Goodmorning! Grandma is getting more on track now. Soon she will try to get some more videos to see and use.
Once you have finished your tasks for the day and done some Childrobotics you can see if you can do anything with the Creative Dance. For Grandma has only a couple more lessons to offer you and then you are on your own with the usage unless she can think of some things. She may have some other things to offer to you also.
Mary Joyce writes in her last chapters one section called "Demonstrating the Process and the Product". She writes, "In creative dance we like to think that the process is more important than the product, that the experience of creating movement is an end in itself. I believe this is true. There are times when children rehearse something they have created, and the life seems to go out of it. They seem to be imitating their former selves. Adults, on the other hand, improve with rehearsal.
Yet we do want to perform to let parents, teachers, and other students see what is happening. We want to share our successes and show the progress of the children. What is the answer?
I find that the best demonstrations are often actual classes rather than performances. The children might have had a previous lesson like the one they are doing for an audience, but the teacher is finding new words, new challenges, so the students' actions are spontaneous. A skilled teacher can do this in front of an audience..."(Grandma is stepping in here. She feels Mary Joyce's attitude is not correct here. It may take special talents to do the things she thinks about and give certain teacher's certain skills, but that does not mean a mother or father is still not talented to give the same. Grandma may not be as skilled in coming up with things or understanding it all. However, she has had a daughter go into dancing at 6 years old in which we made the scenery with enough skill the audience raved for us back the years on. That same daughter went through baton and did quite well. Grandma seen her do amazing things with her daughter and herself physically. The daughter has had a lot of physical problems hold her back but she is skilled in massage therapy and was able to pick things up very fast being homeschooled and shared with the public schools out of Grandma's diswant. Grandma want parents to have confidence that what ever skills they give and teach there children are worth their closeness. Grandma had to fight a lot in her life to do what she wanted and she knows how hard things can be. However, her daughter was on the honor roll when she had to go to the public school and held that position till she got in high school and there was abuse too strong on her by other people the schools would not stop. I am behind parents 100% in home schooling and I give my Home Education Program to parents because I know how confusing and hard it can be. Just give your 100% if what you know and you will be ok.)
"However, if you feel you would like a prepared performance by the children, where you say nothing except perhaps the title and a brief description, here are some simple ways to proceed. These simple forms can be accompanied by your drum or by recorded music.
Extension of the Good-bye Dance
Line the children up at the far end of the stage or auditorium. Have them dance one at a time, making pathways that fill the space. Each should end at a certain spot and make a shape. When one has finished, the next dancer begins. The last dancer moves in and out zigzagging through the still shapes, and then leads the class single-file in a full circle to the exit.
This simple one-at a time form has endless variations. Masking tape on the floor or an"obstacle course" of small props can help the children remember to dance in diverse pathways. "Magic spots" can be designated, and at these special places they know to do kicks, jumps, turns, and their most exciting movement inventions.
Such a dance can be entitled "Summer Fun" and can be billed as a happy dance with children looking forward to summer vacation. Or one child can be dressed as king or queen and theothers can all be dancing for royalty. Children usually perform well when allowed to dance freely on their own, with some clear idea in mind.
Movement in Succession
This is the next simplest form of performace. Number the children individually or number groups of children. All begin on stage in shapes. Number one dances and ends off to the side. Each succeeding child or group of children continues in turn. When all have finished and are at the sides of the stage space, they come to the center and make a group shape. This ending can be done with a flourish!
We once used this form for a dance called, "This program is brought to you by the leter S." The children were seated in the form of a big letter S. They had worked on movement words beginning with S, such as stretch, skip, sway, and on nonmovement words beginning with S, such a smile, sizzle, soft. Each had chosen a favorite word and set of movements. One by one they rose and performed as their word was announced. Each dancer ended off to the side. After the last child had finished, all ran to the center and reformed the giant letter S.
