Introduction

Here is the Crescendo Music Education Podcast – Episode 108.

This podcast is being recorded on the lands of the Turrbal people. I acknowledge them as the traditional owners of the land and pay my respects to elder’s past, present and emerging. They were the first music makers on this land.

About ‘Read the Episode’: Sometimes, we would rather skim visually than listen to a podcast! That’s a great way to learn too!
The transcript of episode 108 of The Crescendo Music Education Podcast is below.

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Debbie O’Shea 

Welcome to the Crescendo Music Education Podcast. Today I got to chat with Jeanette Shorey. Welcome Jeanette.

Jeanette Shorey 

Thank you. It’s good to be here. Debbie.

Debbie O’Shea 

I love chatting to people and on the other side of the world, it still blows my mind that we can be chatting across the ocean like this.

Jeanette Shorey 

It is so cool. I love it.

Debbie O’Shea 

Yeah, I love it too. I’m going to start with your bio for those people who maybe haven’t connected with you yet. Just to give people a little bit of a background. So Jeanette Shorey is a National Board Certified music teacher with over 25 years of experience. Jeanette is an Arts Integration Specialist, an instructional coach, a national presenter and a mentor. She has presented at MEA’s. I don’t know, do you say M E A’s? Or do you go MEA?

Jeanette Shorey 

M E A’s.

Debbie O’Shea 

MEA’s all over the country, and you gotta tell me what an MEA is actually, we better stop. What’s an MEA?

Jeanette Shorey 

Music Educators Association conferences.

Debbie O’Shea 

Oh, okay, that makes sense. It covers all sorts of things, doesn’t it?

Jeanette Shorey 

Yeah.

Debbie O’Shea 

And mentors music teachers through the Happy Music Teacher Academy. Jeanette is the author of resource books Stories That Sing and Stories That Sing Too! She is also the creator of The Happy Music Teacher Podcast, which I might say I enjoy listening to Jeanette.

Jeanette Shorey 

Thank you.

Debbie O’Shea 

So listening to that brief bio that I fumbled my way through, sorry about that. Would you like to add to this little summary?

Jeanette Shorey 

Well I’ve been teaching for at this point, almost 26 years. I’ve taught everything from PreK-3, all the way through to eighth grade. I would say that my favourites are the really littles. I just absolutely love them, and I’m really good with them. This year I’m teaching Pre-K, Kindergarten and First grade only, and I am missing my big kids a little bit because you get to press them a little more. My passion is integrating storybooks into the music classroom and I love to use storybooks to teach music skills. And I’m really enjoying, this is almost two years that I’ve had the Happy Music Teacher Academy, and that is definitely a passion project for me, and just a chance for music teachers to collaborate, to get professional development. And we’re kind of growing and learning together all the time.

Debbie O’Shea 

I’m with you 100% there’s just nothing better than that. Working together with other passionate professionals, it just fuels you, doesn’t it?

Jeanette Shorey 

It really does and you know, the thing is, as music teachers we’re on an island by ourselves, there’s nobody with us. So it’s so nice if you have a challenge, or if you’re like I really need to learn more about this or that, or you just want to get together. We have a coffee chat every month, and we’ll get together and we will just chat about whatever. You know, sometimes it’s like our personal lives. Sometimes it’s oh my gosh I had that class today and help me with it, you know. So that’s kind of fun.

Debbie O’Shea 

It’s really important. And I think that’s how Crescendo came about too. It was just out of that need to be connected and how useful I felt when I was connected to others. And I wanted to give that back and help provide a platform for that. So, yeah, I absolutely agree. So on your website, which of course I will say right now, we will put all of the links that we mention in the show notes, because we need people to pop on and connect with you all over the place so you can tell us maybe at the end all of the different places you like hanging out, we’ll put all those in the show notes, but on your website it says, resources and community for elementary music teachers. Get beyond the chaos, build confidence, find harmony, I do like that, bit of a pun in there. Find harmony in your music classroom. Okay, so that sounds amazing. So what do you offer in your internet presence?

