Sunday, December 6, 2015

Drama - Navigators 12/1/2015

We worked hard this week to bring together several details regarding the presentation on Tuesday!  I am confident that they will pull it al together for the program!

Remember - Finalize lines and bring props needed!

Nice work this week!

Drama - Pathfinders 12/1/2015

Today was devoted to finalizing preparation for Tuesday's performance.   We were able to make it through the piece a few times and I am confident in the kids and their ability to put on a show!

It is a joy to work with these kids each week!

Reminder - Speak in rhythm - Keep your energy and expression up!

Drama - Trailblazers 12/1/2015

Today was devoted to perfecting the skit in preparation for Tuesday.  We had time left over at the end for a game! So fun!  I am pleased with the children and their ability to take direction and be flexible! 

One reminder for Tuesday - Slow down!  Speak up!

Nice job on Tuesday!

Drama - Explorers 12/1/2015

These kids are so much fun to work with!  We rehearsed for the program on Tuesday.  I am really pleased with their focus and willingness to work together on this presentation.  They are taking direction well.  I have also seen some children step up and lead!

Great job to all!

Wednesday, December 2, 2015

Explorers and Trailblazers Art, week 11: We looked at pictures of Roman Architecture and I walked them through how to do a drawing of a  Roman Aqueduct. Then we colored it using pastels. We talked about blending and horizon lines and how to draw using reference lines to help you place things in the picture. The children did some fine work!

Rise of Rome - History 1&2 Explorers and Trailblazers

The founding of Rome by Romulus and Remus is a legend, however historians do believe that Rome began near the Tiber River.  As small villages grew, they merged into one large city.  During the rule of Etruscan kings, a series of roads, aqueducts, and elaborate buildings were built.  This infrastructure, along with a strong military and wise leadership allowed for many military conquests.

In class activities:

  • Learned about Rome's acquisition of other cultures
  • Built our own Roman roads and discussed their building techniques
  • Learned about why the roads were important for evangelism
  • Discussed the difference between myth and history as we learned of Romulus and Remus
Optional lesson extension activities:
  • Listen to chapter 27 in The Story of the World

  • Watch on hulu:
  • True & mythical stories:
  • Roman games:
  • Outline of the rise and fall of the roman empire:
  • Build your own paper Roman aquaduct;
  • Printables:
  • Enjoy your holiday!  Be prepared for class on 1/5 by reading cards NT22-25
  • Practice your timeline

Thursday, November 26, 2015

Explorers and Trailblazers Art Summary; week 10: Assyrian Art
We looked at some pictures of tiles that were found from Ancient Assyria. The pictures were very interesting with lots of patterns and stylized figures engaged in activities baked in tiles. We did a simpler version of these tiles by coloring in some symbols and figures using colored pencils and gluing them onto the tiles and decoupaging them.

Wednesday, November 25, 2015

Treasure Hunters 11/17/15

Subject: Roman Architecture

Discovery:  Looked through many books on ancient Roman civilization and the children marked each page they identified columns on for a more in depth conversation to follow.  Each child was given the challenge of holding a book off of the ground with paper.  After much contemplating, the result was a paper column. They used several paper columns to make a multiple level design.
Literature:  Looked through and read from many books on Columns in Roman Architecture and what a Roman city looked like. Some books we looked at were "Inside Ancient Rome" by David Stewart and "City" A Story of Roman Planning and Construction by David Macaulay

Music:  Blue Jello Rhythms and practiced Fruit of the Spirit song.

Art:  Took an even deeper look into columns and the three types: Doric, Ionic, and Corinthian.  Learned a catchy phrase to help remember which column is which.  Got out our drawing pencils and charcoal and drew each column with shading using charcoal to give the columns depth.  Amazing job these kids did!

Question to ask:  What are the three types of columns?
                      A.  Here are the clever phrases that went with each column to help them remember                                    which is which: Dull Doric, Keep your eye on the Ionic, and Crazy Corinthian.

Encourage your kids to look for columns in architecture in your own neighborhood.  You'll be amazed at how many you see!

Friday, November 20, 2015

Alexander the Great - History 1&2, Explorers and Trailblazers

The Peloponnesian War, which weakened the Greek city-states, allowed King Philip II of Macedonia to conquer Greece. When he died 2 years later, his son Alexander took over. Alexander was intelligent and power-hungry. He quickly extended his empire eastward through the Persian empire, which included Egypt. He was welcomed as a hero for rescuing the Egyptians from the Persians, was crowned pharaoh, and founded the city of Alexandria. Greek culture and language spread during Alexander’s conquests. We call this culture “Hellenistic.”

