UMS Celebrating University-Model Schools and Families ®
l a n r u o J
2013 • Issue 2
How to Make Your
HOMEWORK AREA
More Effective
Classical Education. Biblical Foundation.
F RE E
Challenging Minds and Strengthening Faith. You can be assured that a solid biblical foundation and strong evangelistic zeal will be reinforced in every class, every day. Our Bachelor of Arts in humanities provides intensive instruction in the Bible as well as the history of Western ideas.
AVAILABLE Learn more swbts.edu/freat e
For more information or to apply online: call 1.800.SWBTS.01
or visit swbts.edu/college
COURSE
Editorial Advisory Board Barbara Nicholson Freeman, M.Ed. Executive Director National Association of University-Model® Schools Arlington, Texas www.naums.net
2013 • Issue 2 Andrea Howey Director of Events & Marketing National Association of University-Model® Schools Arlington, Texas www.naums.net
Barbara Van Wart NAUMS Board of Directors National Association of University-Model® Schools Arlington, Texas www.naums.net
Bob Cree Administrator Community Christian School Westfield, Massachusetts www.ccsfamily.org
Audra May Executive Director Legacy Preparatory Christian Academy The Woodlands, Texas www.legacypca.org
Terri Turley Administrator Oaktree Academy Virginia Beach, Virginia www.oaktreeacademy.org
Tammy McIlvoy Administrator Logos Preparatory Academy Sugar Land, Texas www.logosprep.com
VOLUME IV
HJP
Published bimonthly by
Hudson Jones Publications, LLC Houston, Texas • Tulsa, Oklahoma 281-602-5400
DIRECTOR OF ADVERTISING Jo Anne Hudson jhudson@umsjournal.com EDITOR Daron Jones djones@umsjournal.com ADVERTISING SALES Dolores Ridout dridout@umsjournal.com Entire contents ©2013, all rights reserved. Reproduction in whole or part, without written permission of Hudson Jones Publications, LLC, is prohibited. The publisher accepts no responsibility for content of any advertisements solicited or printed herein, including any liability arising out of any claims for infringement of any intellectual property rights, patents, trademarks, trade dress and/or copyrights; nor any liability for the text, misrepresentations, false or misleading statements, illustrations, such being the sole responsibility of the advertisers. All advertisers agree to defend, indemnify and hold the publisher harmless from all claims or suits regarding any advertisements. Due to printing and ink variances, the publisher does not guarantee exact color matching. Opinions expressed by writers are not necessarily those of the publisher or staff. Readers’ views are solicited. Publisher reserves the right to publish, in whole or in part, any materials or correspondence received from outside parties. Publisher assumes no responsibility for unsolicited material.
SUBSCRIPTIONS ARE FREE IN THE USA
Email your contact information to djones@umsjournal.com. Subscriptions outside the USA are $50 per year. Periodical postage paid in Houston, Texas.
POSTMASTER SEND ADDRESS CHANGES TO: UMS JOURNAL: Circulation Manager
27270 Jimmy Ln • Conroe, TX 77385
www.umsjournal.com @umsjournal
@umsjournal
2013 • Issue 2 2013
3
11
Emphasizing Core Values NAUMS Enters a New Stage of Development
Student Corner Exciting works of art from Wylie Prep
By Barbara Freeman, M.Ed., NUAMS Executive Director
12
Kamrath’s Book Emphasizes Historical American Ethic Exclusive Interview with Author Angela Kamrath
15
How to Make Your Homework Area More Effective
5
By Coram Deo Academy Parent, Kim Crawford
School Profile Veritas Classical Christian Academy Q&A with Administrator Lori Bova, Hobbs, NM
17
Parable of the “Modern-Day” Talents By David Guerra, Senior, King’s Academy Christian School
18
7
Waxahachie Preparatory Academy Expands Facilities and Programs
Of Eye Patches and Other Pirate Matters
9
19
By Chandlyr Mickan, Soph., Legacy Prep (The Woodlands, TX)
I’m Talking, But is My Child Listening? By Jan Bedell, M.Ed., M.ND, AKA “The Brain Coach” Little Giant Steps 2
Painting Upside Down Teaching Early Childhood Art By Teresa K. Pecinovsky
www.umsjournal.com
2013 • Issue 2
Emphasizing Core Values
a word from the executive director
NAUMS Enters a New Stage of Development A
Barbara Freeman, M.Ed. Executive Director National Association of University-Model® Schools www.naums.net
2013 • Issue 2
s announced at the National Conference in July, a repositioning initiative has been put into motion that will catapult the University-Model School into a new stage of development and expansion. The first international UMS in China served as the catalyst that led to the realization that God was blessing the ministry beyond the borders of the United States. Just as the nation’s first University-Model School got its start through founding parents of Grace Preparatory Academy of Arlington, Texas, the Boen Bilingual School in China got its start through a parent and former school administrator of Grace Prep. It was the friendship between Elaine Chapman and Pauline Robinson, a missionary in China, that led to the NAUMS’ first international school. Attendees of the 2012 NAUMS National Conference celebrated this momentous event, as well as the tenth anniversary of NAUMS! This year, 2013, we celebrate the twentieth anniversary of Grace Prep! But this is not the end of the excitement—there is much more to come! Following the China school announcement, the NAUMS’ leadership called together a number of UMS administrators who met in February of 2013, leading to a significant prayer meeting at the NAUMS office in March which ultimately resulted in the repositioning initiative. But where do we go from here? For starters, the Board of Directors has already made the following decisions: 1) The NAUMS’ mission will be expanded: “Building Dynamic University-Model School Communities Worldwide” 2) A Seventh Core Value will be added: Pursue Christ-centered community 3) Trips to member schools for the purpose of strengthening the connectivity and relationship between NAUMS and its schools will be implemented this school year 4) Greater support to schools through expanded staff, webinars, live streaming, and administrative mentors will strengthen member benefits 5) New sources of revenue to support NAUMS will be pursued by the Board of Directors As we continue the UMS Journey with you, we ask for your prayers as we endeavor to seek God’s highest and best for His ministry! We invite you to refresh your memory and renew your commitment to the University-Model School movement by reading the revised Core Values that are an integral part of who we are. The Seven Core Values of NAUMS When members of an organization look at themselves, what do they see? How they envision their own identity will significantly influence the way
