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31 • Students will be able to articulate their critical looks at professional acting considering voice, costuming, setting and ensemble work. • Finally, students will see that literature serves as a bases for articulating common themes/ concerns or problems in society. Materials/ Equipment Needed: Videos of Broadway shows, paper, pen , TV, space for work/ performance, and evaluation forms for assessment and self evaluation Lesson Procedure: Day 1: Introduce lesson to students explaining the impact or effect of musical theatre. Permit students to select the musical which they will research after Having been divided into groups for this study. Make specific assignments to each group member specifying his/ her Responsibility or focus while watching the video or live performance. Day 2: Begin showing or watching the musical. Each student will perform his special task while watching the show. Day 3: Share the findings and your particular assignment in small group. Group will prepare their presentation for the entire class. Day 4: Small groups will share with the entire class. Day 5: Groups will then select a small segment from the show to present to the class. They will then share why this is a meaningful excerpt. Day 6: Teacher does the formal evaluation that may be written or a visual representation of the musical. Assessment: Each student will create a playbill that represents all aspects of the musical that he or she has studied. Special Considerations: Only serious students who wish to learn more about theatre should undertake this assignment. New York seems so far away, and they only see is the glitter of the stage. An in depth study will clarify the tremendous amount of work which goes into a musical production.
Object Description
|Arts education teacher handbook : theatre arts.
|Other Title
|Teacher handbook for theatre arts education; Teacher handbook for theater arts education
|North Carolina. Public Schools of North Carolina.
Arts--North Carolina
Education--North Carolina
Theater--Study and teaching--North Carolina--Handbooks, manuals, etc.
Drama in education--North Carolina--Handbooks, manuals, etc.
|Cover title.; "September 2002."; "Publication number IS140"--Publisher's Web site.; "The handbook will be revised and updated as additional information is received or developed."--Introd.
|Public Schools of North Carolina, State Board of Education, Dept. of Public Instruction
North Carolina Department of Public Instruction
|State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754
|Physical Characteristics
|v. (loose-leaf) ; 28 cm.
North Carolina State Documents Collection. State Library of North Carolina
|Instructional materials
|Digital Characteristics-A
|625 KB; 42 p.
|Digital Collection
North Carolina Digital State Documents Collection
|Digital Format
|Related Items
|Also available via the World Wide Web in HTML and PDF.; http://www.ncpublicschools.org/publications/; http://worldcat.org/oclc/56747382/viewonline
Adult/continuing education
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|ARTS EDUCATION Teacher Handbook THEATRE ARTS ARTS EDUCATION TEACHER HANDBOOK: THEATRE ARTS September 2002 TABLE OF CONTENTS Click on any of the following links to access sections of the Teacher Handbook. (If you are viewing this document in PDF format or have ordered a print copy through NCDPI Publications, you will not be able to access links, but will view the content in its entirety as one document.) Page INTRODUCTION...................................................................................................... 3-4 LESSON PLANS • Introduction to Lesson Plans ............................................................................ 5 • Elementary Lessons o Movement Adventure ......................................................................... 6-10 (See assessment item that aligns with this lesson plan) o Israel................................................................................................. 11-14 o Writing a Scene with North Carolina History .................................... 15-18 • Middle School Lessons o Scene Writing ................................................................................... 19-22 o Rhythmic Expression ....................................................................... 23-24 • High School Lessons o Garbage Bag Costume Creations....................................................... 25-27 o Writing a Monologue........................................................................ 28-31 o Costume and Make-up Shakespeare Style ......................................... 32-35 (See assessment item that aligns with this lesson plan) o Studying the American Musical Theatre ........................................... 36-38 2 ASSESSMENT ITEMS Page • Introduction to Classrooms Assessments .................................................. 39-41 • Elementary Assessments o Writing a Scene with North Carolina History .................................... 42-46 (See lesson plan that aligns with this assessment item) • Middle School Assessments o (None provided by teachers at this time) • High School Assessments o Costume and Make-up Shakespeare Style ......................................... 47-49 (See lesson plan that aligns with this assessment item) TIPS (None provided by teachers at this time) RESOURCES • Print (None provided by teachers at this time) • Web Resources (None provided by teachers at this time) • Resources that Assist With or Demonstrate Curriculum Integration (None provided by teachers at this time) 3 INTRODUCTION The Teacher Handbook for Theatre Arts Education is available through NCDPI Publications and online in PDF and HTML formats. The handbook will be revised and updated as additional information is received or developed. The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include a bank of lesson plans and assessment items that were developed by arts education teachers in North Carolina, may be accessed online at: http://www.publicschools.org (click on "Curriculum," then "Arts Education," then Resources.). The HTML version of the Teacher Handbook allows viewers to link to various sections of interest within the document. Those interested in contributing a lesson plan, assessment item, or other material to the Teacher Handbook should visit: www.learnnc.org/dpi/instserv.nsf (click on "visual arts education," click on "news and happenings," click on "help us create the NEW Teacher Handbook)," to read more about this opportunity and to access templates for lesson plans, assessment items, resources, and other information. For questions or further information about the Teacher Handbook, please contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or email@example.com. Overview The Teacher Handbook for Theatre Arts Education was created to assist teachers with the implementation of the North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12 (SCS). The SCS was revised through the cooperation and assistance of individuals and groups throughout the state and was approved by the State Board of Education in December of 2000. The implementation year for the SCS is 2002-2003. The SCS will be regularly revised and improved to meet the needs of the students of North Carolina. Standard Course of Study Based on the National Standards for Arts Education, the SCS describes what students should know and be able to do as the result of instruction at each grade level or course in each of the four arts areas: dance, music, theatre arts and visual arts. The SCS was generated to provide a foundation for teachers and curriculum specialists in each school system to develop classes or courses and instructional strategies. Objectives in the SCS describe content and skills that are not limited to particular materials or methodologies, but that can be delivered through multiple approaches or materials. The SCS may be accessed online: www.ncpublicschools.org (click on Curriculum) or purchased through NCDPI Publications. 