History Levels 3 & 4 - 9/24/2013

The class discussed the answers to the previous week's assignments and discussed in more detail what happened at the Roanoke Colony as well as  how ideas control the world. The different ideas the Spaniards and the French had about money and power versus the English made a great deal of difference to the future of America.

Assignment:

Describe the Mayflower. How big was it? Where did the passengers live?

Who were the pilgrims?

Who were the separatists from the Leiden congregation?

Why did the pilgrims travel to the new world?

What was the Mayflower Compact and why is it important to our country?

 

 

Art Summary Levels 3&4 September 24th

For next week we are going to continue work on a Navajo Sand Painting.  Please take a few minutes to look over this website

http://nativeamerican-art.com/navajo-sandpainting.html 

There is a one page summary and picture.  There is also a link for Zuni Art on the sidebar.  We looked at the differences between the Pueblo Indians (Acoma and Zuni) and Navajo.  We compared their homes; Pueblo Indians lived in stacked adobe homes, while Navajos lived in hogans.  We also looked at examples of pottery from both.  We began work on a sand painting.  We drew a design with pencil on cardstock.  Working with a paintbrush and glue we painted one section or shape at a time and sprinkled colored sand to cover the area.  We will continue these next week. 

 Thank you for having your child take time to work on their rug design-bookmark.  They really turned out well.  There were a few who plan to finish those for next week.  Also, I had asked each student to bring in a glass jar for needle hitching.  Bring them in and I will store them until we are ready for that lesson.  So far I have only seen a few students that have a jar.  Once we get them collected I will do that lesson.  Also if you have a needle with an eye that will thread thin yarn bring that inside the jar.  You could use a piece of masking tape to write their name on the jar. 

 

Please click the link below to see images of Navajo Sand Paintings. 

https://www.google.com/search?q=navajo+sand+painting+images&tbm=isch&tbo=u&source=univ&sa=X&ei=nnxDUpfVLar64APWkYCwCA&ved=0CDQQsAQ&biw=1440&bih=799&dpr=1

 

Art Level 1 & 2 - September 17 and September 24th Summaries

Week 2 & 3 Art summary for explorer and trailblazer class (September 17th & 24th)

In class the past few weeks, we studied a European artist known as El Greco (Domenikos Theotokopoulos) 1541-1614. He did not become popular until he moved to Spain in 1577 and began painting religious scenes for the cathedral in Toledo. The tall, solemn figures in El Greco's paintings appear to be stretched - their legs, necks, arms, and faces are longer and thinner than real people have. El Greco's paintings seem like pictures from another world. Meanwhile, Europeans were settling amongst the Native American Indians and this was like a whole new world and life to them. Settlers stated that the Native Americans were extremely tall. We observed and discussed El Greco's work and formed opinions about his distorted figure paintings and what they meant. Perhaps he got word that the Indians were very tall and his paintings portrayed those visions. This was fun and it got the children really thinking.

Our assignment that we've been working on are Tall Indian Figure Drawings. We distorted them by cutting them into sections and stretching them out then traced and colored those. (Tracing over the photos gave the kids good drawing practice, and this project allowed them to use their imagination when it came to filling in the blanks) We tied the whole drawing together by adding a patterned border on another piece of paper and put the two together. Some students did not finish and some were absent so we will take a few moments to finish during our next class and if they are still not done, they may finish at home.

For students who did finish and had time before class ended, we chose an emotion and drew an example of it in our notebooks.

Homework for Explorers only: please choose an emotion and draw an example in notebook. This can be a picture of what that emotion looks like or a scenario that would cause a certain emotion, etc. Please return notebooks next week. Thank you!

