“I’ve Got Knisely for Social Studies…”
By Stan Serafin
Teaching at Seven Bridges reminds me of playing in a professional symphony orchestra
or a Broadway pit orchestra: both of which I’ve done. Just as in major league sports,
when you reach that level of performance, great things are occurring most of the time.
You’re surrounded by professionals who know the fundamentals of their discipline, they
are able to deliver effortlessly (or make it look that way), and you can count on them to
be consistent with the quality of their work. Simply stated, I know my colleagues are
great at what they do, yet I rarely get to experience their work first hand. The classroom
is a contained environment where I believe magic occurs often, and, just as I started to
take the magic for granted when I played on Broadway, it has been easy within my hectic
schedule to forget that I am surrounded by fellow professionals doing extraordinary work
most, if not all of the time.
When I teach General Music, I tend to make cultural and historical connections to
musical innovation: creativity does not come from a vacuum – circumstances often
inspire it. For that reason, I love history. And for that reason, I have always been curious
about Mr. Knisely’s 8th grade Social Studies class. When I’ve heard students talking
about his class, I could tell that they were challenged to think, to generate ideas of their
own, and to back up their ideas with substantive arguments and their knowledge of
history. I could hear that they were being challenged on multiple levels from multiple
angles. I could hear that they were motivated and inspired. In short, I knew that
something extraordinary was going on in Mr. Knisely’s class. I wanted to know more.
I was curious about Mr. Knisely’s approach to teaching. I was interested in his subject
area: American History. I wanted to experience his class from the perspective of my
students to better understand their plight as modern day Eighth Graders (it’s been a while
since I was in the 8th grade), and I wanted to immerse myself in this parallel universe so
that I could make new connections for my students between Social Studies and my
discipline: Music. From a professional development perspective I knew that there was a
great deal to be learned from class observation, participation, and documentation, not to
mention, conversations with my colleague.
One day in January, I saw Mr. Knisely in the cafeteria and I told him that I wanted to take
his class. He told me I could “come in any time.” I love that “bring it on” attitude.
I showed up to one class and I was hooked. I became a student of 8th grade Social
Studies.
Every day, usually third period, I have been showing up to class. I’ve been taking notes,
doing the reading, doing the homework, writing the essays, taking the tests, raising my
hand, and contributing to class discussions. I have been in the throws of the Gilded Age,
Industrialization, Imperialism, Progressivism, Nationalism, Militarism, Dollar
Diplomacy, Gunboat Diplomacy, Open Door Policy, the annexation of Puerto Rico,
Teddy Roosevelt, Taft, Woodrow Wilson, FDR, the Red Scare, war bonds, war
propaganda, war reparations, not to mention the 16th Amendment (Taxation), the 17th
Amendment (direct election of U.S. senators), the 18th Amendment (Prohibition), and the
19th Amendment (women’s suffrage). The list goes on, and I’m fielding all of this
information like fly balls at a batting range.
After class, sometimes Mr. Knisely and I confer about teaching related issues and content
related matters although, most of the time, little needs to be said. Instinctively, we both
know why this arrangement works. We both see the value in it, and we can both “riff”
like jazz improvisers.
At first, my head was spinning as I remembered how to spit out an essay during a 40
minute test period and how to study and make sure that I have my facts clear for class
discussion. There is no time to refer to notes or a book. You need to really do the
homework to be sure of your working knowledge of history in order to keep up.
Right from the beginning, I got nailed. Mr. Knisely gave a pop quiz the Monday after
Winter break. I couldn’t believe it. I was disappointed with the results. That wasn’t
going to happen again. I wanted to be in this game for real. I wanted to learn along with
the students. I aced the next test along with the DBQ essay.
Now…do I really have time for any of this? No. I do the morning announcements, I
teach 4 choruses grades 5 through 8, and General Music grades 6 through 8. I am
responsible for grading over 400 students this semester, and I work through prep periods
to prepare two lunchtime vocal ensembles. But in the interest of doing something
productive, constructive, and keeping my mind off of all there is to complain about
during these complex times, I wanted to take on something new, different, and beneficial
for my teaching practice. Under any circumstances, I make teaching and learning the
focus and I know that my colleagues do the same. In order to make up the preparation
time, I committed to doing extra lesson planning at home in addition to my usual choral
arrangements.