Solo in the Circle
This third form for dance presentation also takes little preparation. The children are seated in a circle and take turns leading hand and arm shapes. Play a drum beat or musical accompaniment with three or four beats to a measure; that is, one, two, three, or one, two, three, four. The leader moves hands and arms to a shape on count one. All the other children mirror the shape simultaneously, then they hold for the rest of the measure. If it is a four beat, the count would be shape, hold, hold, hold. When the leader has done three or four hand shapes, she or he looks at the next person, and that person becomes the leader. Any child who does not want to lead simply looks at the following child, and the movement continues.
This circle choral movement accompanies a dancer in the center. Whoever has been previously chosen to be the first dancer in the center begins. He or she dances for a while, then sits and joins the group as the succeeding center dancers take their turns. This form is effective for rain dances (see page 175) and other ritual ideas.
Birds and Trees
All begin on stage in a shape (trees). One dancer (a bird) begins to move through space, in and out among the trees. Another begins, then another and another. (You can call names or clothing colors, or the order can be set ahead of time.) Soon all are dancing. When this happens, the first dancer stops, followed by the next and the next, until all have stopped in still shapes.
This form is good for dance ideas other than birds and trees, if they have a surging climax and a long, slow, fading end (a storm, the ocean, the wind, a catstrophe, etc.)
Notice that all the forms described so far are basically follow-the-leader forms. How many more follow-the-leader ideas can you think of? I'm sure you'll think of several.
If the class has had some practice in contact improvisation (touching, supporting, and making shapes with other bodies) and if the children can stop and go on their own, then group improvisation becomes a usable form for demonstration of creative movement.
All begin in a single group shape, touching, but with lots of air spaces. One child or a few children break away and move around and through the still shape. When they feel like it, others move. Whenever dancers stop, they form new shapes by contact. Older children do well at this, as they know to keep the space filled, either with moving shapes or with contact still shapes. Fade the music to indicate the children should form an ending shape.
In addition to using these simple basic forms, you can demonstrate your children's dance by using any form that results from the lessons in this book, or from lessons that you develop spontaneously or prepare from other stimuli. Remember, however, that these dance demonstrations by the children are all improvised. We are not teaching the children to compose dances. That exciting next step can come later.
Dear Folks: Grandma started this yesterday and to her undesires she was unable to finish. Therefore, she has decided to just carry it on into tomorrow's lesson she would type up today. So sorry!
Therefore, Mary Joyce has two last notes for us as follows:
A drum (and its percussive friends) can add magic to a class. Children love a drum and can learn much from its use. If you have the opportunity to do so, by all means incorporate a drum into your sessions. I have a drum and a felt-tipped drumstick. I beat both the head and rim.
At the end of the class, I allow the child who gets shoes and socks on first to play the drum. Whoever wants to play it next lines up behind the first child, and so on. If ther is enough time, most of the children have a chance to play. I never let them play the drum freely before class starts, only at the end. I keep my drum as my "greater noise" that controls other noises--until the end of class.
Besides this everyday free activity, I aften use the drum as a quiet activity. We sit in a circle and I play an even beat (with young children) or I beat my name or an interesting pattern for older children. The group claps with the drum. Then I pass the drum to the next person. That child plays as he or she wishes, loud or soft, fast or slow, a beat or a pattern, and we clap just the way the drum is played.
When this system becomes established, I ask the children one at a time to decide how we should respond to the drum other than by clapping (which has no variety). Sometimes they clap on their heads or the floor. Sometimes they beat their feet together or their elbos. Sometimes they dance with their shoulders or ribbs. As the drum changes hands, so does the movement leader. Sometimes, while one child is beating the drum, another dances around the outside of the circle and back to place. Such use of the drum can be inserted into the lesson at any time.
This same general pattern can be used with a variety of sounds from instruments that you bring to class. The qualities in sound are closely related to the qualities in movement, and some children will be stimulated to make and play their own instruments.
Variety in accompaniment helps. Adding even one or two sounds (played by the children, perhaps) to your constant drum can generate excitement. Many schools have sets of rhythm instruments that include maracas, drums, tambourines, claves (rhythm sticks), triangles, cymbals, woodblocks, and guiros. In addition, a variety of useful percussion instruments can be made. New and different uses of sounds for accompaniment are especially welcome in the lessons based on imagery.