Music Levels 1,2,3 &4 - September 24, 2013

Music Class

Tuesday, September 24

 

Topic: Part 2 of the Fantastic Four

The Baroque Period, 1600 to 1760

Characteristics: “Bizarre-Misshapen Pearl”, Homophony, Church and Aristocracy, Ancient Myths/Stories

Composers: Vivaldi, Handel, Bach, Pachelbel

Music: Pachelbel’s Canon, Four Seasons, Tocotta in D minor, Messiah’s Hallelujah

 

Projects:

All Levels – Dona Nobis Pacem Canon

Levels 1 and 2– Vivaldi’s Four Seasons listening and coloring project

 

Levels 3 and 4–

Music Listening and Analyzing

Music Forms Terminology

Drama - Level 1 Explorers 9-24-2013

Story Telling Part 2!

Story telling is a huge part of drama!  When we created a definition of drama on the first day - story telling was a part of that definition. 

During snack we read the story Mike Mulligan and His Steam Shovel by Virginia Lee Burton.  Before reading I encouraged the children to think about setting (where the story takes place), conflict (a problem in the story), resolution (the solution), and the ending.  The children were very attentive to the reading of the story and answered the questions well.

We then moved into our groups to finish the story telling activity from last week.  There were cards with pictures and the children created a story based on the pictures.  Some of the children requested that they be able to work more on their story so I am including them here.

Group 1 - James, Jacob, Esther, Sophia, Maddie, Charlie, Olivia

Mom was home cooking in the kitchen when all of the sudden a fire started.  She ran with the children to the zoo next door. During the commotion the pet rabbit escaped to the zoo.  Soon firefighters arrived and were happy to put out the fire. 

While at the zoo the rabbit found that the lock to the camel's cage was made of carrots, he began to munch on them.  The camel escaped and began to travel around the zoo.  In all the commotion the lion escaped as well and ate the camel and the rabbit.

Group 2 - Julia, Seth, Jonathan, Annika, Thomas, Hailey

Alice went for a hike in the mountains.  Unexpectedly it began to snow.  Alice frantically looked for shelter.  On her path she discovered a snake.  Before she could run, the snake spoke.  He said, "Don't be afraid.  I am a friend. Come, take shelter in my home."  As Alice enters the snake's home she is surprised at all she sees.  Right in front of her she sees a beautiful underground ocean.  In the ocean lives a blue whale named Herald.  ALice was having a hard time believing her eyes.  She thought, "This is a little strange."  Alice began to really like it in the snake's home and decided to stay forever.

Katey Avedisian BIO

 

Since a very young girl, I have always had my hands into some creative avenue. (Those crayon marks on the wall when I was a toddler really was the work of my older sister, though she tried to blame me for it!) Growing up, I was always drawing, singing, dancing, and making mobiles to mud pies.

 

Though my first love was art, for my 9^th birthday I asked for a keyboard so I could start piano lessons. From that point on, music became my first love. My mom would say if there was a piano anywhere, I would be drawn to it like a magnet.  As a teenager, my music interests spread in many directions as I had the benefit of living in a very musical town in North Texas with two colleges with strong music programs. I ventured in accompaniment, performance, handbells, violin, choir, and working with children choirs; I also discovered a passion for improvising and composing.

 

Despite my deep involvement with music, I did not intend to go into it as a career. After graduating high school, I began studies with Telos Institute in pursuit of a medical career. Through challenging circumstances, that door was closed and I turned back to my music. However, I always knew that whatever field of work I went into, it would involve working with children.

 

For the last 10+ years I have been teaching music full time, with some art on the side. Though it has ranged from choirs to handbells, piano instruction has been the majority of my teaching. I can honestly say that I love my job and my students; I am always looking for new ways to challenge myself, try new ideas, and pass on a love of the arts to my pupils.

First Colonies - History Summary Levels 1&2, 9/24/13

First Colonies

Explorers were traveling to the New World long before the first settlers arrived.  The village of Roanoke was one of the first attempts to establish a colony in what is now the United States of America, but it was not successful, and the mystery of what happened to the colonists has never been solved.

Twenty years later, the first permanent settlement was named “Jamestown” after King James I of England.  They were not prepared for the job of starting a new colony.  A strong leader named John Smith is credited with keeping the colony alive, despite his many brushes with death.

