After prayer Mrs. Miller transitioned to a class activity that was clear and precise. each student was engaged in the reading and reflection that was done individually in writing. Every student was engaged and active in their own learning

Class starts with listening to a song by Albert Collins called Snowed In … …everyone is silent and fully present.  Casey asks people to consider the idea of storytelling  … the ability to use your instrument in telling a story: “in music we talk about giving yourself a place to go - we talk about how we use our instruments for things other than notes.”

As it plays Casey interjects at points telling students what the words mean … they are fully into it …. He tells them to be patient … and that “you can repeat a phrase on your instrument just like you can with your voice”.  Collins is trying to start the car - it’s brilliant - he tells the story with the guitar!

THAT WAS PRAYER - What a delightful SURPRISE!

Student asks about playing Jimi Hendrix - he was built upon the foundation of Albert Walker, Buddy Guy, etc.   Then BOOM - get to the scales:  he sends students to different positions; everyone is warming up … it’s a happy blessed mess … loud and awesome … everyone is their own head and heart - playing what they feel like. 

When Casey puts up his arms - they stop.  He asks Aoife to explain how they did the scales yesterday - by adding scales. 

Casey uses his hands and arms as conductor beautifully - makes his body the collective  instrument …. teaching them about the octaves …he adds groups in as they are in different groups of instruments/rows/ … they are learning ways to make music together .. as Casey claps - they harmonize.  

Casey knows each student and their strengths and instruments.  He creates and designs and instructs - it was tough … they are going up chromatically … trying to keep the integrity of the harmony as they change keys … it takes a few turns.  

Next up: Jazz!  He SINGS it first and then PLAYS IT.  EEK no … they don’t get it - he appreciates the musical initiative but it did not work, so he goes at it a piece at a time - telling them when the loudest part is … trumpets, then trombones —-- then from the top!

“Who would like to SOLO?”  Gives the opportunity to shine! “When Maeve starts playing, where are we?  We don’t want to step on Maeve.”

Then here we go:  it’s Casey on the keys.  After he plays, he’s conducting, and he walks over to a person - maybe because they are having a harder time getting the rhythm … Miles plays a solo … Sebastian plays a solo.  Casey’s BODY is the teacher .. his voice, arms, eyes are connecting with students.  He calls out names, clapping, pointing, walking around ... and then back to the student who appears to be having a hard time.  

Next - it’s a review of yesterday.  At measure 89 - they work on it 3x … then run it from 78 … the song is Little Sunflower.  

Then - “put that away and take out the Ballad ''. It’s beautiful, so soft and moody.  Casey asks them to make the notes blend together.  He explains how it sounds when everyone is playing different chords.  Javen asks a question about when to come in … … Casey tells Collin to “PLAY SOMETHING” .  

It’s active - they are involved - aware of what's going on at every minute He’s constantly looking at the clock to see how much time he has left … 

THEN … it’s take out your piece for Thursday  … Maeve has a question about accidentals and Casey explores it a bit with her… it’s clarified for her by him on the piano.  They play with the music in front of them - then they play with their stands turned around.  Podesta asks if Casey wants him to do “fills” and Casey says to fill it up … when there is a hole - drop a note.  

Class ends and everyone moves around, ready for lunch.  It was fabulous!