The Practical Magic soundtrack album holds a special place in the hearts of fans of the romantic comedy fantasy film. Released in 1998, the album features an eclectic mix of songs that perfectly complement the enchanting story of the Owens sisters; a line of witches known for their magical abilities and the curse that haunts their love lives. The music, like the film, beautifully weaves together elements of romance, magic, and mystery. One of the standout tracks on the album is "Amas Veritas" by Alan Silvestri. This hauntingly beautiful instrumental piece captures the essence of the film's magical world, with its enchanting melodies and ethereal sounds. Listening to it, one can almost feel the magic in the air.
Feeling dry in the creativity department, I browsed through one of my favorite social accounts which features various artworks from different artists. While browsing, thoughts of "How on earth can kids be able to do that?", "This artwork is too beautiful to be recreated by kids" etc. came to mind. Then it suddenly dawned on me that these are the types of thoughts that rob children of the opportunity to display and use their prior knowledge and skills, on how they ought to recreate an artwork.
The difference in how children chose to recreate the artwork could be seen in how some children preferred to use rulers to create the squares, while others thought of just folding the paper into equal parts. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child s confidence and her perception of what made a successful learner.
Listening to it, one can almost feel the magic in the air. Another notable song on the album is "If You Ever Did Believe" by Stevie Nicks. The iconic singer-songwriter brings her unique style and powerful vocals to this emotional ballad, which perfectly captures the longing and hope that permeate the film.
The Magic of Learning
As a parent, I distinctly remember the joy disappear from my child as she struggled with learning sight words in Prep. In her class, the children’s names were hung around the room and their names moved between sight word lists as they progressed. Watching names move across the word lists, she quickly realised that she wasn’t progressing as well as her peers. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child’s confidence and her perception of what made a ‘successful learner’. With my developmental experience, I also knew that something was contributing to her difficulty. Even though we offered her extra support and care, this particular literacy skill was becoming a struggle. Fortunately, a wonderful teacher took our concerns seriously, noticed our child’s struggle and provided clear and helpful guidance.
There are lots of us who find it challenging to clarify concerns, especially when we have to do this within established organisations. It can be further complicated when it involves our children, their developmental complexity, or when we find it difficult to articulate our concerns.
The challenges of the system
Please know that I share the following thoughts with the caveat that there are wonderful teachers who have the capacity to activate their student’s curiosity, managing the layers of individual student complexity, while seamlessly introducing curriculum and core content to their students.
However, I have often wondered if the ‘magic of learning and teaching’ is sometimes being lost as we shift our attention to outcomes and academic excellence. Or, are we losing sight of academic rigour as we ask schools to manage student’s emotional well-being along with the many other roles they play? These are serious questions with no clear answers.
We know that the complexity in curriculum delivery does put pressure on the ‘process’ aspects of learning and on student’s emotional well-being. I imagine that it must be difficult to engage student’s curiosity and the metacognitive processes of their thinking; help them to develop skills to manage social-emotional challenges; or foster their critical analysis and reflection; as you deliver dense curriculum content. This is complicated by the number of students with learning differences, developmental challenges, and emotional struggles.
Achievement is also multifaceted. For some students, achievement is functionally linked to managing the sensory challenging classroom environment, being able to get to the school gate or managing the anxiety created by their learning and social challenges. For others, it may be about their progress in grades to show their persistence in a subject area.
I think we all know that it can be easy to lose perspective about what matters to students amongst these system challenges. Interestingly, when students feel safe and nurtured, like they belong, they demonstrate greater capacity to learn. More importantly, when teachers notice small things about their preferences in learning, it matters.
How do we listen to students?
There is magic that is offered in childhood when we stop, slow down and notice children’s engagement in play and learning.
