#rcaa

[ahobbitstudies]

Here to show off my cataloging skills 😎 we first learn the old school system and then we go to the software. Using RCAA2

[andreyalekseevichkorolev-blog]

Нашла коса на камень. Моя самая главная проблема, это полярность настроения. 😡Часть времени я несносное говно, тиран и деспот. 😉Другую часть балагур, весельчак и вообще ничего такой. 😑Самое главное для меня, когда открываешь глаза утром, быстро понять, кто сейчас будет у руля. Иначе...выноси всех святых. И как меня домашние терпят? 👆Но. С началом выполнения общественно полезной работы, в виде передачи знаний в головы людей, которые пришли учиться к нам в УЦ, это постепенно сравнивается. И это хорошо, не хочу что бы сын меня помнил злюкой, а супруга не хотела разговаривать. 🤗К чему это всё? Просто хотел сказать спасибо. Вы у меня все классные-прекрасные. 😉😉😉😉 #постспасибо #постблагодарность #благлдарность #уцrcaa #rcaa #море #волны #брызги #пенадней #воскресенье #выходной #вечер #кипр #море #sea #waves #cyprus2018 #travel #blog #блог (at Saint Petersburg) https://www.instagram.com/p/BttfoG3Duu7/?utm_source=ig_tumblr_share&igshid=7wfznryno3dz

[kidsmartnola]

ReNEW Cultural Arts Academy 7th Grade ELA + Theatre Ms. King / Ms. Shanteler

Ms. Shanteler’s students are reading The Giver in ELA, and thinking about the elements that make up a community. We decided to develop a mock community, and have been exploring communication and listening skills, conflict management, team-building, and self-care. We are practicing these things in order to gather strategies for creating a community that reflects our shared values, and strives to be a place where our motto “Enough For All” is in place.

Here, the students brainstormed ideal values or challenges they wanted to address in the categories of Education, Jobs, Housing, Health Care, Civic Duties, and Laws. They then did a gallery walk of each other’s ideas, and either checked ideas they agreed with, or asked further questions about the ideas that needed clarification.

This happened after our daily meditation- which is something we are proud of, because we are becoming leaders in managing our physical and emotional selves!

[kidsmartnola]

ReNEW Cultural Arts Academy 4th Grade, Theatre & Science Ms. King / Ms. Stewart

Ms. Stewart’s artist-scientists are working on cause & effect, erosion, & weathering. Erosion is the elements moving material from one location to another. Weathering is the breaking down of an object due to weather. 

Students took on the characters of wind, rain, ice, sun, and rock. Working collaboratively in small groups, they came up with a 24 count movement piece that showed the Erosion and Weathering effects of wind, rain, sun, and ice on a mountain. After rehearsal, they shared their interpretations with the rest of the class.

[kidsmartnola]

ReNEW Cultural Arts Academy 5th Grade Theatre / ELA Ms. King & Ms. Vails

Ms. Vails’ students are working on their prediction, inference, and writing skills.

Using pictures from the book they are reading, Wonderstruck”, students got into groups and discussed what they saw, thought, and wondered about their pictures. They used their imaginations and collaboratively came up with a narrative that made sense for the picture.

Once they wrote down their story, they rehearsed and performed for us with one teammate being the Narrator, and the others serving as actors creating a tableau of their story for the audience.

[kidsmartnola]

ReNew Cultural Arts Academy (RCAA) 7th Grade, Storytelling & ELA Ms. Renee/ Ms. Shantler 

In Ms. Shantler’s ELA class, students are learning about Claudette Colvin, the 15-year-old girl who refused to give up her seat on the bus in segregated Montgomery, Alabama nine months before Rosa Parks took the same action. Students read several articles, including Colvin’s first person account, about that day on the bus in 1955. Colvin was arrested and eventually acted as a witness on the Supreme Court case that ordered Montgomery to end segregation in transportation. 

After reading several articles, students were asked to imagine the other people who were on the bus that day. Where were they coming from? What was their personal background? What are some emotional experiences they could have been having in this moment and why? Students began to create an “untold story” of an imagined character who could have been on the bus that day. They created a profile that included their age, profession, where they were coming from and where they were going, and some information about their history. From there, students created a detailed portrait and wrote a story that imagined what someone else who was on the bus that day might have been feeling and any actions this moment inspired for them. Did they speak up? Did they stay quiet? Did they get off of the bus at the next stop? Why did they make the choices they made? Where were they coming from that might have informed this? 

The idea behind this lesson was to imagine different perspectives, and other points of view. From a social/emotional perspective, this lesson intended to create empathy in that students consider why people make might make the choices they do. Can someone be feeling inspired and afraid at the same time? How do we look at the complexities of the emotional experience and imagine them outside of ourselves?

[kidsmartnola]

ReNew Cultural Arts Academy 4th grade, Storytelling & Science Ms. Renee / Ms. Stewart

Students in Ms. Stewart’s 4th grade class are learning about systems, how they function, and what might cause them to not work properly. They have been focusing on electrical systems and blackouts. What causes a system to break down? How do we identify a specific problem and imagine a solution? 

With Ms. Renee, they have been working on theatrical storytelling. Using the elements of performance that include facial expression, use of body, voice for sound effects, and recently introduced props/costumes, students were tasked in small groups to put on a skit to tell the story of an electrical system failure. All of the skits had the same outcome: a blackout. Each small group, however, was given a different cause for the system failure. Examples of causes included: Animal interference, lightning, poorly installed mechanisms, or aging parts that were worn down. 

The audience took notes during each skit to try to best identify the cause of the blackout. They were asked to record what they saw and heard, think about what they were presented with, and try to deduce a cause of and possible solution to the system failure. 

[kidsmartnola]

ReNEW Cultural Arts Academy 4th grade, Storytelling & Science Ms. Renee / Ms. Stewart

Students in Ms. Stewart’s 4th grade Science class are learning about systems and how they function. What does a system need to function well? What are some plausible reasons for why they can sometimes break down? They are learning to make inferences using the knowledge they already have combined with what they are learning to make an educated guess to problem solve a “system failure.” 

Ms. Stewart and Ms. Renee asked students to devise and construct their own imaginary system. What is it’s purpose? Why do we need it? How does it function? What are its weaknesses? Students wrote an artist’s statement/ plan for their system, gave it a name, and then used card stock, paint, foil, and other materials to sculpt it and bring it to life.