WORKSHOPS | NEWS | RESOURCES
March 11: Deadline to register for Cariboo Mainline Regional Science Fair, http://bit.ly/sciencereg
March 3 &10: French for Teachers HGEC 4:45pm -6:00pm (Must pre-register)
by March 4, all Elementary/Middle Schools: Young Artists Conference preparation - students' artwork adjudicated at the school level; participants selected
March 5: Cabane à sucre 2:00pm @The Rainbow Roost
March 7-10: Sagebrush Theatre, Arts in the High Country Festival
March 8: HGEC, 10:00am to 2:00pm - Speed Stacking Tournament
March 14 - Young Artists Conference Artwork and Registration Packages due at HGEC
March 15 - Languages For All Book Club - Chapters 4 and 5. Meet at 3:30 at HGEC
March 16: PubPD International EDU Twitter chat, 3:45 -5pm @ Red Beard Cafe
SD73 Professional Learning site: http://t.sd73.bc.ca/12
Think about how your practice might shift if you embraced a "spirit of inquiry that is moving from the edges of the known to the unknown in ways that broadens and opens minds, ignites real curiosity and expansive questions, and inspires fresh images of possibility" (Cooperrider and Shrivasta 2014). Check out the Physical and Health Education workshops that promote an inquiry into a life long journey of wellness strategies. These K to 12 workshops will focus on a combination of curricular competencies in Physical Literacy, Health and Active Living, Social and Community, and Mental Well-Being. Sign-up for these workshops coming out soon.
Find out more and register at http://t.sd73.bc.ca/12
March 2016 EDITION
Scan this QR Code to read the March issue of Coordinate on your mobile device or tablet, or visit http://pub.lucidpress.com/coordinate-03-2016/
A Big Idea:
Tools for Teachers: Teaching Dance for Understanding In-service May 16
Teaching Dance for Understanding (TDFU) is a new pedagogical model that shakes up the traditional methods of teaching dance. It is designed to offer a more learner-centered approach to dance education.
Designed for teachers, this model will help you develop physical literacy and fundamental movement skills as students explore various styles of dance and gain self-confidence. Learn how to modify the ‘rules’ of dance (choreography and technique) to allow students to learn through foundational movements and rhythms. Explore curriculum design strategies that follow the six elements of the model and bring back fresh ideas and lessons to your school!
As a cooperative learning model, Teaching Dance for Understanding focuses on developing interpersonal skills, creating group cohesion through the creative process, engaging in interactive group formations and using inquiry-based teaching strategies.
THE SIX PHASES OF TEACHING DANCE FOR UNDERSTANDING
Coming to SD 73 May 16
DANCEPL3Y is an innovative and playful dance program that gets kids active with a mix of styles: Hip Hop, Street/Urban, Dancehall, World, Ballroom and many more!
Registration Link: https://goo.gl/NLk8U7
Try incorporating dance movements linked to cultural references and traditions.
Learning requires exploration of one’s identity.
LDANCEPL3Y is an internationally recognized children’s physical activity program that uses a fusion of simple dance moves and playful group formations to inspire kids to get interACTIVE, develop physical literacy and feel confident.
Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop an active lifestyle.
Mélanie Levenberg puts her passion into action through her work as Chief PLAY Officer for PLAY International Inc. A school teacher-turned-entrepreneur, she applies best practices in positive thinking, personal development, fitness, health and physical education to inspire kids, teens and adults to claim their Bubble of Awesome and live the 3 Rules of PLAY: Be Positive. Be Fun. Be Yourself. Mélanie holds a Masters of Education in Curriculum, Teaching and Learning, a teaching degree in Health and Physical Education and an honors degree in Kinesiology. She has worked with organizations across the world to inspire leaders to foster more playfulness in their lives through innovative and fun physical activity programs, workshops, retreats and training.
"Creativity is the highest form of mental functioning." Torrance Millar
Boks Kids: Active Kids = Active Minds.
How and why?