4 Teacher Handbook The Teacher Handbook for Theatre Arts Education is a supplement to the SCS. This teacher handbook provides teachers with some ideas of how particular goals and objectives may be addressed in the classroom. This document is not intended to be comprehensive or sequential, but rather, to illustrate some possible ways to help implement the SCS. Because specific objectives are not taught in isolation, it may be noted that both lesson plans and assessment items correlate with multiple goals and objectives, often within and across the arts and/or other content areas. The teacher handbook is in development; so as new lessons, assessment items, or other sections are developed, they will be added to this resource. Thank you to the teachers in North Carolina who developed these plans, assessments, and ideas to support teachers across our state! Your willingness and generosity to give permission for your items to be shared in this Teacher Handbook are greatly appreciated. 5 INTRODUCTION TO LESSON PLANS The lessons contained in the Teacher Handbook were developed for teachers by teachers. You may access lesson plans by grade span and individual plans within each span. This database of lesson plans may be added to as further plans are developed. Those interested in contributing lesson plans to the Teacher Handbook should contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or email@example.com. The lesson plans developed are organized in the following format: Title; Grade Level or Course; Time Allotment; Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12; Targeted concepts or skills from other Content Areas; Alignment with the NC High School Exit Exam; Lesson Objective(s); Materials/Equipment Needed; Lesson Procedure; Assessment; and Special Considerations. Some lesson plans are linked to particular assessment items. These lessons are noted in the table of contents and within the lessons themselves. The lesson plans are not designed to be used as a step-by-step "cookie cutter" approach to implementing the SCS, but rather as a starting point to help teachers see how particular goals and objectives from the SCS may be implemented in the classroom. Perhaps a teacher reading through one of the lesson plans may use the plan as a place to begin with when mapping his/her course of study for students. Lessons should be modified to meet the individual learning needs of students within the classroom. 6 ELEMENTARY LESSON PLANS Submitted by Sandra Dreis Winston-Salem/Forsyth County Schools Lesson Title: Movement Adventure Grade Level or Course: Kindergarten Time Allotment: 30 Minutes Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.02 Retell stories through guided dramatic play from text read aloud. 2.03 Role-play a variety of real and non-real characters through guided dramatic play. 2.05 Imitate teacher guided improvisation 3.06 Imagine a variety of real and non-real environments 4.02 Imitate the sounds and movements of objects, animals and people. 6.03 Participation in and use the art form of pantomime 6.02 Use sound, movement and drawing through dramatic play 8.04 Participate in creative drama Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Social Studies : 1.01 Participate constructively in school and classroom activities Second language goals: 2.03 Follow oral directions and commands 2.04 Demonstrate understanding of spoken key words in a variety of materials…short narratives, simple rhymes and cartoons. Mathematics Goals and Objectives: 2.04 Model and use directional and positional words. Language Arts: 3.01 Connect information and events in text to experience. Guidance Objectives: 7.04 distinguish between appropriate and inappropriate behaviors 7.06 establish self control Dance Objectives: 1.02 Demonstrate the element of space in dance through exploration. 1.04 Demonstrate the element of energy/dynamics in dance through exploration 2.05 Move alone and with others 3.01 Express ideas, feelings and stories through dance movement 7 Music Objectives: 6.04 Respond through purposeful movement to prominent music characteristics while listening to music Lesson Objective(s): To explore the use of pantomime to tell a story. To demonstrate self control in the use of the physical space and in working with the group. To create an imaginary environment using gestures and the body with expressive movement. To explore using the body and not the voice to express action and feelings. As part of the study of pantomime, students will practice their skills by exploratory movement followed by a group pantomime of an "adventure". Teachers are free to choose their unique "movement adventure" from a variety of sources. This lesson is based on a simple outline of a camping adventure that is created from this teacher's imagination. Two books that have inspired this tale are "Going on a Bear Hunt" and "Blueberries for Sal". The lesson focus is not, however, on simply retelling the story, but experiencing the tale through movement and mime. A major objective of this lesson is allowing the children to explore the physical space safely and cooperatively, respecting the space of others. This hands-on drama experience will actively involve the global learners in the classroom and fully engage the imaginations of the children. Materials/Equipment Needed: CD Player/tape player Music of Mozart "A Little Night Music" Any classical selection that builds to a lively pace A tambourine or hand drum and a mallet Lesson Procedure: Warm-up and Introduction: Have kindergarten students gather five at a time and sit crisscross-applesauce in front of you. Have them check their posture and sit up tall "against a tree". Tell them that we are going to go on a pretend adventure today. We will be using our bodies, but not our voices, is a sentence to keep repeating as you go along. Ask they children to pretend that their fingers are happy spiders and to move them up and down the imaginary web. Model this for them. Tell them to demonstrate their very own spiders climbing up and down their web. Instruct them to freeze their motion when you hit your drum. This is for control. Remind them that when they hear the sound of the tambourine, they are always to freeze. Now demonstrate the pantomime task of eating an apple for them. Remove it from your pocket or an imaginary tree. Feel it. Admire it. Wipe it on your clothes. Bite it. Chew it. Enjoy it. And hold the core. Use the word "PANTOMIME' to describe your actions. 8 Have the children imitate your pantomime of the apple. Choose a volunteer to come up and show their apple eating skills to the class. Ask the children to tell how they know it was an apple. Talk about the following skills of pantomime: Where is the apple found? What size is the apple? What is the weight? How does it taste? What do we do with it when we are finished eating? Part 2 - the Adventure: Tell the children they are ready to go on the adventure. Begin the CD music as accompaniment to the action. Remind them to use their bodies and be aware of the their neighbor. Point out areas in the room that are "out of bounds". Remind them not to touch their neighbor. Have children find a space to lie on the floor as if asleep. You say "WAKE UP YOU SLEEPY HEADS!" 'TIME TO STRETCH AND GET UP FOR OUR CAMPING TRIP". Now the teacher can describe out loud what you are seeing. Example: "Oh, I am seeing some sleepyheads stretching and yawning over here". "Somebody in this corner is still asleep!" Guide them into standing up in their space and looking into an imaginary mirror. Now have them imitate you as you groom hair, dress, and brush you teeth. Have them put on their rubber imaginary boots. Ask the children, who can raise their hands and tell me what color your boots are? Everyone will want to tell you the color of their boots and this is a good assessment question to determine if all the children are understanding the activity. Now have the children put on their backpacks. Tell them the packs are heavy. Now have them raise their hands and respond to your question, "What is in the backpack that makes it so heavy?" Then open one of the imaginary backpacks, and for fun, take out some funny imaginary objects. Example: the cat, a television, a phone…and say…"we can't take everything in the house!" This will make the children laugh and want to find something of their own that is humorous. If there is time, you can have everyone take out something extraneous from the "backpack". Now have them put the backpacks on, and line up behind you. The trail walk begins. You can change or elaborate on these suggested activities: 1. Model and have them tiptoe down the trail with flashlight in hand. 2. Demonstrate and have them trudge up the muddy hill slowly and carefully. 3. Have them walk side ways along the narrow mountain trail. 4. Have them duck down when flying bats approach. 5. Have them demonstrate sitting around a campfire in a circle and eat the lunch surprise that is in their pack. Ask the students what they are eating. 