To be or not to be? Should Drama Classes in public schools be Saved?

Dr. Wendy Ghiora – Posting #108 – May 29, 2012

Is it really prudent to keep drama programs in our public schools? Many parents fear participation in drama may detract from their child’s academic progress.  However, a recent UCLA study concluded that students involved in the arts tend to have higher academic performance and better standardized test scores -- nearly 100 points better on the SAT, according to a separate study by The College Board.

Did that get your attention? Read on because academic gains aren’t the only benefits. Some of the more obvious ones are improved self-confidence and better public speaking skills.  In addition, most students taking drama class gain the SKILLS TO WORK COLLABORATIVELY TOWARD A COMMON GOAL, ability to work cooperatively with an ensemble and the ability to work through consensus, and despite of obstacles to achieve a goal.  In addition,  play requires students to follow a time line, to use self-discipline, and to accept feedback. IF YOU STILL NEED CONVINCING, HERE ARE 8 MORE REASONS WHY DRAMA IS AN ESSENTIAL COMPONENT OF A COMPLETE EDUCATION.

The value of theatre arts classes:

1. physical development/kinesthetic skills

2. artistic development /drama and theater skills

3. mental development/thinking skills

4. personal development/intra-personal skills

5. social development/interpersonal skills

6. understanding/ communication skills

7. participation in dramatic activity requires self-control and discipline

8. requires teamwork and collaboration

Yes, you bet you can help!

"OK. I'M CONVINCED. HOW CAN I HELP?" YOU SAY. The typical drama teacher’s responsibilities would be divided between five or six different people in the professional theater world. Any help you offer will be greatly appreciated, whether you donate goods, help set the lights, build sets, sew costumes, or hand out programs during the performance. In many schools, the arts programs don’t get the “booster” support that sports do, so your contribution can really make a difference.

Become an advocate

Advocate for theater education. Unfortunately, in today’s world of No Child Left Behind, arts programs are often one of the first things cut from the school budget. If your school doesn't offer a program, talk to the administration about why, and ask whether you can do anything to help. Many schools lack the funds to support extracurricular activities like drama; parent fundraising can make a big difference. Drama classes can add an element to a child's perspective that few other things can.  The study of literature would be impossible without Drama. There are important periods of our collective literary history in which virtually all of the surviving literature is dramatic. More importantly, Drama can be used to promote active learning in any subject-to give students a kinesthetic and empathetic understanding as well as an intellectual understanding of a topic.

To be or not to be?

Studies have shown again and again that the approaches used in drama classrooms yield greater depth of understanding and a marked improvement in retention than almost any other discipline. Working together to be part of something bigger than themselves, can be very rewarding and help students to achieve a sense of self-worth. Drama enriches students’ school experience through art as well as reinforcing traditional academics.  Taking part in a drama production is a learning experience like no other. The drama program provides a unique learning environment with a wealth of benefits students will draw from throughout their lifetime. Indeed, it is an endeavor worth saving!

"The life of the arts, far from being an interruption, a distraction, in the life of a nation, is very close to the center of a nation's purpose...and is a test of the quality of a nation's civilization."

John F. Kennedy

Our learning was “Ship-Shape”

Dr. Wendy Ghiora – May 3, 2012 – Posting #107

Our sixth-grade teacher was a “no-nonsense” kind of lady. She was in her late sixties, when she taught me, and I remember her as being a rather tall woman. She was about 5’10” with a large build, and permanently tanned skin. Her salt and pepper greyish hair was curly and cut just beneath her ears. Ms. Geaghan had a way about her that let you know from day one, she was in charge.

One of the things I remember warmly about Mrs. Geaghan, was her love of the sea.  Since our school was located in Long Beach, California, this is understandable. So it seemed only natural one day when she told us we would be learning the nomenclature of ships.  And we did.  After we had learned fifty or more “maritime” words, we were in for a treat.

Upon entering the classroom, worn out and sweaty after lunch recess, Mrs. Geaghan asked us to quietly sit down. About three-fourths of the classroom lights were turned off, leaving the room cool and refreshing.  After a lively introduction, Mrs. Geaghan began reading Mutiny on the Bounty. 

We were mesmerized. We could feel the pulse of the ship pitching and landing in churning waters. We sensed the tension among the crew members.  In short, we were hooked. After that, we would race into the classroom each day after lunch recess in high anticipation of what would happen next in the story.

A few days after we completed reading the novel, our class went on a tour of the Long Beach Harbor.   Back then it was an amazing example of modern maritime technology at work. 

Even today, Long Beach is one of the world’s premier seaports.  It generates about $16 billion in annual trade-related wages statewide.

Studying our local government and economics was apparently a part of our social studies curriculum. Our wise teacher had figured out a way to make the learning of great literature, new vocabulary and civic awareness a seamless and very enjoyable adventure! So many teachers today complain they never have enough time to include everything they need to teach. Instead of cutting back on the curriculum, Mrs. Geaghan found a way to combine the learning and enhance it even more. I sure wish more teachers would follow her example.