they define their priority tasks and desired results. For instance, if we only saw ourselves as an incorporation of Christian schools, it logically follows that our priority tasks would be to help our schools design, align, and oversee curriculum processes that are both academically and biblically sound. Our desired results through these schools would be to produce dedicated believers in Christ who are also scholarly. To exhaust every effort in the living out of this purpose would be wholly laudable, but we see NAUMS as more than just a body of Christian schools. If we saw NAUMS as a network of Christian ministries delivered through University-Model® Schools, then our priority tasks would go beyond the curricula into helping every UMS to structure, staff, supervise, and continuously strengthen Christcentered services to families that are provided in the context of strong academic programs. Our desired results would then be to produce dedicated believers in Christ who are not only scholarly but also servant leaders whose lives had been impacted by the ministries. Again, this goal of our instruction would be entirely worthy and completely consistent with biblical values, but we at NAUMS see even more than just a network of school ministries. Taken as a whole, the NAUMS Seven Core Values outlined below reflect our self-understanding that we are more than a group of Christian schools and more than a network of Christian ministries through schools. NAUMS is a community of Christ-followers, called together by God’s grace to go anywhere in the world to make young disciples by partnering with Christian parents in a way that is simply not possible in the overwhelming majority of Christian schools. We impart the vision, values, standards, systems, and organizational structures of the specific model of kingdom education called the University-Model® School. Integral in this calling is each participant’s need and assignment to be personally accountable to and in meaningful fellowship with his or her local congregation. As a community of Christ-followers united in the purpose of partnering with parents in the making of disciples, our priority task – over and above the allimportant curriculum processes and family ministries – is to lead every University-Model® School community to (1) recognize the Lord’s promised presence and transforming power at work in their midst and (2) respond in faith to His initiative and leadership. The reason is simple: apart from Him, disciples cannot be made! Our desired results are to produce dedicated believers in Christ who are not only scholarly, and
www.umsjournal.com
3
not only servant leaders, but who are also on the journey of becoming makers of disciples themselves – disciples of Jesus Christ who have personally experienced His presence and power and want the world to experience Him, too! With this self-understanding in sight, we present the NAUMS Seven Core Values.
and depend in faith upon Christ’s transforming power to move in the lives of students and cause disciples to be made among all peoples of the world. This life-style discipline of seeking Him first – His presence and His power, His love and His light – in all things cannot be overemphasized.
1. Love and Glorify God In all that we do, we aspire to love and glorify God as He is revealed in the Holy Bible. “Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment” (Matt. 22:37-38). “And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through Him” (Col. 3:17). “So whether you eat or drink or whatever you do, do it all for the glory of God” (1 Cor. 10:31). The Holy Bible is our standard of truth and final authority for faith and practice in all matters relating to this community of Christfollowers. Our chief aim is to love and glorify God in everything. (1 Tim. 1:5)
4. Affirm, Encourage, and Equip Parents We aspire to affirm, encourage, and equip parents in their God-given roles, opportunities and responsibilities. We are moved by the axiomatic significance of the Lord’s instructions that immediately follow the original statement of the greatest commandment in Deuteronomy 6:5 (quoted by Jesus in Matthew 22:37-39). There, God pronounces His “Plan A” strategy for the impartation of His love and truth from generation to generation. In verses 6 and 7, He directs His people, parents in particular, to live out His commandments in their own hearts and then teach them diligently to their children when they sit at home, walk on the road (commute), lie down (bedtime) and rise up (breakfast). Clearly, parents are primary in God’s grand strategy, but they are not to be solitary. In meaningful relationship with the faith community, they are His single most effective agents for spreading the Gospel to children and for making disciples of young believers. The vast majority of Christians come to saving faith in Christ when they are children, under the influence of their parents. The successful impartation of parental faith and values is best facilitated when actively involved parents take the time, seize the opportunity, and employ the tools needed for developing godly, close, loving, and nurturing relationships with their children. Strong parent-child relationships are paramount in the Father’s design for the discipleship of youth. The NAUMS community of Christ-followers aspires to provide an educational model that provides more time for those relationships to flourish. Whether the issue is to instill positive traits (e.g. respect for authority, personal integrity, honesty, dependability, loyalty, and commitment) or to avoid negative consequences (e.g. teenage suicide, substance abuse, adolescent violence, and sexual promiscuity) parents are to stand in their proper place on the front line of the battle to model and then build close Christ-centered relationships. When the influence God designs for parents is supplanted by others or broken, the cost is too often measured in lost souls. The positive involvement and influence of parents in their children’s lives command our utmost attention and priority because the relative percentage of children who come to faith later as adults is so small, and the consequences of a negative, neglected childhood are so great.