In class activities:

  • Listened to stories of Alexander's childhood & conquests
  • Made our own Gordian knots
  • Learned about the many cities named Alexandria
  • Discussed Hellenistic culture
  • Mapped the expansion of Alexander's empire
  • Brainstormed possible elective topics (take a look at their great ideas!!! - if you are planning a future unit-study, there is fantastic inspiration here)

Optional lesson extension activities:
  • Review the life of Alexander the Great with this simple powerpoint
  • Go to the library and read more about Alexander's life in books like this one
  • Play the game "Risk" and as you battle to conquer the world discuss the role of pride in the lives of leaders. 
Enjoy your Thanksgiving holiday!!!

Assignment due 12/1:
  • Read history cards NT18-21, OT 32
  • Practice your timeline

Wednesday, November 18, 2015

Art - Pathfinders and Navigators
Tuesday, November 17th

What body part gets used the most?
What body part do you see the most? (Without using a mirror!)

The answer that comes out top between the two questions is THE HANDS. When Isaiah 49:16 says, "See, I have engraved you on the palm of my hands," it shows that God's people are so important to Him, that He wants to keep them in a place of constant reminder. This beautiful verse is believed to be based on the old Jewish custom of the Ensign of Jerusalem, where Jews would inscribe an image of Jerusalem or the Temple on their hands as a constant reminder.

As a class we looked at a couple of the symbols of the Jews and Israelites. We also read different verses from the Bible that speak of marks put on the body for different meanings. Exodus speaks of the pierced ear of the servant who chose to remain with his master. Leviticus warms against the cutting of the skin for the dead. Ecclesiastes 3 tells of how God has "written" eternity in our hearts. And of course, various verses of the New Testament tell of the scars that Jesus still has on his hands from His great love that nailed Him to the cross for us.

After learning about and looking at the art of Henna, a lacy body art from a cultural close to Israel, students sketched out a design of meaning to them. I think students were thrilled that they had instructions from their art teacher to DRAW ON THEMSELVES!! Don't worry parents, these were "temporary tattoos" and will wash off in a couple of days. :-)

-Find a Bible verse that speaks about Perfume, Fragrance, or Incense
-For our next class, each student needs to bring in a small glass jar with a lid (baby food jar, mason jar, jelly jar, etc- just make sure they are clean and any labels are removed). Please bring the jars in filled with sugar.

Drama 11/17/2015 Navigators

What a great group of kids!  We finished blocking the final scene.  These kids are working diligently to create characters and present them in a meaningful way.  In preparation for the next class each child needs to find a costume item that helps to create their character.   As always, any questions please contact me!

Assignment =  Memorize lines!  No scripts on the 1st!  Please come prepared with props/costume items for the trunk!

Drama 11/17/2015 Pathfinders

I am grateful for the way in which this group is able to express their ideas and needs as well as work with me to come to a mutual agreement on some changes we made to their piece.  Most of class was working to finalize and rehearse for the presentation on the 8th.  We will have the opportunity to do several complete run throughs on the 1st.  Please come to class prepared to perform!

Assignment - Please practice the timing of your parts whether singing or speaking them.  If speaking them, they should be in time with the music as if it were sung.  Please find an item to represent your line and use as a prop for the show.  If you need ideas or help please contact me.

Drama - 11/17/2015 Trailblazers

You are moving along quite nicely on the performance piece for the 8th!  Each child was sent home with a piece of green paper and a piece of white paper.  Please be sure to fill in the letters as instructed and bring them back with you on December 1.  We will finish assembling them and use them for rehearsal!  Thank you for your hard work and diligence today! 
Costumes for this class = Solid dark bottoms and a red or green top. (no need to wear them for the 1st, just on the 8th:))

Drama - 11/17/2015 Explorers

We picked up where the children left off last week.  After a few introductions and a game encouraging team work we made our way upstairs to the Sanctuary for rehearsal.  We had a few bugs to work out, but I so appreciated the flexibility with which the children handled our day!  Regrading costumes, Please see the list below.  If gathering or creating any of these items is a difficulty please let me know.

Angels - Lauren, MacKenzie, Mikayla, Emma - Please make a halo.  Tinsel, pipe cleaners whatever you have at home is great!  I have white robes for the rest of the costume.

Mary/Joseph - Aislynn/Keegan - Aislynn please bring a baby doll wrapped in a blanket. I have costumes for both of you.

Shepherds - Clara, Josh - Please bring or make a headpiece and a shepherds crook (or a stick to represent one).

Wisemen - Matthew, Andrew, Levi - Please bring a small box or package to represent the gift you are giving Jesus.  I have costumes for you.