Health Promoting Schools In-Service April 18
Inquiry Session for Educators
Presenter: Kari MacDougall
2-1.5 hour sessions K to 12
This session explores holistic and innovative approaches to addressing school health, such as Comprehensive School Health and inquiry-based learning frameworks. Available resources and opportunities to support healthy living inquiry projects will be shared, as well as examples from BC schools who have used inquiry in their school initiatives. This session will also explore opportunities to utilize inquiry within the new curriculum.
Healthy Schools Healthy Living Inquiry Session for Teachers and School Community Members: This hands-on session joins educators, health professionals and school community partners to collaboratively understand and apply an inquiry-based approach to address shared healthy living priorities. This session will explore how the use of learning frameworks can support engagement and partnerships, and include time for sharing planning with the use of available evidence to support action planning.
What is your Humming birdness?
What would it mean to be fully engaged like a hummingbird?
INCLUSIVE GAMES - HOW TO KEEP THE MOST KIDS ACTIVE FOR THE MOST AMOUNT TIME
Presenter: David Helm K to 12
2-Two hour sessions
Warm-up/Mini Games focuses on how to start a class, and keep it rolling, with awesome and inclusive games, as well as how to effectively transition from game to game without losing too much time explaining and/or getting equipment. Full-length games focus on games that give EVERYONE a role, regardless of ability level, as well as how to effectively demo and grow the games themselves so that they can be played again and again without losing their excitement.
ACTIVE KIDS = ACTIVE MINDS
How and why?
Presenter: Caley Hartney
2-Two hour sessions K to 7
This interactive workshop will provide educators with the opportunity to engage in BOKS (Build our Kids’ Success), school physical activity program designed to get elementary children moving in the morning and their brains ready for a day of learning. BOKS was founded based on the research by Dr. John Ratey in his book Spark, which states “exercise is the single most powerful tool we have to optimize the function of our brains.” The BOKS program creates a significant impact in the elementary school community by increasing physical activity as a means of improving academic performance. BOKS provides session participants with the tools to support increased opportunities for children to get physically active, improve academic performance, and empower their communities to make a positive difference in the lives of children.
Think about how your practice might shift if you embraced a "spirit of inquiry that is moving from the edges of the known to the unknown in ways that broadens and opens minds, ignites real curiosity and expansive questions, and inspires fresh images of possibility" (Cooperrider and Shrivasta 2014). Check out the Physical and Health Education workshops that promote inquiry into a life long journey of wellness strategies. These K to 12 workshops will focus on a combination of curricular competencies in Physical Literacy, Health and Active Living, Social and Community, and Mental Well-Being. Sign-up for these workshops coming out soon.
Here are some great resources full of ideas for any classroom!
Check out the FNESC classroom at : http://www.fnesc.ca/learningfirstpeoples/
The Indian Residential Schools and Reconciliation Teacher Resource Guides for grades 5, 10 and 11/12 were developed by the First Nations Education Steering Committee and the First Nations Schools Association. They are our response to the call by the Truth and Reconciliation Commission of Canada for education bodies to develop age- appropriate educational materials about Indian Residential Schools. It is our hope that these resources will help students of all cultural backgrounds gain an understanding of the history of the relationship between Aboriginal and non-Aboriginal people over Canada’s history, with a focus on the BC experience. The materials are also designed to engage young people to take part in the journey of reconciliation.
English First Peoples (EFP) 10-11-12 are exciting additions to the high school curriculum that offer students of all backgrounds the opportunity to explore First Peoples’ worldviews through literature, founded on the First Peoples Principles of Learning.
The Math 8-9First Peoples Resource Guide is designed to support teachers of Mathematics 8 and 9 in British Columbia extend their existing practice to incorporate new approaches that make the BC school system more reflective of the realities of First Peoples in this province and improve overall levels of student success.