TODDLERS LOVE RHYTHM ACTIVITIES

Dr. Wendy Ghiora – March 17, 2012 – Posting #106

Toddlers and babies love to bang, shake and throw things on the floor. Research shows they do this to learn about their bodies' capabilities, to explore their environment, and to test the properties of physical objects. Mostly, they do this to experience the sheer joy of creating sounds. What a terrific feeling it is when they discover that they can make noise in so many ways! It's a feeling of wonder, delight, and power.

Early childhood research confirms, music is very important for young children. Music has been documented to play a role in the development of many kinds of intelligences, and also offers children the opportunity to practice socializing, creativity, and self-expression.

Why Use Rhythm Instruments?
With rhythm instruments, children can create their own music. No CD or I-Pod is necessary!
Rhythm instruments don't require singing. Singing is encouraged; however, not all children will participate in singing activities. Some are just naturally shy or self-conscious. Rhythm instrument activities are simple for children to learn and use. With rhythm instruments there is no right or wrong way, so the individuality of each child is promoted.

Rhythm instruments involve the body in keeping a beat and feeling rhythm. This helps young children build spatial awareness, explore movement, expand their movement repertoire and vocabulary, and build their understanding of concepts such as up and down, over and under, high and low, soft and loud, short and long, in and out, and stop and go.

Here Are a Few Rhythm Instrument Activities:
Freeze Dance With Bells
Everyone dances until you stop the music. When the music stops, the children "freeze" in place like statues. When you restart the music, everyone dances again. Continue for a few minutes.

Bells add an extra (loud) dimension to the freeze dance game. Ask children to attach bells around their wrists. Then put on some fun dance music.

The bells make the game noisier (which is always fun) and also make "freezing" more of a challenge, since their jingling will give them away if they continue moving!

Experiments With Shakers (or Maracas)
Introduce this activity by asking children how they think shakers make a sound. Tell them that they're going to explore how different things can make different sounds when shaken in containers.

Use a clean, empty, plastic peanut butter jar or Quaker Oats container with a top for the container. Bring out various items to fill the jar and encourage children to try shaking them in the container. (Pass each new "invention" around the circle for everyone to try.) Some ideas for materials to use include:

Dried beans
Rice
Dry cereal such as oat rings
Cotton balls
Jingle bells
Pennies
Small plastic building bricks

Ask children to describe the sounds they hear. Which are loudest? Softest? Nicest? Most interesting? They may want to vote on their favorite sound. Also, they may have ideas for other materials to use. This could turn into an ongoing project!

Safety note: If children are still putting things into their mouths, supervise this activity very closely.

It is an awesome thing to witness the joy of a child when he realizes he can create his own music!

Music is an essential part of everything we do. Like puppetry, music
has an abstract quality which speaks to a worldwide audience in a
wonderful way that nourishes the soul.
- Jim Henson – creator of The Muppets

Ten Fun Ways to get Children Interested in Reading

Dr. Wendy Ghiora – March 10, 2012 – Posting #105

Instilling a lifelong love of reading is a singular gift all parents should bestow upon their children. It is by far the best way to help our young people succeed in school, discover their own unique interests and gifts and develop into confident, well-rounded adults.

There are a wide variety of ways to encourage children to read. The more of these you try, the greater success you will have. Indulge yourself in a bounty of fun introducing children to the magical world of books.

Here are just a few suggestions to make reading very attractive for children:

1. Make reading a daily part of life, including reading road signs, recipes and directions out loud.

2. Set aside time to read with your child every day. Spend time reading together just before bed and take turns reading out loud with younger children.

3. Pay attention to what your child is interested in, and find books for him or her to read on those subjects.

4. Spend at least an hour every week at the library.

5. Set time aside every week for family reading night.

6. Make reading interactive – ask your children’s opinions on what they are reading. Discuss the story and the characters with them. As they get older, you can ask what they think the author’s message or purpose was for writing the story.

7. Set goals, such as challenging your child to read three books over Christmas break.

8. Ask older children to help younger ones with reading. This activity will boost older kids’ confidence, in addition to providing important practice for younger children.

9. Actively encourage children to read and congratulate them on their progress.

10. Set an example—seeing you read will encourage your child to do the same!

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”

Victor Hugo

Are You Read For READ ACROSS AMERICA 2012?

Dr. Wendy Ghiora – Posting #104 – February 18, 2012

Read Across America was originally established in 1997 by the NEA (National Educator’s Association), to celebrate reading. Its goal is to loudly broadcast the importance of motivating children to read. Not only is reading is a vital tool that allows learners to master basic skills, it is also just oh so desirable to acquire a life-long love for reading books!