Keep the instruments handy. Use them often. Experiment, feel free and at ease with them. Your drumming proficiency will grow with practice and repetition, as will your skill in teaching dance!
Before you buy any records or use anyone's suggestions, check the records that you already own. You probably have a variety and can use bits and pieces from selections with which you are already familiar. Also check the reverse sides of your school's folk dance records. You may find very usable, clearly rhythmick music.
The public library is often a good source of records. I suggest you look through listings of collections, anthologies, and the like, because often such records contain a series of short pieces that are easy to locate while you are in the midst of a class. Look under "dance" or "children" in the card catalog, and you might find some surprises. Listen to a local classical radio station; it can familliarize you with names of composers whose works you can then look up at the library.
There are numerous records made especially for teachers of dance and numerous records of ballet music shortened and simplified for children. Catalogs of these can be found at supply houses such as:
Children's Book & Music Center
2500 Santa Monica Boulevard, Santa Monica, California 90404
Pacific Dance Supplies
1630 Taraval Street, San Francisco, California 94116
5897 College Avenue, Oakland, California 94618
Folk dance records and children's records can be found at:
Festival Folk Shop
160 Turk Street, San Francisco, California 94102
Folk Dance House
PO Box 201, Flushing, New York 11352
Folkraft Dance Record Center
10 Fenwick Street, Neward, New Jersey 07114
Phil Maron's Folk Shop
1531 Clay Street, Oakland, California 94612
Worldtone Music, Inc.
230 Seventh Avenue, New York, New York 10011
And don't forget to check the local listings in the yellow pages....
Remember that recorded music is only incidental to the lesson at hand. We do not prepare or set dances to the music. Music is used for foloow-the-leader starts, improvisational exploration, free dancing, and the good-bye dances. Composing dances to music is a completely different thing."
We are going to cover Job. Faith Alive covers the following questions:
"Whom...did God inspire to write this book?
We do not know who wrote the book of Job.
When...did this happen?
We do not know when this happened. It may have taken place as early as the time of Joseph, about
Where...did this happen?
The story of Job took place in a land called Uz, probably in Syria or Palestine.
How...does Job show us God's love?
God assures us that when we suffer, it does not mean he is angry with us. Because Jesus has taken away our sins, we have peace with God. When God does allow us to suffer, he remains in control. He even has some good purpose in mind, though we may not know it. Job also has one of the clearest Old Testament passages on the resurrection of the dead. (Job 19:25-27).
What...special messages does this book give us?
God does let bad things happen to his people, but when bad things happen to his people, but when bad things happen, it does not mean God is punishing them for some sin. The devil, not God, is actually responsible for sufferings, and God always limits how much Satan may do. We cannot always understand God's wisdom and loving plans.
...action happens in this book?
Terrible things happen to Job. Job and his three friends discuss why God has let these things happen. God tells Job and his friends just to trust him. God then heals Job and makes him wealthy again.
...important people do we meet?
Job is the most important person in this book.
...are some of the stories in this book?
Satan destroys Job's wealth and family. Job 1
Satan makes Job very ill. Job 2
Job says God isn't fair. Job 9,12
God shows his greatness to Job. Job 40-41
God makes Job well and wealthy. Job 42
Faith Alive states in "Let's Live It! Job 1:1-22
Bad Things Happen to God's People--Read Job 1. Can you find a verse that tells you job was a believer in God? Find three terrible things that happened to Job.
Sometimes bad things do happen to God's people. If something bad happens to you, you may feel as if you are being punished. But terrible things do not mean God is punishing you.
In the end Job became rich and prosperous (42:12-17). God may not make us rich or prosperous, but what does he promise all who remain faithful to him? (See Matthew 25:34.)
Words to Remember 2:10 Shall we accept Good from God, and not trouble?
Life In Bible Times-Showing Grief-In Bible times people expressed their grief in very open and vivid ways. When something sad happened to them or someone they loved, they would often cry loudly, tear their clothing, sit on the bare ground, and sprinkle dust or ashes on their heads. Job's friends were very upset because of all that had happened to him. For seven days and nights they showed their grief in all these ways.