BC First Peoples Learning Resources: Books for Use in K-7 Classrooms was created to support BC elementary school teachers to make appropriate decisions about which First Peoples resources might be appropriate for use with your students. The annotated listings provided in this guide identify currently available authentic First Peoples texts that your students can work with to meet provincial standards related to literacy as well as a variety of specific subject areas.
In Our Own Words, K-Gr. 3 Authentic Resources (2012) has been developed to offer teachers information and guidance about how to incorporate a authentic First Peoples materials into their
instruction and assessment
practices. Inside, you will
find lesson plans, curriculum
resources and suggested texts.
Check out our Teacher Resource Site:
Henry Grube has new Die Cuts
The Henry Grube Education Center library has new Aboriginal die cuts available. To see the list of die cuts available at the Henry Grube you go can go to http://bit.ly/1Ls5zgg
Felt stories are a great way to incorporate Aboriginal Storytelling into your classroom. The book, Salmon for Simon by Betty Waterton has a great felt story that can be used for students to re-tell the story.
Check out http://bit.ly/2179Gaw to find a great lesson plan on Salmon for Simon on making inferences.
You can find other great Aboriginal felt stories at www.heartfeltstories.ca
"Inquiry is about promoting enthusiasm for reading and writing, for learning, and for life." Jeffrey D. Wilhelm, Ph.D., Take Action and The 10 Series Editor.
Grade Level: 1-12
The littleBits Kit includes everything you need to start designing your own inventions . Includes a project booklet with easy-to-follow instructions for those students who require more guidance.
Issues 21 Student books feature an essential question that provokes an examination of an issue from different perspectives. Students will have opportunities to discover innovative ways of understanding, confronting, and addressing issues they really care about; and to develop 21st century core competencies.
MORE INQUIRY PACKS COMING SOON!
Grade Level: 6-10
The Top 10 texts includes cross curricular links --Science, Social Studies and Language Arts-- and will hook all of your students, making for an engaging learning environment. For more information: The 10
Grade Level: 4-6
Through an inquiry lens , students will gain a deeper understanding of curricular topics . Perfect resources for Project Based Learning.
HENRY GRUBE EDUCATION CENTRE LIBRARY
HGEC LIBRARY TOP PICKS FOR TEACHING INQUIRY BASED LEARNING
Grade Level: 6-9
Topic:s: Cross-Curricular, Inquiry, Social Studies Language Arts , Science
Format: 8-pack of paperbacks with Teaching Guide
Creating Environments for Learning : birth to age eight (34835)
Let the Children Play!
Little pieces of fabric scraps and lace become water, the night sky, mud, a flower patch, rainbows, and much more with a little imagination.
Build a Community (31603)
Early Learning Corner
Create a dedicated block space
If I wanted the blocks to be a bigger part of their play, I decided I needed a more permanent area for building. I set up an inviting area near where they usually played, and they were immediately drawn to it.
Present blocks differently
I originally had the blocks on the shelf in containers, and they were largely ignored. I have since moved them to open bowls and baskets and they are now much more accessible.
Non-scratch sponges (various colors), Kitchen sheers, A ruler, Vanishing fabric marker
Step 1: Measure the sponges into one inch increments and cut along the markings. (Using a vanishing marker will cause your marks to disappear after a while, but you could just as easily use a light or color-matching marker.)
That’s it! You’re ready for play!
Wait…there's one more thing…
Step 2: Smile with self-appreciation when a tower of sponges comes crashing down to the sound of sweet silence.
Building blocks made out of sponges! Of course! Why didn’t I think of this?!
To make them is super easy and simple
I am not big on gender stereotypes and I try to provide the girls with a lot of different materials that are not gender specific, as well as some that would generally be considered ‘girl’ and ‘boy’ toys. And yet, they still end up mostly playing with the more ‘girly’ toys. The blocks on the shelf at first remained untouched by girls, much to my dismay. There are so many benefits to block play, so I wanted to encourage it as much as I could!
Henry Grube Grabs!