9 6. Have them march down the forest trail, picking berries and putting them in an imaginary container. Tell them they will bring this back to someone at home who will make a pie later. 7. Now have the children skip around a field of wild flowers. Tell them you will hit the tambourine when they are to freeze. Play SKIP AND FREEZE. 8. Have children put their packs back on for the walk home. Along the way, tell them you can hear the footstep of a _________. Use your drum quietly to make the sound of the footsteps. Tell them when the ______approaches they had better duck. They love to do this several times. You can say, "QUIET, I HEAR THE________(HIT THE DRUM LOUDLY). It is important to tell them not to scream, or the _________will find them! They enjoy this imaginary game. 9. Have them walk quietly to their seats, (HOME). Tell them they can put their packs down quietly. "DOESN'T IT FEEL GOOD TO BE HOME! For fun, you can ask, WHAT ARE WE GOING TO MAKE WITH THOSE BLUEBERRIES?" Conclusion: Summarize the pantomime activities that the students accomplished in the "Movement Adventure". This can be accomplished with a question and answer format. Assessment: Ask the children to describe their favorite part of the adventure. Finish the lesson with other assessment activities such as drawing or painting a picture of the imaginary adventure. Have them include a picture of themselves. Follow - activity assessment to the lesson: Drawing or painting of the "adventure" Art Assessment should include: Where are you? Is it light, or dark? What are you wearing? Is it cold or hot? What color is your backpack? Draw it. What did you make with the blueberries? Who helped you? Special Considerations: Other follow-up activities for this lesson are, on another day, bring some blueberries or frozen blueberries to class for a cooking project, muffins are popular. Have a parent assist you. Read Blueberries for Sal. Make and bake the muffins. Have a "Movement Adventure" once again, perhaps a review of the lesson. Eat the muffins with the class! 10 Submitted by Diana L. Marshall-Shoaf Winston-Salem/Forsyth County Schools Lesson Title: Israel Grade Level or Course: Fourth Grade (Can be adapted for third or fifth grade) Time Allotment: One (35 minute) lesson introducing Israel and the Jewish faith. One (35 minute) lesson exploring creative body movement using creative dramatic/dance movement terminology. One (35 minute) lesson introducing the creation story from the Bible in an original (developed by teacher) script format. One (35 minute) lesson improvising (acting out) with movement and vocalization the narrated creation story from the Bible.* *Note: This lesson could be rehearsed to develop a more formal presentation piece to be shared with other students. Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history. 2.02 Utilize vocal expression to explore thoughts and feelings of real and non-real characters. 2.05 Create dramatizations based on texts. 2.06 Demonstrate ideas and emotions through gestures and movement. 2.07 Assume the role of a variety of real and non-real characters. 2.08 Refine improvisational skills through dramatic 2.09 Define the significance of the beginning, middle and end of a story or play. 3.01 Participate in making artistic choices in a small group. 3.02 Employ the basic concepts of time, space, and action in the dramatic process 3.05 Respond to and build upon ideas of others on stage. 6.01 Incorporate music, sound, movement, dance, and design into the dramatic process. 7.01 Build skills to critique self and others in a respectful and constructive manner. 7.04 Listen to constructive criticism and react in a positive way. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Dance – Fourth Grade: 1.01 Exhibit kinesthetic awareness: control, concentration, focus, and clarity of movement. Music – Fourth Grade: 6.04 Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures. 6.06 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. 11 6.07 Show respect while listening to and analyzing music. 9.04 Identify and describe roles of musicians in various music settings and cultures. 9.05 Show respect for music from various cultures and historical periods. English Language Arts – Fourth Grade: 2.02 Interact with the text before, during and after reading, listening and viewing by: Setting a purpose using prior knowledge and text information. Making predictions. Formulating questions. Locating relevant information Making connections with previous experiences, information, and ideas. Guidance - Fourth Grade: 1.01 Demonstrate pride in work and in achievement. 1.02 Justify mistakes as essential to the learning process. 1.03 Practice attitudes and behaviors which lead to successful learning. 1.04 Demonstrate time management and task management skills. 1.05 Verify responsibility for actions. 1.06 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students. 1.08 Communicate knowledge with classmates and adults. 2.01 Demonstrate critical thinking skills. Social Studies – Fourth Grade: 1.02 Describe the origins and characteristics of major groups that settled in North Carolina and assess their influence on North Carolina customs. Lesson Objective(s): As a part of their study of Israel, students will develop confidence, individually and cooperatively, with creative movement; using their bodies to dramatically create the nonliving elements of the Biblical creation story. Materials/Equipment Needed: Resources from the media center or internet for culture introduction information, CD player, CD of instrumental mood music for use with exploratory movement lesson, CD of instrumental music from Israel for use with creation story movement lesson; visual aids of clouds, planets, gas formations, etc. to help students visualize use of body in space for imaginary movement, sheer colored fabric strips to support creative movement for final lesson or use in a performance venue (material is optional but can be a motivating prop for the students' creative movement), hand drum for class control Lesson Procedure: Lesson 1 A. Inform students that they will have an opportunity to do an improvisation of a creation story after an introduction to the culture from which the story is derived. The assessment on the social studies portion could be a selected response developed by the teacher from the instructional information presented to the students. B. Resources for cultural information presented will be developed by the individual teacher from internet or media center resources. Suggested text resource: Israel, The Cultures of the World Series available through Borders Book or local libraries. 12 Lesson 2 A. Provide students with examples of teacher modeled creative movement to instrumental music. B. Allow students to explore use of creative movement in an open space; individually, with a partner, and/or in small groups. C. Introduce creative dramatic/dance terminology to enhance quality of student movement: slow/fast, large/small, open/closed, flowing/staccato, etc. D. Conduct discussion of vocabulary words that describe the movement qualities of fire, clouds, rain, gases, planets, etc. E. Allow students to explore with body movement and sound the agreed upon vocabulary. Lesson 3 A. Read through of the original creation story script adapted from Genesis and provided by the teacher. B. Conduct discussion of the movement opportunities inherent in the text. Lesson 4 A. As teacher (or student) narrates the creation story from the script, students explore the movement inherent in the story with their bodies and vocalization. B. Provide opportunities to repeat sections and/or to add the dance fabric to enhance the lesson. C. Further rehearse and define the creative movement of the group to the rhythm of the narration, if the students are to present the work as process performance to other students as audience. Assessment: Diagnostic – multiple choice quiz based on social studies information presented about Israel. Summative – Performance, Conversation, Observation Student Performance could be video taped for classroom viewing and group assessment. A rubric could be developed by the teacher, or the students and teacher, to evaluate the quality of the movement. Special Considerations: This lesson could lead to a similar lesson developed about a Moslem country. The creation story applied to the Islamic religion. Comparisons and contrasts discussed about the Christian and Islamic religious beliefs. 