Chorus Teacher Quotes

She needed what most colored girls needed: a chorus of mamas, grandmamas, aunts, cousins, sisters, neighbors, Sunday school teachers, best girl friends, and what all to give her the strength life demanded of her—and the humor with which to live it.

Ten Best Song to Strip 1. Any hip-swiveling R&B fuckjam. This category includes The Greatest Stripping Song of All Time: "Remix to Ignition" by R. Kelly. 2. "Purple Rain" by Prince, but you have to be really theatrical about it. Arch your back like Prince himself is daubing body glitter on your abdomen. Most effective in nearly empty, pathos-ridden juice bars. 3. "Honky Tonk Woman" by the Rolling Stones. Insta-attitude. Makes even the clumsiest troglodyte strut like Anita Pallenberg. (However, the Troggs will make you look like even more of a troglodyte, so avoid if possible.) 4. "Pour Some Sugar on Me" by Def Leppard. The Lep's shouted choruses and relentless programmed drums prove ideal for chicks who can really stomp. (Coincidence: I once saw a stripper who, like Rick Allen, had only one arm.) 5. "Amber" by 311. This fluid stoner anthem is a favorite of midnight tokers at strip joints everywhere. Mellow enough that even the most shitfaced dancer can make it through the song and back to her Graffix bong without breaking a sweat. Pass the Fritos Scoops, dude. 6. "Miserable" by Lit, but mostly because Pamela Anderson is in the video, and she's like Jesus for strippers (blonde, plastic, capable of parlaying a broken nail into a domestic battery charge, damaged liver). Alos, you can't go wrong stripping to a song that opens with the line "You make me come." 7. "Back Door Man" by The Doors. Almost too easy. The mere implication that you like it in the ass will thrill the average strip-club patron. Just get on all fours and crawl your way toward the down payment on that condo in Cozumel. (Unless, like most strippers, you'd rather blow your nest egg on tacky pimped-out SUVs and Coach purses.) 8. Back in Black" by AC/DC. Producer Mutt Lange wants you to strip. He does. He told me. 9. "I Touch Myself" by the Devinyls. Strip to this, and that guy at the tip rail with the bitch tits and the shop teacher glasses will actually believe that he alone has inspired you to masturbate. Take his money, then go masturbate and think about someone else. 10. "Hash Pipe" by Weezer. Sure, it smells of nerd. But River Cuomo is obsessed with Asian chicks and nose candy, and that's just the spirit you want to evoke in a strip club. I recommend busting out your most crunk pole tricks during this one.

Today Means Amen Dear you, whoever you are, however you got here, this is exactly where you are supposed to be. This moment has waited its whole life for you. This moment is your lover and you are a soldier. Come home, baby, it's over. You don't need to suffer anymore. Dear you, this moment is your surprise party. You are both hiding in the dark and walking through the door. This moment is a hallelujah. This moment is your permission slip to finally open that love letter you've been hiding from yourself, the one you wrote when you were little when you still danced like a sparkler at dusk. Do you remember the moment you realized they were watching? When you became ashamed of how much light you were holding? When you first learned how to unlove yourself? Dear you, the word today means amen in every language. Today, we made it. Today, I'm going to love you. Today, I'm going to love myself. Today, the boxcutter will rust in the garbage. The noose will forget how to hold you, today, today-- Dear you, and I have always meant you, nothing would be the same if you did not exist. You, whose voice is someone's favorite voice, someone's favorite face to wake up to. Nothing would be the same if you did not exist. You, the teacher, the starter's gun, the lantern in the night who offers not a way home, but the courage to travel farther into the dark. You, the lover, who worships the taste of her body, who is the largest tree ring in his heart, who does not let fear ration your love. You, the friend, the sacred chorus of how can I help. You, who have felt more numb than holy, more cracked than mosaic. Who have known the tiles of a bathroom by heart, who have forgotten what makes you worth it. You, the forgiven, the forgiver, who belongs right here in this moment. You, this clump of cells, this happy explosion that happened to start breathing, and by the grace of whatever is up there, you got here. You made it this whole way: through the nights that swallowed you whole, the mornings that arrived in pieces. The scabs, the gravel, the doubt, the hurt, the hurt, the hurt is over. Today, you made it. You made it. You made it here.

