Articles by Day: May 8, 2015
Young Audiences’ roster of artists continues to grow to encompass new artists, ensembles, and art forms, from slam poets to improvisers to Capoeira masters.
We’ll be regularly posting interviews with our artists, giving them a chance to share more about themselves and their experiences bringing their Young Audiences programs to schools.
How did you first hear about Young Audiences? What made you decide to become a roster artist?
I first heard about Young Audiences at a children’s artist conference in Brooklyn, New York. Someone had mentioned the opportunities that the arts-in-education network provides for teaching artists. What attracted me to Young Audiences was the opportunity to learn how to apply and incorporate my music into educational settings for children. Learning about Young Audiences stood out to me because it brought me back to my own childhood memories. I can still distinctly remember performing artists coming into my elementary school when I was child. If you could believe it, to this day, I can still recite many of the concepts I learned from the artistic educators then.
When you were young and those artistic experiences influenced your educational development, did you know that you would pursue a similar career?
I knew that music would be in my future, but I have to admit, I did not think about it from the standpoint of becoming a children’s artist just yet. The idea did not come to me until about 8 or 9 years ago as I told my young nephews and nieces bedtime stories. If you recite the same stories often enough, you have to come up with creative ways to keep children engaged. That’s when I started to recite the storybooks to music and this sparked the idea of recording it. My niece took those recordings into her school so she could share them with friends and classmates. Her friends loved it so much and they began to pick up on the name “Uncle Devin.” Soon enough, people began to refer to me with that title and that’s how the name came about. So really, it was my nieces, nephews, and family who helped me come up with the idea to work with children’s music!
You are already a professional artists. What specifically made you choose to join Young Audiences as a roster artist?
I needed professional development in certain areas of my work. I wanted to grasp Young Audiences’ process of curriculum development, arts integration, and I needed to learn how to run a workshop or assembly properly. After hearing other roster artists speak about their experiences with Young Audiences, I began to realize that the organization was a top-notch educational network that not only provides artistic services to schools, but also trains artists to provide these opportunities for the schools. A lot of artists may want to take on this process themselves, but I did not have the desire to establish relationships with schools on my own time when I knew could do it through Young Audiences! It’s a win-win situation for everyone and Young Audiences is the perfect environment for me to learn and share my artistry.
Did you feel like the training you completed with Young Audiences made a big difference in your work?
Absolutely! Without a doubt. It was like I was a little kid back in school again at Young Audiences’ Teaching Artist Institute (TAI). I had to re-learn concepts and the curriculum. Through training at TAI, I walked away having learned that when you give school presentations and assemblies, it’s all about the artist, but when you create a school residency, it’s all about the students. I could not hide behind my artistry when it came to working with children–I had to know the curriculum and the standards as well. It’s been a great opportunity for me to learn how to teach and give back by sharing my passion for music.
What has been the most memorable part of the programs you have brought to students with Young Audiences? Do you have a favorite memory from a program?
I have so many, but I’ll share two great ones. One day as I was packing up my equipment after a great program in a Baltimore school, a little girl came up to me and hugged my leg. She said “Uncle Devin, I don’t want you to leave!” The teacher walked up to us and said “That’s what makes this worth it.” I smiled back and responded, “Yes, it does.”
Another great moment that stands out to me is when I performed at another school in Baltimore. This situation was unique because I didn’t know that my good friend’s daughter attended this school and I didn’t find out until afterward with a surprise. Later that evening, my friend, the young girl’s daughter called me, and over the speaker phone her daughter began to recite some of the concepts she had learned earlier that day during the program. I thought, she’s got it! That was a wonderful moment because I realized I wasn’t just there to perform music, I was there to teach.
How does your art form help connect students to what they are learning in school?
One: Communication. Percussion was one of the first forms of communication that human beings utilized. To be able to show children how to use drums as a communication tool is a very unique way to relate to what they’re learning in school.
Two: Mathematics. I have a song I do called “Count Our Numbers” where we count to five using four different languages. It blends different areas of their studies involving language, mathematics, and music.
Three: Working together. I help children figure out their role in a collaborative team while building musical pieces. It takes a family to build a piece of music together collectively.
Why do you believe percussion specifically is important for every student to have access to?
The heart beat. Everyone has their own beat. It’s about understanding that everyone is unique. Drumming is something that you do every day and many don’t even realize it. It’s in the pace of our walk, the number of times we blink our eyes, or the way we tap our fingers on a table. People naturally make rhythms everyday and it’s an ongoing process. I believe that percussion is so important to society because it is directly connected to our natural rhythms of life. Once we understand it, drumming can enhance our quality of life individually and with one another. I have a new book coming out called “ABCs of Percussion,” that describes one percussion instrument per letter of the alphabet and includes a music CD that will allow the reader to hear each instrument.
How do the lessons and skills you teach students about or through your art form apply to and affect their everyday life outside of the classroom?
Outside of the classroom, music helps connects people to culture. Music enriches children’s lives. If we never spoke a word, we could communicate through music. Music brings people together and it never sets us apart.
What is the most rewarding aspect of being a Young Audience roster artist?
I wish that everyone could experience the feeling of standing before 100 to 200 young people and knowing that you have their undivided attention. Being able to see the smiles that your art form brings to their faces is an indescribable feeling. Knowing that I am touching the next generation and providing children with a positive experience is far more fulfilling than I could ever have expected or describe. Being a children’s artist is essential to developing the type of peaceful world we want to live in. We need more resources and we need more artists. You can never have too many artists. We really need more people to consider carrying on this tradition of teaching through the arts with their skills. The world continues to create a cultural change through music and I am so happy to be a part of it.