13 Submitted by Julie Garber Wake County Schools Lesson Title: Writing a Scene with NC History Grade Level or Course: Fourth Grade Time Allotment: One (45-60 minute) Introduction, discussion on American Revolution, & assigning scenes Two to three (45-60 minute) Lessons for practice and performance Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01 Participate in small group playwriting. 1.02 Create and enact short stories, poetry or personal experiences about North Carolina. 1.05 Utilize playwriting skills to indicate the sequence of events. 1.07 Apply playwriting skills by writing monologues, dialogues and short scenes. 2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history. 2.03 Participate in dramatic activities that deal with conflict and emotions. 2.04 Create characters and events to use in the dramatic process. 2.05 Create dramatizations based on texts. 2.07 Assume the role of a variety of real and non-real characters. 3.01 Participate in making artistic choices in a small group. 4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and teamwork. 4.03 Make decisions and accept responsibilities in the dramatic process. 4.05 Compromise with peers in small group decision making about artistic choices. 4.09 Recognize ways to display characters' thought processes. 4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse. 5.01 Express through characterization meaning inferred from a text. 5.06 Investigate text to determine Who, What, When, Where, Why and How. 5.07 Reference forms of literature other than scripts to support dramatic presentations. Lesson Objective(s): Following along with their study of North Carolina, fourth graders will create a short scene based on a NC history event. Students will improvise a scene based on the event, improvise the creation, perform the scene for the class, and write the script. If possible, the scripts can be typed using word processing. Students will use a rubric for group evaluation. A separate rubric will be used for the evaluation of the script and the performance. 14 Materials/Equipment Needed: Fourth grade Social Studies textbook for each student, clipboard, Building the Story worksheet, notebook paper, pencils, chair or blocks for scene work, rubric for group work, rubric for performance, rubric for script, access to computers, colonial costumes (optional) Lesson Procedure: Lesson 1: A. Remind them of how we've been acting out stories, including beginning, middle, end, and character, setting, problem. Introduce to the students that they will be acting out a true story. Since they are studying North Carolina in fourth grade, they will be acting out a scene based on an event for NC history. The scenes will be from the American Revolution time period. Before introducing the scenes that they will volunteer for, begin with a basic discussion of the time period. We discussed why Britain wanted to colonize, why the colonies wanted freedom from England, who the loyalist and the patriots were, etc. B. Introduce the scenes from the textbook that they can volunteer for with a general overview. (Choose scenes from your textbook with a definable problem that will useful for dramatic interpretation. Using the fourth grade social studies textbook for Wake County Schools, I chose the Lost Colony, Culpepper's Rebellion, the Edenton Tea Party, and the Battle of Moore's Creek Bridge.) Ask for volunteers for each scene and then send them off to a separate area in the room with their group members. The size of the groups will vary based on the scenes. C. Pass out the Group Work Rubric, Script Rubric, and Performance Rubric and discuss how each one will be used to grade their work. Lesson 2: A. In their groups, they will first read silently their assigned historical event in the textbook. Remind them of the Group Work Rubric they will use to evaluate their work. Next as a group, give them three minutes to discuss the event defining all the characters, the setting (location and time period), the objective of the main characters, and the problem. We have defined the objective as what a character wants and a problem as what gets in the way. Then, give them another three minutes to brainstorm how they could act out the event. (For example, can you act out the whole event or just part of it? Where will you begin before the event happens or in the middle of the event? Which characters will you need? If you have to add characters, who could they be?) Finally, give them the Building a Story Worksheet and a clipboard to record all of their decisions. See attached Building a Story Worksheet. B. Now, give each group five minutes to cast their parts. Working on group compromise and decision making skills (Objective 4.01. 4.02, 4.03), they have three options in making a decision: Give up what you want, Share, or the game "Rock, Paper, Scissors". C. Next, give them five minutes to create their first five lines of dialogue that tells the audience who they are, where they are, and what they want. Give them some blank paper for their clipboard and ask for a volunteer to write the dialogue in correct script format. Remind them that this is a rough draft of their script. They will be making lots of additions and corrections as they go, so they will need to write in pencil and have an eraser. (Sometimes they will just start talking instead of including important information, so this step seems to help. For example, in this script from the Lost 15 Colony, this scene would not be very clear if the underlined information was not included: Sailor: Land ho! Land ho! Captain White, I believe we've reached it/Roanoke Island. White: Finally, we've reached our new home. I hope some of Sir Walter Raleigh's houses are still standing. D. Ask each group to stay seated and just share their first five lines of dialogue. As a class, evaluate if the scene clearly communicates whom the characters are, where they are, what they want, and what gets in the way. If they need to include more information, the class can help with their ideas for other dialogue. E. After they have the beginning first five lines, they may work on their own finishing the rest of the scene. They should have a few students willing to take turns writing the dialogue as they practice. Remind them to use their worksheet and the textbook to include all the important historical facts. *If you have the space and are comfortable with the noise level, let them stand and move in their group area to improvise and practice the rest of their scene. If you have access to them, offer chairs, desks, and blocks to aid them in creating the setting. For those who are not used to a lot of movement, group the students at desks and tables and allow them to stand up and practice only after the script is written down. Lesson 3: A. Give each group about five minutes for a "warm-up" practice of their scene. B. Have each group perform their historical scene for the class. Offer colonial costumes for their performance, if you have access to them. C. After each scene, have the audience share something from the scene that they liked and a suggestion they would make. Also, use the Performance Rubric to evaluate the scene. D. Have the students write a reflection paragraph of what they learned and experienced in their folders. Assessment: The students group work will be self-evaluated and teacher-evaluated using the Group Work Rubric on an individual basis. A group grade will be given for both the script and the performance using a rubric. The Reflection paragraph can also be used as an evaluation tool. Special Considerations: This lesson assumes that students have a working drama vocabulary, including dialogue, monologue, and objective and the basics of story building including, beginning, middle, end, character, setting, problem. They must have practice improvising the dialogue from a story or text. They should also have extensive experience at working together as a group including the necessary skills of decision-making and compromising in order to cast parts and plan the scene. They must also know how to record their dialogue in a script format. Teaching script formatting can be included in this lesson, but it will require another class time and should be included before the students begin their practicing. 16 You can do this lesson with no background in script writing, but the students must be given enough time to practice their lines and the sequence. They may also want to write down their lines in order to remember them, but do not be concerned that their writing is in script format.
