Recollections of Elementary School Music Teacher: Mrs. Static Cling

Beyond the nickname of ldquo;Mrs. Static Clingrdquo; given to me by my brother and me, there lives a vivid recollection of our elementary school music teacher. She epitomized the essence of the structured and formal educational approach that was common during her time. This article delves into her teaching methods, the impact of her rigorous instructions, and the unique classroom dynamics that left an indelible mark on our childhood memories.

The Structured Classroom

The teacher in question was meticulously organized in every aspect of her teaching, maintaining a formal and structured environment. Her adherence to a systematic approach was evident in virtually everything she imparted. Unlike the current trend of promoting creativity and free exploration, her classroom was a model of strict discipline and order. This structured framework was not only applied to the theoretical aspects of music education but also extended to practical activities.

Instrument Handling and Instructions

When students were handed instruments to use, such as the autoharp that she played (a rare skill indeed), there was an unyielding emphasis on precision and correctness. Our interaction with the instruments was highly regulated, and we were only allowed to handle them when it was deemed appropriate. The detailed instructions provided encompassed the intricacies of how to hold the instrument, the precise pressure to apply, and the reactions needed after playing a note. This meticulousness was such that we often found ourselves engaged in entire sessions of listening to instructions, waiting in line to interact with the instruments, and then carefully putting them away.

The Budgetary Constraints and Instrument Durability

Mrs. Static Clingrsquo;s approach was not merely a testament to her pedagogical techniques but also a reflection of the budgetary constraints she faced. In her efforts to ensure that the instruments lasted as long as possible, she was rigidly methodical. Although her educational philosophy was laudable, it was the budget that mandated this strict adherence to protocol. Despite our initial judgments, her attempts to maximize the longevity of the resources at her disposal were commendable and often overlooked by us.

Unique Focus on Patriotic and Folk Tunes

Another distinctive aspect of Mrs. Static Clingrsquo;s music curriculum was her exclusive focus on patriotic and American folk tunes. This singular emphasis was a deviation from more diverse and contemporary musical genres that have since become popular. The repertory was somewhat limited, with a strong emphasis on songs that highlighted themes of national spirit and unity. This one-dimensional focus, though commendable in its intent, might have caused some students, including myself, to feel confined by the selection of music.

Technology and Its Limitations

The textbook she used came with accompanying records, which were an innovative teaching tool at the time. However, the technology, while beneficial, had its limitations. Time and time again, we observed her struggle to play certain songs correctly. This was not due to a lack of understanding or skill but rather a result of mere mishearing the records. The fact that she was often left surprised by her own mistakes added a layer of humor to the situation, making her presence in the classroom even more memorable.

Divisive Comments and Their Impact

One of the most memorable comments she made related to the nature of music, specifically regarding chants and rap music. She observed that rap could be categorized as a type of chant. While my personal stance on rap was indifferent, the manner in which she discussed it, by implying a distinction between ldquo;usrdquo; and ldquo;them,rdquo; struck me as both divisive and absurd. As a child, I was at a loss for words, puzzled by the implications of her comment and the way it might have affected those who were more inclined towards rap music. Her use of ldquo;werdquo; and ldquo;themrdquo; created a divide that, even within the context of a music class, felt unnecessary and exclusionary.

Reflection and Humor

Reflecting on Mrs. Static Clingrsquo;s teaching methods, it is clear that she embodied a stereotypical image of a ldquo;stuffyrdquo; music teacher. Our youthful mindset often led us to judge her harshly, but upon maturity, we recognized that she was simply a flawed human being doing the best she could with the resources at her disposal. Humor and the passage of time have transformed her into a character almost reminiscent of a parody of a traditional, albeit outdated, educational approach.