2. Help Make Disciples Through all that we do, we aspire to help fulfill Christ’s Great Commission given in Matthew 28:18-20. In verse 19, Jesus gives His primary imperative to make disciples as his followers go, baptize, and teach. Clearly, this command is given first to churches; therefore, integral in the calling to make disciples is every participant’s need and assignment to be personally accountable to and in meaningful fellowship with a local congregation. The NAUMS educational community of Christ-followers exists to encourage men, women, boys and girls, in meaningful fellowship with their local churches, to be personal disciplined followers and public character witnesses of the Lord Jesus Christ everywhere they go. NAUMS then goes into the world to help make disciples, not as a church, but as weekday partners with Christian parents through UMS kingdom education processes. 3. Pursue Christ-Centered Community Jesus framed His Great Commission commandment (Matthew 28:19) between two critically important pillars of truth, which serve as our basis for and assurance of success. First, in verse 18, he declares His absolute power, that all authority in heaven and earth has been given to Him (v.18). Second, in verse 20, He promises His abiding presence as we obey His command. He says, “I will be with you always.” Apart from the active presence and transforming power of Christ in the midst of His people, disciples cannot be made; therefore, we aspire to lead every UMS community of Christ-followers to make and take the time they need, within the context of everything else they do, to recognize Christ’s presence in their midst and to humble themselves, ask, seek, knock, 4
5. Educate with Excellence We aspire to lead every UMS community to educate with excellence in a Christ-centered www.umsjournal.com
environment. “Whatever you do, work at it with all your heart, as working for the Lord, not for men, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving” (Col. 3:23-24). Children, like their Lord, are to keep “increasing in wisdom and stature, and in favor with God and man” (Luke 2:52). Likewise, “Blessed is the man who finds wisdom, the man who gains understanding” (Proverbs 3:13). Also, “Instruct a wise man and he will be wiser still; instruct a righteous man and he will add to his learning (Proverbs 9:9). If we are to teach and instruct students “as working for the Lord,” the standard of our performance can be nothing less than excellence. 6. Integrate Home and School We aspire to lead every UMS community to integrate the home and school in ageappropriate ways throughout the curriculum and student activities. NAUMS exists to develop, equip, certify, and support University-Model® Schools that, by their very design, assist parents with the modern-day difficulties of preparing their children for college while at the same time recognizing the parents’ unique role in communicating faith and values. For parents to succeed in their all-important task of discipleship, it is essential for families to experience meaningful time together. Traditional school systems, by their very structure, tend to rob parents and students of this most precious commodity. UMS gives time and access back to parents in exchange for their commitment to be academically and relationally involved with their students at home in the satellite classrooms, according to the college-preparatory, curriculum design. Such involvement, when lovingly and joyfully administered, leads to greater opportunity for parents to succeed in teaching the most important subjects – faith, hope, and love. This good-faith partnership between parents and teachers makes home and school integration for a family-strengthening, quality education both possible and practical. 7. Go Into All the World God’s blessings are for the glory of His name and the enrichment of our world. If an educational paradigm, such as UniversityModel® School, can successfully demonstrate a high quality, college-preparatory education provided in a manner that also protects and even enhances the roles of parents in the discipleship of their children, then it is right and proper to do everything possible to communicate that approach with anyone who asks for it anywhere in the world. As this community of Christfollowers experiences God’s blessings, therefore, we aspire to be about the business of sharing those blessings to the ends of the earth. UMS You can contact Barbara via email at bfreeman@naums.net. 2013 • Issue 2
school profile
Veritas Classical Christian Academy Veritas Classical Christian Academy brought the University Model to Hobbs, New Mexico, in the Fall of 2012, with the purpose of making families stronger in Christ.They partner with parents to provide a classical education based on a Biblical worldview. Lori Bova filled us in on how things are going in their second year. 2013 • Issue 2
www.umsjournal.com
In general, what is new with your school for this school year? Last year was the inaugural year for Veritas Classical Christian Academy. So we are excited to be in our second year as a school. How is your Bible curriculum structured? We do not employ a specific Bible curriculum, but integrate Biblical worldview into every subject. We do incorporate many Christian authors into our Leadership classes, as well as Answers in Genesis apologetics resources. Describe your marketing structure - do you have 5
a specific person or persons handling that, or is it a catch-all thing that happens whenever you have time? What outlets do you find are most effective for getting your school’s name out in to your community - local newspapers, magazines.? Our Board President and Administrator handle all of our marketing needs. We utilize the local newspaper, radio, social media, informational meetings (Veritas Previews), and posters in businesses and churches around town. Have you launched athletic programs yet? We have not pursued athletics at this point. As there is demand and adequate student numbers, we will add programs. If you could make all NAUMS schools adopt your one favorite curriculum, what would it be and why? We have implemented a strong college-preparatory curriculum. We use Shurley Grammar, Saxon Math, Worldly Wise, etc. However, in our middle school history, we are using Diana Waring’s curriculum. She does a great job of integrating Biblical worldview. She also incorporates all of the learning styles into the month-long study of each lesson. All types of learners have a chance to thrive in these books. By the end of each chapter, the students have gained a very rich knowledge of the subject matter. Does your school experiment with the new “flipping the classroom” theory? If so, how would you describe your experience so far? We have tried a variety of things to make the in-class time as beneficial as possible. Much of the reading and note-taking is done on the home days, so that the class time can be spent in discussion and with hands-on activities. We have also used technology, such as Skype, to gain access to other specialized teachers that we do not have in our small community. 6