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|31 • Students will be able to articulate their critical looks at professional acting considering voice, costuming, setting and ensemble work. • Finally, students will see that literature serves as a bases for articulating common themes/ concerns or problems in society. Materials/ Equipment Needed: Videos of Broadway shows, paper, pen , TV, space for work/ performance, and evaluation forms for assessment and self evaluation Lesson Procedure: Day 1: Introduce lesson to students explaining the impact or effect of musical theatre. Permit students to select the musical which they will research after Having been divided into groups for this study. Make specific assignments to each group member specifying his/ her Responsibility or focus while watching the video or live performance. Day 2: Begin showing or watching the musical. Each student will perform his special task while watching the show. Day 3: Share the findings and your particular assignment in small group. Group will prepare their presentation for the entire class. Day 4: Small groups will share with the entire class. Day 5: Groups will then select a small segment from the show to present to the class. They will then share why this is a meaningful excerpt. Day 6: Teacher does the formal evaluation that may be written or a visual representation of the musical. Assessment: Each student will create a playbill that represents all aspects of the musical that he or she has studied. Special Considerations: Only serious students who wish to learn more about theatre should undertake this assignment. New York seems so far away, and they only see is the glitter of the stage. An in depth study will clarify the tremendous amount of work which goes into a musical production.


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The aims of the Theatre and Drama courses at Kristin are to enable students to experience and participate in a wide and varied range of theatre activities and develop proficiency in more than one area of theatre technique. Students will become familiar with forms of theatre from their own and different cultures; they will explore different theatre traditions in their historical contexts and develop academic skills appropriate for the study and understanding of theatre. The aim is to enable students to become reflective and critical practitioners and to develop the confidence to explore, to experiment and to work individually and collaboratively on innovative projects, involving challenging established notions of theatre. Students will learn to understand the dynamic, holistic and evolving nature of theatre and the interdependencies of the aspects of this art form.
Detailed information on the Music curriculum is contained in each School's Curriculum Handbook. These can be viewed via the Junior, Middle and Senior School curriculum pages.
Registrations are completed online via our performing arts registration forms.
View our list of current registration forms >>
Individual music lessons are available on a wide range of instruments through our itinerant music programme.
Performance Opportunities
Kristin has many choral and instrumental performance groups, at levels to suit students with limited experience as well as those at an advanced level. Recitals are held several times a year to give musicians an opportunity to perform to a supportive audience.
Kristin Senior Orchestra
For advanced musicians. Baroque, Classical and Romantic repertoire. Entry by application or invitation.
Middle School Orchestra
Open to all students in Year 7-10 keen to develop their ensemble playing skills. Entry by arrangement with conductor.
Kristin Jazz Band
Kristin's senior and competitive jazz ensemble. Entry by application or invitation.
Jazz Combo and Kristin Funk Band
Small groups for jazz musicians wishing to develop their solo and ensemble skills.
An auditioned, competitive female choir for students in Year 9-13.
An auditioned, competitive male choir for students in Year 9-13. Boystrous rehearse 3:30-5pm every Wednesday.
Middle School Choir
Open to all students in Year 7-8 wishing to sing in a choir.
Kristin Chamber Music
Chamber Music ensemble open to students in Year 9 -13.
For all enquiries please email Performing Arts >>

subset: commoncrawl


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Ferraris parading on Venice's Grand Canal
Venice, 23 September – Venice is a spectacular city. Today there was even more to see with a parade along the Grand Canal of around 30 of the most beautiful and famous classic Ferraris.
Exactly, a parade of Ferraris, but with their engines turned off, transported by three special boats from the Lido arriving at the San Marco Square and at the Rialto bridge, admired by tourists and Venetians alike.
The parade was just one stage of a special event dedicated to Ferrari by Italia Classica. The cars taking part arrived from all over the world and included some of the rarest models: the 166 Touring, winner of the Mille Miglia in 1950, the 375 MM, the car F1 World Champion Phil Hill used in his first race for Ferrari, some breathtaking Californias and Daytona Spiders from the 60s and the 250 Zagato and Europa, winners of some of the most prestigious international Concours d'elegance.
The participants, who left Maranello yesterday and will get back there on Sunday to drive on the hills around Modena the test drivers use for their outings, were received at the Casino in Venice for a gala dinner. This morning the cars were presented at the legendary Circuito del Lido, followed by a Concours d'Elegance at the Golf of the Lido. After the parade on the canals the cars will return to Modena via the windy roads of the Euganei hills, passing the Palladio villas, concluding this exclusive event with dinner at Modena's Military Academy.


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|Waldorf, Md.
|High School:
|North Point/Delaware St.
2014 Outdoor: Competed in the 100m dash on his home track at the Big Dawg Invitational… Named to the America East Honor Roll.
2013-14 Indoor: Advanced to the finals for the 200m dash at the 2014 America East Indoor Track and Field Championships, placing sixth in the event… Recorded his top season time of 22.42 during the event prelims… Placed 11th in the 100m dash at the conference championships meet in New York, matching his top season time with a run of 7.06… Also hit that time while winning the 100m dash at the Navy Invitational… Placed second in the 200m dash at the meet in Annapolis.
