Wednesday, October 2, 2013

History Summary Level 4 - 10/1/2013

The students viewed an excellent website in the first part of the class. Click here for the Mayflower website we viewed. Afterward the class played a game requiring knowledge from their homework reading as well as the previous part of the class. They did a great job.

Assignment for next week:
What was the Massachusetts Bay Colony?
Who was John Winthrop?
How was the colony organized?
On what document did they found the colony? Explain How long did the strong religious nature of the colony survive? Why did it die out?
Why was Harvard College founded?
What was the goal of the colony? What did that goal mean to them?

History Summary Level Three - 10/1/2013


The students viewed an excellent website in the first part of the class. Click here for the Mayflower website we viewed. Afterward the class played a game requiring knowledge from their homework reading as well as the previous part of the class. They did a great job.

Assignment for next week:

What was the Massachusetts Bay Colony?
Who was John Winthrop?
How was the colony organized?

 

Music Summary - All Levels 10/1/2013


Week 3 of the Fantastic Four: 

 The Classical Period: 1750 to 1820

 Characteristics

Simple

Piano – Symphony

Dynamics -Tempos

Middle Class

Composers

Haydn, Mozart, Beethoven, Liszt

Music:
“Surprise” Symphony, Concerto 1,The Magic Flute Overture, Hungarian Rhapsody

Projects:Dona Nobis Pacem, Dynamic and Tempo Game

Assignments:

-Practice singing Dona Nobis Pacem

-Next week will be the final study of the classical periods, so a review quiz will be given at the end of class. The older students are encouraged to review any notes they have taken over the last few weeks.


 

Art Levels 1 & 2 for October 1, 2013


Class began with some facts about flags and our American flag. We took some time in class to begin the design of the flag the students will start to sew in class next week using fabric scraps. We also used a scrap of fabric and practiced three basic stitches: the running stitch, the running backstitch, and the backstitch. We discussed how the running stitch was the easiest and most simple to do yet the least reliable, and the opposite with the backstitch which was more complicated but very strong. This stitch also helps to keep the stitch in a straight line, making the finished product neater.

Some of the students really enjoyed this and wanted to spend more time practicing so I encourage you to give them a threaded needle with a scrap of fabric for practice and preparation for next weeks lesson.

In the Colonial days the girls occupations involved sewing, embroidery, quilting, and weaving among many other tasks. Even before they could spin girls were taught to knit, as soon as their little hands could hold the needles. Sometimes girls four years of age could knit stockings and boys had to knit their own suspenders.

Imagine the creations these little hands used to make! I can't wait to see the end result of the flags!
In preparation for next weeks class:
Please have students return with their flag design (this should be a simple creation without too much detail because the flag will be created from fabric)
Some students may want to use their own fabric from home, this is fine yet not required.
Resources: Home Life In The Colonial Days by Alice Morse Earle, America, A Patriotic Primer by Lynne Cheney

*IF YOU HAVE ANY SCRAPS OR UNWANTED FABRIC TO CONTRIBUTE, THIS WOULD BE GREATLY APPRECIATED!

Art Summary Level 3 & 4 - October 1, 2013

 
I brought in a large selection of natural objects like leaves, acorns, pine needles, sticks and berries. I had a few students assemble a work of art based on a circular pattern on the floor. They created a beautiful pattern for the classes to see. We discussed how sand-paintings were created and then destroyed after the ceremony they were used for.  We also looked at the work of a contemporary artist Andy Goldsworthy who creates art on location using found objects. https://www.google.com/search?q=andy+goldsworthy&es_sm=93&tbm=isch&tbo=u&source=univ&sa=X&ei=grhMUprlEIG69QS7hIGgDw&ved=0CKMBEIke&biw=1440&bih=799&dpr=1  His art is really amazing.  We see two very different examples of art that is made from natural found object and art that is ephemeral.  Using this idea the students paired off and  choose to recreate a Navajo rug design or the colonial flag outside using found objects.  I photographed the students as they worked and with their final work.  All photos are in the link. http://sdrv.ms/15JDmlx
For further discussion we explored how artists use texture in their work.  We compared textures of various natural things. 


 

Assignment: Students were to bring home the flag or rug printout.  They are to use real tactile materials to fill in the design.  The material can be natural or not.  Be creative with your choices.  Make sure to keep the work unified either with color or material choices.
 
For further exploration and fun outside challenge yourself and other family members to join in on a temporary art piece.  Look at Andy Goldworthy’s photos for inspiration.  Take a picture of it to share with me and the rest of FAITH.  jjkamerman@live.com
 
Bring In Your Jar for next week.  We will be needle hitching, a popular pastime for sailors, the beginning of macramé.

 
 
 

 

Drama Level 2,3,4 - 10/1/13

This week we discussed the wonderful world of Elizabethan England in the theater.  It was a ripe time for change and growth!  Stock theaters began as the audiences grew board of the same far night in and night out.  We discussed the pros and cons of this type of company.  Also, we learned that we can see this very type of company perform to this day with summer stock theater alive and well in New England!

In our time of technique we discovered the "code" written for stage positioning!
Drama 4 watched this video...

Drama 2 and 3 watched this one...


Then we worked on tableau to practice using the whole stage, talking about where we were (in code!) , and levels of our bodies to help with creating dimension in a scene!

Tuesday, October 1, 2013

The Reformation - History Levels 1&2, 10/1/13


Tudors & the Church
On October 31, 1517 Martin Luther nailed a copy of his 95 Theses to the door of the Castle Church at Wittenberg as as an invitation to debate. Luther argued that the Bible, not the Pope, was the true source of truth.  The people, tired of church excess, were receptive to him and by the early 1520s, he had attracted a vast following and the printing presses spread his message across Germany. 
For a time King Henry VIII of England wrote against Lutheranism, but Henry’s loyalty to the Roman Catholic Church later gave way to his desire to preserve his Tudor dynasty.  Henry Vlll wanted an heir, but his wife had not given birth to a son, so he asked the Pope to grant him a divorce.  The Pope refused.   In order to get his way, Henry passed a law in 1534 making himself head of the Church of England. This act allowed him to divorce his wife and led to the formation of the Protestant Church of England. The Protestant movement was known as the Reformation. Henry's influence on America included not only the church, but also his descendants Elizabeth, for whom Virginia was named, and James who is honored in the name of Jamestown.

In Class Activities 10/1/13:
  • Learned the stories of Martin Luther & Henry VIII
  • Made our own wooden hammers 
  • Ate gummy worms (Martin Luther's trial was called a diet, and it was held in the town of Worms)
  • Created a timeline of the Tudors, discussing each in turn
  • Added to our history notebooks
Optional Lesson Extension Activities:

Parents: 
  • I was careful in class to tread lightly in regard to Catholic/Protestant discussions in an attempt to honor the various denominations present.  I highly suggest that you discuss the Reformation with your child this week.  It is important to understand this turning point in history, and this would be a great time to lead your children in a discussion of your own faith. We will be delving more deeply into the topic next week, and your work at home will be appreciated.
Assignment: 
  • In preparation for our next class please read history cards # 8 & 9 covering Plymouth Colony.
  • Don't forget to review your timeline!