What Jeanette Does

Jeanette Shorey 

Oh, gosh, I offer so many things. I’ve got a shop and in my shop I’ve got lesson plans that some of them are storybook lessons. Some of them are like, just fun. I’ve got some pop things in there. I’ve got a couple of lessons on Star Wars and the theme song from Star Wars. The theme song from Pirates of the Caribbean. I call those choose your own adventure series. I also do some writing, some composing of children’s music. So there’s some of that on there and you can find on my website links to my podcast. I have a blog that I have been writing for several years and lots of just like, Okay, I’m having a challenge with behaviour management or I want to learn more about how to add storybooks to my classroom. Or I want to know, like I’ve got a podcast coming out next week where I’m going to talk about books for April. So I try to do that once a month.

Then you can also find my Happy Music Teacher Academy and in the Happy Music Teacher Academy there are over 45 trainings that I have developed. And I’ll go into the Facebook groups and look at what people are being challenged with and what the questions they’re asking, and I’ll be like, Oh, I can answer that. And so then I’ll go in and I’ll do a training in my academy, specifically for my members. There’s also a storybook club in the academy, and in the storybook you get a lesson plan, a presentation, a video walk through, and a Q and A session every month. And then we also have collaborations where, like recently we did, I’m trying to find it. One of my members wanted to do a storybook lesson for The Happy Crab. So we did a storybook lesson on that one together. So that was really cool, because they got to learn and develop together. And they found that to be really helpful, because it’s one thing to read a lesson plan.

It’s quite another to develop a lesson plan together and to be there together and like bounce ideas off of each other, it’s amazing. There is also, I’ve got four courses in the Happy Music Teacher Academy. Two of them are on adding picture books to the music classroom. One is how to use picture books to teach music skills. Another one is how to add more of the reading teacher lingo into your music classroom in a way that’s very seamless. And then I’ve got a class on ukulele, so if you want to learn how to teach the ukulele, but also maybe learn how to play the ukulele, I’ve got a course on that.

And then my most recent course is called Chaos to Calm a step by step guide to running your classroom for success. And the sticky notes you see back there, that’s how I sort of designed my course, and it has everything from how to make your classroom warmer and more inviting, how to make things easier to access, how to get beyond like how to add chaos into your classroom without it overtaking things, self care strategies. I mean there’s a lot in there, how to design a lesson plan that you know is really going to work and keep your students engaged. So I’m in the process of developing that. I’ve got a module up in there that people have started taking, and I’m hearing really good reviews so far.

Debbie O’Shea 

That’s so much.

Jeanette Shorey 

It is a lot.

Debbie O’Shea 

Getting it all done must be a little tricky. Can I say?

Jeanette Shorey 

It’s definitely a little tricky? I am currently working part time, so I’m home by noon, and I usually will have lunch and then I’ll come up here to my office and I will work until usually about six o’clock.

Debbie O’Shea 

That’s a lot. That’s a lot.

Jeanette Shorey 

It is a lot but I love it.

Debbie O’Shea 

Yes, yeah, and you’re giving such good value. Yes. And your trainings, are they video or pdf?

Jeanette Shorey 

They are video and pdf. So the cool thing is, it’s on this platform called Circle, and there’s video, there’s also a transcript. So if you learn better by reading, then the transcript is right below the video. And then there’s a place where I have what I call opportuneity, tune, opportuneity worksheets so they get to kind of work through their learning. I’ve got quizzes in there to help them sort of hone everything. And then there are fact sheets so that they can have access to fact sheets and that sort of thing.

Debbie O’Shea 

That sounds amazing. It sounds like you have got so much there for people to access.

Jeanette Shorey 

I really do. I really do have a lot going on.

Debbie O’Shea 

That is great. Well keep doing it because the world needs more of that.

Jeanette Shorey 

Thank you, I agree. I agree.

Debbie O’Shea 

I also think that experienced teachers should be giving back.

Jeanette Shorey 

Yes.

Debbie O’Shea 

It’s part of the circle, isn’t it?

The Ups and Downs of Teaching Music

Jeanette Shorey 

Absolutely and that’s one of the things when I’m in the Facebook groups and I am seeing what people are struggling with. It feels good to me to be able to give some of my knowledge back. I have struggled and struggled, being a music teacher is hard. Nobody knows that, except for us.

Debbie O’Shea 

Yeah, yep.

Jeanette Shorey 

Really a hard job, and part of my purpose is because I really, and even when I worked full time, I really enjoy my job. And it took me many years to get to the point where I’m doing things in a way that works. And I’m just really happy with what I’m doing, and my kids are learning, and they’re engaged. And things move quickly, and it’s just, I want other people to experience that joy in their jobs, because let’s face it, we spend a lot of time in our classrooms.