In class activities 9/24/13:

• Discussed the difference between explorers and settlers
• Created our own colonial button-string toys to help us remember that European children were now arriving in the New World
• Examine the geographic location of Roanoke and Jamestown
• Learned about the story of Jamestown
• Read portions of John Smith Escapes Again! by Rosaln Schanzer
• Discussed the mystery of the Lost Colony of Roanoke
• Added to our history notebooks

Optional Lesson Extension Activities:

• Thinkquest has a fun site dedicated to the Lost Colony of Virginia.  There you will find stories and games.
• Did you know that John Smith was in chains when he arrived in Jamestown?  Learn more through interactive cartoons at National Geographic Kids. 
• If you have (or can borrow) a copy of the movie "Pocahontas," this week would be a perfect time to watch it critically.  Remember, to discuss with your child that the cartoon is only loosely based on the true story.
• Pocahontas was not the indian princess' name.  It was a nickname meaning "playful one."
• Captain John Smith was not the same age as Pocahontas. In fact, she was about 11 or 12 years old, while he was nearly 30. 
• Though Pocahontas and Smith knew one another, no there is no proof that a romantic relationship ever existed between them.  Even Smith's own journal, "The True Travels, Adventures and Observations of Captain John Smith" is silent on the subject.  Pocahontas actually married colonist John Rolfe at age 19.
• John Smith did not convert to Pocahontas' tribe's nature-based spirituality. On the contrary, Pocahontas converted to Christianity, and was baptized before her wedding. 
• Pocahontas died in England.

Assignment: There is no assigned reading from the history cards for next week's class.  Instead, please make sure that you review your timeline.

Drama 2,3,4 - 9/24/13

Today in class we talked about the reformation and how it effected the theater in England.  The church of England felt that as the reformation began to spread they would ban any and all performances.  Satire was becoming a popular genre and they felt they were holding off an uprising of their own.  The church was also feeling a sense of competition with it's morality plays.

We began to discuss the use of our body movements to re-enforce the words we use to tell our "story" and also to fill in information that might never actually be said.  We can us our body language to fill out our characters and make them more real.  We played some games to help us see the connection that an audience can have with the power of body language!

God's World News - Order Deadline: Wed. 10/2

Hello FAITH Families! I am once again coordinating FAITH orders of God's World News. If you're unfamiliar with the magazines, sample issues are available to view by visiting the GWN website here.  

Our FAITH subscriptions to GWN will run November 2013 - April 2014, for a total of (5) issues (they don't publish in Dec. or May). While there is an option for summer subscription, it would be logistically challenging to distribute to all of our friends as we spread far and wide on summertime adventures - however, if there's interest, we can order in spring + make the summer issues available at FAITH Orientation Day. We will also coordinate the 2014/2015 school year order earlier, so the subscription can start with September 2014 issue (deadline is ~8/1).

We receive discounted pricing based on a minimum of (11) subscriptions (note this is based on # of subscriptions not # of families participating, so we shouldn't have a problem meeting the minimum). 

Cost will be $7.86 per subscription (i.e. if your family subscribes to God's Big World and Early Edition, that's (2) subscriptions or $15.72 for the year).

DEADLINE TO PARTICIPATE STARTING WITH NOVEMBER ISSUE: WEDNESDAY, OCT. 2ND
You will be able to participate later in the year at a prorated cost, but the simplest approach is to submit all orders together (i.e. complete this survey no later than Wed. 10/2).

HERE'S THE LINK TO SIGN-UP FOR YOUR FAMILY'S GWN SUBSCRIPTION(S)

Please don't hesitate to contact me with questions.

Kim Murdoch
E: murdoch.kim@gmail.com, P: 603.369.7889

PS - Here's a bit more explanatory info. about GWN from their website:

In six levels from Pre-K through high school, each version touches on core subjects to help students develop the critical thinking they need to make sound life decisions. Economics, science, religion, history, media - it's all current and all prepared for you.

