History is being made in the 2008 Presidential election. For the first time ever, a political party's two front-runners are minorities, a black man verses a white woman. While both Barack Obama and Hillary Clinton share basically the same political views and stand side-by-side on many of the issues, this election is a test as to whether this nation is more racist than it is sexist, and vice versa. In the end, the Democratic nominee will be decided based on character. Obama has set forth a movement to unite this nation, prompting people to work together to achieve a common goal. His biography is incredible; it seems as though he is a test-tube politician, directed to the Presidency for the purpose of ending racism. Clinton has the opportunity to represent American women, to limit sexist ideals and to show the world just how powerful a woman can be. Unfortunately, Clinton's agenda has been poorly received, and many feminists who should be the first to jump on Clinton's ship are abandoning it. I am one of these women.
While Clinton is the female front-runner in this election, she is a bad example for the feminist movement, which is already attached to negative attitudes. Mention the word “feminism,” and scowls sprawl across faces. While many legislative advancements have been made for women through this movement, man-hating women and mixed agendas have made a bad impression. Clinton has more power than any woman in our country has ever had, and she has the opportunity to change these attitudes towards feminism, but she has failed to do so, and her campaign is suffering from it.
So, why is Clinton such a bad example for American women? First of all, she represents a set of older, more traditional attitudes that have maintained the oppression of women for years. She stayed with Bill despite the cheating, lying and manipulation he brought to their marriage, supporting a “stand by your man” tradition that modern women have abandoned.
I know it's rude to say, but Clinton is flaky. She cries if necessary, changes her political stance to align herself with electorate voters, and mocks her opponents, particularly Obama. On February 24, at a campaign rally in Providence, Rhode Island, she slammed Obama for tyring to inspire hope amongst the American people, making comments that embarrassed Democrats and Republicans alike. (“Clinton Mocking Obama”). Nothing about this attitude is positive, and she's only making herself look silly and desperate with such antics.
Clinton, during this campaign, has tried too hard to be macho, to hang with the tough guys, to such an extent that it's easy to forget that she's even a woman. If she does succeed in winning the Democratic nomination and faces off against Republican nominee John McCain in November, Americans will likely answer that they'd rather have the real thing than a wannabe.
Also, on my drive home from college one day, I noticed “Hillary” political signs in the yards of Chillicotheans, who seem to very much adore the candidate. What struck me as odd is that this is the first time a candidate (in any race, I presume) has ran on her first name alone. I understand that this may be her way of distinguishing herself from her husband, but George W. Bush faced the same challenge with distinguishing himself from his father. I think this campaign plot is supposed to be cute, but it's not. It's shallow and makes her look unprofessional. I understand that Americans today want a candidate they can relate to, but time and time again Hillary exhibits her superiority to her fellow countrymen, and Obama brings a much more down-to-earth attitude to the table.
Obama may be a man in this race, but his feminist agenda is far better outlined than Cinton's. She has shunned women so that she can pit herself against the capitalistic men who have run this country for so long. Obama's focus for women is driven by his two daughters. He seems to understand that most of the women's movement today is comprised of social attitudes, and that legislation alone will not change all of these ideals. Clinton's agenda, on the other hand, consists primarily of giving businesses benefits for promoting women's rights. She's consistently an advocate for big business, and that type of fascism doesn't fit into my political opinions.
Since Clinton has struggled with being a woman in this election, she's now turning the issue against Obama for being black. She's trying to make being black worse than being female. On March 4, news reports were released stating that a new advertisement released by the Clinton campaign was altered to make Obama's skin blacker, a tactic that had Time magazine in a world of trouble a few years back. (Troutnut).
It's disheartening to see how cut-throat and nasty this campaign has become. Clinton represents the traditional Democrat, and Obama represents the progression of the party; it's inevitable that they will have and publicize their differences.
The opportunity for women to gain equal rights today is immense with Clinton at the helm. However, she fails to remember the feminist agenda, and, in fact, has taken a step away from it. I would expect a woman in her position to encourage new attitudes on war, have more sympathy for issues affecting women, children and families, and to promote unity amongst American people. It seems that Obama represents these agendas far more clearly than Clinton has or is capable of. A vote for Clinton is a step in the wrong direction, and the feminists in this country recognize that.
Works Cited
Clinton, Hillary. “Women.” New York Senator Hillary Rodham Clinton. 7 March 2008.
Clinton Mocking Obama in Rhode Island. 2008. Video. 7 March 2008.