Tuesday, November 17, 2015

Monday, November 16, 2015

Fwd: Pathfinders assignment-History

Sheryl G.
(603) 471-9932

Begin forwarded message:

From: "Alanna Klekar" <>
Subject: Pathfinders assignment-History
Date: November 12, 2015 at 11:06:32 PM EST
To: "Alanna Klekar" <>, "Candice Archambault" <>, "Cindy Lacasse" <>, "Deborah Mailhot" <>, "Julie St. Onge" <>, "Kathleen Philbrick" <>, "Kim Murdoch" <>, "Kristina Mitchell" <>, "Leah Ford" <>, "Linda Steadman" <>, "Ngamcharoenthana Family" <>, "Sheryl Goedecke" <>, "Sophie" <>

We took a tour of Jewish history from the time of the Judges to the divided kingdom. We focused on what David and Solomon did right – David worshipped God and got to know him in the quiet times, wrote psalms and praised God with the same gusto with which he fought and killed his enemies – Solomon prayed for wisdom, built the temple and experienced the visible glory of God filling the temple.
Assignment: Read the mythological founding of Rome at
Read about Daily life in Rome
Read about family life

Fwd: FAITH History Blog Post and Assignment

Sheryl G.
(603) 471-9932

Begin forwarded message:

From: "Alanna Klekar" <>
Subject: FAITH History Blog Post and Assignment
Date: October 1, 2015 at 7:32:09 AM EDT
To: "Alanna Klekar" <>, "Candice Archambault" <>, "Cindy Lacasse" <>, "Deborah Mailhot" <>, "Julie St. Onge" <>, "Kathleen Philbrick" <>, "Kim Murdoch" <>, "Kristina Mitchell" <>, "Leah Ford" <>, "Linda Steadman" <>, "Ngamcharoenthana Family" <>, "Sheryl Goedecke" <>, "Sophie" <>

I have copied the blog post for any of you who haven't had time to check.
Summary Pathfinders
We finished our radio dramas and will record them next week.
Homework: Watch the following PPT and be prepared to talk about life in ancient Egypt.

(I did not review all material on the rest of the page so exercise your judgment about additional slide shows)

Fwd: FAITH History Class

Sheryl G.
(603) 471-9932

Begin forwarded message:

From: "Alanna Klekar" <>
Subject: FAITH History Class
Date: September 10, 2015 at 5:00:02 PM EDT
To: "Alanna Klekar" <>, "Candice Archambault" <>, "Cindy Lacasse" <>, "Deborah Mailhot" <>, "Julie St. Onge" <>, "Kathleen Philbrick" <>, "Kim Murdoch" <>, "Kristina Mitchell" <>, "Leah Ford" <>, "Linda Steadman" <>, "Ngamcharoenthana Family" <>, "Sheryl Goedecke" <>, "Sophie" <>
Cc: "'Pastor Rick Huntley'" <>

Hello everyone,
I am attaching some information sheets for the students to read before class if they are able.
The young ladies decided to do a radio drama about creation and the gentlemen chose the Flood. If these stimulate them to jot down some exciting ideas then all the better but we will be doing this in class so no need to worry.
Bring those creative juices next Tuesday!
Have a wonderful weekend.
Alanna Klekar

Fwd: FAITH History Class

Sheryl G.
(603) 471-9932

Begin forwarded message:

From: "Alanna Klekar" <>
Subject: FAITH History Class
Date: September 10, 2015 at 5:00:02 PM EDT
To: "Alanna Klekar" <>, "Candice Archambault" <>, "Cindy Lacasse" <>, "Deborah Mailhot" <>, "Julie St. Onge" <>, "Kathleen Philbrick" <>, "Kim Murdoch" <>, "Kristina Mitchell" <>, "Leah Ford" <>, "Linda Steadman" <>, "Ngamcharoenthana Family" <>, "Sheryl Goedecke" <>, "Sophie" <>
Cc: "'Pastor Rick Huntley'" <>

Hello everyone,
I am attaching some information sheets for the students to read before class if they are able.
The young ladies decided to do a radio drama about creation and the gentlemen chose the Flood. If these stimulate them to jot down some exciting ideas then all the better but we will be doing this in class so no need to worry.
Bring those creative juices next Tuesday!
Have a wonderful weekend.
Alanna Klekar

Sunday, November 15, 2015

Treasure Hunters: The Romans

FOCUS: Romans: Aqueducts  and  Arches
DISCOVERY: building with blocks - making an arch - dressing up in togas!!

LITERATURE: Usborne Time Traveler pp. 68-72
MUSIC: practiced rhythms, sang our Fruit of the Spirit song
PROJECT:   learned Roman numerals 1-10; carved Roman numerals into wax tablets

QUESTION: ask your kids about the aqueduct; see if they remember how to write any numbers the Roman way

Tuesday, November 10, 2015

Art- Pathfinders & Navigators
Tuesday, November 10

Class Overview
Pottery is an art that is referenced several times throughout the Bible, often as a picture of our life in the hands of God. Using Jeremiah 18 as the basis of our focus, we talked about the 3 main parts of pottery and their analogy:
1. Clay = Our Life
2. Pottery Wheel = Life's Circumstances/Events
3. The Potter = God, our Creator and Designer
We also looked at the 3 basic steps of pottery: Preparing/kneading the clay, Molding/shaping of the clay, & Firing of the clay

It would again be impossible to tackle the actual art of pottery making in such a short class, so we took a simple but still fun route! Each student was given a lump of clay, and encouraged to create a design of their choice but with a somewhat flat surface. We then used this flat surface to "print" words and quotes of their choice onto their clay using alphabet pasta.