Another eternal struggle for nearly every UMS is location. Briefly trace your school’s location history to where you are today, and what you ultimate goal is. How do you plan to make that goal reality? Do you have advice for other schools who share their buildings with churches, etc.? We have been blessed to rent space from a large neighborhood church in our town. We have a wonderful space and much room to expand. While many of us would desire our own facilities, the option of renting is much more efficient until you have the student base to support the overhead costs. Sometimes we see new families come into UMS thinking it is going to be easy, then leave soon after complaining that it is too hard. How do you and your staff know when you pass the tipping point of “too much work” for your students? Have you dealt with this struggle in the past, or are you now? There is a fine balance for workload. We strive for excellence and mastery in every subject. We keep a constant pulse of parents and students and their ability to keep up. Our teachers are continually evaluating if home assignments add value and enrich the learning experience. If not, they become optional as some students enjoy the extra challenge. Do members of your staff attend the NAUMS conference in the summer? If so, how many of you attend and what do you find beneficial about it? Last year our Board President and one teacher were able to attend. This year we hope to send our entire board and any teachers that are able to go. The most beneficial aspect is the sharing of information from other member schools. Their experience and knowledge is invaluable as we begin our journey as a school. UMS For more, visit www.veritas-academy.com, or contact Lori Bova at info@veritas-academy.com or 575.942.4664.
www.umsjournal.com
2013 • Issue 2
school profile
I Waxahachie Preparatory Academy Expand Facilities And Programs
n January of 2012, Waxahachie Preparatory Academy (WPA) was asked to partner with Heritage Baptist Church. On June 1, we relocated our school to the Heritage campus. Our new location has provided us the opportunity for the expansion of both our academic and athletic programs. WPA has been blessed with an increased enrollment, enjoying many new students and their families. We have completed our first phase of the science lab and will be initiating the second phase soon. We have put into place a technologically advanced infrastructure benefitting our entire school, including the purchase of new computers for our computer lab and for our teachers and staff. WPA now has the use of our own gym on campus and have added our
2013 • Issue 2
www.umsjournal.com
7
sixth sport, swimming, to the Warrior Athletic Program. It now consists of volleyball, cross country, basketball, golf, swimming, and track & field. We have initiated a “Little Warrior” Program for the elementary students to have the opportunity to compete and prepare for our Warrior junior high and high school athletics. As the months have progressed, we have seen how God has had His hand in the details of our move. We are so very thankful for God’s direction and blessing for our school. We look forward to a bright future here and are grateful for those who have supported WPA with their prayer, time and resources to support this movement forward in the life of our school. UMS For more, visit /www.wpacademy.org.
8
www.umsjournal.com
2013 • Issue 2
g But hild Liisntening? C y k M is l a TT m ’ I
But
I’m Talk ing
is
Have you ever talked to your child and he looks right at you but goes off and does something totally different? You might ask yourself: Is this a discipline issue? Do I need to get his hearing checked? What has happened to his character?
ild
Ch
st Li
By Jan Bedell, M Ed, M ND, AKA “The Brain Coach”
y
M
here seems to be an epidemic of children who struggle with following directions, staying on task, distractibility and social immaturity. Parents and educators are scratching their heads, baffled and concerned. These are sweet and otherwise obedient children, but what is the reason for these unacceptable behaviors? The situation begs the question: Why are so many children in America experiencing learning struggles and symptoms associated with labels like ADD, ADHD or dyslexia? Many professionals recommend medication which can help some children “cope” a little better with life’s demands, but is this really the answer? Does medication do anything about the real cause of these symptoms? No, there is a better way! Look for the CAUSE! What if your child had a fever (a symptom of something wrong in the body) and you took him to the doctor who labeled him “fever”? Your expectation was for the doctor to look for the CAUSE of the fever, not put a label on the symptom and send you home! There is an approach that searches for the root cause of symptoms listed above and teaches parents and educators what can be done to make a lasting change in functional ability. It’s called the Neuro-Developmental Approach and it points to poor auditory short term memory, otherwise known as poor auditory sequential processing, as the most prevalent root cause known to date. So what is auditory processing? Auditory processing is the ability to sequentially hold together multiple bits of auditory information. It is a listening skill to take in auditory information and use it in short term memory (which means information coming into the brain and then immediately coming back out). Everyone’s auditory processing ability has a far reaching affect on their lives and functional abilities. It is vital for picking up on social cues, following a conversation, accelerating reading comprehension, following directions, attending, using a phonetic approach to read, and many other skills necessary for success in school and life.
