Riverhead District Schools Commemorate 9/11

While many of us remember exactly where we were, who we were with, and what we were thinking during the 9/11/2001 attacks, many children in middle school weren’t even born yet. Riverhead High School seniors were only four years old.

In an effort to help students understand the importance of this tragic event, there is a divergence in emphasis depending on the age of the students. In the elementary schools, students and teachers in several schools in the district wore red, white and blue, and principals, and teachers taught students lessons in patriotism and heroism.

In classrooms in the upper grades, two main points seemed to be emphasized -- a cause and effect relationship between past events, and the impact the events of September 11, 2001 have on us in the present day.

AT 8:46 a.m., at Riverhead High School, a student read an original composition to the entire student body, which was followed by a moment of silence. This act of remembering was repeated throughout the district.

In the high school and middle school Social Studies classes, several teachers taught lessons related to 9/11. As he has every year since 9/11, Scott McKillop told his class about how his class received the announcement in school and watched in silence as the second plane hit the tower. He and his brother, Dave, raced to the scene as part of a firefighting unit from Long Island.

Students at the middle school viewed documentary videos, wrote response papers, listened to music inspired by 9-11, created art projects, and reflected on the impact of 9-11 on their lives today. In Mr. Hewkin’s Social Studies class, he asked the question, “What happened on 9/11/01 and how did it change our lives? What lesson has our nation learned from 9/11?”

In Jay Lebowitz’s art class students created patriotic drawings to remember the events of 9/11 and the heroic efforts of those who responded. “I am so excited about the lesson I do every year for this day,” noted Mr. Lebowitz. “I added a short PowerPoint last year featuring drawings inspired by 9-11.”

Annette Brewer (Music Theory at the high school / Music at the middle school) once again had her students listen to an amazing piece of music by composer Steven Reich. While the students listened, they wrote reaction statements to what they were hearing. For instance, at one point early in the performance, the listener hears a phone ring and ensuing conversation.

Steven Reich, American and living composer, composed WTC 9/11 for the Kronos Quartet and it premiered in 2011. Students read a short description of the composer and music. (http://www.nonesuch.com/journal/video-steve-reich-talks-new-york-times-about-wtc-911-2011-09-08). They also listened to an interview of the composer on Youtube. Students listened to a portion of the piece, while reflecting (writing) about what they heard.

The AP theory lesson was more in-depth than her middle school lesson, but her middle school students also listened and reflected on the music. – (Watch this video of the Kronos Quartet’s performance: http://www.youtube.com/watch?v=Rlv0SW8SIgI)

Ms. Brewer writes about this class, “While looking over the students’ papers, I was struck with the depth of their responses. This is an important listening experience for students, to hear how composers react to current events through their compositions. WTC 9/11 is a dark piece of music, and both the Middle and High School students reacted maturely with thoughtful written responses.”

Middle school band student responses:

• The music made me feel the real horror of that day like I was actually there.
• The dynamics sometimes get loud, explaining/representing the scary moments for all.
• The tempo intrigues the listeners and pulls their emotions out with intense changes.
• The music is played with a mixture of alarming mood, tempo and dynamics.
• Overall this is a chilling, haunting piece that reminds you of all of the horror of 9/11.

High school AP Music Theory student responses:

• Some of the (voice) recordings come in as sudden and accented, directly comparable to the nature of the event of 9/11.
• It’s fascinating how sad and disgusted the piece can make an individual feel.
• I find that the composer’s intended feel to be given to a listener is the ‘heart-pounding’ feeling that many of the citizens across America felt.
• I feel tension with the dissonance of the notes; the melody sounds desperate.
• Ending with notes that fill me with sorrow.