-If not finished, please continue working on completing Fingerprint Art from last week's class, so these can be turned in.
-Read Isaiah 49:16a; research the history behind the meaning of this verse.

Persian & Peloponnesian Wars - History 1&2, Explorers and Trailblazers

After having fought to defeat the Persians together, the Greek city states again went their separate ways, but this time with alliances.  The Delian league was formed for protection from Persia, eventually evolving into a trade group.  Each city-state paid to participate in the league, but Athens was in charge of guarding the treasury and building the Navy, which helped it to grow wealthy and powerful.

One city-state, Naxos, tried to leave the league after they were content that the Persians wouldn't return, but Athens destroyed its city walls proving that membership in the league wasn't truly voluntary. Sparta felt threatened and formed an opposing group called the Peloponnesian League.

In 431 Corinth and Corcyra began to fight.  Corinth was supported by Sparta and Corcyra by Athens, beginning the Peloponnesian war.  After 30 years of fighting including a siege, a plague, a truce,  and Persian participation in the war, Sparta eventually won.  The destruction caused by the war on both sides led to the decline of Greek power.

In class activities:

  • Learned about allies and rivalries within the Greek city-states
  • Defined the word peloponnesus
  • Built our own swords
  • Mapped movements during the Peloponnesian war

Optional lesson extension activities:

  • Read history cards NT 17 and OT 31
  • Practice your timeline

Sunday, November 8, 2015

Explorers and Trailblazers: Week 8: I rinsed the glue Batik shirts and pillow case out and they came out wonderful! Hope you Mom's noticed that after first washing separate, they are fine to go in with normal wash! We began a new project: Greek vase scratch art. We looked at some pictures of greek vases and began our project. First, we used oil pastels and then painted over it with black acrylic paint. This next class we will do the scratch art into it.

Wednesday, November 4, 2015

Art- Pathfinders & Navigators
November 3

The Psalms are works of art in themselves, describing a range of beauty and emotion. We focused in on Psalm 139, which beautifully describes all the thought and work God has put into each of us as individual works of art. Such words as "knit" and "woven" are used that really do carry the artistic meaning of God's creation of each special individual.

Fingerprint Art
Last week each student was fingerprinted; those fingerprints were enlarged and printed across a sheet of paper. In class, students took the time to clarify their own fingerprints. We then took their lists of thoughts and facts they had started putting together about them- these were then written in following the lines of their fingerprints. As these the fingerprints begin to take shape, it was fun seeing that not only was each student's literal fingerprint different, but so was all the personality and interest of each one.

-Complete Fingerprint Art. Take the time to finish filling in all the lines of your fingerprint. These need to be brought back to class next week.
- Read Jeremiah 18:1-6

Music - Explorers/Trailblazers - November 3

·          Have you ever thought of music as a language? Not only does music speak to people and express ideas and emotions, but it also has an actual written language…
    The musical language, or notation, tells us things like the pitch, duration, meter, and dynamics. Without these things music would be pretty boring, and without the actual written notation most music would eventually disappear. 
    In class we learned about the notations we use in our time and culture. 

o   Many ancient artistic relics, and pictures show depictions of music making, and it's clear that music was a normal part of life for the ancient Egyptians, Greeks, Romans, and others
Below are a few of the oldest written songs that have been found. Different symbols were written above the words to depict pitch, duration, dynamics, etc
Students started working on their own ancient music notation projects

Music - October 27, 2015

 Music actually started before man was even on the earth!!!
§  Job, whose name rhymes with ‘robe’, was a Godly man who lived before Abraham. He faced a lot of suffering, while he suffered, he asked the Lord to answer some questions that he had. Here is part of his answer:
§  Job38-  4”Where were you when I laid the foundation of the earth? Tell Me, if you have understanding,5Who set its measurements, since you know? Or who stretched the line on it? On what were its bases sunk? Or who laid its cornerstone, When the morning starts sang together, and all the sons of God shouted for joy?”
Check it out:

o   Whats the difference between music and noise?
§  Basically, noise is sound that is not organized, and music is sound that is organized.
§  Sound begins when an object is plucked, struck or blown. This causes the object to vibrate, pushing the air around it to move in waves. Draw this
§  God designed our ears so that they “pick up” those sound waves and send them to our brains, which are able to recognize many different sounds. Draw the ear
§  When the vibrations are faster, the pitch of the sound is higher; and when they are slower, the pitch is lower

Music- Pathfinders/Navigators- Oct 13&20

·         What does your name mean?
o   In our time the meaning of a name does not hold a lot of significance, but in Bible times your name held a lot of meaning and importance
o   It isn’t just people who had important names, all through the Bible God reveals Himself to us by His names.