2013 • Issue 2
www.umsjournal.com
g?
in
en
WHY ARE SO MANY INDIVIDUALS STRUGGLING WITH LOW AUDITORY PROCESSING? Many years ago, when our educational system was developed, we were primarily an auditory society; we ate together as families two or three times a day and TALKED. We read as a family in the evenings or LISTENED to radio broadcasts for hours. We developed our auditory processing ability by the practice of listening. Today, our society is primarily visual with TV, computers, movies, 5
electronic games, etc. These all consuming visual activities permeate our lives and leave little time for the truly important practice of listening and developing our auditory abilities. Even though our society is primarily visual, we are still using the educational delivery system that was developed for a primarily auditory society. COMMON SYMPTOMS OF LOW AUDITORY PROCESSING 1. Many children struggle with learning to read using a phonics-based approach. Parents and teachers who are convinced that phonics is the only way to teach reading, are spending countless dollars chasing each new phonics program and are experiencing untold frustrating hours only to find the child is still laboriously sounding out words with more than 3 letters. After struggling for every word the child often has no clue about the meaning of what was just read. Moms often report that even though all the phonograms have been mastered, the child still can’t read. This is from the lack of ability to hold all the auditory pieces together (including the rules) long enough to read and understand the words. So is phonics really a good way to teach reading? ABSOLUTELY YES, if a child can sequentially hold at least 5, preferably 6, pieces of auditory information together, then phonics is probably the best way to teach reading. On the other hand, if processing is low, it can be wearisome at best. To test individuals in your family for auditory processing, go to www.LittleGiantSteps.com and request a free auditory test kit from the side bar of the home page. If you find a child is not functioning high enough to be successful with a phonics approach at this present time, don’t despair. There is hope! To begin with, you will work with the child’s strength, which is visual, by teaching words with a quick flash approach, telling the child what the word says. It is not only OK but advantageous for a child to have a good sight word vocabulary. The truth is we are visual readers (as soon as we know a word, we never sound it out again). Good readers only sound out unfamiliar words, not every word. While you are building the child’s confidence and reading ability through the visual approach, you will also be working to remediate the auditory 10
inefficiency by an intense listening exercise called Digit Spans that is done twice a day for two minutes each time. When your child’s processing becomes strong enough, you can add the phonics back into the schedule and watch your child take off in reading! Now you have achieved the best of both worlds, a strong sight word vocabulary combined with the ability to decode unfamiliar words. 2. Behavior is another area that is greatly influenced by one’s auditory function. For example, if you have a 12 year-old that processes information at a 4-5 level, he is developmentally more like a 4-5 year-old. You will see him as socially immature, interacting better with younger children and even risking punishment by interrupting your conversation so he can say what he is thinking before he forgets. He will be unable to follow multistep directions such as, “Go upstairs, change your clothes, and bring your jacket down with you when you come.” You, the parent, are soon angrily stomping up the stairs to confront an otherwise compliant child who did go upstairs, did change his clothes and then promptly forgot what else he was supposed to do. He simply couldn’t hold all the auditory instructions together long enough to accomplish all the tasks. This is NOT a discipline issue; it is a lack of processing ability. 3. Another prominent symptom of a child with auditory challenges is the inability to accomplish age appropriate responsibilities i.e. having to be reminded everyday for years to take out the trash, brush his teeth or feed the dog. Needing to be redirected in order to stay on task is also a common occurrence for children and teens with low auditory processing ability. WHAT CAN BE DONE? The Brain Coach knows that the ability to learn and function to one’s highest potential is limited to the amount of information that the brain can take in through the five senses. Since the brain is dynamic and ever changing, much can be done to improve the processing ability of any person, at any age! By providing specific stimulation to the brain to increase auditory processing ability, far reaching benefits will result for an individual. After receiving a free auditory test kit www.umsjournal.com
and testing your family (individuals ages four to adult), you will want to get on a regular schedule to stimulate the brain for change. To learn more about this important skill and how to make lasting change, you can view the free webinar, “A Cornerstone of Brain Development,” offered on the Little Giant Steps website (access this and other free webinars from the menu at the bottom of the homepage ****DOES NOT MENTION WEB ADDRESS. HOW DO PEOPLE GET TO THIS?). One activity, mentioned above, that increases auditory processing is the Digit Spans exercise. Investing just four minutes a day can bring great returns in ability. Information about Digit Spans is included in the free kit. In addition to the Digit Spans daily activity, The Brain Coach encourages everyone to read to their children at least one hour a day to develop strong auditory listening skills. When children are not listening to you read, they could be listening to recorded books or stories (without looking at the book). This is a great way to add value to the time spent playing with Legos, coloring or other fine motor activities. Listening to audio stories and books (not music) increases vocabulary, helps reinforce sentence structure, provides opportunity for narration, models good writing structure and improves auditory sequential processing! Audio stories are also a wonderful way to productively occupy pre-school children while you are schooling older siblings. Younger children will then develop good auditory skills. Teaching these children to read can be a breeze! Have you ever talked to your child and he looks right at you and then goes off and obediently follows every instruction that you gave him? If the answer is yes, you might congratulate yourself because you have read to him, talked with him and built his listening skills. Your gift of a language-rich environment has helped him to develop his full potential for exemplary character qualities, a love for learning and good auditory processing skills that will serve him all the days of his life! UMS Jan Bedell, M Ed., The Brain Coach, is a master neurodevelopmentalist and founder of Little Giant Steps. She has experienced education as a public, private and home school teacher but her current passion is to help parents better the lives of their children. Jan’s approach has been life-changing for all those who have applied these brain building principals making life and learning easier. 2013 • Issue 2
student corner
Wylie Preparatory Academy art students painted crosses representing what being a Christian meant to them personally. Their works were hung up in the stairway in the school’s Main Admin Building as an inspiration to all.
