Porald Harris's music classroom at CICS Longwood Elementary doesn’t have students; she sees a room full of musicians. This distinction is intentional, rooted in a professional standard she has carried since her days performing with the Soul Children of Chicago and singing alongside legends like Whitney Houston and Mariah Carey. Today, she carries on the legacy of her mother—a longtime Southside music teacher—by treating her classroom like a professional stage where "once you walk into this room, you are always on.” It’s important for her students to know that music is a universal language that demands focus, active listening, and the discipline of an artist. This creates a sense of purpose and accountability that sets the tone for everything her musicians do, both on and off the stage.
Her high-expectation environment provides a unique bridge to academic success, as Ms. Harris weaves core subjects into her musical instruction. She finds that complex concepts often "click" for students in the music room faster than in a traditional setting. For example, she explains that time signatures are like math, helping her musicians visualize fractions and division: “The whole measure is like a pie, and the different notes—quarter, half, eighth—get different values that will equal the whole pie.” With these analogies, her students light up, exclaiming, 'I get it now!,’ building confidence that stays with them when they return to their math desks. Literacy skills are reinforced similarly; students learn to write their own lyrics by treating a song’s chorus as the "main idea" and its verses as the "supporting details," essentially drafting an essay through melody. By making these connections, Ms. Harris is ensuring that the time spent in the music room is fueling the students' academic growth across the entire CICS Longwood Elementary campus.
Beyond the academics, the music program is a vital space for Social-Emotional Learning (SEL) and holistic development. Ms. Harris teaches her musicians to use music as a tool for mood regulation, helping them identify specific sounds that can calm them down or help them focus for the day ahead. This is supported by the deep, authentic rapport she builds with every child. She is known for being honest and providing a safe space where students feel seen. Whether she is helping a student with their hair so they feel "stage-ready" before a performance or simply offering a listening ear, she prioritizes the whole child over just the performance.
Her deep rapport and genuine belief in her students create a culture where they don't just want to perform—they are inspired to excel for her and for one another. Ms. Harris recalls how her students stepped up to help her by managing an entire technical production of a school showcase without being asked. Recognizing the moment, these young leaders took full ownership of the sound, the cues, and the stage, proving that the discipline and leadership they practiced in class had become a part of who they are.
By the time they graduate from CICS Longwood Elementary, Ms. Harris’s musicians carry more than a knowledge of notes: they leave with the confidence and focus needed to stand in the middle of the floor and lead in any path they choose.