Encouraging Block Play with Girls
Pattern Blocks (15241)
Add loose parts
Combining loose parts and other materials with the blocks has been one of the most effective things in encouraging more block play. They are not interested in only building with plain blocks. These girls need to decorate!
The Lead for Literacy initiative is a series of one-page memos dedicated to children's literacy development. While American (produced by Harvard), there are some interesting ideas--and it's always a quick read. See Implementing Family Partnerships that Make a Difference for an example.
See the Professional Learning Websites page on the literacy website for other online resources. Please let me know if you find other sites you would like to share with colleagues.
Epic! provides a selection of eBooks and is free for educators. While these eBooks may be selected and dropped into student accounts for independent reading (offline), they may also be projected in a whole class lesson.
District Literacy Resource Teacher Lorraine Brookes and Grade 5-6 teacher Cathy Piva recently teamed up for a lesson on the joy of word collecting, a CAFE lesson focused on expanding vocabulary. To engage students and model word-collecting, they projected an anchor book from Epic Books titled, The Right Word: Roget and his Thesaurus by Jen Bryant and Melissa Sweet.
Lorraine and Cathy followed up by teaching students how to type text into a word document, highlight a word, and right click to find synonyms.
Students loved the book. Some even said they had fun word-collecting!
I'm AVAILABLE TO HELP WITH LITERACY INSTRUCTION, RESOURCES, AND classroom ASSESSMENTS.
“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society.” Kofi Annan
Tricia Persad, District Literacy Coordinator
Professional Literacy Resource: Lead for Literacy
Literacy and numeracy foundations are key. Upcoming literacy Pro D opportunities this spring:
April 18: KTTA Day
Sue Jackson, Scholastic's National Literacy Consultant: Inquiry-Based Teaching: Big Ideas and Real World (gr. 4-8, TLs)
Dr. Melanie Schuele: Two Tiers of Phonological Awareness Instruction and Intervention (early primary, LARTs)
Register through KTTA process
Miriam Trehearne: The Essence of Effective and Engaging Literacy Learning K-3: What We Really Know
*participants will receive a copy of Miriam's newest book, Mutliple Paths to Literacy.
Adrienne Gear: Cancelled
Check the Literacy page on the SD 73 Professional Learning website for updates.
The Young Authors' Conference is on Friday, April 29 at TRU.
Thank you to school contacts who indicated in February how many intermediate or secondary students their school would like to send.
Kindly post the 2016 YAC information poster (sent through school mail). This year's authors include Lee Fodi, Sheri Radford and Pete McCormack.
Presenting authors and writing workshops are now available to view on the YAC website: http://sd73youngauthors.weebly.com/
To participate, a student must submit a manuscript of script, prose, or poetry to their school’s Young Authors' Conference contact (or principal).
Manuscripts and registration forms due to the HGEC by April 8.
Please contact Deanna Brady or Tricia Persad if you have any questions.
LITERACY IS A Bridge
Math Expo is a celebration and inquiry of mathematics. This year, 43 students in grades 4 to 8 presented projects on any mathematical topic of personal interest. Student projects are typically on poster boards, but students could present their projects in any meaningful way, so we saw many digital presentations.
One aspect of Math Expo is students explaining their projects to other students. Another aspect is an fun math activity. This year students participated in The Amazing Math Race. In groups of three, students raced through a series of ten problem solving checkpoints and three logic puzzle road blocks. If you would like to try The Math Amazing Race in your class or school here is the link to the folder: http://goo.gl/aVnLlV
If you are interested in how you can support students in developing projects for next year's Math Expo, please contact Amanda Russett at email@example.com.
We know that problem-based teaching is an effective way for teachers to foster student learning. Simply "problematizing" the mathematics curriculum, however, does not constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the Ministry of Education mathematics curriculum does not constitute the building of thinking classrooms. To build thinking classrooms teachers must be provided with a set of tools to allow them to develop authentic thinking lessons and programs. To learn more, join Dr. Peter Liljedahl as he explains a series of such tools, specifically designed to build an environment conducive to problem-based learning. Dr. Liljedahl will review the findings of recent research in curriculum development with respect to problem-based teaching, with emphasis on specific research that indicates and demonstrates that a problem-based learning environment and culture can quickly be established, even in very traditional classrooms.