Obama, Barack. Remarks at the National Women's Law Center. Washington, D.C. 10 Nov. 2005. Barack Obama U.S. Senator for Illinois. 7 March 2008.
Troutnut. “Hillary's ad: debate footage doctored to make Obama blacker.” Daily Kos. 4 March 2008. 7 March 2008.
Showing posts with label wallace. Show all posts
Showing posts with label wallace. Show all posts
Saturday, March 7, 2009
Am I a Feminist?
I'd rather define myself as an “equal opportunist,” but if I have to, I'll agree that, yes, I am a feminist. While I assert that there are so many negative feelings attached to the word “feminist,” by definition, I am one. When I think of the word “feminist,” words such as “man-hating,” “superior,” “angry,” and “bitch” come to mind. I've had a very difficult time defining myself as a fellow feminist when these negative attitudes follow closely. This course has made me see that, despite my prejudices regarding the feminist movement, I desire women to have the same rights as men, and that I don't think total equality has yet been achieved. When I entered the class, I answered “no” to the interactive survey question, “Do you consider yourself a feminist?” Now, I have to bite the bullet and agree that I am, regardless of the connotations attached to the word.
My views on women's rights and feminism are influenced by a number of experiences I've had in my life. I was married at 19, the result of being an underprivileged young woman who thought the only way to financial stability was to get married. Unfortunately, I married a man who could easily be described as an anti-feminist, a man who thought my place was in the kitchen and his was in the bowling alley. He expected me to wait on him hand and foot, to solely take care of our daughter, and to only speak when spoken to. I endured his oppression for seven years, thinking that my daughter was better off with both parents in her life. However, when my mental health took a nosedive, I realized that it was time to break the restraints he had on me and leave. I did, and now, two years later, I'm married to a very pro-feminist man who supports each and every move I make to better myself. I've since gone back to college in order to find a profitable career, and I feel more liberated than ever before. Now, I'm in control, and despite the inequalities society presents me with, being the “queen of my castle” has made life much more enjoyable. I sometimes think it's hard for me to agree with the feminist movement because I feel like I'm making such progress that I don't personally feel the oppression that other women are faced with. However, when I think back to that very dark period of my life, I remember how important it is for oppressed women to have support.
Reviewing the sixteen types of feminism was very enlightening, not only for me to see which types of feminism I agree the most with, but also because it showed me that my political stance extends further than plain old Liberalism, which is where I thought my belief system lay. As a matter of fact, I do agree very much with the Liberal feminist point of view, believing that “all people are equal; therefore, there should be equality for all.” I agree that issues such as women's opportunities, especially in the workplace, as well as a woman's right to an abortion, are pivotal in the fight for women's rights.
My Liberal feminist opinions go hand-in-hand with the Marxist/Socialists feminist stance. I believe that many of the oppressions felt by women are the result of our political, social and economic structures, and that the capitalist, patriarchal design of our country continues to hinder the equality of women and men.
I've recently come to believe I may not be best described as a Liberal, but I am better defined as a Libertarian. As far as the Individualist or Libertarian feminism stance goes, I agree that freedom and independence is the best way for a woman to achieve equality. Women should be allowed to make their own choices without fearing consequences imposed by others. They should have total control over their body and what they do with it. And at the same time, they should not seek out privileges simply because they are the “weaker” sex. I whole-heartedly believe that less is more when it comes to government control, especially when it comes to personal choices and freedoms.
Of the various types of feminism, I would also say that I agree with certain - but not all - elements of Moderate, Standpoint, and Anarcho-feminism. Sometimes, I am quite embarrassed by the efforts of radical feminists, and I think that more often than not their notions hurt the movement. I also believe that a woman's oppression varies from case to case, and that each woman's experiences influences her amount of privilege. I know that while the typical white female is a minority in comparison to the white male that she is much more privileged than a black female. And, as Anarcho-feminism asserts, I agree that the best way to liberate women is to eliminate much of the authority that dictates how they should live.
It's amazing that each of these types of feminism mesh together for a common goal. Some of them contain such conflicting ideologies; one could easily blame this difference of opinions on the negativities attached to the feminist movement. How can a movement progress without each fighting member united on all of the issues? I guess that's why the feminist movement is so indicative of each individual woman it supports. Women have the right to be conflicting and confusing, comprised of many different qualities and ideals. We now simply need to eliminate mixed agendas to fight for a common goal.