Debbie O’Shea 

Yes and it’s not automatically a joy, like it’s very easy for people to go, oh, you sing and play games. You must love your job. No, there were times in my 42 years experience where I’ve gone, Give me a different job, For heaven’s sake, get me out of here, I cannot stand it. Exhausted, overwhelmed, demands from all sorts of places that you would not expect to be having to deal with. It actually takes a long time, though yes, music is a joy. The fact that we get to work in that field with children, oh my goodness, how lucky are we.

But it’s not happy clappy perfection, because you know some singing games and you have this opportunity, it’s actually a really hard job until you get the right mindset, pedagogy that works for you, the resources, the processes that work for you. So it takes a long time. Like you, I love, love, love my job now, but I cannot honestly say that my whole career I have loved my job.

Jeanette Shorey 

Nope, me neither. I had, just like you, periods where I was like I can’t do this anymore. I need to find another job. And about that time is when I started going, okay, how can I make this easier for myself? And not that I’m not a hard worker, because obviously I’m a hard worker but how can I make things easier so that I enjoy what I’m doing? Because if I’m not, you know how they’re saying, If mama ain’t happy, nobody’s happy.

Debbie O’Shea 

Yep, yep. I am so in agreeance with you but let’s get to the main topic, because I really want to talk to you about storybooks. Storybooks, picture books, because this is the beginning of a little series on using picture books/story books in your music classroom.

Jeanette Shorey 

I love it.

Debbie O’Shea 

I know. Well you were the first person I thought of. I’ve gotta start with you.

Jeanette Shorey 

Well thank you. I feel honoured.

Debbie O’Shea 

Gotta start with Jeanette if we’re talking storybooks. So as a little summary. So this episode we’re doing is just like a little overview, as a summary how do you use storybooks within your room? The general how?

Using Storybooks in the Music Room

Jeanette Shorey 

The general how. So I pick picture books that are, let me show you in The Happy Crab, vibrant pictures, really cool illustrations, fun and adorable characters, anything that I think my students are going to engage with and then basics, like the things that are really easy to develop storybook lessons are anytime you’ve got a repeating pattern or repeating rhythm. Anytime you have a cumulative story where, for example in Frog in a Bog the frog grows a little bit bigger, and so we’ll use the (sings) “and the frog grows a little bit bigger”. And every time we get louder and louder, because he’s getting bigger and bigger, so we talk about crescendo.

I try to always find some music skill that I can focus on. And really, I’m at a point in my teaching career with using storybooks that I can literally pick up any picture book and be like, Okay, I know what to do with this, but that took a really long time. But I would say like, if you’ve got repeating patterns, if you’ve got rhythms, like, there’s one storybook that I love called Wet Dog, and it’s Pat a pat, pat a pat, pat and shaky shake, shaky shake, shake, so those two patterns repeat and then you’ve got titi ta, titi ta, ta. So you’ve got a rhythm automatically. What I love about using picture books is you’ve got a theme, like, right now I’m using The Honeybee and The Robber because we’re in the middle of spring, or we’ve just started spring, at least here in the United States, I don’t think you’re in spring, right now are you?

Debbie O’Shea 

No, we’re starting autumn, which is your fall.

Jeanette Shorey 

I’m so glad we’re not starting autumn.

Debbie O’Shea 

Yeah. But mind you where I live, it’s still pretty amazing in autumn, you know?

Jeanette Shorey 

Oh that’s so good.

Debbie O’Shea 

You don’t even sort of get a jacket out? I mean, you don’t get a jacket out till winter really, where I live.

Jeanette Shorey 

Okay, well, that’s good, that’s good. But anyway, we’re doing Spring and I’ve got a whole Bumblebee theme on, in my 30 minute classes we read the book, then we watch because I found this really cool YouTube video of the Flight of the Bumblebee. So we watch that. We talk about the fast music, because that’s part of the whole theme of the day.

