Diane Forster, BVM checks chord technique of her students in Beginning Guitar class at St. Paul School, Worthington.

I returned to my first love—teaching elementary music—in the fall of 2005. The shared-teacher position included three pre-K through grade 6 schools located 40 minutes west of Dubuque: St. Joseph (Earlville—35 children), Hennessy (76 children at two sites—New Vienna and Petersburg), and St. Paul (Worthington—62 children).

While not strictly “rural schools” (all grades in one or two rooms), two of the schools had double grades.

However, rural does describe the area. Many of the children come from farming families and have chores before and after school. Several are responsible for their own large animal or small herd or flock. Nearly all ride public school busses. Evening events do not begin before 7:30 because of milking.

In May 2006, St. Joseph School closed because of its small enrollment. Children at Hennessy and St. Paul were surprised to learn that I would be returning in the fall.

I had heard that I was the fourth music teacher in four years. Two had been new teachers. Covering three schools in four buildings would have been a difficult, if not overwhelming, start for a new teacher.

Daunting Schedule

With two schools in three buildings, the 2006-2007 music schedule begins at St. Paul on Monday mornings. Monday afternoons, I go to Hennessy at New Vienna. Tuesdays begin at Hennessy at Petersburg. Tuesday mornings end with a period of Music for Liturgy at Petersburg or New Vienna, alternate weeks. Tuesday afternoons, I'm back at St. Paul.

Wednesdays begin with 8:30 Mass at Petersburg. During cold weather months, this is celebrated in my classroom. All children in the building (grades 4-6) participate. After morning classes at Petersburg, I go to New Vienna for grades K-3. Thursdays reverse the Wednesday schedule. The day begins with children's Mass and classes at New Vienna. Thursday afternoons, I go to Petersburg.

Fridays begin with Mass at St. Paul, followed by morning classes. Friday afternoon is prep time, unless schedule changes—expected or unexpected—occur. During Christmas and Spring Program preparation times, teachers have been most willing to have certain classes or a whole building have extra rehearsal.

Do I ever confuse the days and arrive at the wrong place? Fortunately, not yet! The distance between locations varies from 5.7 miles ( Petersburg to New Vienna) to 16.4 miles ( Petersburg to Worthington ). New Vienna to Worthington is 11.8 miles. And, I never eat lunch in the car!

Elementary students in New Vienna learn musical notation.

Continuity and Change

Two bigger questions I've been asked are these: Has teaching elementary music changed? Are these children different?

Singing, music reading, playing recorder, movement games and dances, beginning guitar, basic keyboard orientation, the umbrella of “music appreciation” (orchestral music, styles of music, musical heritage, etc.) are all part of children's education.

In these Catholic schools, music for liturgy is also a part of the content. As in other subject areas, materials, approaches and available technology keep changing. For example, a Grade 6 student in beginning guitar found a website that provided several two-chord songs!

Music education websites provide experience for all levels of learners in many topics and skills. Some teacher sites post “lessons that work,” and good seasonal materials. Technological advances and declining cost have made good electronic keyboards available to many families, a definite benefit to music education!

Are these children different? In these small rural communities, families know each other, many are related, and nearly all are very involved in the local parish. In school, I find an attitude and understanding, articulated or not, that education, like so many other things, is a community endeavor.

Children offer and accept help from one another in such a comfortable and caring manner that children new to the schools seem surprised at first.

As a teacher new to these schools I, too, was amazed and delighted to see spontaneous, non-disruptive, appropriate assistance being asked for and received. I am the teacher, but in a unique way here, I am a part of the learning community!

Playing the recorder is a new musical experience
for the Hennessy School students in Petersburg.

A New Time

In considering the focus of this issue of SALT and my ministry of elementary music education in small rural Catholic schools, I wondered what I might identify as changes and new needs.

A difference experienced by other BVMs as well is being the only sister on the faculty. (Hennessy faculty does include a Dubuque Franciscan sister in one building.) Serving multiple schools is different for me, as is the 40-minute commute. “Convent” is not part of children's daily vocabulary, although many have learned “Motherhouse.”

Are there emerging needs? There are continuing needs—solid elementary music education and quality music for liturgy. Other needs and concerns newly affect each generation of children—stability of staff in a mobile world, visibility of women religious, sacrifices of parishes and families committed to Catholic education.

As in so many Catholic schools, dedicated lay teachers and administrators maintain the tradition that various communities of sisters began decades ago. The strong, steady support of pastors, parishes and parents for Catholic education continues to be outstanding.

In a blest and mysterious way, things have come full circle, and now I am privileged to have become part of these school and parish communities.

About the author: Diane Forster, BVM served as secretary of the BVM congregation from 1996-2004. She has been an organist at Mount Carmel since 1996.

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