2013 Outdoor: Took fourth in the 100m dash with a time of 11.12 at the Big Dawg Invitational held at UMBC Stadium on March 30... Named to the America East Honor Roll.
2012-13 Indoor: Competed in the 60m dash at the Bison Opener at Bucknell… After finishing third in the prelims with a time of 7.01, he trimmed his time down to 7.00 in the event finals.
2012 Outdoor: Registered the team's fastest 100m dash time, 10.91, in the prelims of the event at the America East meet... Finished sixth in the event finals with a time of 10.94... Also placed seventh in the 200m dash at the conference championships.
2011-12 Indoor: Ran a season and personal-best 7.02 while finishing 14th in the prelims of the 60m dash at the Gotham Cup... Placed sixth in the short sprint event at the America East Championships with a time of 7.03... Recorded the team's top time in the 200m dash by running a 22.13 in the prelims of the conference meet, a time which ranks tied for ninth all-time in school history... Later placed sixth in the event finals.
2011 Outdoor: Did not compete.
2010-11 Indoor: Helped lead the 4x200m relay team to a second-place finish and time of 1:34.05 at the 10th Annual Gulden Relays… Set a personal best in the 60m dash, 7.15, at the Bison Opener.
Background: Earned All-Conference honors in the long jump, triple jump, and the 4x400-meter relay in 2008-09… Named Most Valuable Player at the Best Buy Invitational… Helped lead North Point to two Maryland State Championships in 2008 and 2009… An honor roll student all throughout high school and was a part of the Dean's List in the Fall of 2009 at Delaware State.
Personal: Son of Robert and Robin Cooper… Majoring in mechanical engineering… Born March 1, 1991.


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All public logs
Combined display of all available logs of HaskellWiki. You can narrow down the view by selecting a log type, the username (case-sensitive), or the affected page (also case-sensitive).
- 13:05, 17 December 2012 Henk-Jan van Tuyl (talk | contribs) automatically marked revision 54993 of page Hac Boston/Talks patrolled


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Website Makeover overview
Professional Web Services Website Makeover is a service exclusively for GoDaddy customers. We give your existing website a new look by applying the latest Website Builder design features. While that happens, your site remains open for business. Once you OK the design, we'll finish creating your new site and swap it into your Website Builder product. After you approve the site to be published, it will replace your old site.
As a Website Makeover customer, you will receive an expert consultation to choose the appropriate theme, layout and color options for your site makeover. We're doing our part to help you update your outdated sites and stores get a fresh, mobile-ready site to improve your overall online presence.
Website Makeover offers:
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- Adding forms or navigation fields, adding a blog, etc.
Note: If you are in need of a new site design or feature updates, you may be interested in a new Professional Web Services Site or Store Design Service, rather than a makeover.


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Company Information: Security & Privacy
Do you have a security guarantee?
Absolutely. We take your business seriously and will use every precaution necessary to ensure that your shopping experience is safe and exciting! We use McAfee Secure to keep your private information and credit card information as secure as possible.
What is Spirit Halloween's privacy policy?
This policy covers how Spirit Halloween Superstores LLC ("Spirit") treats personal information that Spirit collects and receives, including information related to your past use of Spirit products and services. Personal information is information about you that is personally identifiable like your name, address, email address, or phone number, and that is not otherwise publicly available. This policy does not apply to the practices of companies that Spirit does not own or control, or to people that Spirit does not employ or manage.
Information Collection and Use
- Minor's Right To Remove Content: If you are under 18 and a registered user of our site, you may ask us to remove content or information that you have posted to our site by writing to us at Spencer's Online, 6826 Black Horse Pike, Egg Harbor Township, NJ 08234 or by email to email@example.com. Please note that your request does not ensure complete or comprehensive removal of the content or information, as, for example, some of your content may have been reposted by another user.
- Spirit collects personal information when you register with Spirit and when you enter promotions and sweepstakes. Spirit may combine information about you that we have with information we obtain from business partners or other companies.
• When you register for Spirit's website, mailing lists, or promotions and contests; we ask for information such as your name, email address, birth date, gender, ZIP code, occupation, industry, and personal interests. When you register with Spirit and sign in to our services, you are not anonymous to us.
- Spirit collects information about your transactions with us and with some of our business partners, including information about your use of financial products and services that we offer.
- Spirit uses information for the following general purposes: to customize the advertising and content you see, fulfill your requests for products and services, improve our services, contact you, conduct research, and provide anonymous reporting for internal and external clients.
- Spirit has arranged with PowerReviews, Inc. (d/b/a Buzzillions) ("PowerReviews") to facilitate the collection of customer product reviews on products sold by Spirit. When you submit a product review to Spirit, you are also subject to PowerReviews' terms of use and privacy policies (see http://www.buzzillions.com/public/legal/privacy_policy_en_US.html). Accordingly, you should review those policies prior to submitting a review. Also, reviews you submit may be posted on both http://www.buzzillions.com/ and our site.
- Because we use your personal information that we collect to conduct our business, our websites do not respond to "Do Not Track" requests, or other similar mechanisms.
- To opt-out of promotional e-mails from Spirit, click the unsubscribe link at the bottom of your e-mail or contact us here:
Spencer's Online, 6826 Black Horse Pike, Egg Harbor Township, NJ 08234
866-586-0155; email@example.com
- Please allow up to 10 business days for your request to be processed.
- On the sites specifically designed for children, Spirit requires children to consult with their parents before furnishing data. However, Spirit believes that parents should supervise their children's online activities and consider using parental control tools available from online services and software manufacturers that may help provide a child-friendly online environment. These tools may also prevent children from disclosing online their name, address, and other personal information without parental permission. Personal information about or obtained from a child will not be used for commercial or trade purposes without the prior written consent of a parent or legal guardian of the child.
Information Sharing and Disclosure
Spirit Halloween and third-party use of "cookies."
- Spirithalloween.com Cookies: When you use Spirithalloween.com we will store cookies on your computer in order to facilitate and customize your use of our site. A cookie is a small data text file, which a Web site stores on your computer's hard drive (if your Web browser permits) that can later be retrieved to identify you to Spirithalloween.com. These cookies store randomly assigned user identification numbers and the country where you are located. Our cookies make your use of the site easier, allow you to retrieve an earlier shopping cart, make the site run more smoothly, and help us to maintain a secure site.