My views on women's rights and feminism are influenced by a number of experiences I've had in my life. I was married at 19, the result of being an underprivileged young woman who thought the only way to financial stability was to get married. Unfortunately, I married a man who could easily be described as an anti-feminist, a man who thought my place was in the kitchen and his was in the bowling alley. He expected me to wait on him hand and foot, to solely take care of our daughter, and to only speak when spoken to. I endured his oppression for seven years, thinking that my daughter was better off with both parents in her life. However, when my mental health took a nosedive, I realized that it was time to break the restraints he had on me and leave. I did, and now, two years later, I'm married to a very pro-feminist man who supports each and every move I make to better myself. I've since gone back to college in order to find a profitable career, and I feel more liberated than ever before. Now, I'm in control, and despite the inequalities society presents me with, being the “queen of my castle” has made life much more enjoyable. I sometimes think it's hard for me to agree with the feminist movement because I feel like I'm making such progress that I don't personally feel the oppression that other women are faced with. However, when I think back to that very dark period of my life, I remember how important it is for oppressed women to have support.
Reviewing the sixteen types of feminism was very enlightening, not only for me to see which types of feminism I agree the most with, but also because it showed me that my political stance extends further than plain old Liberalism, which is where I thought my belief system lay. As a matter of fact, I do agree very much with the Liberal feminist point of view, believing that “all people are equal; therefore, there should be equality for all.” I agree that issues such as women's opportunities, especially in the workplace, as well as a woman's right to an abortion, are pivotal in the fight for women's rights.
My Liberal feminist opinions go hand-in-hand with the Marxist/Socialists feminist stance. I believe that many of the oppressions felt by women are the result of our political, social and economic structures, and that the capitalist, patriarchal design of our country continues to hinder the equality of women and men.
I've recently come to believe I may not be best described as a Liberal, but I am better defined as a Libertarian. As far as the Individualist or Libertarian feminism stance goes, I agree that freedom and independence is the best way for a woman to achieve equality. Women should be allowed to make their own choices without fearing consequences imposed by others. They should have total control over their body and what they do with it. And at the same time, they should not seek out privileges simply because they are the “weaker” sex. I whole-heartedly believe that less is more when it comes to government control, especially when it comes to personal choices and freedoms.
Of the various types of feminism, I would also say that I agree with certain - but not all - elements of Moderate, Standpoint, and Anarcho-feminism. Sometimes, I am quite embarrassed by the efforts of radical feminists, and I think that more often than not their notions hurt the movement. I also believe that a woman's oppression varies from case to case, and that each woman's experiences influences her amount of privilege. I know that while the typical white female is a minority in comparison to the white male that she is much more privileged than a black female. And, as Anarcho-feminism asserts, I agree that the best way to liberate women is to eliminate much of the authority that dictates how they should live.
It's amazing that each of these types of feminism mesh together for a common goal. Some of them contain such conflicting ideologies; one could easily blame this difference of opinions on the negativities attached to the feminist movement. How can a movement progress without each fighting member united on all of the issues? I guess that's why the feminist movement is so indicative of each individual woman it supports. Women have the right to be conflicting and confusing, comprised of many different qualities and ideals. We now simply need to eliminate mixed agendas to fight for a common goal.
Music Education at the Ross County YMCA
The School House Rockers:
Wayne Branham
Penny Hall
Rylie Hill
Jennifer Slone
Karen Wiginton
Communications 205 / Dr. Wallace
November 6, 2007
Overview
For the COMS 205 service learning project, our group, The School House Rockers, chose to bring musical education to the latchkey children at the Ross County YMCA. In a day and age where art and music programs are being cut left and right, it was the least we could do as a group activity to bring some enjoyment to these children while teaching them something about music at the same time. This paper will outline the group processes we utilized to yield a successful program.
Our program lasted for three days, and we spent approximately one hour each day presenting different musical activities for the children to participate in. We worked with three groups of children, who were split up according to their ages. This worked wonderfully, because the age groups rotated locations from day-to-day, and we were able to work with all of the children in the program.
Creative Activity
We organized three main activities to share with the children. First, we decided to use the popular video games Guitar Hero and Dance Dance Revolution as staples in our program. We wanted to give the children an opportunity to test-drive these games, which promote coordination and rhythm, and give users a variety of musical styles to be exposed to. Initially, we thought this activity would work best for the older children, but in the end, all age groups had an opportunity to play.
