer,” he says. “I can share with them the struggles I have had in creating art, the unexpected paths I have taken, and the need for persistence."

A Spirit of Innovation at Rivers

One of the defining values that has emerged in the last several years at Rivers is a spirit of innovation. Innovation at Rivers does not mean chasing the latest educational fad. Rather, it means teachers and administrators using their imaginations to find new and better ways to live our mission. Critical to living this value is the extensive professional development Rivers provides its faculty. New knowledge sparks the creative juices of our teachers as they look for ways to apply this knowledge – not to solve problems – but rather to build new programs.

The list of new programs started by teachers at Rivers is astonishing. The creation of summer science internships led to the establishment of summer business internships. The nationally recognized middle school leadership program, invented entirely by the middle school faculty, led to the establishment of the upper school leadership program. Even students get in on the act. Four years ago a senior approached a math teacher and asked if he could be her assistant in one of her classes. Four years later Rivers has a well developed teaching assistant program. Rising seniors have to apply for this program, attend every class, and can actually earn half of a credit.

Several years ago one of our physics teachers organized his classes in small groups or pods, in which students helped one another, debated, and learned from both the teacher and their pod-mates. Today, this method of organizing classes is used throughout our program. We consider it essential for preparing students for the new workplace where teamwork and communication skills are so vital. A few weeks ago I asked an upper school math teacher why she uses pods: "Because there is so much learning that takes place going down the wrong road and this forces students to articulate why they are doing what they are doing." I loved her response!

Telling a Story Through the Lens of Diversity

The following is a guest post by Rivers faculty member, John Bower. John is the Director of Diversity. He is also a French teacher and choral director in the Middle School. 

Historical figures don’t make their way into the classroom every day, but last Thursday such an occasion took place here at Rivers. Ernest Green, one of the nine African-American students who first integrated Little Rock Central High School in 1957, addressed our community in connection with the all-school read from this past summer, Warriors Don’t Cry by Melba Beals. When I heard he would be coming, I immediately recognized it as an opportunity to look closely at the relationship between diversity and leadership. The Middle School put all academic classes on hold for the day, and I, along with the Middle School Leadership Committee, planned an entire day devoted to the idea of telling a story through the lens of diversity.

The day started with a screening of “Fighting Back,” a segment of the PBS documentary Eyes on the Prize that focuses on the history of the Little Rock Nine. This showing created some context for Ernest Green’s presentation. The students then broke up into discussion groups and addressed the question: What is the value in having a diverse community?

Responses included:

“It’s important to learn about other peoples’ cultures because the world is a really diverse place.”

“Well, diversity isn’t just about race. It’s about what makes a person unique, so I’d say Rivers is really diverse. We learn a lot about each other every day.”

Following Ernest Green’s presentation, the students then had the option of writing a letter of thanks to Ernest Green or a reflection of prose/poetry. Here is one of the poems from a sixth grade student:

“Thanks To You”

Thanks to you, Mr. Green,
there is history.
Thanks to you there are endless possibilities.
Thanks to you schools aren’t separate.
We can be different, but not afraid.
Thanks to you, sir,
race does not decide our rights.
Thanks to you prejudice is not encouraged
or expected. It is frowned upon.
Thanks to you and eight others
we won’t segregate.
Thanks to you the color of your skin makes no difference.
Thanks to you, Mr. Green,
the world is what it is today.

In the afternoon, faculty volunteers spoke on a panel of sorts in front of the middle school community. Each volunteer (Bruce Taylor, Whitney Robbins, Matt Goethals, and I) was given the prompt: “If you really knew me…” Through this prompt, we illustrated the significance of sharing stories about parts of our identities that are important to us as a way of building trusting relationships and educating one another. The presentations were heartfelt and honest, and the students mirrored that honesty as they presented their own stories in advisory groups. The entire day was a success, and as the Director of Diversity, I couldn’t be happier with the way students were able to demonstrate an understanding of the importance of appreciating each person’s stories and experiences.

Too often we view diversity in terms of numbers and statistics. Here at Rivers, we recognize and appreciate each student’s individual identity, and by making the community a comfortable, safe space to share our stories, the student body will undoubtedly be prepared to participate with confidence and courage in a global society.

Relationships and the RISE Program

Tenth Grade Dean Kate Wade recently launched RISE (Reflection and Introspection for Service Education) for the sophomore class at Rivers. The program's ultimate goal is for students to identify their leadership strengths and use them in service to others. Critical to accomplishing this goal are the strong, caring relationships these students have with teachers, coaches, and advisors.

Relationships are a staple of independent schools. Many schools promote the close relationships between students and adults as a defining element of their culture. But what distinguishes Rivers is that adults use these relationships to challenge and inspire students to become leaders – defined at Rivers as “being your best self and positively influencing others.”

Rivers is quite intentional in using relationships to help students grow. Two years ago the Rivers Leadership Committee led a faculty meeting in which teachers had to practice giving effective feedback – another example of using the strength of relationships. Likewise, the RISE program will require adults to give "authentic and compassionate" feedback to students about leadership qualities and skills. Students can only learn about their leadership strengths in this way when they know that the adults providing feedback care about them.

We care about kids at Rivers. We would not be in this business if we didn't. But the real challenge is to translate that caring into action – purposeful action with the goal that each student realizes his or her potential in both performance and character.