Recently, I had a conversation with a very experienced teacher about how best to support a young child in their class. As we spoke, I felt that at some level there was a hesitancy to explore this child’s experience of learning. It felt like there was fear of blame in what was already a tenuous situation. As I spoke with the teacher, I felt a need to say:
“Yes, in time this child will learn new ways to manage their feelings. And, he and you are working really hard. You are helping to think about his experience, even when things appear to be falling apart. You are using yourself to show him how much he matters in this classroom. Let’s think about some simple and easy things we can do to help make this easier for you both.”
In this moment, as we gave voice to this child and his teacher’s experience, it felt like there was a chance to create hope for him, and about him with his teacher. When we notice and wonder about what drives a student’s experience, we can learn so much about them as individuals. In a technical therapeutic sense, noticing involves paying attention to what might be unsaid. A student who calls out and distracts the class might be saying:
“I’m struggling with understanding this, so I will hide my shame by calling out.”
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” -Alexander Den Heijer
As parents and teachers, we can speak for children, and must do so with grace, kindness and compassion. It may mean that we advocate for minor changes at the classroom level. Sometimes, it may also mean letting go of our expectations and re-defining how we see excellence and success. As we do this, we also need to acknowledge the efforts of wonderful educators who do slow things down and notice potential in students.
When things do go wrong, as can happen, adults need to have difficult conversations to address concerns, hurt and disappointment, and then find a way to trust that things will settle. This is hard work for any adult, especially with our own histories and experiences of learning and in life. From the perspective of our child, it can help to see adults safely repairing relationships. It also helps children to see adults, who in spite of their differences, are thoughtful about them and hear their needs, even when they lack the capacity to implement effective changes in the classroom.
Final thoughts for parents
I know how difficult it can be to advocate for your child in a complex system that is not easily understood. I would encourage you to share your knowledge of your child with grace, to share the unsaid struggle when they cannot do so, and to listen and clarify information shared by educators with kindness. Perhaps, if we work together in this, we can create that magic and joy that learning brings for children again.
About Catherine
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
The soundtrack also features a number of other memorable tracks, including "Here Comes the Rain Again" by Eurythmics, "Is This Real?" by Lisa Hall, and "Crystal" by Stevie Nicks, among others. Each song contributes to the overall atmosphere of the film, adding depth and emotion to the story. The mix of genres on the album is part of what makes it so special. From folk and rock to pop and soul, the Practical Magic soundtrack album offers something for everyone. Whether you're a fan of Stevie Nicks' mystical sound or prefer the catchy pop tunes of the 90s, there's a song on this album that's sure to resonate with you. Ultimately, the Practical Magic soundtrack album is a must-have for fans of the film, as well as anyone who appreciates a diverse and enchanting collection of songs. Its timeless appeal continues to captivate listeners, transporting them to a world where love, magic, and music intertwine in the most enchanting way..
Reviews for "Soundtrack Secrets: Unveiling the Practical Magic Score"
1. Lily - 2 stars - I was really disappointed with the Practical Magic soundtrack album. I expected it to be filled with enchanting and magical songs that perfectly set the mood for the movie. However, I found most of the songs to be forgettable and lacking any real impact. There were a few tracks that stood out, but overall, it didn't live up to my expectations. I wouldn't recommend it to anyone looking for a captivating soundtrack.
2. Max - 1 star - The Practical Magic soundtrack album is a complete letdown. I was hoping for a collection of beautiful and haunting songs that would transport me into the world of witchcraft and magic. Instead, I got a compilation of generic and uninspired tracks that did nothing to enhance the movie experience. The songs lacked depth and emotion, leaving me feeling underwhelmed. I would advise skipping this soundtrack and focusing on the movie itself.
3. Emily - 2 stars - I was really excited to listen to the Practical Magic soundtrack album, as I love the movie and thought the music would be just as enchanting. However, I was disappointed to discover that most of the songs were forgettable and didn't leave a lasting impression. It felt like the soundtrack was thrown together without much thought or consideration for the overall theme of the movie. Overall, it was a forgettable collection of songs that didn't add anything meaningful to the movie-watching experience.