Successful Author Visit

In my quest to provide helpful insight to educators everywhere, I thought I'd take the time to reverse engineer a fantastically successful author visit I made to an elementary school thru Greater Columbus Arts Council's Artist in the Schools program, that took place as the year drew to its close this spring. Consider this my second installment of directions:

DEBBIE'S DOZEN DIRECTIONS: Author Visit!!

1. Consider stream-lining the 'Author" visit thru the school librarian. The librarian is likely to work with all the grades in the building. A happy alternative might be to have the Art teacher take the helm for the same reason. My suggestion is to choose a 'teacher' who interacts with all of the students in the building, someone who has a vested interest in the day going well for the 'most' students possible.

2. Schedule your visit with the author or illustrator (or author/illustrator) with sufficient time that your designated 'all-building' person has ample time to introduce the visiting author's work to the widest cross section of classrooms and grades as is reasonably possible.

3. Reach all financial arrangements ahead of time and in writing. Don't be afraid to ask for clarification of details. Be certain to address travel expenses where appropriate and communicate all details ahead of time so that everyone is on the same page and in total agreement. Communicate if there is to be an invoice from the author & to whom it is to be addressed specifically.
3.a. Communicate how and when the payment will transpire.
3.b. Make certain that all paperwork is in order for a timely payment to unfold.
3.c. Double check how the physical check should be made out and communicate when it will be available.
3.d. Communicate all financial plans to necessary school district personnel for final approval.

4. Communicate to your guest-author the specifics of the visit day's schedule with clarity. The length of the presenter's program and the grades to be included in each program spelled out, at the minimum. (It's always helpful to make the author aware of any classes with acute special needs or other such concerns.) Communicate to teachers what their role during the program will entail.

5. Communicate to your guest author the specifics of the setting of the visit. If at all humanly possible have the author remain in one setting for the duration of the day and bring the students to that one spot. (Be certain to communicate with the PE teacher -- if you are taking over their gym for the day, or whom ever you are displacing from their space.)

6. Print out a schedule of the day for all school personnel ahead of time. (This allows the custodial staff, office secretary and every other building specialist to be aware and recognize if there are any flies in the ointment ahead of time and resolve such issues in advance.)

7. Consider how lunch time is to be handled and have a clear plan. Some authors may like to have 'quiet time' away from conversations, others may appreciate visiting with students in the school cafeteria, others might enjoy chicken salad from Panera, hand delivered by the librarian's sister. My advice? Have a plan. A teacher pot-luck is always a winning concept.

8. Consider making the author's work available to the student body. How will this be handled? An order form sent home ahead of time with orders tabulated and the proper number of books brought to the site already signed and on hand is a win/win/win. If individual books are to be personalized allow time in the day for this task to unfold.

9. Communicate regarding any specific needs from the author as it relates to the size of the audience. What sort of microphone/speaker system is available? Is there need for a screen/darkened space for the sharing of slides? Have a tech crew ready for smooth set up.

10. Consider how long it takes to get your audience into and out of the gym/auditorium and build ample transition time into the schedule so as not to lose valuable program time.

11. Consider how students can funnel their questions to the guest-author. Possibilities include having questions written ahead of time and funneled thru the host-teacher to the author or having the classroom teacher 'work' with students regarding the asking of questions or a third alternative is having the author make individual classroom 'visits' following a large group assembly to ask questions in a more intimate setting. How does your author like to handle questions from the students? Devise a plan.

12. Extra credit for the host-coordinator who has the insight to get the visiting author's name onto the outdoor/public school sign. Great PR ++bonus ++ for the neighborhood to know that exciting things are taking place in the building. BIG smile-maker for the author to be greeted upon arrival with their name-up-in-lights. [YES!!! That's me, just before the dog walk and way ahead of sunglasses day!!]

TOTAL Bonus #13. If your author mentions in an email that they are now a total diva & returning from Europe just to make your school visit, mentioning having missed peanut M&Ms while across the pond....... surprise them with a happy canister to show you care.

**********Oh yeah!!! And if you have an 'author's wall' in your library remember to invite your guest author/illustrator to add their John Hancock and line drawings to those that have come before. Have no fear, your students will remind you if this is your first time in the saddle and you attempt to forget -- so sit back and relax!

Debbie's Dozen Directions!!!

In my quest to start-over-at-the-very-beginning (with my blog: it's purpose, helpfulness, intent and usefulness) I thought that this would be the perfect time to outline my suggestions to teachers -- librarians and fellow performers working with young children, particularly young children with special needs -- and give you a summary & some quick tips as to how I approach and organize a music/circle/concert time.


Drumroll.... Debbie's Dozen Directions:


1. Smile!!! Enjoy!!! Laugh!!! Have fun!!!!
Now this might sound obvious, but it still needs to be number one. The laughter is always number one in my book. Now that the brain research is "proving" that children learn best, easiest and retain more while they're laughing, giggling & engaged with delight, you have the science behind the silliness factor. A not so obvious corollary that I particularly love? Be sure you tell the children, "Here comes the funny part." What do they do then? LAUGH!!! Give them both permission, a channel and direction for their laughter.


2. Start with FAMILIAR Choices!!!!
The newer you are to the group, the longer it's been since you've been together, the younger the children, the more needs the children have -- then the more 'familiar' your first song selections should be, to allow for everyone to 'relax.' You want the kiddos to be saying, "AH-Ha! I know that one!! I'm good at that one!! I know how that goes! I can do that!!" (That's how you win over the anxious, the queasy/uneasy wee ones.)