o   The meanings behind His names tell us about His personality and His nature
Names of God
All-Sufficient One, Lord God Almighty
EL ELYON (THE MOST HIGH GOD) (el el-yone')
ADONAI (LORD, MASTER) (ad-o-noy')
JEHOVAH NISSI (THE LORD MY BANNER) (yeh-ho-vaw' nis-see')
The Lord My Banner, The Lord My Miracle
JEHOVAH-RAAH (THE LORD MY SHEPHERD) (yeh-ho-vaw' raw-aw')
JEHOVAH RAPHA (THE LORD WHO HEALS) (yeh-ho-vaw' raw-faw')
JEHOVAH SHAMMAH (THE LORD IS THERE) (yeh-ho-vaw' shawm'-maw)
(yeh-ho-vaw' M-qadash)
The Lord Who Sanctifies You, The Lord Who Makes Holy
The Everlasting God, The God of Eternity, The God of the Universe, The God of Ancient Days
ELOHIM (GOD) (el-o-heem')
God, Judge, Creator
QANNA (JEALOUS) (kan-naw')
Jealous, Zealous
JEHOVAH SHALOM (THE LORD IS PEACE) (yeh-ho-vaw' shaw-lome')
JEHOVAH SABAOTH (THE LORD OF HOSTS) (yeh-ho-vaw' se ba'ôt)
The Lord of Hosts, The Lord of Powers

David did more than write psalms and songs, he actually invented alot of instruments as well. And most of the songs and instruments that he created were inspired by his passion for the Lord. So, students were challenged to do the same. In groups and pairs, they chose one of these Hebrew names for God. Using a misture of natural and man-made items they invented their own instruments in an attempt to express who God is, based on the Hebrew name that they had.

Music - Explorers/Trailblazers - Oct 13 &20

Instrument Categories -
     Percussion- We continued work on the Sistrums, and then we used them to accompany our songs,      and also to help us practice our rhythm.
      Wind Instruments- sound is produced by the vibration of air, these instruments are played either        by blowing on a reed, or across the opening of a hole in the instrument.

     King David started out as a shepherd. And like most shepherds, he played the harp and the flute to      pass the time while tending to the sheep. We made pan flutes, which have pipes of different                lengths to achieve different pitches.


Classical Greece - History 1&2, Explorers and Trailblazers

During the dark age the Greeks were made up of many separate groups  who lived in independent societies called city-states.  The two most famous city-states were Athens and Sparta.  By the end of the dark age, both had transitioned from monarchies to another type of government.  

In Athens a noble, named Solon, wrote new laws allowing the lower classes to participate in government.  The men who rose to power were called tyrants.  Some ruled poorly, but others brought improvements, eventually leading to the first democracy.

Unlike Athens, Sparta was an oligarchy.  They made no advances in art or literature, but instead focused intently on creating a strong army.

In class activities:
  • Looked at historic architecture and artwork from Ancient Greece
  • Discussed the lifestyle of people in Sparta & Athens
  • Conducted our own lighthearted debate
  • Learned about democracy and cast our votes
  • Decorated funeral urns (Trailblazers only, Explorers will do this project next week)
  • Mapped locations of Ancient Greek city-states
Optional lesson extension activities:
  • Look at a newspaper together or watch clips from a previous debate and discuss similarities between our electoral system and the Ancient Greeks
  • Learn more about Greek pottery
  • Play and learn about ancient Greece with online activities
  • Read history cards NT12-16
  • Practice your timeline

Monday, November 2, 2015

Drama for All Classes Week of 10/27/2015

Hi Parents!
Christmas celebration rehearsals have begun. Last week, Explorers and Trailblazers brought home scripts.  This week, Pathfinders and Navigators will receive theirs.   Please help your students to remember to study their lines.  Explorers would benefit from repeated listening of their song.  We are very excited!

Sandie Dillion

Friday, October 30, 2015

Treasure Hunters 10/27/15

Focus:  Greek Mythology

Discovery:  Worked together in pairs to put together several puzzles depicting stories that were known to be believed by the Greek civilization.  

Literature:  Usborne Greek Myths

Music:  Practiced the Fruit of the Spirit song and used instruments while reading music from the Blue-Jello cards.

Art:  Egg Shell Mosaic of the first and last letter of the Greek alphabet (Alpha and Omega)
Mosaic is the art of creating images with the assemblage of small pieces of glass, stone, or other materials.  In ancient Greece, mosaics were most likely to be seen in pathways and on floors.

Question to Ask:  Do we worship/believe in different Gods for different things like the Greeks did?