God's World News delivers the ready-made opportunity to practice critical thinking in the context of academic - and real-world - subjects.

About Our Timeline

Throughout your child's time at FAITH, they will memorize a list of important historic events.  This is an ongoing group activity that all levels participate in.  After 4 years in the program, children will have the ability to recite, in order, major events from creation through the present day.

We believe that timelines are an extremely valuable tool. By memorizing a timeline children are given the background knowledge on which they can place information that they are later taught.  They gain the ability to develop a sense of what each historic era means, and to connect larger movements. {More on the value of timelines}

We have chosen to aid in the memorization of this timeline through the use of picture cards, spoken word, and hand motions.  These provide a memory aid that is not only visual, but auditory and kinesthetic, reaching all students.

Using the timeline cards:

The timeline cards that we distributed have a short summary of each event listed on the back  This is an essential part of your child's preparation for their history class.  

Below the summary you will find a section with suggested resources.  These are books which cover the subject in more detail.  None are required for class, but you may find them helpful in order to study the topic more deeply with your student.

Your cards came with a white slip of paper printed with a complete list of all of the suggested resources, along with how often they are referred to.  Obviously, some are used much more than others.  

If you are considering buying only one of these books, make sure you choose one that is listed as "priority 1."  Personally, I enjoy the History of US series (books 1-4) by Hakim - they are approx. $10 each, and are wonderfully written. 

Our timeline hand motions will be recorded and posted regularly.  You will find them both here on the  FAITH site, and in your weekly e-mails along with the class summaries.  

Sheryl G.

Treasure Hunters Summary 9/17/13

Columbus and Compasses!   

Treasure Hunters were read A Sailor Who Found a New World  from A Child's History of the World- by Hillyer. . . the whole story!! (They were great listeners).  

We also viewed the pictures in the D'Aulaire book, Columbus.   

The class learned how to find Italy and viewed and marked Columbus' voyage on a map and discussed navigation using a compass and identified a compass rose on several maps.

The children were shown how to make a compass by floating a bar magnet in a bowl of water (we compared this to a physical compass to gauge accuracy)  fascinating!

All children created their own compass rose with moveable velcro tags to practice directions.   

We played several games using the compass rose and navigational cues.

Children marched to a Bible passage set to Colonial Music and practiced various rhythms.  

Things to ask your little Treasure Hunter about:

• Which direction does the sun rise and set? 

• Can you show me the cardinal directions on your compass rose?   

• Can you remove them and put them in the proper place?  

History Summary-Level 3 Pathfinders-September 17, 2013

This week the students reported on the Explorers that each group was assigned. The main reasons for exploration were discussed. These were gold, glory and God. Their routes were reviewed using both maps, a Power Point presentation of their routes and a globe to better illustrate their stories.


Assignments:

Group # 1 Rachel G, Kylie A, Sofia Y, Adalie K, Mahayla Q, Lauren H, Acacia L

Answer the following questions about each of these explorers, Cartier, Champlain, Cabot

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2  Asa F, Elise L, Luke L, Caroline B, Abigail M, Ana H, Cassia GWho was Sir Walter Raleigh? What was the Roanoke, Virginia, settlement? Why was it established?
What was the Jamestown settlement and why was it established?

ALLThe students began putting together a basic model of the Santa Maria in class.
Please bring back your pieces to finish in class as well as materials you have chosen for masts and sails. Remember, the Santa Maria had 5 sails.

History Summary Level 4 - September 17, 2013

This week the students reported on the Explorers that each group was assigned. The main reasons for exploration were discussed. These were gold, glory and God, Their routes were reviewed using both maps, a Power Point presentation of their routes and a globe to better illustrate their stories.


Assignments
Group # 1
Suzie A, Jacob M, Rachel K, Curtis C, Oren F

Answer the following questions about each of these explorers, Cartier, Champlain, Cabot

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2 Eden L, Zoe M, Ellie P, Mitchell Y

Who was Sir Walter Raleigh? What was the Roanoke, Virginia, settlement? Why was it established?
What was the Jamestown settlement and why was it established?
What are the most important facts about the Jamestown , Virginia, settlement? Why?