As the temperature drops, single voices—clear and hollow—replace the keening chorus: the ancient speech of frogs. One word becomes clear, as if spoken in English. "Hear! Hear! Hear! The world is more than your thoughtless commute. We, the collateral, are your wealth, your teachers, your security, your family. Your strange hunger for ease should not mean a death sentence for the rest of Creation.

The turkeys were chunky With smiley, beaked faces, And they greeted the children With downy embraces. So out through the barnyard They ran and they flew, And they gobbled and giggled As friends sometimes do. Then somebody spotted An ax by the door, And she asked Farmer Nuggett What it was for. With a blink of his eye And a twist of his head, The old farmer told A grim tale of dread: “Tonight,” said Mack Nuggett, “These feathery beasts Will be chopped up and roasted For Thanksgiving feasts.” The children stood still As tears filled their eyes, Then they clamored aloud In a chorus of cries. “Oh dear,” cried Mack Nuggett, “Now what shall I do?” So he dashed to the well, And the teacher went, too. And they fetched some water Fresh from the ground, In hopes that a swig Might calm everyone down. And when they returned To quiet the matter, The children were calmer (And mysteriously fatter!).

And so, with extra Leslie help and a chorus of angels disguised as teachers and librarians for years unstinting with love and hours of practice, those ants finally marched in straight lines for me shaped words, danced sentences, constructed worlds for a girl finally learning how to read I unlocked the treasure chest and swallowed the key.

In 1938, blues musician Lead Belly sang a song he wrote about “the Scottsboro boys,” a group of Black teenagers who were sent to jail after being falsely accused of raping two white women on a train (one of the women later admitted it was a made-up charge). After the song, Lead Belly talked about the case and advised fellow Black Americans “to stay woke—keep their eyes open.” Stay woke. The term has been a part of the Black American lexicon for a very long time. In more recent years, the term has evolved from the way Lead Belly was using it—warning Black people to stay alert to dangerous situations that might arise—to a broader meaning about staying aware of racist systems of oppression. After the release of Erykah Badu’s 2007 song Master Teacher, with a chorus that repeated the line “I stay woke,” the term exploded into the mainstream.

It is not about the scientists and teachers and lawyers they become and the things such people accomplish for others. It is not about the immigrants like Chaya who worked and saved and sacrificed to get a decent footing in America. It is not about the wonderful peaceful days and nights you spent growing up in our house. It is not about the lovely friends you always had. No, it’s about Essie and her hammer, and Sidney and his chorus girls, and that shyster of Essie’s and his filthy mouth, and, as best I can see, about what a jerk I was begging them to reach a decent compromise before the whole family had to be dragged up in front of a goyisher judge.” “I didn’t depict you as a jerk.

Tonight,” said Mack Nuggett, “These feathery beasts Will be chopped up and roasted For Thanksgiving feasts.” The children stood still As tears filled their eyes, Then they clamored aloud In a chorus of cries. “Oh dear,” cried Mack Nuggett, “Now what shall I do?” So he dashed to the well, And the teacher went, too. And they fetched some water Fresh from the ground, In hopes that a swig Might calm everyone down. And when they returned To quiet the matter, The children were calmer (And mysteriously fatter!). The boys and girls drank up Their drinks in the hay, Then thanked old Mack Nuggett And waddled away. They limped to the school bus All huffing and puffing-- It’s not easy to walk With hot turkey stuffing. And then, as the school bus drove off in the night, Mack Nuggett looked ‘round--not a turkey in sight!

Bad lovers face to face in the morning Shy apologies and polite regrets Slow dances that left no warning of Outraged glances and indiscreet yawning Good manners and bad breath get you nowhere Even presidents have newspaper lovers Ministers go crawling under covers She's no angel He's no saint They're all covered up with white washed grease paint And you say... Chorus: The teacher never told you anything but white lies But you never see the lies And you believe Oh you know you have been captured You feel so civilized And you look so pretty in your new lace sleeves The salty lips of the socialite sisters With their continental fingers that have never seen working blisters Oh I know they've got their problems I wish I was one of them They say daddy's coming home soon With his sergeant stripes and his Empire mug and spoon No more fast buck And when are they gonna learn their lesson When are they gonna stop all of these victory processions And you say...