Did You Know? 3:1 How bad did Job feel?
So much had happened to Job and he was so sad that he said he wished he had never been born.
Life In Bible Times-Weaving-Weaving in Bible times was done mostly by women. Cloth was made by weaving threads together and then was used to make clothing and household articles and even tents. Fabrics were woven from thread made from goat hair or sheep wool or plants. Some cloth was coarse and rough, but some was fine and soft and beautifully colored.
Did You Know? 10:20 Did Job's friends help him?
Three of Job's friends--Eliphaz, Bildad, and Zophar--came to comfort Job. But they kept saying Job's wickedness was the reason why God had sent so much trouble to Job. They said God was punishing Job for his sins. Job knew he had not committed some great sin. Job 1:8 tells what God thought of Job.
Did You Know: 16:17
How did Job answer his friends when they said all his troubles were because he had sinned?
Job said that everyone knows wicked people whom God has not punished and good people who have hard times. What his friends had said was not true.
Life In Bible Times-Sleeping Lamps_During Bible times people kept on olive oil lamp burning all night. A dark house or tent meant no one was there. Job says that the lamp of the wicked will be put out (Job 18:5-8). This means the wicked will die, and their houses will be empty.
Words to Remember 19:25-27 I know that my Redeemer lives, and that in the end he will stand upon the earth...In my flesh I will see God; I myself will see him with my own eyes--I, and not another.
Life in Bible Times-Crushing Olives-Olives were crushed with heavy stones to get oil (Job 24:11). Olive oil was used in lamps and in cooking. People also used olive oil in medicines.
Life in Bible Times-Grinding Grain-Each day women ground grain between two heavy stones to make course flour. They mixed the flour with water, salt and yeast to bake bread for their family.
Let's Live It! Job 31:16-23 Help For the Needy--Read Job 31:16-23. What did Job do to show he cared about people who were poor and needy?
Name several ways that Christians today can help others in need. You can help too. Ask your mom or dad if you can go through your clothes or games. Neatly put into bags some things you no longer use. Ask someone in your church or community if there is a needy family with a boy or girl who could wear what you've outgrown. Bring your bags of clothes and toys to that family.
Let's Live It! Job 39:1-30 Display God's Greatness--In Job 39 God reminds Job of some of the wonders he created. Make a list of the birds and animals God speaks about.
See if you can find pictures of some of these birds and animals in magazines. Cut them out, and paste them on a large sheet of cardboard. Ask your mom or dad where to put your poster, to remind your whole family that God is the great creator.
Did You Know? 40:9 What did God say to Job?
God told Job to consider how great the Lord is. Job cannot even understand the things God does in nature. How can Job expect to understand what God is doing in his life?
Life in Bible Times-Leviathan_Leviathan probably means crocodile. In any case, it must have been a fierce, dangerous animal. Job 41 describes his "fearsome teeth," his breath that "sets coals ablaze," and his strength that makes iron "like straw." To see if you would ever want to get near this "leviathan" or crocodile, read what Job 41:8 says!
Did You Know? 42:12 What happened to Job?
God healed Job and gave him much wealth and a new family. At last Job saw God had always loved him and cared for him, even in his trouble."
This takes care of Job which definately relates to Grandma. She definately want to keep it in mind.
Calendar History etc.
January 15 1891 Ray Chapman, the only professional baseball player to killed by a piched ball, was born. In 1929 Martin Luther King, Jr., American civil rights leader, was born. Book (1) writes in ""Memories of Martin" Make martin Luther King's lgacy real to your" children "by having them do a "Memories of Martin" oral history project. After they've read some background material on Dr. King, have them develop a set of interview questions, then pose these questions to family and community members. Invite interviewees who have special memories of Dr. King to come to your" learning "and share them. Perhaps someone heard him speak, participated in a march with him, or was personally touched by his actions.