ALL
The students began putting together a basic model of the Santa Maria in class.
Please bring back your pieces to finish in class as well as materials you have chosen for masts and sails. Remember, the Santa Maria had 5 sails.

Music Summary Level 1 through Level 4-September 17, 2013

Class Overview:

Today we started the Fantastic Four, a four week overview of four key classical periods. Each period we discuss will have three categories with four highlights for each category. This week started off with:

The Renaissance Period, approximately 1400 to 1600

Characteristics/Features:

·      Polyphony

·      Ballet

·      Opera

·      Church Religion

Composers:

·      Josquin des Prez

·      Thomas Tallis

·      William Byrd

·      Giovanni Gabrielle

Music:

·      William Byrd Mass

·      Giovanni

·      A Mighty Fortress

·      Dona Nobis Pacem

 

Projects:

Listening and analyzing Renaissance music

The class began work on the Canon Dona Nobis Pacem

 

Assignments:

Level 3 and 4 Classes-Please answer the Trivia Question: What Psalm did Martin Luther base "A Mighty Fortress" on?

-Dona Nobis Pacem sheet music is attached for students wishing to play/work on the piece at home.

 

Music Summary Level 1 through Level 4: September 10, 2013

Class Overview:

Quido and his hand: The creating and development of music notation

 

Projects:

Explorers and Trailblazers Levels 1 & 2    Using the Hand to create the staff and The Treble Clef notes

 

Pathfinders and Navigators Levels 3 & 4:      Foundings of Music Notation,   Music Vocabulary: Italian Pictionary

 

 

 

September 17 Art Summary Pathfinders and Navigators, Levels 3 & 4

​In class today we talked briefly about the Spanish explorers and their connections to the Aztecs, Incas, and Pueblo Indians of present day New Mexico (Zuni and Navajo).   The fabled tale of the seven cities of Cibola that Coronado searched for landed him amongst the Peublo Indians of the southwest. They did not find gold but did find pottery. We looked at examples of gold artifacts representative of Pre-Columbian South America.  We then looked at three rugs, two Navajo and one Peruvian.  We compared the styles and use of line, shape, and color.  We looked for symmetry, repetition of patterns, and unity. 

Each student was given a small rectangular piece of cardstock to design a rug pattern for a bookmark.  They were to choose a linear pattern, more like the Navajo or one with symbols like the Peruvian.  I did ask that they work on these and complete them at home. Colored pencils or fine tip markers will work best. Please have them bring their work in.  We take a few minutes at the beginning of the class to look at each others artwork.  We were able to see with the compass rose that even though everyone was given the same instructions for the basic outline, each rose was very different and done in its own creative way. 

For next week we are going to work on a Navajo Sand Painting.  Please take a few minutes to look over this website. http://nativeamerican-art.com/navajo-sandpainting.html  There is a one page summary and picture.  There is also a link for Zuni Art on the sidebar.  One other way to get your child familiar with sandpaintings is to do a google or bing image search for Navajo Sand Painting.  There are hundreds of fantastic examples. 

http://nativeamerican-art.com/navajo-sandpainting.html

I will be in need to two TA's next week and a little extra help during timeline for clean-up.  Please email me if you are able to help next week.  jjkamerman@live.com

Janelle Kamerman

Drama Summary: Levels 2,3,4 - 9/17/2013

This week in class we discussed the two genres of comedy and tragedy.  We covered some of the basic differences as well as the one thing they share, they both revolve around a central struggle.  We had wonderful thoughts, ideas, and comments flowing through out class times!  Comparing and contrasting the ideas that arise from these two types of plays had some amazing results.  Linked is the sheet our Drama 4 class discussed (please feel free to use for support of any transcript work).  We also covered the distinct differences between Satire and Comedy.  