We sing Bringing Home a Baby Bumblebee. And then I put out the scarves, and I say that they’re flowers. And we do the Flight of the Bumblebee again. And they get to walk, they get to fly around and hover because the music changes. So we get to talk a little bit about form too. And on the hovering parts, they hover over and they sip the nectar and then they fly around the room and try to find another scarf. And then we read the story again, and we add some jingle bells to it. So I’ve got the whole theme based on the picture book. And to me it is like the easiest thing to do. And with my little kids, I literally do a picture book every single week, and not just to read it and they’re not like the singing picture books, although I do use those sometimes, they’re legit picture books that I’m using to teach some music skill. I might be teaching dynamics. I might be teaching fast and slow. I might be teaching melody, whatever it happens to be. I might be teaching a specific rhythm. So lots of things you can do with them.

Helping Students with Storybooks

Debbie O’Shea 

Yes and that’s a very different way. I know the way I tend to use my books is as a singing picture book or as a listening activity to calm the children, so using them thematically and as part of a whole sort of lesson and pulling those little bits out, they’re all fabulous ideas and yes, picture books, they’re amazing aren’t they?

Jeanette Shorey 

They really are.

Debbie O’Shea 

And I think kids need to be exposed to them even more now than they used to.

Jeanette Shorey 

Yes because we have more struggling readers all the time. We have more students in special ed all the time, like literally, it’s increasing every year. So we as teachers of the entire school, I feel like it’s part of our responsibility to help in ways that we can. And what I like to say is, when I’m reading a picture book, I’m getting beyond that roadblock that struggling readers have that are like, Oh no, I don’t like to read. I don’t read, whatever. And they don’t know that I’m teaching reading skills because it’s very intrinsically connected. So reading teachers and music teachers use the same language, fluency and phrasing, and all of the verbiage is the same. And so when you come in and you even just modeling being a good reader is amazing for them.

And if you can ask a couple of little questions along the way, and because they just think they’re in music class having fun, they don’t understand that they’re learning. And while that hurts my very well educated heart, it also is the best way for students to learn. Play based learning is where it’s at.

Debbie O’Shea 

Oh, absolutely. Anyone that knows anything about child development knows that. And I also think another reason to do more books is that we need to counterbalance the increased screen time that children have.

Jeanette Shorey 

Oh yes, absolutely.

Debbie O’Shea 

So help to build that love and that joy and all of those other things you’re doing, like you said subtly, fluency, vocab. I love vocabulary.

Jeanette Shorey 

Oh my gosh.

Debbie O’Shea 

You encounter in books and beautiful picture books and the play of the sounds and the words, as well as all of those musical things you can pull out.

Jeanette Shorey 

Yeah, I mean, you can do vocal exploration. You can work on what I call movement words, or sound words. So if you’ve got jump and leap and run, those are all movement words. And sometimes you’ll have a book that, like there’s one, I don’t think I have it handy here, but it’s called Dog on Dog. And they talk about the word jump, but they use like, six different words for it. So then we go through and we search for the words, and we’re like, okay, let’s find another jumping word. Oh, leap. Leap is a jumping word. Spring is a jumping word. And then we transfer that story onto the Orff instruments, where we’re talking about alternating hands for the running and hands together for the jumping. So then not only are they working on music skills, but they’re working on vocab skills and that’s a big deal.

And then you need to, if you’re doing it, you need to tell the teacher, the classroom teacher, what you did. Because like today, I had somebody that was like, oh, did you guys have fun? And I said we had fun, but you know what? We also learned about fast music and we learned about bumblebees and they asked really good questions? So I want to make sure that they know that, yes we’re having fun, but we are also learning. I have a very set curriculum and we are learning every time they come in.

Debbie O’Shea 

Yes, and that’s actually a little bit of a dilemma for music educators, isn’t it? Because people don’t know what happens behind our closed doors.

Jeanette Shorey 

They think we’re in there singing and dancing.

Debbie O’Shea 

Yeah, well which we are.

Jeanette Shorey 

We are.

Debbie O’Shea 

But we’re doing a hell of a lot more than that. And I love it when you get suddenly a random person, a new teacher aide with that special needs child, or someone’s come from behaviour services to observe a child, so you get a different random person in your room. And I love their comments. It’s like, do you do that all the time? Every lesson? Do you do all of that stuff? I love their comments because they have no idea. I don’t know how to communicate the importance of what we do to everybody. I have a few ideas.

Jeanette Shorey 

We have to just talk about it.

Debbie O’Shea 

We do.

Communication

Jeanette Shorey 

What I love to do is, if my kids are doing a project, we write down on sticky notes, or we write down on a worksheet and then when we’re done, I hand those to the classroom teacher. Or I will invite the classroom teacher in and say, Listen, we’re doing this really cool project. Come on in. Or I’ll record it. If they can’t come in, I’m recording it. And I remember one time I had a second grade teacher.