Thursday, October 29, 2015

Explorers and Trailblazers Art Summaries and request

Week 6: We began a "Joseph's Coat" batik project. We talked about how in the scriptures we see that Joseph's coat was beautifully adorned. I could not find any information on exactly what that meant. But, I did discover that the Art of Batik seems to have originated in the Middle East. So we tried our hands at glue batiking. This gave us an opportunity to explore shapes and design. I asked them to remember that we have been talking about shapes and line in art and asked them to make a design on their fabric. Each of them came up with some beautiful designs! We also looked at a piece of  artwork that depicted Joseph with his coat. It was very cheerful and full of shapes and line. So the children made their own copy of this piece.

Week 7: We reviewed Joseph's Coat; looking at two very different pieces of artwork depicting the same story. The children made great observations, comparing the two. Then the children painted over their shirts, using several colors of Acrylic paint.

Please try to have them bring their own sharpened pencils and maybe an old shirt to cover clothing when we do messy stuff. I still have cover-up shirts. But, not as many. Some kids just keep a pencil and smock or t-shirt in their bag. That seems like a good plan, unless it gets wet. Then we would air dry. Which brings me to another request: We have had some big challenges drying artwork. We had to take over a whole room for drying these past two weeks. Does anyone have any great ideas for a drying rack for artwork?

Wednesday, October 28, 2015

Art: Pathfinders & Navigators
Tuesday, October 27

We began our class by starting our project right away so we had time to finish it! We once again took the more simpler route to gain a brief understanding of metal art. Using simple supplies of leaves, aluminum foil, cardboard, paint, and steel wool, students created beautiful metal art that looks like we spent hours of time engraving it! (Parents, these pieces will look amazing in your home if you frame them)

Different types of metal art and metal work is apparent throughout the Bible. Today we focused in on a metal artisan who we know by name: Huram. Huram was skilled in bronze work, and was hired by Solomon for the building of the extravagant Temple. The detail of his work, as told in 1 Kings 7, gave us an appreciation of all the time and work he put into his skill.

-Read Psalms 139
-Find and bring in one verse anywhere from Psalms that references Art, Creating, Handiwork, Beauty
-Begin a list (whether literal or mental) about YOU! Here are some thoughts to get you thinking:
      -Name (and Nicknames), Birthdate, Birthplace
      -What is your Favorite..... food, color, books, music, animal, hobbies, etc
      -What makes you... angry? happy? scared? bored?
      -I am.... clean or messy? shy or outgoing? serious or goofy?
      -My goals and dreams are.....

Tuesday, October 27, 2015

First Kings of Israel - History 1&2, Explorers & Trailblazers

After escaping from Egypt, the Hebrews settled in Canaan, the land promised to Abraham, around 1250 BCE.  The Phoenicians, ship-builders and traders, also settled in the land of Canaan along with the Philistines and many other peoples.  These many different groups both traded and fought continually.   

The Israelites begged for a king, and they were given Saul.  David followed, and defeated the Philistines. His son Solomon was  king after him. 

The nation of Israel divided into Israel in the north and Judah in the south in 931 BCE after Solomon was punished for building temples for his pagan wives.

In class activities:
  • Made medusa hats and discussed the difference between Greek gods and the God of the Hebrews
  • Played olympic games
  • Learned about the consequences Israel faced for disobedience
  • Learned about the first 3 kings of Israel
  • Threw "stones" at Goliath
Optional lesson extension activities:
  • Read history cards NT 9-11

FAITH History Timeline @ 10/27/2015

Remember to keep practicing your timeline!

Gift card orders due Tues. 11/17 for Scrip Fundraising Program

Tues. 11/17 is the deadline for our first round of 2015/2016 FAITH scrip orders! The gift cards you purchase and use for groceries, gas, food, home improvement, and more directly benefit the FAITH Fine Arts Program - thank you! (Remember - there's no additional or hidden cost for you - if you order a $100 gift card to Old Navy, you'll pay $100 for the $100 gift card - but Old Navy gives 14% of your purchase price, or $14, to FAITH. Percentage donations vary by company + are subject to change.)

Holiday gift giving is coming; order your gift cards today! Feel free to share ordering information with your friends + family!

(2) options for placing your order:

1. Complete and print this form (click for link) + give to Kim Murdoch by Tues. 11/17 with a check for your total order amount, made payable to “FAITH Fine Arts Program.”

2. Order online at by 11:59 PM on Tues. 11/17
- Click "Register"
- Join your group's program
- Enrollment code: 3C9129F74L695

Questions? Contact Kim Murdoch 
at 603.369.7889 (call or text),, or in person at FAITH (usually stationed in the kitchen, but will be in drama for last 2 periods of 11/3 + 11/10).

Here's just a small sampling of gift card options - thank you in advance for blessing FAITH with your regular shopping + gift giving! 