We also continued our work and exercise with our breath and began to work on our voices.  Vocal warm ups and working with our body while maintaining our "belly breath".  We also drew some interesting emotions from comic and tragic events.

Drama Summary: Explorers Level 1 9/17/2013

The focus for this week was story telling.  After a name review game and practicing our classroom rules we talked about the elements of a story.  I gave them a pathetic example of a story and we came up with ways to make it better.

Details that help make a story great...

A character/s and knowing things about them
Animals
Action
Place or location
Emotions
Objects
Time Period/Time of day

We then split into 2 groups and each child received a card with one of the above titles.  Each child drew a picture on the card that gave a clue to create a story.  We traded cards with the other group and began our story making process.  The children were doing such great job using their imaginations and creativity that we will complete the stories next week and share them in class.

Next week - story telling part 2!

Exploring the New World - Level 1&2 History Summary 9/17/13

Exploring the New World

In the 1500s the news of Columbus’ successful voyages caused great excitement in the countries of Europe.  Adventurous sailors set out in small fleets to explore distant lands and claim them for their king.  Some explorers were curious to find a waterway to the Indies in the north, while others, such as the Spanish conquistadors, went south in search of riches.

Of course, these lands were not being discovered, but re-discovered.  The land already belonged to the Aztecs, Mayans, Inuit, and Native Americans who lived there. At the time, the Europeans believed it was not only their duty to bring the native “savages” the message of Christ, but also to take home riches for their king.  

These explorers did not bring families, because they did not intend to stay in the New World for long.  They traveled about to see what the land was like, claimed it for their king, and then returned home with their riches.  

In Class Activities 9/17/13:

• Discussed the terms explorer and conquistador
• Reviewed the explorations of Spanish Explorers: Cortes, de Soto, de Leon, and Coronado
• Looked at the work of Northeast Explorers: Cartier, Champlain and Cabot
• Built our own wooden boats and designed our own country's flag to sail for
• Collected golden chocolate coins and discussed the history of both gold and chocolate

Optional Lesson Extension Activities:

• PBS has a great online learning adventure focused on the conquistadors.  It is designed for students a bit older, but my crew enjoyed it.  There are also some wonderful lesson plans in the teaching guide.
• Build an Aztec pyramid out of empty boxes.  
• Read a series of biographies such as:  Explorers who Got Lost 

Assignment: In preparation for our next class please have your child read History Cards #6 & 7, covering the settlement of Virginia.

FAITH Timeline - Tues. 9/17/2013

FAITH Timeline - ALL elements through 9/17/2013: 

New Timeline Elements - 9/17/2013:

Art Class 9/10/2013

The older classes in art looked at early maps and navigation.  We learned how to make a compass rose using rulers and compasses.  Everyone completed a practice compass rose in class.  For homework please have them make a compass rose on a new sheet of paper, unless their first one is well done.  Use colored pencils to color in the rose, erase lines inside the triangles to more clearly see the shapes.  Label N, NE, E, SE, S, SW, W, NW in the proper locations.  Please bring the finished copy to class and we will save it in a protected folder. 

 

History Summary- Navigators Level 4 for 9/10/2013

We discussed the Definition of History and why History is important. We talked about the power of ideas.

We viewed a power point presentation “Causes of the Reformation” that introduced the students to Martin Luther and the role he played in the Reformation as well as  John Calvin. We briefly touched on how it led to shaping our nation.

For all students and parents

Please provide me a copy of all the sources you use to find answers for all homework this year. Thank you!

Week of September 17

Group # 1 Suzie A, Jacob M, Rachel K, Curtis C, Oren F
Answer the following questions about each of these explorers, Henry the Navigator, Columbus, Magellan

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2 Eden L, Zoe M, Ellie P, Mitchell Y
Answer the following questions about each of these explorers, Cortes, de Soto, de Leon and Coronado,

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how might your life be different?)