Along with the typical responsibilities of my adult life, I’ve been staying up until 12:00 –
1:00 each night to do my “Knisely” homework. I am just motivated to do it, to keep up,
and to be learning intensively the way I once did as a young student. I am also inspired.
I’ve told Mr. Knisely flat out: “these kids are lucky to have you.” The kids know it.
His depth of detailed knowledge is abundantly clear. His passion for history comes in a
style that is focused and purposeful. With that, he draws us into his world. Before
anyone realizes, they are fully engaged in the study of American History.
It will take a while to process and become present to all that I have been learning as a
student of 8th grade social studies and as a professional who is collaborating with a
colleague. I have made some curriculum connections with my 8th grade classes. I want
them to know that, during the Progressive Era, the 18th Amendment which prohibited the
production and sale of alcohol fostered an explosion of creativity by way of American
Jazz. Speakeasies, or illegal drinking establishments, required musical entertainment and
jazz musicians in many major cities were happy to have the work. As their employment
opportunities increased, so did their level of artistry. In the Ken Burns documentary
called Jazz, renowned Jazz writer and critic Gary Giddens speaks about the time period
and how those unique circumstances created the climate for Jazz to evolve.
During World War I, African American musicians from New York joined the Army and
formed the Fifteenth Regiment. The Fifteenth Regiment Army Band was led by the
renowned band leader James Reese Europe. These African American musicians created
Jazz versions of traditional marches and songs known to the people of the U.S. and
Europe. When the Fifteenth Regiment Band arrived in France, they were an immediate
success. During a turbulent and volatile time of war, they entertained, they lifted spirits,
and, more importantly, they represented the latest musical innovations in American
culture. At the same time, this African American regiment, later to be combined with the
369th Regiment, fought bravely with the French during a battle that lasted 191 days. As a
result, 171 of these men known as the “Hell Fighters” were decorated with the French
Croix de Guerre: a war medal of high honor. During a difficult time in our history, these
musicians seized the moment to make it a time of musical innovation while being of
service to their country.
I could go on and on making historical and cultural connections between 8th Grade Social
Studies and 8th Grade Music. It broadens context and scope for our 8th Grade students. At
the same time, the year is not over…
We are playing the Roaring Twenties game as we learn how to hold down a job, budget
our income to buy stocks, save money, buy furniture, cars, and tickets to ballgames while
surviving the stock market crash of 1929. It was a great teaching and learning moment
when Mr. Knisely announced that one third of the class lost their jobs and, the next day,
one third of the class lost their savings. You never saw such scrambling as we all recalculated our math, sold assets, and let go of our desire for prestige points. It brought
new meaning to the song, “Buddy can you spare a dime?” As people desperately needed
an emotional release during the Great Depression, Swing music gave Americans a way to
“work it out on the dance floor” and, with the sounds of Louis Armstrong, Fletcher
Henderson, and Duke Ellington already in place, Benny Goodman arrives on the scene.
That is the next connection.
It will be interesting to see if I can keep up with concert season just around the corner. In
the meantime, FDR has promised us a New Deal which definitely reflects our current
“Change You Can Believe In.”
I have to mention again that, everywhere I turn, I know that great teaching is happening
throughout Seven Bridges. Sitting in on Mr. Knisely’s class only confirms what I know
to be true. I am grateful that he is allowing me to participate in his class, and while I
don’t think that teachers should feel obligated to have an open door policy when it comes
to their class rooms, I think that there is a great deal for colleagues to learn from one
another in collaboration.
I would be remiss if I did not share where I got the idea to fully participate in the class of
a colleague. Two years ago, Principle Donna Raskin came to virtually every 8th grade
chorus rehearsal throughout the first semester. She sang with the chorus in our Winter
Concert that year. When she could not attend rehearsal (which was once or twice), she
always gave me notice. Mrs. Raskin played full out in chorus and she approached the
commitment with a great sense of integrity. Thank you, Mrs. Raskin, for the idea and,
lastly, thank you Mr. Knisely for the opportunity to be a part of your class.