Sixteen of us, with instruments, music
stands and books, are packed into the music space at the front of the church
this Christmas Eve liturgy. We can
hardly move, but the constraints don’t bother anyone. Most of us know each other. My husband controls the computer projecting the words of the hymns on the screen. All three children
lend their musical talents. My
sister, her husband, and their three children, also sing. Our organist and drummer have joined
us, along with four of our Sunday regulars.
We have just rocked out “The Virgin Mary
Had a Baby Boy,” and we are jazzing through the third verse of “Silent Night.” Our older son provides a steady bass,
the organist grooves through the jazz chords, and our younger son, the
trumpetist, improvises wildly. My
niece and a parish singer reach the stratosphere with the high descant. As my contribution on piano during this
piece is purely decorative, I can indulge myself. I relish the moment. Our daughter-in-law and my daughter’s fiancé chorus from the
congregation. I see my father’s
spirit smiling from the front pew, and I hear my mother say, "Julian sure played
his flute well."
I am in my element. That’s a surprise to me and the music
teacher who told my parents they were wasting their money on piano lessons for
me. I cherish this moment.
Fast forward three months. Fifty-five colleagues and I gather on
the theatre stage for an interactive afternoon to experience structured
conversations we can use in the classroom so all students can talk, move, and
best of all, learn. Not an ideal
venue, the stage is, however, the best place in the school large enough to
allow so many people to be moving at once.
Despite the challenges, the venue works. For the Carousel experience, I have had
to post my six images with accompanying chart paper in creative locations—on
doors and walls in the wings, and on exit doors on either side below the
stage. Six groups of teachers,
each poised at an image-chart-paper station, wait for my signal to
brainstorm. Now! The room bristles with the energy of
excited talk and laughter as they record their ideas. I clap
my hands. “Please move clockwise
to the next station,” I instruct. Six
groups of teachers navigate to the next station. No one gets lost.
While they throw out suggestions at this new station, giggling all the while, I have the time to marvel
at this moment. This session
works. Teachers talk, move, and
learn. When they return to
their chairs, they suggest novel applications of the techniques to curricular
contexts across the grades. Their responses astound me. I love
to facilitate. My cup overflows.
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You know that
the antidote to exhaustion is not necessarily rest? The antidote to exhaustion is wholeheartedness. . . . You
are so tired through and through because a good half of what you do here in
this organization has nothing to do with your true powers, or the place you
have reached in your life. You are
only half here, and half here will kill you after a while. You need something to which you can
give your full powers.
The monk goes on to compare Whyte to a
swan.
You are like [a
swan] waddling across the ground; the swan doesn’t cure his awkwardness by
beating himself on the back, by moving faster, or by trying to organize himself
better. He does it by moving
toward the elemental water, where he belongs. It is the simple contact with the water that gives him grace
and presence. You only have to
touch the elemental waters in your own life, and it will transform everything.
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As far as I can see, wholeheartedness comes
from finding our elemental waters and taking the risk to jump in, maybe after a
time in exile that might make us gun-shy.
Those elemental waters become our place. The moments they produce scintillate in color on a screen of
fine water droplets like the The World of Color Show at Disneyland. They remind us of what is possible.