Next, we decided to make home-made instruments with the children, to give them an introduction to noise and how music works. We researched this online, and found many varieties of instruments we could make quite easily. We settled on jingle bell bracelets, castanets, and shakers. We wanted to limit our crafts to items we could all provide at little or no cost.
The third activity we planned for was making coloring songbooks with the children. This is an enjoyable project that we thought would teach children some of the timeless classic nursery rhymes. We found the project at http://www.storytimesongs.com/Lyrics.html. The project, which we had in mind for the youngest group, consisted of us preparing the songbook materials and stapling the pages together. On one side of the booklet was a picture that accompanied the song on the opposite page. The children were able to color the pages of the songbook, which had a nice cover and a place for their name. This was a souvenir the children were able to take home. While they worked on the project, we played songs from Baby Genius' "Favorite Nursery Rhymes" album. The songs on the album complimented the songs in the book, which was a nice touch that the children enjoyed.
Our final activity was geared towards emotive drawing. Our goal was to show the children how music can generate a variety of emotions and feelings. We gathered various songs expressing different emotions and asked the children to draw the emotions they felt while the songs were playing. From Bob Dylan to Janis Joplin to the Rolling Stones, the children were exposed to a several artists who have contributed to the history of Rock and Roll.
Group Process
First, our group was faced with the task of choosing which activities we would bring to the children. This is where we faced our first small group communication hurdle. Jennifer had compiled a very large list of activities as options for our program. During a group meeting, the rest of the group vocalized that the list was far too ambitious, and Jennifer responded very negatively. She found that she was personally offended by the group's resistance to her proposition. After some thought, she realized that, having just left a job as a delegating manager, this project was not nearly as grand a scale as those she was used to organizing. She came to the conclusion that the project needed to take more precedence than her emotions, and that her conflict was a result of not working with this size of a group with members sharing the responsibility.
Our group then narrowed down the list to the three activities listed above. Our group work was then focused on organizing the materials and deciding upon a schedule with the YMCA. Karen worked directly with Jenny Beverly, the YMCA director, to organize our visit. Penny and Rylie handled the task of either getting donations for or purchasing craft items for the instrument activity. Jennifer and Wayne gathered the consoles, games and televisions needed for Guitar Hero and Dance Dance Revolution. Jennifer prepared the materials for the coloring songbook activity, and compiled CDs of music for the songbook and emotive drawing activities.
Analysis of Group Process
All in all, each group member was very satisfied with the outcome of our project. When we arrived at the YMCA on day one, we found that our perception of how the groups were organized was slightly different. We assumed we'd be spending time with each group every day. Instead, we found that, to avoid stagnation, the groups rotated locations each day. In other words, we would be working with different age groups in different locations each day. We were also told that the group in the gym would be impossible to work with, as they are accustomed to playing basketball and doing more sport-related activities there.
So, we began our first day with the older children playing Guitar Hero, and the middle-age children making instruments. On day two, the middle-age children moved to the game consoles (they also chose to play Guitar Hero), and the youngest group came up from the gym to the activity room, where we made the coloring songbooks. On the third day, the younger children moved to the game room. Here, we were faced with the challenge of these children lacking the coordination to play the game properly. Therefore, we switched to Dance Dance Revolution, which required less skill. On this day, the older children were in the activity room, and they participated in the emotive drawing activity. Our group split up three-to-two to manage the activities in the separate rooms. Wayne stayed in the game room all three days, Karen stayed in the activity room all three days, and Jennifer, Rylie and Penny rotated each day.
Observations
We were all thrilled with the children's reactions to our project. When we first arrived, we found the children were excited for us to be bringing them something new to do. As soon as they learned we were bringing them music education, they were even further thrilled. When we brought Guitar Hero into the game room, the children's faces lit up like Christmas trees! They all seemed very grateful to have a group of individuals paying attention to them and giving them something interesting to participate in. Each day, the children asked questions regarding what we'd be doing with them the next day. It was very rewarding to see the children showing their parents the things they had made when they came to pick them up. There were many children saying, "See? That's why I want a Playstation!" to Mom or Dad, and we were thankful that they were able to exhibit the benefits of gaming to their parents, rather than the typical graphic violence that people are used to seeing come from game systems. We were also rather surprised at the children's reactions to the emotive drawing activity. After the children produced some drawings, they decided they wanted to become rock stars! They begged us to replay Jimi Hendrix's "Voodoo Chile," and they proceeded to play air guitar and dance around the room. Even though our activity took an unexpected turn, the children obviously had a great time and were exposed to classic rock. All in all, the students worked very well together on each project. We generated the most obvious competitiveness with Guitar Hero, though. The children argued from time-to-time about who's turn it was and how many turns each child had taken, but we, with the help of the classroom monitors, were able to maintain order.