2013 • Issue 2
www.umsjournal.com
11
author interview
Kamrath’s Book Emphasizes Historical American Ethic Interview with Angela Kamrath
S
tudies show that Americans today are largely ignorant about the principles and ideas that have shaped our nation. As a result, we have become more fragmented as a nation and unclear and divided about what our nation stands for and where it is headed— or where it should be heading. Without citizens’ learning of America’s positive founding principles and values, the American idea is rapidly weakening. Even fewer Americans understand or agree that the United States is founded on principles largely rooted in Bible-based or Judeo-Christian thought. Some call ours a Christian nation, yet we have no national religion. Others call it a secular society, yet we pledge “one nation under God.” This seeming contradiction is often misundersood and misrepresented. What is the American ethic? Where does it come from? How would we present American ideals to a foreigner? Angela E. Kamrath’s new book, The Miracle of America, is a comprehensive study of America’s philosophical origins or founding ethic and its relation to the Bible. She examines and presents documents, thinkers, and events in history, specific Bible references and scriptures as cited historically, and relevant scholarship. In doing so, the book uncovers and articulates much of our nation’s philosophy, values, and founding principles as they are rooted in Bible-based or Judeo-Christian thought. Ultimately, it shows how the Bible and Judeo-Christian thought are arguably the nation’s most significant foundational root and its enduring source of strength. The Miracle of America is for all citizens, teachers, students, and 12
professionals to whom the American Founders have entrusted our self-governing republic. It is vital that Americans learn, understand, discuss, share, teach, apply, and preserve the American idea—the great principles and values of our country—so that it may endure. This book is for people of all nations who would endeavor to preserve and promote Freedom, Unity, Progress, and Responsibility in America and the world. Kamrath is part of the American Heritage Education Foundation (AHEF), is a non-profit, non-partisan educational organization (501.c.3) dedicated to the understanding and teaching of America’s factual and philosophical heritage to promote constructive citizenship. In the following exclusive interview, she tells us about how her new book came about.
www.umsjournal.com
2013 • Issue 2
When will your book be published and by whom? Where can our readers get a copy? The book will be out in 2014 by Xulon Press. For more information and to order, go to www.miracleofamerica.net. UMS: Obviously penning something like this is a labor of love. What was your impetus or inspiration for writing this book? It started with a family passion, a question, and a faith. A family passion: My stepgrandfather, Dr. Richard J. Gonzalez, and my grandmother, Jeannie Gonzalez, were passionate about America and very concerned about our nation’s future given the lack of education and unbiased, proAmerican texts on America’s heritage in schools. In response, they co-founded AHEF to promote constructive citizenship and the teaching of our heritage. Richard, who came from a very modest, hard-working family in San Antonio, TX, was raised to appreciate the importance of education. At 21, he became the youngest student ever to achieve a Ph.D. at UT Austin and went on to become Chief Economist for Humble Oil (now Exxon Mobil) in Houston. He deeply appreciated the opportunities that
2013 • Issue 2
America provides. He also appreciated the American view of God as the source of our unalienable rights. Richard and Grandma Jean have often talked about how the Declaration mentions a Creator God, and the importance of Christian principles in our country. My family stirred in me a love of country and an awareness of America’s unique idea. A Question: I have often been in discussions with others about the need to return to or to uphold the principles of America. I’ve heard many similar discussions in the public square. I started to ask myself, Do I really know what those principles are? I wasn’t sure that I did. And if I was asking that question, maybe others were asking the same question. I also wondered whether and how the Bible specifically shaped America’s ideals. While I had a general awareness that Christianity is important to Western Civilization, I wanted to know, in a specific way, whether and how the Bible connects with America’s founding ideas. Since I couldn’t find a book that answered all these questions, I set about to find these answers. My aspiration is that Miracle of America helps people
www.umsjournal.com
to understand and articulate America’s founding ethic and its relation to the Bible and Judeo-Christianity. This knowledge is essential, I believe, to perpetuating the American idea among future generations. I also hope that the book increases readers’ patriotism and appreciation for America. It has definitely done this for me. A Faith: One of my strongest inspirations for writing this book has been my Christian faith and love for God. On a very personal level, it has been a labor of love. Faith and love have propelled me throughout this process, in showing to readers—regardless of their beliefs—how the Bible has profoundly affected human history, relates to everyone, and holds inestimable value for society. The process has involved a lot of prayer—seeking the Lord’s wisdom, guidance, strength, and swiftness and giving the endeavor all to Him. My hope is that Miracle of America opens up and sheds light for the reader on the greatest book in human history. Finally, I hope it glorifies God. UMS: What two or three main points do you hope readers take away from your book?