I was not able to sleep that night. To be honest, I didn’t even try. I stood in front of my living room window, staring out at the bright lights of New York City. I don’t know how long I stood there; in fact, I didn’t see the millions of multicolored lights or the never-ending streams of headlights and taillights on the busy streets below. Instead, I saw, in my mind’s eye, the crowded high school classrooms and halls where my friends and I had shared triumphs and tragedies, where the ghosts of our past still reside. Images flickered in my mind. I saw the faces of teachers and fellow students I hadn’t seen in years. I heard snatches of songs I had rehearsed in third period chorus. I saw the library where I had spent long hours studying after school. Most of all, I saw Marty. Marty as a shy sophomore, auditioning for Mrs. Quincy, the school choir director. Marty singing her first solo at the 1981 Christmas concert. Marty at the 1982 Homecoming Dance, looking radiant after being selected as Junior Princess. Marty sitting alone in the chorus practice room on the last day of our senior year. I stared long and hard at those sepia-colored memories. And as my mind carried me back to the place I had sworn I’d never return to, I remembered.

The Cretan and Spartan laws were found to be faulty because they did not permit their subjects to taste the greatest pleasures. [...] The pleasures of banquets are drinking and singing. In order to justify banquets one must therefore discuss also singing, music, and hence education as a whole: the music pleasures are the greatest pleasures which people can enjoy in public and which they must learn to control by being exposed to them. The Spartan and Cretan laws suffer then from the great defect that they do not at all, or at least not sufficiently, expose their subjects to the music pleasures. The reason for this is that these two societies are not towns but armed camps, a kind of herd: in Sparta and Crete even those youths who are by nature fit to be educated as individuals by private teachers are brought up merely as members of a herd. In other words, the Spartans and Cretans know only how to sing in choruses: they do not know the most beautiful song, the most noble music. In the Republic the city of the armed camp, a greatly improved Sparta, was transcended by the City of Beauty, the city in which philosophy, the highest Muse, is duly honored. In the Laws, where the best possible regime is presented, this transcending does not take place. The city of the Laws is, however, not a city of the armed camp in any sense. Yet it has certain features in common with the city of the armed camp of the Republic. Just as in the Republic, music education proves to be education toward moderation, and such education proves to require the supervision of musicians and poets by the true statesman or legislator. Yet while in the Republic education to moderation proves to culminate in the love of the beautiful, in the Laws moderation rather takes on the colors of sense of shame or of reverence. Education is surely education to virtue, to the virtue of the citizen or to the virtue of man.

Girl Blank Face is an evolutionary tool, a mask we pull down when we feel under siege, a way of hiding and defusing and keeping everything even and fine, just fine. I think it's a learned survival mechanism, something girls learn when the first girl in the middle school starts wearing a bra, and the boy who stands behind her in chorus snaps it during the Christmas concert and even the chorus teacher laughs a little.

She needed what most colored girls needed: a chorus of mamas, grandmamas, aunts, cousins, sisters, neighbors, Sunday school teachers, best girl friends, and what all to give her strength life demanded of her- and the humor with which to live it.

In the early '90s a beautiful young Russian soprano who loved music was studying opera at the St. Petersburg Conservatory. She told us how despite her single-minded focus on developing her voice, her teachers thought that perhaps, at best, one day she could sing in a chorus somewhere. But the soprano wasn't going to let her teachers' low opinion of her stop her from achieving her goal. While becoming a part-time janitor may not seem like a brilliant career move for an aspiring opera star, she took a job mopping floors at St. Petersburg's Kirov Opera, the greatest opera company in Russia. Still working hard in the conservatory, she earned the chance to audition for the Kirov and was accepted into the ensemble. During rehearsals, when the lead singer became ill, the stage director asked the soprano if she knew the part. "Of course I knew it", she told us. "I knew all the parts. I was ready." She had worked hard; she had worked smart by putting herself in the right place at the right time. And she performed well. Her once-skeptical teachers never could have imagined the career that the soprano, Anna Netrebko, would go on to have, becoming an operatic superstar and the reigning diva of the twenty-first century.