Group Lessons
Each group member has learned the rewarding value of working with children. We have all been inspired to participate in similar activities in the future. We have learned that organization is key. Although our group process was challenged slightly by the rotation of the age groups, we were quickly and efficiently able to adapt thanks to our superior organization. We chose activities that were cost-effective, as well, and no large financial burden was placed on any member.
Conclusion
We were all a little bit sad to see the three days fly by so quickly. It would make for an excellent program to be able to have at least a couple weeks with the children. Perhaps if we had more time, the ambitious list we started with could be completed. We were all impressed by the organization of the YMCA and its methods of keeping the children entertained.
Wayne expressed just one complaint regarding the latchkey monitors. He faced some difficulty on the third day because the monitor with the youngest group of children didn't help out very much; he let the children run wild and Wayne had a difficult time getting the children to behave while he was getting them acquainted with the game. Other than this instance, the employees of the YMCA were more than helpful in our activity process.
After our project was completed, the YMCA director said she was very pleased with our program, and that she noticed no problems with our visit. She also said the children were asking where we were the day after our program ended. Our enjoyment of this project was further validated by the director and students' appreciation.
Our goal was to bring music education to these children in a light that they may have never seen it in before. We feel we were very successful in doing just that, and we're confident that the students will utilize the knowledge we shared with them for a long time.
Wayne Branham
Penny Hall
Rylie Hill
Jennifer Slone
Karen Wiginton
Communications 205 / Dr. Wallace
November 6, 2007
Overview
For the COMS 205 service learning project, our group, The School House Rockers, chose to bring musical education to the latchkey children at the Ross County YMCA. In a day and age where art and music programs are being cut left and right, it was the least we could do as a group activity to bring some enjoyment to these children while teaching them something about music at the same time. This paper will outline the group processes we utilized to yield a successful program.
Our program lasted for three days, and we spent approximately one hour each day presenting different musical activities for the children to participate in. We worked with three groups of children, who were split up according to their ages. This worked wonderfully, because the age groups rotated locations from day-to-day, and we were able to work with all of the children in the program.
Creative Activity
We organized three main activities to share with the children. First, we decided to use the popular video games Guitar Hero and Dance Dance Revolution as staples in our program. We wanted to give the children an opportunity to test-drive these games, which promote coordination and rhythm, and give users a variety of musical styles to be exposed to. Initially, we thought this activity would work best for the older children, but in the end, all age groups had an opportunity to play.
Next, we decided to make home-made instruments with the children, to give them an introduction to noise and how music works. We researched this online, and found many varieties of instruments we could make quite easily. We settled on jingle bell bracelets, castanets, and shakers. We wanted to limit our crafts to items we could all provide at little or no cost.
The third activity we planned for was making coloring songbooks with the children. This is an enjoyable project that we thought would teach children some of the timeless classic nursery rhymes. We found the project at http://www.storytimesongs.com/Lyrics.html. The project, which we had in mind for the youngest group, consisted of us preparing the songbook materials and stapling the pages together. On one side of the booklet was a picture that accompanied the song on the opposite page. The children were able to color the pages of the songbook, which had a nice cover and a place for their name. This was a souvenir the children were able to take home. While they worked on the project, we played songs from Baby Genius' "Favorite Nursery Rhymes" album. The songs on the album complimented the songs in the book, which was a nice touch that the children enjoyed.
Our final activity was geared towards emotive drawing. Our goal was to show the children how music can generate a variety of emotions and feelings. We gathered various songs expressing different emotions and asked the children to draw the emotions they felt while the songs were playing. From Bob Dylan to Janis Joplin to the Rolling Stones, the children were exposed to a several artists who have contributed to the history of Rock and Roll.
Group Process
First, our group was faced with the task of choosing which activities we would bring to the children. This is where we faced our first small group communication hurdle. Jennifer had compiled a very large list of activities as options for our program. During a group meeting, the rest of the group vocalized that the list was far too ambitious, and Jennifer responded very negatively. She found that she was personally offended by the group's resistance to her proposition. After some thought, she realized that, having just left a job as a delegating manager, this project was not nearly as grand a scale as those she was used to organizing. She came to the conclusion that the project needed to take more precedence than her emotions, and that her conflict was a result of not working with this size of a group with members sharing the responsibility.