April 18- KTTA Pro-D Day
Building Thinking Classrooms
Math Challenge is an event put on by the district each year where Grade 5-7 students compete by writing a math test. Each school is assured at least four entries into the District Math challenge at TRU on April 26th (8:30am- 12:30pm) based on the school's preliminary round results. Students will write the final challenge and then take part in mathematics enrichment activities. Students will also be eligible for awards at the event.
Students must write the preliminary test, have it marked by the teacher and results emailed to Amanda Russett, at firstname.lastname@example.org by April 15, 2015.
"Virtual Reality is really a new communication platform. By feeling truly present, you can share unbounded spaces and experiences with the people in your life. Imagine sharing not just moments with your friends online, but entire experiences and adventures" -- Mark Zuckerberg
Did you know that YouTube supports 360 degree video? When video is taken with cameras that film in 360 degrees, the videos can be uploaded to and viewed on YouTube. If viewing on a computer or Chromebook, you can click and drag around in the video to see in every direction. If viewing on a mobile device through the YouTube app, you can hold the device steady, but move your body (and/or the device) to see everything in 360 degrees! Play the video sample below, or visit an amazing playlist of 360 videos I've curated by visiting this link: https://goo.gl/DxIqbn
I recently purchased a 360 camera, and am anxious to test it with students on some projects!!
Chrome App/Extension of the Month: Turn Off the Lights
Control your online video viewing experience on sites such as YouTube, Vimeo and more! With a single click on the lamp button, the page will fade to dark and automatically focus on the video. By clicking on it again, the page will return to normal. Get it at: https://goo.gl/WDbmCe For more information about Chrome apps/extensions, ask Tracy!
Don't have access to Google Cardboard or mobile devices? No problems! Take your students on amazing virtual field trips via the Google Cultural Institute on any computer, Chromebook or device!
Google has partnered with galleries and institutions all over the world, and provides street view quality imagery of different locations, artwork, artifacts, and more! Compare objects and make your own galleries! There are three parts of the GCI: Art Project, World Wonders Project, and Historic Moments. Art Project allows you to get up close and personal with art and artifacts from around the world, including virtual tours and more! World Wonders allows you to virtually visit modern and world heritage sites in Street View. Historic Moments lets you "explore online exhibitions detailing the stories behind significant moments in human history", including primary source resources!
Remember the old Viewmasters with the rotating disks we all had as kids? I'd like to introduce you to the 21st Century iteration of those: Google Cardboard! With a Cardboard viewer and a phone-sized mobile device, you can be immersed in a virtual reality version of pretty much any location in the world!
When using the Google Street View app, search for a location you want to visit. At the top right of the screen, you'll see an icon that looks like this:
Click this icon, turn your phone sideways, insert into a viewer and prepare to be amazed! (Warning: don't walk into walls!)
There are many models of Cardboard: from ones made out of actual cardboard to the durable plastic Viewmaster version. We just got 2 kits of 12 viewers (no devices included) which will be available to sign out from the HGEC library soon!
5 Great Reasons Go To the Cabane à Sucre?
1. Tire sur la neige! Maple Toffee!
2. Promenade en charrette! Hayrides
3. Tyrolienne! Zipline!
4. Souper traditionnel! Traditional supper!
5. Participate in local Francophone activities! This would be a great
activity for your class or to recommend to their families. For more information: http://www.francokamloops.org/?p=640
Corrective Feedback Considerations- How
This month we will look at how to correctly provide feedback, which is an area of frustration and concern. One suggestion seems to permeate throughout the studies; students must make corrections when teachers indicate errors. Chandler (2003) noted, “mere practice without error correction did not produce more correct subsequent writing (p. 280). Chandler (2003) also implies it is important for students to see how to correct errors as soon as possible so they can “internalize the correct form” (p. 291).
