“I’ve always loved really good songs, and I was able to find them. When I hear a great song, I’ll always know exactly where I was when I heard it; it’s like time stops.”
That happens to me. A movie unfolds in my head.
At 78, Bobby Bare is one of the newest members of the revered Country Music Hall of Fame.
Bare’s songwriting partners are a walking library of style ~ Tom T. Hall, Kris Kristofferson, Roger Miller, Billy Joe Shaver. And Shel Silverstein, one of the most eccentric songwriters ever to commute to Nashville.
Bare and Silverstein, both members of the Nashville Songwriters Hall of Fame, collaborated on several albums. Bare says that Silverstein was always jotting down notes ~ on the top of menus, in the white spaces on the sports page, on his clothes, on his hand.
Silverstein wrote all the songs on the album Old Dogs. Bobby Bare, Waylon Jennings, Mel Tillis, and Jerry Reed must have been grinnin’ like possums eatin’ sweet taters making this CD.
And every one of their mature twang-lovin’ fans is happy as a dead pig in the sunshine that they did.
The album’s closing ballad, Time, is bittersweet and wise.
Who needs new tricks? The old tricks are still plenty good enough.
NaBloPoMo: Devouring Books, Ingesting Words, and a Page of a Nani Little Book The Thirty Million Word Gap*
*THIS IS A SUMMARY OF A GROUNDBREAKING STUDY ON THE DISPARATE NUMBERS OF WORDS KINDERGARTEN KIDS BRING TO SCHOOL:
“…Betty Hart and Todd Risley entered the homes of 42 families from various socio-economic backgrounds to assess the ways in which daily exchanges between a parent and child shape language and vocabulary development. Their findings were unprecedented, with extraordinary disparities between the sheer number of words spoken as well as the types of messages conveyed. After four years these differences in parent-child interactions produced significant discrepancies in not only children’s knowledge, but also their skills and experiences with children from high-income families being exposed to 30 million more words than children from families on welfare. Follow-up studies showed that these differences in language and interaction experiences have lasting effects on a child’s performance later in life.”
(When this study broke and I attempted to reiterate it to people, the first reaction was that I had the numbers wrong, and I backed off, thinking, that perhaps I was mistaken in the number of zeros or some such. I did persist, however, and made this study one of the “Anchor” stories in my teaching of teachers. Now, in recent months, I hear the Hart and Risley study’s findings quoted again and again as one of the explanations for the achievement gap. Solution(s)? Well, more books on kids devouring books, that’s for sure, and TALK. Real talk, where someone says something and someone listens and returns talk that’s based on what was heard. Conversation. Authentic talk.)