DONATE TO IRVAC VIA ZEFFY
Please help I.V. students experience the sense of achievement and joy of creating art with your donation!
Learning Through Arts (LTA) projects enrich Lorna Byrne Middle School students’ studies.
In November 2023 alone, 485 pieces of art were created by LBMS students studying everything from Egyptian Mythology to American History, Language Arts and Math. Every LBMS student participated!
John Tunick, Secondary Curriculum TOSA for Three Rivers School District writes:
“LTA has the potential to help create well-rounded and culturally aware students in our district.
I was able to witness a project made by 8th Grade students to represent the history and storytelling of Native Americans in the Pacific Northwest. This lesson connected to the “Touching Spirit Bear” novel the students had just finished reading in class. Students were to pick an animal that best represented them and create their own ‘totem symbol’.
These cardboard “Totem Poles” were then proudly displayed in the windows at LBMS.
I have seen firsthand the impact these programs have had on these students. The hands-on art projects offer social and emotional development and promote individual creativity and artistic expression, enhancing their current lessons and curriculum.
I support this program and its values. These students are worth it, as they soon will become the leaders in our community!”
Sadly, due to lack of grant funds, students won’t have the benefit of LTA beginning November, 2024.
Please help us match crucial grant funds and demonstrate to grantors our community supports LTA by giving generously to our “Zeffy” fundraising campaign!
We chose Zeffy, a platform for Non-Profits, because 100% of your donation goes to IRVAC. PayPal isn’t available but credit cards work just fine. A 17% tip is built in, but you can reduce or even eliminate it.
Please visit irvac.org for a link to our Zeffy account. If you’d like to access our membership form, the PDF button is at the center top of our front page.
Of course, we always welcome checks mailed to: IRVAC, PO Box 522, Cave Junction, OR 97523.
Thank You for your ongoing support for IRVAC over the past 20 years! Your membership and donations are very much appreciated!
And Thank You for making our Zeffy fundraising campaign a success!
Thinking about connecting practical school skills with future choices, I find the smaller practical questions more interesting than a quick conclusion. Trying a task can help a student notice whether an area of study suits their interests. It gives me a more concrete starting point for thinking about practical school skills. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What kinds of activities help students explore possibilities before making a decision?
When it comes to connecting classroom learning with Bratkowice, I would rather understand one useful detail properly than rush through a long list of ideas. A local topic can invite pupils to contribute knowledge that is not found in their textbook. This is why I would approach Bratkowice school projects with a specific question rather than a fixed expectation. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you make room for those contributions while keeping the project focused?
I find building useful digital learning habits easier to think about when there is a concrete question to start from. A digital workspace becomes easier to use when the next task is visible and distractions are limited. That is the kind of detail I would keep in mind while exploring digital learning habits. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. How do you decide which tools belong in a learning routine?
There is something approachable about discussing practising English through everyday tasks through situations people can actually picture. A realistic task can give a learner a reason to use a phrase rather than only recognise it. It gives me a more concrete starting point for thinking about English language skills. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. Which everyday situations offer useful practice for a beginner?
The topic of connecting technical ideas with hands-on learning gives me a few things to think about, especially when the discussion moves beyond general advice. Trying a simple task can reveal which parts of an explanation still feel unclear. I would use that point as a starting question when considering technical skills education. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. How would you connect a practical exercise with the reasoning behind each step?