Direct feedback and indirect feedback are two common ways to provide error correction. Direct feedback, when teachers identify and correct errors for students, does not require students to use their own abilities in making changes to their writing. Learners do not take active roles in correction, unless the learners rewrite or reformulate the sentence using the suggested changes Direct feedback is useful for students who lack the knowledge base to self-correct errors in their writing; likely, this is why the errors occurred in the first place. Teachers can use direct feedback to support these students with grammar structures they may need to complete their writing task even if they have not yet solidified the concept. Indirect feedback is a process which alerts a student that an error has been made; however, it is the student who must make the correction. Indirect feedback in conjunction with mini-lessons is a way to increase long-term retention of concepts taught.
Possibly the most effective form of feedback is the teacher-learner writing conference. Ferris, Liu, Sinha, and Senna (2013) propose that focused feedback, with a teacher-learner conference is useful to students for three reasons: it is relevant because it is tied to students’ own texts; it is clear because it is specific and because students have opportunities to ask questions and receive explanations; and it is motivating because it actually gives students practical insights about their own writing challenges and knowledge that might help them solve problems (p. 323).
Teachers may also decide to use a combination of coded and uncoded feedback. In coded feedback, the teacher points out the error and explains what type of error it is. For example, you might circle an error and write ''AUX'' to indicate that the student has chosen the wrong auxiliary verb in passé composé. In uncoded feedback, the teacher simply circles or underlines the error giving no clue as to what mistake has been made. Both of these systems require that the student has a proficiency level that enables them to understand the mistake and how to correct it independently.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296. doi: 10.1016/S1060-3743(03)00038-9
Ferris, D. R. (2004). The “Grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime …?). Journal of Second Language Writing, 13, 49-62. doi: 10.1016/j.jslw.2007.07.003
Serving our Student Community
Free English, Math, and Science study sessions for secondary students on Tuesdays and Thursdays from 6-8 pm in room 2551 in the Old Main building.
Service Learning combines learning goals and community service in ways that can enhance both student growth and the common good. It integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
National Service Learning Clearinghouse
The premise of Empty Bowls is profoundly simple. A few people get together to create bowls. They invite guests, to share a simple meal and to donate a small sum, which provides food to those in need. In return, guests take home their empty bowl as a reminder of the continuing hunger and homelessness within our community. In this sense, engaging youth and the broader community in finding solutions to community needs is an energizing experience. Collaborating and making art surrounding homelessness speaks to the power of art for social change. Furthermore, through education, awareness, and action, concerned individuals can change attitudes surrounding local homelessness issues and highlight the importance of social sustainability.
Students at South Kamloops Secondary worked hard preparing for the ‘Empty Bowls’ fundraiser. Former SKSS alumnus, Malory Tate, introduced students to the project sharing expert technique and creative passion surrounding the medium of clay. In addition, SKSS art 9/10 students collaborated with a grade 6 class from Lloyd George Elementary to create hand-built bowls with the intention of donating their art. In addition, a collection of original artworks were shown alongside the pottery bowls, addressing personally meaningful images about local homelessness. Students invited their family, friends, and community to contribute a minimum $10 donation in exchange for a handmade bowl to keep as a visual reminder of the importance of supporting local social sustainability.
Furthermore, the objectives of the ‘Empty Bowls’ are to:
• Raise funds to donate to the local Kamloops Women’s Emergency Shelter.
• Increase awareness of hunger and local homelessness issues. Through education, awareness, and action, concerned individuals can use visual arts to create change in our community.
• Advocate for arts education. Nurturing the creative process through the arts enhances the possibility of finding new solutions to old problems.
Over 1000 dollars was raised for the Kamloops Women's shelter. Also, the collection of art images were used in a national public document: Kamloops Homelessness Action Plan: http://www.kamloopshap.ca/images/A_Way_Home_Report_final_web.pdf.
