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 choosing an academic high school, I find the smaller practical questions more interesting than a quick conclusion. The balance between classroom learning and practical exploration can shape a student's interests. This is why I would approach academic high school education with a specific question rather than a fixed expectation. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What would you look for when comparing different study profiles?
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I find using clear language to explain complex ideas easier to think about when there is a concrete question to start from. A concrete example often makes an abstract explanation easier to follow. I would keep that thought nearby when looking for ideas about clear communication skills. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How do you decide when technical terminology helps and when it gets in the way?
When it comes to understanding building energy certificates, I would rather understand one useful detail properly than rush through a long list of ideas. Knowing what a certificate describes can help a reader ask more precise questions about a building. Seen this way, building energy certificates becomes a topic to explore rather than something to sum up too quickly. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. Which parts of an energy certificate are hardest for a first-time reader to interpret?
The topic of exploring local history and learning in Bytow gives me a few things to think about, especially when the discussion moves beyond general advice. Local places can give a history lesson a setting that students can picture for themselves. This is why I would approach Bytow local history with a specific question rather than a fixed expectation. I would probably come back to this question after trying to work through one concrete example rather than deciding immediately. Which everyday landmarks would make a good starting point for a local history project?