Week of September 24th

Group # 1 (same students as last week)
Answer the following questions about each of these explorers, Cartier, Champlain, Cabot

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2   (Same students as last week)

Who was Sir Walter Raleigh? What was the Roanoke, Virginia, settlement? Why was it established?
What are the most important facts about the Jamestown , Virginia, settlement? Why?

History Summary - Pathfinders Level 3 for 9/10/2013

We discussed the Definition of History and why History is important. We talked about the power of ideas.

We viewed a power point presentation “Causes of the Reformation” that introduced the students to Martin Luther and the role he played in the Reformation as well as  John Calvin. We briefly touched on how it led to shaping our nation.

For all students and parents

Please provide me a copy of all the sources you use to find answers for all homework this year. Thank you!
Week of September 17

Group # 1- Rachel G, Kylie A, Sofia Y, Adalie K, Mahayla Q, Lauren H, Acacia L
Answer the following questions about each of these explorers, Henry the Navigator, Columbus, and Magellan
Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2-  Asa F, Elise L, Luke L, Caroline B, Abigail M, Ana H, Cassia G
Answer the following questions about each of these explorers, Cortes, de Soto, de Leon and Coronado,

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how might your life be different?)

Week of September 24th

Group # 1 (Same as last week)

Answer the following questions about each of these explorers, Cartier, Champlain, Cabot

Why did he take the ocean voyage(s)?
What did he discover?
What did he accomplish?
How did he change the world in which we live? (If he hadn't gone, how would your life be different?)

Group # 2 (same as last week)

Who was Sir Walter Raleigh? What was the Roanoke, Virginia, settlement? Why was it established?
What was the Jamestown settlement and why was it established?

Art Summary For Explorer And Trailblazer Class, Week 1

What a great first day!  I'm looking forward to what we are going to learn this year as we go through the early modern period. I have a few new hands in the classroom this year, Gregg Ford aka my husband and Crystal Gonsalves, the amazing Faith photographer.  The lesson incorporated Prince Henry's navigation tools:  the circular astrolabe, which measured the angle of stars above the horizon; the triangular quadrant, measured the heights of the sun or stars above the horizon; and the compass, which was used to set a course in any direction - north, south, east, or west.  This was also the most effective tool since in enabled mariners to navigate out of sight of land without the fear of becoming lost.

For a fun and messy start, we made our own painting tools from twigs and pine needles like the early explorers would have done.  We used our brushes to design the cover of our own sketchbooks in which we'll be expressing a daily emotion.  These books will go home in January before we start in on the 2nd half of the the year with electives.  I've been working on some fun ideas for creative, practical art projects to coincide with what the children will be learning in their other classes to make this an enjoyable and educational year in art class!

In preparation for our next class, please have your student select and bring to class a picture of a Native American Indian.  Try and locate head to toe shots if possible.  I will have extras in class if you are having a difficult time finding the proper angle.

It's so great having new names to learn and old faces to see weekly.  See you Tuesday :)

* A quick side note.....please save your children's art projects as we will display the favorite pieces at the end of the year presentation.  I find that a large piece of posterboard, bent in half and stapled along the edges keeps our projects safe and secure.  Thanks, Leah

Explorers Drama class 1

 Today we worked together getting to know one another better and brainstorming some ideas about how to make our drama class work. The children introduced themselves and met our TA Sharon Y as well as my co teacher Tram F.  Following introductions we warmed upour bodies and voices and then answered the following questions:

• If you were performing how would you want your audience to treat you?  

1. Be a good listener (we talked about eye contact and attentiveness)

2. Be a good audience (sit quietly, focus on the performer)
3. Treat others the way you want to be treated
4. Show respect
5.  Give encouraging words

• What is drama?   I was pleasantly surprised at how creative and on target their answers were.  After defining drama we had the opportunity to practice a few dramatic actions!

We concluded the class with a basic activity to help them think about emotions and what they look like.  The children are welcome to finish their drawings at home.

Discovery of the Americas - History Summary 9-10-13

Prince Henry, Columbus, & Magellan

The second half of the 15th century was a time of great exploration by Europeans.  Prince Henry the Navigator started a school to teach men how to make accurate maps in order to set up new trading routes which would avoid overland caravans.   