It is also Humanitarian Day and National Compliment Day; therefore, Grandma is going to bring out two different activities mentioned in Book (1). Under the year 1870, since we are going into the history study of the 1800's next Grandma is going to give the two events of the 1800's, The Donkey symbol of the Democratic Party appeared for the first time. Book (1) says under ""Critter symbols" Show your" children "a picture of the Democratic Party donkey (check the encyclopedia). What characteristics might make the donkey appealing to a political party? Ask the kids to brainstorm for other animals that symbolize a group, club, team, or product." (A Note from Grandma-this is congnitive learning where they learn to analyze and sort things.) "Start them off with Mickey Mouse, the symbol of Disneyland. As a homework assignment, have them look through newspapers and magazines or watch television to find other animal symbols. What animal do they think would be a good symbol for their class? Why? Ask a student artist to draw the animal symbol the kids decide on. Post the picture in a prominent place.
Book (1) also has an activity called "Esteem-boosters in many languages"-Ask your students to share compliments that are unique to their cultural backgrounds. Start them off by telling them some ways people are complimented on their good looks in various cultures. For instance, sheinket means "good-looking" in German, sheine madala is Yiddish for "a pretty girl," and un hombre guapo is Spanish for "a handsome man."" If your children have any grandparents or anyone else from another country or if you or anyone you know is familiar with any other languages ask them for various compliments or anything else they may know in other languages and have the children make notes of it. There is also various different language dictionaries and materials that can be bought and borrowed from the library.
One other event can be mentioned from the 1800's is one of 1885 in which William Bentley, age 19, made the first successful Photograph of a single Snowflake.
January 16 is the National Nothing Day. In 1911 Jay "Dizzy" Dean, baseball pitcher, was born. In 1935 A.J. Foyt, American race car driver and four-time winner of the Indianapolis 500, was born. Then in 1950 Debbie Allen, American dancer, singer, and actress was born.
An event in 1547 Ivan the Terrible was crowned czar of Russia. Another event goes into 1883 in which the U.S. Civil Service was established.
Time Line History Events from the History Book
1803 United States buys Louisiana.
1804 Lewis and Clark start exploring Louisiana.
1807 The Embargo Act stops trade with France
and Great Britain.
1812 War of 1812 begins.
1814 Treaty of Ghent End War of 1812.
1820 The Missouri Compromise is written.
It is accepted in Congress.
1823 President Monroe delivers the Monroe Doctrine.
1828 Andrew Jackson is elected President
1830 Congress passes the Indian Removal Act.
1832 South Caroline passes the Nulification Act.
1838 Frederick Douglas, a slave, escapes to the North.
1836 Texas wins independence from Mexico.
It becomes an independent republic.
1846 United States and Great Britain compromise over Oregan.
1848 The Seneca Falls Conference meets.
1849 Gold Rush begins in California.
1850 The Compromise of 1850 is passed.
1852 Harriet Beecher Stowe writes Uncle Tom's Cabin.
1853 Mexico agrees to the Gadsden purchase.
1854 The Kansas Nebraska Act is passed.
1857 The Supreme Court makes the Dred Scott Decision.
1860 Abraham Lincoln is elected President.
1861 The Civil War begins at Fort Sumter.
1862 The battle of Antietam is fought.
1863 Lincoln signs the Emancipation Proclamation.
1863 The battles of Gettysburg and Vicksburg
are turning points in the Civil War.
1865 The Confederate Army surrenders.
1865 Congress passes the Thirteenth Amendment to
1865 The Civil War ends.
1867 Congress passes its First Reconstruction Act.
1867 The Reconstruction begins.
1877 The Reconstruction Ends.
1868 The Fourteenth Amendment is ratified.
1870 The Fifteenth Amendment is ratified.
1881 The First Jim Crow Law is passed.
1896 The Supreme Court's decision in Plessy v. Ferguson allows segregation.
Art, Reading, Writing, Math
Have the children draw various animals. Maybe start them with circles and ovals. They may color them if they wish or younger color ones copied or drawn. Cut them out of magazines.
Read Fairy Tales and Nursery Ryhmns with the children. Do some writing, Yearbooks, journals, and newspaper work.
For math the shapes can count. Count animals or do math with them.