The next morning, Francine, Muffy, and Buster stood before Arthur. They weren’t taking any chances. “Do we have a turkey?” they asked. Arthur just smiled. The whole school filed into the auditorium. “OOOoo!” said the kids when the lights went out. “Shhhh!” said the teachers as the curtain went up. “In 1620, we sailed to America on the Mayflower,” recited Buster, proudly. “Phew!” said Arthur. The play continued smoothly. Muffy didn’t drop the cranberries. The Brain had his costume on correctly. Sue Ellen said her lines in a loud, clear voice. And Francine had even taken off her movie-star glasses. Then it came time for Francine’s big speech. She crossed her fingers and began. “When the Indians and Pilgrims finally found a turkey, there was great rejoicing. Today, when we think of Thanksgiving, we think of turkey.” There was a lot of fumbling behind the curtain. Arthur took a deep breath. He walked onstage. As soon as he did, the audience began to laugh. Arthur turned bright red. This was going to be even worse than he had thought it would be. “The turkey,” Arthur began, “is a symbol, a symbol of…of…” “Of togetherness and Thanksgiving!” said a chorus of voices behind him. Arthur turned around and smiled. “I guess Mom was right. The world is full of turkeys! Okay, turkeys, all together now. Let’s hear that last line, loud and clear.” “Happy Thanksgiving!

Mrs. Byrne fixes me with a steady eye, and my voice falters. “School has been in session for more than a month,” she says. “You are impossibly behind, with no chance of catching up this year. And Lord knows what your schooling was like in the slum.” My skin prickles. Even Mr. Byrne is startled by this. “Now, now, Lois,” he says under his breath. “I wasn’t in a—slum.” I choke out the word. And then, because she hasn’t asked, because neither of them has asked, I add, “I was in the fourth grade. My teacher was Miss Uhrig. I was in the Chorus, and we performed an operetta, ‘Polished Pebbles.’” They both look at me. “I like school,” I say.

But then again, what is an interior life if not a chorus of invisible ghosts shouting at one another: parents and siblings and friends and lovers and teachers and enemies and masters and every novel newspaper celebrity and the dead, all of the dead.

In reality, it was just people talking to each other, through centuries—carvings on walls, poems, radio waves, TV signals, and the internet—telling stories to show each other what we can survive, the chorus of survivors, of bad women and queers, of teachers and artists, repeating that same thing over and over in all the different languages: Get up, come out: resurrect yourself.

Chorus wouldn’t be so bad if Ruthy weren’t an alto, because altos always have the suckiest parts. It’s almost like they aren’t even singing but grunting out random low sounds. Like little cavemen. And for this reason, the altos have been beefing with the Chorus teacher, Ms. Marino, since September, because they think she’s making them sing all the most boring parts on purpose.

I want to be a eunuch, sir," Eric added. Rincewind's head turned as though it was being dragged. "Why?" he said, and then came up with the obvious answer at the same time as Eric: "Because you get to work in the harem all day long," they chorused slowly. The captain coughed. "You're not the boy's teacher, are you?" he said. "No." "Do you think anyone has explained to him - ?" "No." "Perhaps it would be a good idea if I got one of the centurions to have a word? You'd be amazed at the grasp of language those chaps have got.

a child is being beaten, children are beaten"—a typical group fantasy where desire invests the social field and its repressive forms. If there is a mise en scene, it is directed by a social desiring-machine whose product should not be considered abstractly, separating the girl's and the boy's cases, as if each were a little ego taking up its own business with daddy and mommy. On the contrary, we should consider the complementary ensemble made up of boy-girl and parents-agents of production and antiproduction, this ensemble being present at the same time in each individual and in the socius that presides over the organization of the group fantasy. Simultaneously the boys are beaten-initiated by the teacher on the little girl's erotic stage (seeing-machine), and obtain satisfaction in a masochistic fantasy involving the mother (anal machine). The result is that the boys are able to see only by becoming little girls, and the girls cannot experience the pleasure of punishment except by becoming boys. It is a whole chorus, a montage: back in the village after a raid in Vietnam, in the presence of their weeping sisters, the filthy Marines are beaten by their instructor, on whose knees the mommy is seated, and they have orgasms for having been so evil, for having tortured so well. It's so bad, but also so good!

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.