- Ad Server Cookies: Spirit may use an outside ad serving company or content server to display banner advertisements and other information on our site and other sites or to serve promotional emails or personalized on-line ads. These companies place a separate cookie on your computer. Except for the company that serves our promotional emails and the company that serves personalized on-line ads, we do not provide third-party ad servers with any of your Personally Identifiable Information. Spirithalloween.com and its third party ad servers do collect and use Non-Personally Identifiable Information about you, such as your IP address, browser type, the URLs you visited from, referring site's domain types, operating system, your computer's server location, the pages of our site and products that guests viewed during their visit, where an ad was placed on a specific web site page, the time and date particular ads were served, the area code and zip code associated with your server and whether you responded to a particular ad, and a receipt identifier.
- Personalized On-line Ad Serving: We may provide the company that serves our personalized on-line ads with your first name and/or with a product group/category (chosen based on your personal preferences and/or prior purchase history), which are used to serve you the most relevant personalized on-line ad. The unique identifier included within the cookie placed tells the ad serving company to show you a personalized on-line ad on participating web sites within the network. The personally identifying information is not disclosed to the participating web sites.
- Spirit does not rent, sell, or share personal information about you with other people or non-affiliated companies except to provide products or services you've requested, when we have your permission, or under the following circumstances:
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- We have a parent's permission to share the information if the user is a child under age 13. Parents have the option of allowing Spirit to collect and use their child's information without consenting to Spirit sharing of this information with people and companies who may use this information for their own purposes.
- We respond to subpoenas, court orders, or legal process, or to establish or exercise our legal rights or defend against legal claims.
- We believe it is necessary to share information in order to investigate, prevent, or take action regarding illegal activities, suspected fraud, situations involving potential threats to the physical safety of any person, violations of Spirit terms of use, or as otherwise required by law.
- We transfer information about you if Spirit is acquired by or merged with another company. In this event, Spirit will notify you before information about you is transferred and becomes subject to a different privacy policy.
If you provide us with your postal address, you may receive mailings from us with information on new products and services. If you do not wish to receive these mailings, please contact us and we will remove you from our mailing list. If you have placed an order with our company, we may share your mailing address information with other reputable companies and you may receive mailings and other offers from those companies for products or services we believe will be of interest. If you prefer not to receive these mailings, please contact us and we will be sure your name is removed from the list we share with other carefully selected organizations.
Confidentiality and Security
- We limit access to personal information about you to employees who we believe reasonably need to come into contact with that information to provide products or services to you or in order to do their jobs.
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Spirit's Promo Alerts HELP:
Spirit's customers may opt-in to receive promotional alerts. Spirit's customers have several options for opt-in that include online, Point-of-sale or via keyword from their mobile device. This page is intended to assist Spirit's customers with any mobile questions.
Q: How do I opt-out of Spirit's Promo Alerts?
A: For all Mobile campaigns, you can text SPIRIT CANCEL to 77039 and you will be opted out of all future messages. Standard carrier rates apply. Please note: these words are not case sensitive.
Q: Is there another way I can opt-out of Spirit's Promo Alerts?
A: If you prefer to opt-out via phone or email, contact www.spirithalloween.com at 866-586-0155, at firstname.lastname@example.com or by mail at:
Spencer Gifts, LLC
6826 Black Horse Pike
Egg Harbor Township, NJ 08234
Q: I'd like to join Spirit's Promo Alerts! Where can I sign up?
A: Text SPIRIT JOIN to 77039
- Create or edit your account with spirithalloween.com by visiting https://checkout.spirithalloween.com/Pages/PreferenceCenter/PreferenceCenter.aspx
- Enter your mobile number under My Information in addition to all other required fields
- Click the Submit button at the bottom of the page
Q: Does Spirit's Promo Alerts work with most wireless carriers?
A: Spirit's Promo Alerts is compatible with all major wireless carriers, including:
- Verizon Wireless (not mobile downloads)
- Sprint/Nextel
- T-Mobile®
- Alltel
- U.S. Cellular®
- Many other smaller/regional carriers in the USA
If you require clarification of any rules, regulations or procedures relating to your privacy, your rights and the operation of this or any other www.spirithalloween.com campaign, please read our Privacy Policy or contact Customer Service.
Changes to this Privacy Policy
Spirit may update this policy. We will notify you about significant changes in the way we treat personal information by sending a notice to your email address.
Related Links:
• About Spirit
• The Spirit Advantage
• Terms of Use
• CA Transparency Act


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Pastoral seminar at Halki Theological School
On Monday, March 4, 2013, a three-day seminar entitled "The Second Period of the Ecumenical Synod" was held at the Theological School of Halki with the participation of approximately 60 clergymen from the Pastoral Education Foundation of the Archdiocese of Athens as well as several participants from Messinia (Greece), Germany and Belgium. Among the speakers were His All-Holiness and Metropolitan Elpidophoros of Bursa, as well as esteemed faculty from theological schools of the Universities in Athens and Thessalonika. Othegvr guests of honor included the President of the EU's Interparliamentary Assembly on Orthodoxy, Mr. Sergei Popov, who is also an MP of the Russian Douma. Metropolitan Iakovos of the Princes Islands also hosted a reception for the participants.
Source: Ecumenical Patriarchate


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MEADVILLE, Pa. – On a beautiful fall afternoon, Allegheny pieced together its most dominating performance of the season on both sides of the ball en route to a 44-14 victory over Hiram at Frank B. Fuhrer Field. Led by another strong effort from senior quarterback Jordan Fowler, the Gators totaled a season-high 473 yards of total offense while limiting the Terriers to just 167 yards.
Two long plays from Fowler to senior wideout Matt Griffith triggered a 14-0 lead for Allegheny (5-4, 3-2 NCAC) just four minutes into the action. On the first play from scrimmage, Fowler connected with Griffith on a 37-yard reception. The Gators scored on the next play on a five-yard run by Brian Tamburlin.
After forcing a quick three-and-out, the Gators covered 75 yards on two plays en route to doubling their advantage. Freshman Derrick Emigh, who finished with 112 yards of total offense, hauled in a 13-yard reception on the first play of the drive, while Fowler and Griffith linked up on a pitch-and-catch that covered 62 yards for the team's second score in as many chances.