I was at a school that I was brand new at and she walked in and like I don’t know, 10 minutes left of class and she walked out and she went to the principal immediately and she was like, you would not believe what that music teacher was doing in there. I had like a Pete the Cat book and I had Orff instruments and I had non pitch percussion. I mean, all the things were going on.

Debbie O’Shea 

Yeah and that’s gold. That is gold. That’s what you need. And there are ways around it, like you said if they won’t come and visit because that’s their, we call it non contact time here, you probably call it planning time or whatever, they’re doing other things. But there are ways around it, like you said, record little snippets and send it to them. The newsletter, I like to use the school newsletter to put a little bit Oh, the Year Twos this week did blah, blah, blah, blah and then the parents ask them about it. And I have been known, I’m quite okay to be called the crazy music lady. I have been known to walk into the staff room and people are going, how are you going Debbie? And I’ll go The Grade Ones learned ta and titi today.

I’m so excited they can read and write their first rhythmic elements. They just look at me. But I’m going well, I want them to know I am genuinely excited that these kids can do that. I’m not really acting. I mean, I might be hamming it up a bit, but I think we need to communicate to our staff how important what we do is without, of course, being boastful, just saying, did you know we did this, this and this. So we do need to keep that communication happening somehow, let people know all the great things you do in your room.

Jeanette Shorey 

Yes. I mean, that’s the only way they’re going to find out. And you can’t be upset with them for not understanding what goes on in your world, if you’re not showing them what goes on in your world

Debbie O’Shea 

Exactly, and I think that’s what we need to do. So if we have teachers listening that haven’t really used storybooks or picture books in their music classroom before, how would you recommend they get started accessing the magic of using these books.

Getting Started with Storybooks

Jeanette Shorey 

I would say just explore at the library or at the book fair or whatever, and find books that have repeating patterns in them. For example Frog in a Bog (sings) “and the frog gets a little bit bigger”, grows a little bit bigger. That comes every page. Or the one I talked about before Wet Dog, Pat a pat, pat a pat, pat. Shaky shake, shaky shake, shake. Look for sound words like bang and crash and I have one called Crash Bang Donkey and that one is all about a donkey that he brings his whole like orchestra and he’s playing all this music, and the farmer is like, the animals are like, No, you have to be quiet. So we have the opportunity to talk about soft and loud. We have the opportunity to do some crashing and banging, and play our instruments.

So anytime you have words like that, you can add instruments. For Frog in a Bog it’s cumulative. So he swallows the fly and he swallows, I can’t remember off the top of my head, all the things he swallows. But you could add an instrument for everything that he swallows. I don’t recommend doing that with really little kids, because that gets confusing. But with bigger kids like second grade, you could do something like that. And then movement words. So Boy Can He Dance, this one has repeating patterns round and round, plop, plop, plop, scrape, scrape, scrape. You want to look for those words in there, and that’s a really easy way to get started.

Debbie O’Shea 

Yes, so just choose one. Find that in a book. Think I’m going to try this. I’m going to get the kids to clap this repeated pattern, or I’m going to get some kids to play it on a drum. Then we can pass the drum around. Just find a simple way to get started. Love that.

Jeanette Shorey 

Yeah, don’t be afraid. The kids aren’t going to know that you’re experimenting on them. Don’t be afraid to experiment. See what works. If you need help, reach out to me. We’re going to give all my contact information in a couple minutes I’m sure. Please reach out to me, because it is so important to me that all music teachers are integrating literacy into their classrooms because it’s so important for our kids and it’s so much fun and it makes our job so much easier.

Debbie O’Shea 

Yes and we’re doing such a service to our students by doing that.

Jeanette Shorey 

Yes, yes.

Nuggets of Fabulous!

Debbie O’Shea 

We are really helping. I agree. Now we’re coming up to the end of our first episode. You’ve given us such a good introduction and my mind wants to go check out my bookshelves. So before we go for our first episode. Do you want to just give us, you already have really, but some nuggets of fabulous, some tips, tricks and ideas, which you’ve been doing all episode. But I still like to specifically ask nuggets of fabulous and then we’ll find out how to get in contact with you.