This event is celebrated each year on or near March 2, the birthday of children’s author, Dr. Seuss. The two books being featured this year are:

Gabby and Gator, by James Burk; and Boris Ate a Thesaurus by Neil Klayman.

Gabby and Gator is about two friends, a shy outcast and a tambourine-playing alligator, who overcome fears and find acceptance.
Boris Ate a Thesaurus is a picture book about a boy who eats a thesaurus and starts speaking in synonyms. When he finally runs out of words to say, he discovers the true value of books.

Activity sheets for these books along with additional materials can be found at www.cta.org/raa.

On Saturday, February 25 from 9:00-11:00, all Target Stores will be reading a Dr. Seuss book, so this may be a fun event for you and your child to attend.

Whatever you do, please plan to read a book on March 2 and get a child excited about one of the greatest adventures on this planet, reading!

THIRD GRADE: A CRITICAL MILESTONE

Dr. Wendy Ghiora – Posting #103 – February 12, 2012

As a high school teacher, I often wondered why so many of the students who were way behind in their learning skills got stuck at the third grade level, especially in reading and math. There is an enormous leap in what is expected of a third grader compared to what is expected of a second grader. Consider some of challenges facing the typical eight-year-old student.

Reading is a skill vigorously stressed in kindergarten through second grade. But in third grade, it takes on a much more demanding role. In reading, students move from merely learning to de-code and read with limited comprehension, to using reading in every aspect of learning. Reading suddenly becomes integral to every subject in school, and will be that way throughout college and beyond. Teachers expect third graders to read lessons and chapters in all subject areas on their own and to be ready to discuss them in class. Fluency is crucial, as the child needs to read most words without having to sound them out in order to understand or comprehend the text.

Each state adopts its own learning standards. However, here are the main abilities students who are working at the standard level should have at the beginning of third grade:

•Read with understanding and fluency

•Figure out unknown words in context

•Recognize word patterns (prefixes and suffixes)

•Communicate in written form

•Retell stories with accuracy

•Correct themselves while reading

•Identify and spell many words

•Recognize parts of a story

•Read for more than pleasure

•Utilize a larger sight vocabulary


At the end of third grade, students should have attained the following skills and knowledge:

•Read with understanding and fluency

•Understand the meaning of synonyms, homonyms, and antonyms

•Identify the meanings of compound words

•Use punctuation cues to add meaning to the text

•Use graphic organizers to aid comprehension

•Make reasonable predictions

•Identify the main ideas of passages

•Identify character traits

•Summarize what they have read

•Have a larger sight vocabulary

A strong learning partnership with parents can ensure a third-grader’s success. A good teacher teamed up with caring parents can help a third-grade student negotiate and conquer the many challenges he will be expected to meet. Considering all the expectations in the area of reading, I can’t wait to see what awaits the third-grader in mathematics! (Next Posting)

Terrific Teachers Talk Two Loves

Dr. Wendy Ghiora January 27, 2012 - Posting #102

The other day I was thinking about my first teaching job. I was initially hired as remedial reading teacher for ninth through twelfth grade students at a public high school in Los Angeles County. By the second year, I was teaching four classes of English and one class of Modern Dance. The dance class came about through the efforts of a few of my reading students. As I recalled the intensity and pure joy exhibited during most of our class workouts, the idea of a teacher’s “two loves” hit me.

Love What You Teach
One of a teacher’s loves has got to be her subject. Any student readily knows when a teacher is teaching something they love. Great teachers not only love their subject, but they love to share that joy with students.

When I was about to finish high school, a group of us who were planning to become teachers had a lively discussion at lunch one day. Since many of us had the same classes, someone asked: “Who was your favorite teacher?” After each student answered, this question followed: "What do they all have in common?" I immediately knew the answer, "They all loved what they were doing. They had great enthusiasm for teaching." All of my fellow graduating students nodded their heads in agreement. One of them, to punctuate the point, said "Exactly!"

I can’t tell you how much pleasure I had dancing and teaching my students the love I had for the most beautiful, pure art form ever; dance. The students picked up on the enthusiasm and had as much fun or maybe even more fun than I did during class. In the process they learned: discipline, technique, rhythm, music, choreography, performance skills, team work and much more.

If you love what you are doing you will be successful.
- Albert Schweitzer

Love Who You Teach
Terrific teachers love their students. They enjoy being with young people who are full of energy and always on the edge of discovery. These teachers have a special knack for connecting with students, and for helping them open their minds.

Good teachers are those who genuinely care about their students, not only in matters regarding education, but in other aspects outside of the classroom as well. Because of the devotion good teachers have to their students, they care about each student’s performance in school and are willing to spend a few minutes of their time to understand a struggling student’s circumstances.

Good teachers are not only teachers; they are mentors, friends and inspirations.
This is really the key component to teaching – love. Without a love of the subject and of the students, a teacher can never truly be successful.

Love is a better teacher than duty.
Albert Einstein