A few days back the Grade 9 students all gathered together to receive an inspirational introduction to our new unit ‘Poetry of Protest’. Being old hippies at heart, myself (old) and Jabiz (hippy) had agreed to sing a few of our favorite protest songs. I dug up an anti damming song and a Jackson Browne anti-war mongering song whilst Jabiz went for one by the master, Bob Dylan ‘The Times They are…’
Being a volunteer to role-model protest as well as risk taking is one thing; doing it in a area of uncertain expertise is quite another. As yoonseok wrote afterwards – “i don’t like sing a song in front of people but they did sing in front of so many people maybe 80?” Of course there weren’t 80, more like 2000.
Was I nervous? Well, I’ve played the songs many times before (at home) and I’d brushed up on them over the weekend. I also took the precaution of a cheat sheet with lyrics and chords. And yet, as I drove back home on Monday morning to collect my forgotten guitar, my stomach began gurgling uncomfortably.
Bonnie wrote, “When they are ready for playing guiter they looks very nervous. I heard that some mistakes nevertheless it was nice”. And she was right about me. I did a lot of lyric explaining to put off the inevitable first strum. My mouth had gone dry even before I entered the classroom, my fingers felt like dead fish and my eyes inexplicably went out of focus so I could no longer see my cheat sheet. My stomach’s gurgles were moving dangerously. And then I charged, no – warbled into it…
Ning Ning was perhaps the most encouraging of my students when she wrote “… But still nice. The are three songs that they are shown to us, but I do not understand the meaning of the song. But it perhaps sounds like about protest.”
The thing I take away from the experience is how unexpectedly traumatized I was by the whole experience. I talk to students everyday, often whole grade levels. I know almost all of the Grade 9 students having taught them in the past. I like them, and I think they like me. So… what was the big deal?
And of course, the big deal is that it is risky putting an uncertain talent on display against an audience who know you and expect your best. Peers, let’s say, who know you well enough to accurately assess your level of success (or failure).
We put our students through this every week and it is not a nice feeling. This morning I have a group of Grade 10 students presenting a dialogue to their class of 11 students. Do they have a right to a fit of nerves? Last week, I would have said no, practice makes perfect; but after my weekend practices and subsequent un-nerving performance, I’ve had a change of heart.