The offense continued to run on all cylinders through the first 15 minutes. On its third possession, the Blue and Gold covered 60 yards on 10 plays, which ended when Fowler delivered a nice pass on a fade to Sean Griffin in the corner of the end zone from six yards out. Ben Perko, who closed the day with a career-high 96 yards on the ground, fueled the drive while Fowler finished 4-for-4 through the air.
Ahead 21-0 after the first quarter, the Gators were unable to add points to the board on their fourth series as senior Ryan Zipf's field goal attempt from 38 yards sailed wide left early in the second. Zipf would later connect on three consecutive field goal tries, including one from 43 yards. His last kick, which capped the Allegheny scoring late in the fourth resulted in a team record 13th field goal of the season. The senior placekicker from Cranberry Township, Pa., is 6-of-7 on field goal attempts in the last two weeks and ranks among the national leaders in field goals made.
Although the Allegheny attack was briefly stymied, the Gators extended the lead to 28-0 on their next possession. A 25-yard pass from Fowler to tight end Max Kauert highlighted the drive while Griffith hauled in his second score of the day from four yards out. Griffith finished the day with five catches for a career-best 116 yards. He broke the 100-yard receiving mark for the second time in three weeks and has six touchdown receptions in the last four games.
Fowler created some damage with his legs midway through the third quarter. On a first down from midfield, Fowler escaped the rush and raced 40 yards to the Hiram 10-yard line. Two rushing attempts by Tamburlin was all it would take for the Gators to add their final touchdown of the day while moving in front, 35-7.
Fowler looked strong as he finished the afternoon 17-of-25 for 234 yards and three touchdowns. Griffith was his top target while Kauert had three grabs for 65 yards. Perko paced a ground attack that totaled a season-high 239 yards. Fowler added 46 yards on three carries while Tamburlin tacked on 45 yards and a pair of touchdowns.
In addition to an outstanding offensive performance, a strong defensive stand helped propel the Gators to their 10th straight win against the Terriers (1-8, 1-4). Allegheny held Hiram to 94 yards passing, the first time the team has held an opponent under 100 yards since September 26, 2009. John Douglas had five tackles, including four for loss. Colin Hartford paced the secondary with three pass break-ups, while Travis Wilkins recorded his second interception of the season early in the fourth quarter.
Another impressive effort by Allegheny's special teams completed a thorough league victory. While the coverage unit looked strong, Emigh totaled 86 yards on four punt returns, the highest total since Nick Jones topped 100 on October 22, 2005.


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The artwork on this note card was created by 5768 WRJ Art Calendar artist Césan d'Ornellas Levine.
Search URJ.org and the other Reform websites:
Search URJ.org and the other Reform websites:
Contact: Sean Thibault or Deborah Goldberg
(202) 387-2800 | firstname.lastname@example.com
Hineinu: Building Jewish Community for People of All Abilities: rac.org/hineinu
In an historic collaboration, the Conservative, Orthodox, Reconstructionist and Reform Jewish Movements have come together to form Hineinu, an innovative collaboration of the disability professionals from each stream sharing resources, support and direction in order to increase disability Inclusion in our synagogues for people of all abilities. The core pillars of the first year of the Hineinuinitiative will highlight and share the best practices that are already occurring in many communities with those who are ready to do more by:
Every Jew has a right to practice their Judaism in the community of their choosing and we, as Jews, have a responsibility to ensure that this is both possible and practical. The four movements come together in affirmation that Inclusion is a Jewish value. Isaiah 56:5 teaches "For my house shall be a house of prayer for all people."
Rabbi Lynne Landsberg, the Senior Adviser on Disability Issues for the Religious Action Center of Reform Judaism, said:
"In Berachot (34b), the Talmud teaches that a synagogue must be built with windows in the sanctuary. I believe this is so we can see who is outside and unable to join us. As Jews, we have to maintain 'mental windows' everywhere so that we can recognize all people, including people with disabilities, as people first. We must look beyond the disability‹beyond the 'container' ‹and see the person within, the person with often unacknowledged, and therefore, untapped potential."
Dr. Jeffrey Lichtman, the International Director of Yachad/National Jewish Council for Disabilities, an agency of the Orthodox Union that has been on the cutting edge of disability Inclusion in the broad Jewish community for the last 30 years, said:
"The Jewish people have long been in the vanguard of moving the human race forward. Indeed, we each carry within us a spark of the Divine. We must now ignite that spark as we work B'Yachad(together) to actively welcome, respect, and appreciate that divine spark within our fellow community members and/or children who have disabilities. We are focused on attitudinal changes that will bring about practical changes of acceptance and welcome within the entire Jewish community. We take great pride in what we have achieved to date; in the awareness that we have fostered, and the Inclusion that we have created. Yet there remains much still to do and Yachad and the OU joins with our Hineinu partners to include everyone, to value everyone, to welcome everyone, because absolutely everyone belongs."
Rabbi Richard Hirsh, Executive Director of the Reconstructionist Rabbinical Association, said:
"The Jewish community has often approached the issue of accessibility and inclusion as though it were a problem of accommodation, when in fact it is a challenge of transformation that confronts us..We need to become aware of how easily we take for granted simple issues of access‹and how quickly, in many cases, we can remedy our deficiencies in being welcoming, rather than putting the burden on the individual to make a request. All of us are created 'in the divine image,' and all of us should be able 'to stand in Gods holy place.'"
Rabbi Paul Drazen, Director of Special Projects of the United Synagogue of Conservative Judaism, said:
"There is no limit to the work we must do to assure that our communities, our kehillot, are inviting and welcoming to all. The rabbis teach in the Jerusalem Talmud: 'Rabbi Yohanan said: Each of the forty days Moshe was on Mount Sinai, God taught him the entire Torah. Each night Moshe forgot what he had learned.' Yet, God never dismissed Moshe. Instead God assured Moshe would have a place in history, even with difficulties he might face. Creating inclusive community, open in all ways, physically and spiritually, to all is a significant way of our emulating God's holiness."
Search URJ.org and the other Reform websites:
The artwork on this note card was created by 5768 WRJ Art Calendar artist Césan d'Ornellas Levine.
Show your WRJ pride with this zippered canvas bag. Features the phrase "Well-behaved women rarely make history" and the WRJ logo.
$18 $15