Christopher Columbus, who trained at one of Prince Henry’s observatories, hoped to reach India by sailing west. He crossed the Atlantic Ocean in 1492, and believed that he had reached India.

Soon Amerigo Vespucci made the same trip, but unlike Columbus, he recognized that this was a “New World.” Later mapmakers decided to call the new land America in Amerigo’s honor.  It was maps like these that a bold and determined Ferdinand Magellan used as his team completed the first voyage circumnavigating the world in 1522 in the continued quest for a better trade route. 

In Class Activities 9/10/13:

• Began our Early Modern History notebook
• Mapped the accomplishments of Prince Henry, Columbus, & Magellan
• Sampled "Spices from the East"in the form of cinnamon sugar graham crackers
• Discussed the importance of trade as we traveled our own difficult trade route
• Made bead bracelets with items collected on our journey

Optional Lesson Extension Activities You Can do at Home:

• A fun way to review - cartoons! 
• The Ballad of Magellan, Animaniacs cartoon
• Columbus cartoon
• Research - Mr. Donn has a great site covering all of the explorers with lots of information and several free games
• Color explorer images online or on paper at OnColoring.com

In preparation for our next class please have your child read history cards #4 & 5 covering Spanish & Northeast explorers.  

Drama, week 1

We began with discussing satire.  This is an art form that began to emerge during the middle ages, and we see it in many areas, political cartooning, art, and the theater of the day.  The definition of satire is...a way to persuade your audience by showing the opposite as being absurd, viscous or inhumane.  The main goal being, to "first make people laugh, and then make them think"  We discussed examples in class as well as the difference between teasing and satire, and some famous playwrights and authors who used it!

For our practical application this week, we began with diction and projection.  Diction is proper pronunciation and projection the use of our diaphragm to rise our voices without yelling!  We used a few exercises and games to practice these concepts :)

Faith Art Supply Needs

Dear FAITH families,

I wanted to write a note concerning the art for the older two groups. 

First a comment about the assignment given in class.  I asked the students to work on a self-portrait before coming to class on the 10th.  I realize this is too difficult without some instruction so if your child has already made the self-portrait or is happily working on it please continue.  If they would like to try something else my original thought was to have them do a drawing or painting on an apple.  Either will be acceptable.

I have been busy researching the time period looking into native American art and colonial craft and am exciting about the projects we will be working on.  There are a few things I will need the students to collect at home to bring in for the projects on September 10 and 17. 

Please have along on the 10th

compass, pencil, eraser, ruler (transparent preferred), calligraphy marker (if you already have)

On the 17th please bring in a small glass jar with a lid (no bigger than 3"in diameter and 3" tall).  A baby food jar or jam jar should work.

Also a large eyed needle and thin yarn color of choice.  ( I will have plenty extra if you forget or don't have some on hand.)  You may bring in a larger jar as well and we will use it if we have time, it could be used as a pencil holder.  We will be needle hitching around the small jar and using it in future weeks to hold ink for our quill pens.

In November each student will be needing a 3" hoop for embroidery.  If anyone has extra that someone else can use please let me know.  We will also need white embroidery floss and 8 x 11 felt in green and red. 

Thank you for taking the time to gather these supplies.  I look forward to getting started!

Sincerely,

Janelle Kamerman

Sent from Windows Mail

Class Schedule 2013/2014

Class 1 - Explorers

1:00 History

1:45 Music

2:30 Assembly/Timeline

2:40 Drama

3:25 Art

Class 2 - Trailblazers

1:00 Music

1:45 History

2:30 Assembly/Timeline

2:40 Art

3:25 Drama

Class 3 - Pathfinders

1:00 Art

1:45 Drama

2:30 Assembly/Timeline

2:40 History

3:25 Music

Class 4 - Navigators

1:00 Drama

1:45 Art

2:30 Assembly/Timeline

2:40 Music

3:25 History