The Greenwich Country Day School – My Teaching Moments
My time at Greenwich Country Day School was filled with unforgettable Teaching Moments.
After graduating from Michigan, I needed a job. And I also wanted to get my American citizenship. So I accepted a teaching position at what I thought was a quaint New England small-town school, the Greenwich Country Day School in Greenwich, CT. To my surprise, I discovered that this school’s students came from some of the most affluent families in America. The wealth in this small Connecticut town was astonishing, and it opened my eyes to a different world. I took advantage of my posh surroundings and got the headmaster of the school to sponsor my citizenship. This experience not only helped me secure my status but also exposed me to diverse teaching philosophies and methodologies, greatly enriching my teaching career.
Throughout my teaching moments, I made many friends during the three enjoyable years at Greenwich Country Day. The connections I formed with my students were profound and continue to impact my life. I still run into my students every so often, especially on Facebook. It’s always a little disconcerting to hear those words “Hey Mr. Winkler!” It reminds me of the influence a teacher can have in shaping a young person’s life and the enduring nature of those relationships. Seeing their growth and achievements is a testament to the time and dedication invested during those years.
Reflecting on my experiences, I treasure the Teaching Moments I had.
The Greenwich Country Day School Chorus
Here is a recording of a Christmas concert at Greenwich Country Day in 1983. At that time, there were not many Jews in Greenwich CT, so I naturally included a Hanukkah song in the program. I don’t think most of the parents knew what to think of it. However, the bottom line was that the kids seemed to enjoy the diversity in the music. It was daring for Greenwich in the early eighties, and it highlighted the importance of inclusivity in our cultural celebrations. This experience taught me about the significance of representation in music and education, and the joy that comes from sharing different traditions with a receptive audience.
These experiences turned into Teaching Moments that would last a lifetime.
A Gifted Student
In addition to student performances, I often organized workshops that allowed students to hone their skills in a collaborative setting. These workshops were designed to encourage creativity and teamwork. Students took part in various activities, from acting improvisations to vocal exercises. It was remarkable to witness some students who initially were shy and reserved blossom into confident performers. The changes in their demeanor were nothing short of inspiring, and it reinforced my belief in the transformative power of education and the arts.
There are very few boys who, at the age of 12, might be deemed a good singer. Stephen Whitmore was not just a good singer; he was exceptional. A boy soprano, whose talent remains unmatched in my experience. It was an honor to have been his teacher. In this video, he performs a vocalise by Gabriel Faure. To challenge Stephen further, I arranged it so that he had to hit many high notes, which would be treacherous even for seasoned professionals like Joan Sutherland. An example of this is the high F above high C at the 3:27 mark, which requires precision and skill that is rare. This piece demands a nearly 3-octave range, and with Stephen’s natural technique and impressive control, he makes it look like child’s play. Accompanied by computer-generated visuals of a raven soaring through the sky, this performance captures the spirit of youthful artistry. It showcases not only Stephen’s talent but also the magic that can happen in a supportive educational environment.
The culmination of our efforts was defined by those Teaching Moments I cherish.
Every performance and workshop led to a greater understanding of not just the music, but also the stories and emotions conveyed through art. It became evident that each student brought their unique perspectives and experiences to the table, enriching our collective endeavors. I often encouraged my students to express themselves authentically, and this openness fostered a trusting and supportive environment where creativity could flourish. The lessons learned during these formative years extended far beyond the classroom, teaching invaluable life skills such as empathy, collaboration, and resilience.
The Greenwich Musical Theater Group
In the summer of 1985, I formed “The Greenwich Theater Group” for kids, a project that would become one of the highlights of my teaching career. This initiative not only provided a platform for young talents to showcase their abilities but also served as a community-building exercise. In the picture to the right are some of my students and Kathi Moss, who played one of the leads in the Broadway musical “Nine.” Her character sings “Be Italian,” a performance that inspired many of my students to pursue their passion for theater. The sense of accomplishment and joy from these productions fostered a lifelong appreciation for the arts among the participants.
The culmination of my work with the theater group was the production of “Joseph and the Amazing Technicolor Dreamcoat” performed by the Upper School of The Greenwich Country Day School. This performance was more than just a showcase; it was a celebration of the dedication and hard work put in by all involved. The students transformed on stage, embodying their characters with passion and energy that left a lasting impression on the audience. This experience underscored the importance of collaboration and commitment, both key components of successful performance art. It also created lasting memories for the students, who often reflect on those days with nostalgia and pride.