99 Restaurant
Dunkin' Donuts
Pizza Hut
Whole Foods

Gulf Oil
Jiffy Lube


Home Improvement/Decor
Ace Hardware
Pottery Barn
The Home Depot
West Elm

Best Buy

Dick's Sporting Goods
L.L. Bean

J. Crew
Lands' End
Old Navy

American Girl
Barnes & Noble
Jo-Ann Fabric
Oriental Trading
Williams Sonoma

Avis Car Rental
Budget Car Rental
Choice Hotels
Clarion Hotels
Hyatt Hotels

Wednesday, October 21, 2015

Treasure Hunters 10/20/2015

Focus: The Phoenicians and the Alphabet

Discovery:  Used stamps and inkpads to stamp our names. Used beet juice and dyed string and fabric that we used later for our sail on our Phoenician war ship.

Literature: The Usborne Book of World History - Phoenicians

Art:  Created Phoenician War Ships.  Used a overlay technique with tissue paper to create depth and interest to the water.

Music:  Practiced Fruit of the Spirit song and divided the class into two groups to practice echo.  Also added to the blue-jello Cards and reading music.

Question to ask: Where did our alphabet originate from?
                            A. The Phoenician alphabet
                            Did the Phoenicians use money to buy items they needed?
                            A. No, they traded items such as oil, gold, ivory, stones, and such.

Art - Pathfinders & Navigators
October 20

Spinning and Weaving is a delicate process of patience and skill- which we quickly learned to appreciate in class! Tagging behind last week's lesson on the Tabernacle, we started by reading the verses from Exodus 35 that spoke of the women of Israel who had a willing heart to spin and weave the special royal cloth needed for the Tabernacle and the priests garments. Later as we worked on our weaving project, students shared other verses in the Bible that refer to spinning and weaving.

Bending a twig into a hoop, students used this to create a simple loom using yarn. We then took thick yarn to weave a foliage design at the top, wrapping the lower yarn into a trunk to create a fun, seasonal fall tree in the hoops. As students worked on their weaving, we talked about some of the technique and tools used in spinning and weaving.

-Read 1 Kings 7:13-14
-Bring in a selection of 4 to 6 leaves

Art Class: Explorers and Trailblazers: weeks 1-4

Week 1: Cave Paintings: We looked at cave paintings from the Lascoux caves in France and how they were found. We talked about how art can tell us stories.We talked about earth colors and types of line. We made "cave paintings" on brown paper with earth colors using our drawing skills(shapes and lines).

Week 2: Cartouche carving: We looked at pictures of Cartouches and talked about Egyptian Hyroglyphs. We began a three week project of making a Cartouche from sheetrock. This first week we prepped our "rock". We spent time removing the paper from the sheetrock. This was hard work and the kids did great!

Week 3: Cartouche sheetrock carving: This day we drew our names using Hyroglyphs. Then we carved them using carving tools. The kids did great work!

Week 4: We re-looked at the pictures of Cartouches to see how they would have been painted. Then we painted, using alot of gold.

Week 5: We are looking at Mosaics and what a Jewish Menorah is. We are making a Mosaic Menorah.

Tuesday, October 20, 2015

Trojan War - History 1&2, Explorers & Trailblazers

Separating history from mythology is one of the great challenges when studying the Bronze age. The writings of Homer’s Iliad & Odyssey tell us that the Trojan war began when Paris of Troy took Helen away from her husband, Menelaus, the king of Sparta in Mycenaean Greece around 1180 BCE.

The siege of Troy lasted over 10 years until Odysseus, a greek general, delivered a beautiful wooden horse to Troy and pretended to leave with his army.  When night fell, soldiers erupted from the hollow horse, conquering the town.

In 1879 archaeologists  found the city of Troy, with the remnants of ashes and bones lending credibility to the stories wartime destruction.

In class activities:

  • Listened to the story of the Trojan Horse
  • Discussed the difficulty that historians have separating fact from fiction in ancient writings
  • Talked about the changes that happen to stories over time
  • Built our own Trojan Horses
Optional lesson extension activities:
  • Read (or listen to) any greek myth.  I suggest choosing a children's version adapted from the Iliad or Odyssey, but any myth will do. - Story Nory has several children's versions available that you can listen to online.
  • Read history cards NT 4-8, OT 29-30
  • Practice your timeline

Drama for All!

Posting for Sandie apologies for the lateness!

Last week and the next two, we have been working on space and movement.  We are using pantomime to become more physically expressive and begin to develop stage presence.  Last week I introduced the treats bag rewards for hard work or excellent cooperation. The students have the option to choose a small piece of candy or a small toy eraser or pencil. They have been instructed to follow home rules regarding candy and if I find they have eaten it without your knowledge or permission they would lose treat bag privileges. Also you should all have received my card with contact information. Please pop me an email so I know you have my address. Oh and ask your students what pantomime is!

Sandie Dillion

Sunday, October 18, 2015

Explorers and Trailblazers!
 Please bring something to Batik this week! It can be a t-shirt, pillowcase or a piece of white fabric of some sort. Thanks!