Jeanette Shorey 

So when I’m designing a lesson plan, a storybook  lesson plan, or any kind of lesson plan. But I go to my preK teachers and my kindergarten teachers and they write me a list of all the themes that they’re working on and then I try to pick the picture book. So it makes it easier for me. I’m like, Okay, we’re talking about spring. So I’ve got the frogs and the bees and the flowers and the baby animals and the bunnies. So I try to pick books that are going to go with their theme. So that’s like a really easy way to do it. And then my lesson goes like this always, we have a hello song or a greeting of some sort.

If I’m teaching bigger kids, I do something different with them, like where I’ll do, we’ll be working on rhythms. So, you know, we’ll have our I’ll have the rhythm cards out or or have a swipe file on the computer, on the smart board, so they’re actively engaged the minute they walk through the door. Then usually we’ll do some sort of a singing game or vocal exploration. With my littles we’ll do some sort of a finger song, finger puppet or finger song. (sings) “I’m bringing home a baby bumble bee”, something where they’re using their hands because fine motor skills are a big deal. Then we’ll read a story, after the story I always have some sort of a movement and then from the movement, we’ll go back, usually reread the story.

Now we’re talking quick books, I’ve got 30 minute classes so I’m jamming a lot into my 30 minutes. We’ll go back. We’ll read the story again, but this time we’ll add instruments. And along with playing the instruments, I’m teaching them how to play them, I’m teaching them how to hold them. I’m teaching them how to use them to play loud or soft music. We’re talking about the difference between beautiful music and nasty noise. So I get a lot into this that’s very music teacher oriented. It’s not just I’m reading a book and everything is very intentional. And then if we have time, we might do another movement and then we’ll do our goodbye song and they’re out the door.

Debbie O’Shea 

Yes, so that nugget of how you do that planning that must save you so much time in the planning of the lessons. Once you’ve done that background information, you’ve got your structure, that must make planning very easy once you’re at that point.

Jeanette Shorey 

Yes, and truly, that’s one of the things I teach in my new course Chaos to Calm. Module three is all about how to design your lesson plans. I mean I don’t spend a lot of time. I will spend more time writing the lesson up than I do actually planning it. Because I’m looking at the book and I’m going, okay, there’s some repeating patterns in here, there’s some sound words, there’s some movement words, we’re going to use all the things and my whole lesson is done and I’ve got the format because of the books. It is like, truly the easiest way to plan.

Debbie O’Shea 

That is certainly much food for thought. And nuggets, absolutely nuggets of fabulous. I thank you. Before I leave you, and you’ve got to come back, we’ve got to talk about some specific books. But tell people how you would like them to get in touch with you.

Jeanette Shorey 

So my email is je******@*************ng.net, you can reach me on Facebook, Tiktok, Instagram at The Happy Music Teacher. And I also have a YouTube channel that is The Happy Music Teacher. And my website is storiesthatsing.net. I think those are all the places and if you’re interested in hearing more about the courses you can find information on my blog or my podcast right on the website storiesthatsing.net/blog, storiesthatsing.net/podcast.

Debbie O’Shea 

Excellent. We will put all of those links in the show notes, so that if people are driving and can’t remember, they’ll go, I know it’s got stories in it, but they can go to the show notes on crescendo.com.au and they can click on that and connect with you. Jeanette, that’s been fabulous. I know my mind is buzzing, haha, buzzing, you see because it’s a bee theme. Okay, all right, my mind is buzzing and I would like to get you back soon and we can look at some specific books.

Jeanette Shorey 

Yes, I’d love that.

Debbie O’Shea 

Okay, thank you so much for joining us. Bye Jeanette,

Jeanette Shorey 

You’re welcome. It was so good to see you.

Sign-Off

Thank you for joining me for this podcast. Don’t forget, you’ll find the show notes and transcript and all sorts of information on crescendo.com.au. If you’ve enjoyed the podcast or found it valuable, you might like to rate it on your podcast player and leave a review. I’d really appreciate it if you did. All I can be as the best version of me. All you can do is be the best you. Until next time, bye.

Just for Laughs

As we know, laughter relieves stress, don’t lose sight of the funny side of life.
A dentist married a manicurist. It was not a happy union. They fought tooth and nail.

Links Mentioned in the Episode:

📜 Using Storybooks in the Music Room | 108

📚 Jeanette’s Website – Stories That Sing

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