Why Interdisciplinary Studies May Help Your Child Keep His/Her Job

When Steve Jobs stepped down as C.E.O. of Apple, I, like so many others, read the many stories about the man and the spirit of innovation he so perfectly reflected. Steve Lohr's article in The New York Times was of particular interest as it cited the 1997 book "The Innovator's Dilemma" that puts forward the concept of disruptive innovation. Lohr lists five traits of disruptive innovators – "questioning, experimenting, observing, associating, and networking." He defines associating as "the ability to make idea-producing connections by linking concepts from different disciplines – intellectual mash-ups."

Interdisciplinary programs are "hot" in education these days, but their value as mechanisms for preparing students to think in synergistic and creative ways can be quite limited. The prototypical interdisciplinary course involves studying a period of history, then reading the literature of that period, and perhaps looking at the art and music. What's lacking is creative synthesis and integration! Students are not forced to use the knowledge and ways of thinking from multiple disciplines to answer a big question that inherently requires using an interdisciplinary approach.

Rivers' interdisciplinary studies courses are different; they focus on these big questions, drawing on depth of knowledge across disciplines to create meaningful connections and build our students’ skill sets. Faculty members from various departments collaborate, visiting classes to present and discuss material that is part of their areas of expertise. As IDS chair and Rivers English teacher Julian Willard says, "the key to a successful IDS course is the formulation of the big question, the answer to which requires pulling creatively from multiple disciplines."

On "Meet the Press" a few weeks ago Tom Friedman talked about a 21st century employee survival skill: the ability to continuously re-imagine one's job in order to bring increased value to the company. Interdisciplinary studies – when done right – forces students to practice "association." It forces students to synthesize in creative and innovative ways, thus allowing them to practice this critical 21st century thinking skill so vital to enhancing value.

The Spirit of Good Sportsmanship

Several years ago the Rivers varsity girls' soccer team played against a team not affiliated with the ISL. Throughout the game, two fathers from the other school continuously yelled complaints about the officials and their supposed bias in favor of Rivers. Their comments were loud and heard by others watching the game. For some of us, their behavior was a major distraction, and I remember some of the players looking over toward them during breaks in the action.

After the game, our coach, Susanna Donahue, said something to me that I will never forget:

"When parents act that way, the game isn't fun anymore," she said. "I will never have my team play that school again."

She was right. Competing on the athletic field demands a great deal from our children, and there are wonderful life lessons to be learned. But competing should be fun too. The behavior of the yelling parents, and their willingness to sacrifice sportsmanship and respect for winning sapped the joy from competing.

My Message to Rivers Students: "Be Better Than I Was"

Welcome to my blog! I am always looking for new ways to share what the Rivers experience is all about. This blog will serve as a place for me to tell the stories that tap into the essence of Rivers, and occasionally post information about parenting and education.

I’d like to start with my message to students on Orientation Day. I delivered a version of this speech to students and faculty at our opening all-school meeting last week.

Please check back frequently for new blog entries! I’ll be posting at least every other week.

Thanks,
Tom

When I was in 8th grade, there was a student who was the class bully. He gained power by creating a small group of insiders. This group intimidated innocent kids, making fun of them or isolating them by talking behind their backs. If you were invited into the group, you didn’t dare refuse because the bully and his friends might go after you.

This was not a great year for me. First, in an effort to fit in, I said some pretty nasty things to other kids – things I am not proud of at all. Second, I clearly lacked the moral courage to stand up to the bully and his friends. And third, when I look back at this time, I feel like it was a lost year for me. The culture of intimidation prevented me from being myself. I was afraid to take risks, afraid to do anything that might draw attention. I couldn't be me.

We built a new Campus Center at Rivers in part because we wanted to enhance the sense of community here. We want to create spaces that will invite connections: student to student, student to teacher, and teacher to teacher.

But there are limits to what a brand new facility can do. At the end of the day, the real strength of the Rivers community resides in each of us – each student and each adult – and relies on our adherence to the school's core values of respect, honesty, responsibility, diversity, and compassion.

If you leave Rivers as a great student, athlete, artist, musician, or actor – whatever it might be – but not a good human being who embraces the core values as a central part of who you are, then we will have failed.

We have a very simple definition of leadership at Rivers: “Be your best self and positively influence others."

At Rivers, we expect each of you to be a leader. We expect each of you to respect others no matter what differences may exist among us. We expect each of you to fulfill your promises and obligations. If you make a commitment, follow through on it. Others are counting on you.

We expect each of you to be honest with one other not just when the consequences of telling the truth are positive or neutral, but also at the times when it is not in your self-interest to tell the truth. Trust is the foundation of any community.

We expect each of you to embrace the diversity that makes up this community and to appreciate difference.

We expect each of you to reach out in compassion when someone is in need. Not just a friend – that’s easy. I mean reaching out to those you don't know.

So, we expect a lot from you, but we also know nobody is perfect. We're not always going to act on these values. We often make bad decisions when we are tired, rushed, or under stress. The question is: “When we fall, will these values call us back? Are they part of who we are?"

The bottom line is I want you to be better than I was when I was in 8th grade…a lot better. And I want our community to be better. It starts with each of us – you and me.