Bringing service learning into classrooms is another way to connect classroom learning beyond the school wall. Service learning is a teaching strategy that helps connects students to school and , as a result, improves retention while building empathy skills.
Design Thinking: A method for student service learning through inquiry
Start with a service learning challenge.
Steps for Design Thinking:
Service Learning:Helping Students Graduate and Connect to Our Community
Empty Bowls: Addressing Homelessness as Social Service in Art Education
An example of Service Learning
by Lisa Yamaoka and SKSS Art Students
TEACHING THROUGH THE ARTS IS BENEFICIAL FOR TEACHERS
Arts in the High Country Festival
MONDAY, MARCH 7
9:30 to 11:00 am:
Elementary / Middle School Beginning Bands
11:15 am to 12:30 pm:
Elementary / Middle School Advanced Bands
1:00 to 2:00 pm:
Elementary / Middle School Strings
TUESDAY, MARCH 8
10:45 am to 12:00 pm:
Elementary / Middle School Strings
6:45 pm to 9:00 pm:
Middle School / Secondary Jazz Bands
WEDNESDAY, MARCH 9
9:30 am to 11:00 am:
11:00 am to 12:15 pm:
Classroom Music / Drama / Dance
6:45 pm to 8:45 pm:
A 1999 study of schools in four states found some interesting results about Teaching and Learning in the Arts. It turns out that not only are students at schools with high levels of art education earning higher scores on critical thinking tests, but teachers also seem happier. Part of the increase in their satisfaction was a result of their charges, who were found to be generally more cooperative and expressive and enjoy a better rapport with educators. Teachers at schools that emphasized arts education enjoyed greater job satisfaction, were more interested in their work and likely to be innovative and pursued personal development experiences.
Upcoming SD73 Arts events:
SD73 HONOUR BAND in concert with the
Kamloops Community Band
February 25th, 7:00 pm at Southwest Community Church
Proceeds to the Richard Dickens Memorial Scholarship
Tickets at the door
SECONDARY ART CURATORIAL WORKSHOP
April 15th at HGEC
SECONDARY ART SHOW
April 19th to June 1st, Sagebrush Theatre Lobby
SD73 HONOUR CHOIR / Serious Options / Magee Secondary Chamber Choir Joint Concert
April 21st at St. Andrew’s Presbyterian Church
DISTRICT JAZZ PROGRAM
April 23rd at St. Andrew’s on the Square
YOUNG ARTISTS CONFERENCE
April 28th at TRU
YOUNG ARTISTS EXHIBITION
May 3rd to 8th in Old Courthouse Gallery
FESTIVAL DE THÉÂTRE
May 30th at Sagebrush Theatre
DISTRICT STRINGS CONCERT
June 10th at Sagebrush Theatre
YOUNG ARTISTS CONFERENCE
Don't forget these dates:
- by March 4 - Student artwork should be selected at your school; registration information to parents
- by March 14 - Selected students' artwork, registration and artist statements due to the HGEC
Literacy of the Heart
We have had a great winter season at McQueen. People still ask, with a tone of doubt, if we have any groups up at the centre at this time of year. Conditions are predicable and the skiing and snowshoeing is fantastic, so the answer is of course dummy :D Here is our ski instruction video that I made a few years ago. I promise I have improved my production skills since then, but it's still not bad: http://mcquee.nl/skivideo
Louise Dunstan, from Barriere Elementary (photo bottom left), did her first overnight in February. It's always a little stressful the first time, but once you're there it all works out. Now she wants to do a trip at the end of September or early October next year to give her class a great team building opportunity for the year. If you want to do an overnight trip, but are intimidated, please contact me to talk about it. I will come to your class to orient your students, and help you plan :)
Archery ProD opportunity on the April 18th KTTA day. We will focus on the basics of the NASP archery program, have fun with the genesis bows, and discuss how you would go about preparing your class to take part in archery on their overnight trip.
Please phone Barbie Davies at the Henry Grube to make a booking: 250-376-2266
What a Winter!