3. Repeat, repeat, repeat, repeat!!!! FOUR Times!
Don't you just love that the brain research has now PROVEN that children learn through repetition? While that may have been clear to anyone that's ever worked with children --it is now research tested and PROVEN and approved! What I did appreciate learning is that the magic number is apparently: FOUR. It takes four times, for a typical, average child to learn something 'new' that is DAP (developmentally appropriate practise/play). The first time through, it's all about you. You'd better be smiling, you're performing at that point. The second time your group is beginning to anticipate where you're going. The third time some of your bright, gifted/talented are with you & chiming in. The fourth time? VOILA! They've got it!!! Now obviously if there are special needs in the room, the magic number may be 14 or 44 or 444, but the same advice applies: REPEAT!


4. Follow Your Rituals and Recipes!!
Create 'rituals' and then think of them as 'recipes.' Come together on the rug with a familiar transition experience. (Same music playing every time they leave their learning stations or same rhyme being said, or same tambourine flourish beckoning.) Begin with everyone seated and gathered round. Start familiar. Repeat familiar often. Have an opening number, a welcome song and start there. Think of this as the theme song for your favorite show. The more they can trust you, the more relaxed and participatory they will be. ***Remember from Dr. Pam Schiller, "Trust is job one."


5. Be Willing to Take a Risk
While familiarity and comfort-level are critical to 'success' in my book, it's also important to "take-a-risk" once you've established your trust-worthiness. If you are truly a 'novice' at the performing concept, the risk may be your willingness to allow the children to move. You may be very comfortable when all the children are seated neatly on the rug like pretzels with their hands in their laps. It may feel like a huge risk to you professionally to allow the children to stand up and get moving, but take a deep breath and allow for movement. After an active/moving/bouncing/jumping song have your next selection require apt attention while seated. Then pat yourself on the back for the successful transition, exhale and SMILE!!!Children love when things get faster. [I have an on-going interview under-way, with an expert on dance and movement catalogued here. Connie Dow is happy to answer your dance/movement questions!]

6. Begin Slowly. Play with the Speed

Start with the familiar in a very methodical/slow speed and then start cranking it up faster and faster and faster! Get just fast enough for them to turn into a giggling machine of nonsense. Whew! That was fun. (see rule #1 above!) "Let's do it again!! (See rule #3!) [See this YouTube Video of mine for the big ending that gets faster & faster.]

7. Choose a Comfortable Key/Pitch
If you really aren't a musician this may be the 'trickiest' bit on the list. Do your best to choose a starting note that is comfortable for your voice. Take 'note' (get it musicians? LOL) if the children's voices seem comfortable in the key you've selected. Try it at home first. No kidding folks, it helps to practise.


8. Animate & Exaggerate Your Face
Maybe this should be number one? Your face is your most important instrument. Make eye contact. Wink at the child who you need in your posse. SMILE (did I already mention that?) How many faces can you make? Your body & your posture follow right after your face. What amazing things can you do with your hands and arms? Your legs? Now's the time to show off. These children have grown up with an environment that 'explodes' with the click of a mouse. Make your 'show' worthy of Broadway.


9. Watch the Children for Clues & Ideas
This is probably my favorite one! The children are FILLED with ideas. They are full of perfect choreography and movement and their response will give your adult/stuffy/stationary body plenty of ideas for how to move to Monkey Fun. Watch them. Tune in. Mirror their movements. What a fantastic way to honor a child: to move your body as they are moving.


10. Have Your Props Handy!!
That does imply that you have props, right? Well, for Pete's sake, have them handy! That implies you have a plan, right? You know what comes next, right? Have your shakers, your puppets, your doo-dahs, and your razz-a-ma-tazz right there with you in your picnic basket of delight.


11. Close Your Eyes, Surprise!!
Use the inherent thrill of the surprise-factor. Ask the children to close their eyes!!! So simple. So truly amazing. Costs nothing. So throw-back and low-tech. Yet PRICELESS!! Even with the most mature elementary age students, the simple invitation to close their eyes is a magic carpet ride to use their imaginations. What could possibly come next? They love it. (See evidence pictured above.) This moment of suspended animation allows you to reach into your pic-a-nic basket and pull out the next surprise. TA-DA!!!


12. Novelty, Novelty and More Novelty
The brain research suggests that once you have them relaxed and trusting and learning and at ease, it's time to introduce some pizzazz! Novelty! New song or new puppet or new instrument or new hat or new dance or new flannel board or new floogle woogle bugle horn or new routine. This is when you really get a chance to make it memorable. That's what all the set up was for -- this moment at the pinnacle of fun. This is often the point when I don my jungle tutu and transform into a lion for a thrilling Lion Prowl.


What would a twelve be without a thirteen? (Long time readers understand my fascination with the baker's dozen.)


13. BONUS**** Have fun with a Closing Ritual
However you end, however you conclude.... do it the same way every time. Have a great big ending. I'm all about the big ending. Do it with style. Leave them begging for more. Always better to leave them asking for more fun than to over-tire an audience. Know when to say when and close with delight. I typically close every family concert with the singing of my classic, "You're Wonderful." (Click here for a YouTube version.)