Our group then narrowed down the list to the three activities listed above. Our group work was then focused on organizing the materials and deciding upon a schedule with the YMCA. Karen worked directly with Jenny Beverly, the YMCA director, to organize our visit. Penny and Rylie handled the task of either getting donations for or purchasing craft items for the instrument activity. Jennifer and Wayne gathered the consoles, games and televisions needed for Guitar Hero and Dance Dance Revolution. Jennifer prepared the materials for the coloring songbook activity, and compiled CDs of music for the songbook and emotive drawing activities.
Analysis of Group Process
All in all, each group member was very satisfied with the outcome of our project. When we arrived at the YMCA on day one, we found that our perception of how the groups were organized was slightly different. We assumed we'd be spending time with each group every day. Instead, we found that, to avoid stagnation, the groups rotated locations each day. In other words, we would be working with different age groups in different locations each day. We were also told that the group in the gym would be impossible to work with, as they are accustomed to playing basketball and doing more sport-related activities there.
So, we began our first day with the older children playing Guitar Hero, and the middle-age children making instruments. On day two, the middle-age children moved to the game consoles (they also chose to play Guitar Hero), and the youngest group came up from the gym to the activity room, where we made the coloring songbooks. On the third day, the younger children moved to the game room. Here, we were faced with the challenge of these children lacking the coordination to play the game properly. Therefore, we switched to Dance Dance Revolution, which required less skill. On this day, the older children were in the activity room, and they participated in the emotive drawing activity. Our group split up three-to-two to manage the activities in the separate rooms. Wayne stayed in the game room all three days, Karen stayed in the activity room all three days, and Jennifer, Rylie and Penny rotated each day.
Observations
We were all thrilled with the children's reactions to our project. When we first arrived, we found the children were excited for us to be bringing them something new to do. As soon as they learned we were bringing them music education, they were even further thrilled. When we brought Guitar Hero into the game room, the children's faces lit up like Christmas trees! They all seemed very grateful to have a group of individuals paying attention to them and giving them something interesting to participate in. Each day, the children asked questions regarding what we'd be doing with them the next day. It was very rewarding to see the children showing their parents the things they had made when they came to pick them up. There were many children saying, "See? That's why I want a Playstation!" to Mom or Dad, and we were thankful that they were able to exhibit the benefits of gaming to their parents, rather than the typical graphic violence that people are used to seeing come from game systems. We were also rather surprised at the children's reactions to the emotive drawing activity. After the children produced some drawings, they decided they wanted to become rock stars! They begged us to replay Jimi Hendrix's "Voodoo Chile," and they proceeded to play air guitar and dance around the room. Even though our activity took an unexpected turn, the children obviously had a great time and were exposed to classic rock. All in all, the students worked very well together on each project. We generated the most obvious competitiveness with Guitar Hero, though. The children argued from time-to-time about who's turn it was and how many turns each child had taken, but we, with the help of the classroom monitors, were able to maintain order.
Group Lessons
Each group member has learned the rewarding value of working with children. We have all been inspired to participate in similar activities in the future. We have learned that organization is key. Although our group process was challenged slightly by the rotation of the age groups, we were quickly and efficiently able to adapt thanks to our superior organization. We chose activities that were cost-effective, as well, and no large financial burden was placed on any member.
Conclusion
We were all a little bit sad to see the three days fly by so quickly. It would make for an excellent program to be able to have at least a couple weeks with the children. Perhaps if we had more time, the ambitious list we started with could be completed. We were all impressed by the organization of the YMCA and its methods of keeping the children entertained.
Wayne expressed just one complaint regarding the latchkey monitors. He faced some difficulty on the third day because the monitor with the youngest group of children didn't help out very much; he let the children run wild and Wayne had a difficult time getting the children to behave while he was getting them acquainted with the game. Other than this instance, the employees of the YMCA were more than helpful in our activity process.
After our project was completed, the YMCA director said she was very pleased with our program, and that she noticed no problems with our visit. She also said the children were asking where we were the day after our program ended. Our enjoyment of this project was further validated by the director and students' appreciation.
Our goal was to bring music education to these children in a light that they may have never seen it in before. We feel we were very successful in doing just that, and we're confident that the students will utilize the knowledge we shared with them for a long time.
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