13
The main point or argument of the book is that the Bible is one of the most influential sources of ideas and thought in the foundational history, philosophy, values, and principles of the United States of America. One main idea in the book is that the American idea is based on a God-oriented worldview. More specifically, it is based on a Judeo-Christian worldview. T he Creator God in the Declaration of Independence is the source of our natural, unalienable rights as human beings. Without God in America’s political philosophy, we lose the basis of our freedoms and rights. Another main idea is that freedom— including religious freedom—and equality progressed in early America, in large part, due to the Judeo-Christian values of early Americans and their understanding of the Bible. The early Americans and Founders, even the rationalist ones, highly esteemed the Bible and looked to it for guidance in all aspects of their lives, in building a civil society, in everything they did. Ultimately, they looked to it when they fought for independence and formed a new nation.
I am co-writer and co-editor of AHEF’s teacher/parent resource, America’s Heritage: An Adventure in Liberty. UMS: What is your opinion of UniversityModel education, regarding where it fits in today’s educational paradigm? Education faces many challenges today. Public schools often do not line up with what many parents believe their children should learn. Many parents also want to see better learning outcomes. Parents often seek alternatives. I think it is beneficial
that parents have choices when it comes to learning environments and what they have their children learn. I have always liked the model that colleges and universities practice because it offers a lot of opportunity for student reading, research, and study. For younger students, such a model requires strong parent involvement. I also think that education programs that build and reinforce Christian values and character in students are sorely needed in schools today. The American Founders, I have no doubt, would agree. UMS
UMS: Did you leave much on the cuttingroom floor, or did all your research make it into the book? A lot of my research did not make it into the book. The process of revising and editing seemed like an endless one, and it was sometimes difficult to take out material. My goal was to pull together what I thought was most relevant and most important. UMS: How long did this take you? Were there any unique challenges along the way? The total process took about 5 years. Since the book deals intimately with the teachings of the Bible and religious history, I took careful steps to make sure that it is historically and educationally sound so that it can be taught in schools—even in public schools. The book is for all citizens and families, but it can also be used by high school and higher ed teachers and students in courses and group studies. With its academic rigor, the book still does not shy away from the content of the Bible, its values and moral teachings. It dives right in. That coordination is what I have aimed to accomplish. UMS: Have you authored other titles? 14
www.umsjournal.com
2013 • Issue 2
How to Make Your
HOMEWORK AREA
More Effective
Coram Deo Academy parent, Kim Crawford, shares her experience of setting up the school zone in her home. She hopes you’ll take her tips and find your own special way of incorporating the two distinct functions of school and home into one space for your family.
2013 • Issue 2
O
ur family is in oursixth year at Coram Deo Academy (CDA), and both of my children are in Logic school. When we first embarked on the UMS journey, I thought about hanging a sign on my front door that said, “If you’re here to see our house, set an appointment. If you’re here to see us, come on in!” As much as I tried to create an orderly environment for our home days, the clutter monster remained masterful at devouring huge chunks of our valuable time. So I finally decided to slay the beast and dedicated a space in our home for school. With a minimal investment and lots of borrowed ideas, I created a “school zone” in our playroom. Most of my ideas came from: 1) experienced CDA moms, 2) studying and identifying the different learning styles of my children, 3) my all-time favorite creative website, pinterest.com. Our school zone is a 10 x 10 space that invites messes, cultivates creativity, and establishes a healthy boundary. We have a large, indestructible, height adjustable, activity table and chairs. We also have a wall-mounted, dry-erase, white board. I purchased these items from www.worthingtondirect.com. They have an unbelievable selection of deeply discounted, high quality, classroom furniture and accessories. A big clock (with a seconds hand) hangs above the white board, and an accessory caddie sits in the center of the table for pens, pencils, crayons, paper clips, glue sticks, markers, scissors, etc. We also have In/Out baskets for me to collect and return graded work. The table has taken some serious abuse over the years, yet it wipes clean every time and still looks brand new. We’ve adjusted the height twice as the kids have grown. It now serves as a computer and art table for laptops, tablets, and class projects. A printed hourly schedule and weekly calendar hangs by the white board which helps us manage our time in the same way as the schedule flows at campus. When www.umsjournal.com
15
my children were in Grammar school, we displayed the “CDA Class Rules” too. The rules helped encourage good behavior during school time at home. I converted a small closet in the playroom into a “locker” for backpacks, books, resources, and extra school supplies. Our “School-On-The-Go” bag hangs on a hook in the closet. It contains an extra set of basic supplies when we do homework away from the house. Last but certainly not least, I take full advantage of a blank wall space to display my children’s CDA creations… history time-lines, art, world maps, illustrated memory verses, etc. The children love seeing their work on display and sharing their CDA experiences with visitors. What do we love most about our school zone at home? It serves as a boundary that separates our “school life” from the rest of our house, including the bedrooms. Although my kids love the freedom to complete an assignment while lounging on a sofa, on a bed with a lap desk, at the dining room table, on the trampoline in the backyard, at
