Whereas you were talking about Garner.
I have referred to that a lot,
to how we just plant these seeds in these kids.
And it is so much fun to see what kind of crop you end up growing,
because some of them blossom into these beautiful,
you know, flowers that continue to spread themselves like vines.
Others are just, you know, as pretty as they can be,
but they want to, they want to shoot their vines another direction.
But at least you gave them the good soil.
At least you watered them.
At least you were there to take care of them during the time that they were in your hold.
And I definitely think that's it. Because I'm not here to direct traffic.
I do that in my aspect,
but I am here to let these kids just see and experience what's there for them.
You know, my goal is, if I can just let them experience one time,
that rush of singing a song that makes them feel so good,
or listening to something where they just get emotionally changed.
If I can let them experience that one time,
then I know I'll have done my job somewhere in their music life.
They may never get to experience that again.
Or in that element.
I know the other day we were singing the song that we're preparing for a concert
we're doing with the City North, choir, I mean a choir and orchestra.
And we're doing the Allstate piece, Children of Light.
That's a totally different sort of a song that I have done with my choirs before.
Usually we're doing the Broadway type things or getting ready to sing
at an arts festival or going to the mall to sing.
But this was a more classical piece. It had such a great message.
And we talked about the words
and we talked about everything that went into the music and, as they learned it,
they were not overly thrilled that this wasn't something
they were going to get to do, you know, movement and choreography with.
It was just a different style.
We've now been working on it for a couple of weeks and,
had a boy that usually is not one that shows a whole lot of emotion.
A young man that has been sort of a challenge,
you know, behavior wise through his elementary years.
He in fifth grade started to settle down and he started to get focused,
but still not one that I had ever been real attached to
because he just wouldn't let me be.
And, we finished singing the song the other morning.
Somebody came up to me and they said, um, Ms. Miller, Trayvon's crying.
And so I didn't know if it was something that had happened before he arrived
at school or at school, or, you know, how I should address it.
And so after choir was over with, I said, Trayvon,
come and talk to me for a second.
And he came over and I said, are you okay?
He said, yeah.
And I said, well, is there something that happened in choir that,
that someone upset you?
And he said, no, it's just, that's just a really pretty song.
So I knew that that was one time that I had,
maybe there's been other times, but he was willing to share that with me,
that he was touched by that.
So in the next rehearsal, I just said,
how many of you, when we started this song,
we're not particularly crazy about it? Several hands went up. And I said,
how many of you now find this to be a really moving and emotional song?
And for fifth graders to admit, you know, slowly hands went up,
but they looked around like, me.
And I knew, you know,
there's some kids that'll keep going in this aspect just because of the song.
So that's the kind of stuff that I feel like that I do. And I want to do.
I want them to learn. I want them to have lots of music knowledge.
I want them to have that core.
But I want them to have the emotion that comes with
what music can do. So.