Friday, October 16, 2015

Treasure Hunters : "The Feast of Tabernacles"

FOCUS: The Feast of Tabernacles (Booths)

DISCOVERY: Made fruit to decorate our Booth (or Sukkot)

LITERATURE: "Walk with Y'shua Through the Jewish Year" by Wetheim&Shapiro,
                  "Pyramid" by Macaulay, and Leviticus 23:33-43

MUSIC: learned some more blue-jello beats
                 began learning a Fruits of the Spirit song

SUMMARY: While roaming in the desert, the Israelites made booths (sukkot) to shelter them.  God provided food, water, and protection.  After finding the promised land and settling into houses, God commanded that they remember His care for them by celebrating The Feast of Tabernacles each year - The Season of our Joy - Z'man Simhatenu

We had a snack of apples and honey under our Sukkot.

Wednesday, October 14, 2015

Tuesday, October 13

Class Overview
The Tabernacle was an amazing mix of skill and art! We would need the whole semester to thoroughly cover all the detail that went into God's design of the tabernacle, but we covered it as well as we could in one class.

Class started with a brief look at Bezalel, the man who God filled with His spirit and gifted with a huge array of skills to oversee His tabernacle design.

Armed with their Bibles, students drew out a simple outline of the design of the tabernacle and the major pieces of furniture.

-Read Exodus 35:20-26
-Find an additional Bible reference (from anywhere in the Bible) of weaving/fabric/dyeing
-Bring in a bendable twig at least 18 inches long (we need to be able to bend it into a circle without it snapping; good choices are weeping willow branches or grapevines)

Tuesday, October 13, 2015

Exodus - History 1&2, Explorers & Trailblazers

 In 1570 BCE  Egypt defeated the Hyksos who had invaded their land.  Using their new knowledge of Hyksos’ weapons and chariots, they drove the invaders back and expanded Egypt’s borders further than ever before. They continued to grow more powerful during this “Golden Age of Egypt,” which included great pharaohs such as Thutmose I, Hatshepsut (the girl pharaoh) Akhenaten, and “King Tut.”

After receiving grain from Joseph, the Israelites did not return to Canaan, but settled on the banks of the Nile, eventually becoming slaves to the Egyptians.  Moses, an Israelite raised in the Pharaoh’s house, was called to free the Israelites. Pharaoh refused Moses request, and there were great plagues.  Eventually Pharaoh relented, if for only a moment, and the Israelites were able to escape across the Red Sea.

In class activities:
  • Reviewed the timeline of events leading up to the Israelites bondage in Egypt
  • Discussed the Code of Hammurabi and its similarities to Biblical law
  • Made our own Egyptian shirts
  • Learned about the Hyksos and what their invasion of Egypt meant
  • Finished our Egyptian mobiles
  • Mapped the wanderings of the Israelites
Optional lesson extension activities:

  • Pretend you are Moses in this online game
  • Learn more about the Hyksos from Answers in Genesis
  • Celebrate your own Passover feast
  • Dover has excellent coloring books for this time period.  Not only are the images beautiful, but the captions at the bottom provide lots of historical context.  
  • Read history cards NT2-3, OT 26-28
  • Practice your timeline

History Timeline @ 10/13/2015

Remember to keep practicing your timeline!
Art class for Explorers and Trailblazers: Please have your child bring a white shirt to class for next weeks project. It should be cotton, but any style is fine.

Wednesday, October 7, 2015

Art- Navigators/Pathfinders
October 6, 2015

Class Overview
Today in class we looked at stonework and engraving, focusing most of the study on the Ten Commandments. Most of us have a set image in our minds of what the Ten Commandment tablets looked like, but we learned that image is probably not too accurate:
-The traditional "tombstone" look of the tablets with a rounded top was actually attributed to medieval artists. In reality, the stones would have been rectangle, with sharp edges. Also, they weren't as massive as sometimes seen in pictures of Moses carrying them- they were stone and he had to carry them down the mountain!
-The writing was likely in Hebrew, and was on both front and back of the stones. It was likely small print - Though we call them the the Ten Commandments, the Bible refers to the them as the Tablets of the Covenant Law; this means there is the possibility they not only contained the commandments from Exodus 20, but also the entire law as laid out in the following chapters.
-Here was the big surprise: based on other Scripture references and history, some scholars believe the stone the tablets were made of were Sapphire! They could have been blue!
-The tablets are believe to be similar in design to the ancient peace treaties. These were stone tablets engraved with the terms and agreements between two nations/tribes; a copy was made for each of the two parties. Some believe the two tablets of the Covenant Law were exactly the same- one for God, and one for Israel.

After looking briefly at the stone engraving process, we took the simpler route of "engraving" the bricks we had made in last week's class. Talking about the importance of the ancient art of storytelling, students engraved their bricks with designs to create "Story Stones". At the end of class, we went around the room, telling a group story by having each student contribute a part with one of their story stones.

-Using the StoryStones they made in class, students need to tell a story to a family member or friend.
-Read Exodus 31:1-11; Be prepared to name some of the parts of the Tabernacle in next week's class.