the park across the street, or on a card table on the driveway, they make sure that their books and assignments are returned to the school zone and locker 16
when each subject is completed. Have you ever tried relaxing or watching a movie with a Holt text book staring back at you from the coffee table? Or eating a meal at the kitchen table with extra sides of pencils, glue sticks, and scrap paper? If a school zone isn’t your cup of tea or you don’t have extra space in your house, check out https://pinterest.com/ and type some of the following into the search box: Home School Classroom, Home School Organizing, Homework Helpers, and Homework Rewards. Why reinvent the wheel? Borrow posted ideas from super creative moms on Pinterest or better yet, ask other CDA moms to share their inspiring experiences, organizing tips, and website resources. Organization and time management go hand in hand. When we stop and think about it, we learn from the Bible that God loves us, He is watching over us, and He is orderly. I recently read an excerpt from an article that stated, “The work of God is done with order and arrangement, and www.umsjournal.com
He wants things done in an orderly way. His orderliness is seen in the days of creation. He designed His world with boundaries and order. Knowing that God is orderly should motivate us to insist on some order and schedule in our lives. When there is a lack of organization in our daily lives, the result will often be poor stewardship of our time.” My husband and I have lost count of the treasured memories we have created with our children on our CDA home days through the years. We love the CDA Signature Program and deeply appreciate the opportunity to partner with gifted teachers to educate our children in this way. What a privilege and a blessing! While structure and order cultivate a peaceful environment, we still have our fair share of challenging days. Yet we always manage to recover with laughter and love. Maturity, confidence, and independence are a huge help in the Logic years so for parents of Grammar students, hang in there. The journey is totally worth it! For parents of high school students, please share your ideas with those of us moving up. By the way, one thing has not changed. The clutter monster still sneaks into our home on occasion. So if you want to see our house, set an appointment. If you want to see us, come on in! UMS 2013 • Issue 2
Parable of the “Modern-Day” Talents By David Guerra 12th grade King’s Academy Christian School
T
he teachers at King’s Academy Christian School have always provided transportation for the students without hesitation, never placing their vehicle’s well-being before that of messy, hungry, and at times, queasy teenagers. Our grade A teachers, parents, and even students have always piled us into their automobiles, prayed for safe travels, and driven us to a new adventure. All these things were about to change. On Monday, November 5, during chapel, Mr. Cargill, the KACS administrator, announced that there would be an opportunity to use our God-given talents to help our school acquire a KACS motor vehicle. It all started with the discussion of transportation during the board meeting on a Wednesday afternoon. The school had faced this problem for quite some time, and because the KACS vehicle of transportation had became very unreliable it was obvious that something had to be done. The school was in desperate need of a vehicle that could transport the drama class to churches for rehearsals, the football team that could barely squeeze into one mini van, the drill team, the volleyball team, etc. All the different KACS teams were in need of a school vehicle, but KACS has a tight budget. So the question was how to obtain a reliable, full-size, gas efficient, good looking auto? Cheryl Murtha, who is part of the board, came up with a suitable idea that not only could raise enough money to obtain a bus, but also get every single student from KACS to participate. She proposed the idea of talents (based on the Parable of the Talents in Matthew) to the board of administration. Every student would be given five dollars and either they could multiply it by using their talents to help raise money or just return it. The students who participated and made a certain amount were given prizes such as a pizza party, a prepaid lunch with a limo ride, or a pass to go zip lining. The fundraiser ended on December 10, with Jonathan Baggs winning first place. He raised approximately $1,850 thanks to corporate sponsors Cavenders, Texoma, PR Scates, and even some of his own money. He
2013 • Issue 2
prepared a presentation on what and where the money would be used and delivered it to the corporations. Sisters Cassie and Haley Burchfield won second and third place by raising $481. On January 16 all three appeared on Fox News 51 at 8:15 a.m. with Mr. Cargill. They discussed their involvement in the fundraiser and how other schools can do the same. “Any school can do this type of fundraiser for their school, it’s all about getting the students involved,” said Mr.Cargill. They were also featured later that day at 11:40 a.m. on KETK news. The lower campus students helped by selling homemade Christmas decorations, ornaments, and baked goods. This venture started with giving the students $5 dollars which added up to a total of $600. This proved that all ages can help raise money for a good cause. With their help, both lower and upper campuses raised $9,000, quite impressive for a fundraiser that only lasted 36 days. In addition, thanks to an anonymous KACS parent who donated $5,000 for our transportation fundraiser, the grand total equalled $14,000! This type of fundraiser not only impacted KACS financially, but also helped exercise students’ creativity which is given to us by the number one Creator, Jesus Christ. KACS students give acknowledgment to the One who gives us all the ideas and how to assist our Christ-centered school. Now that KACS has the sufficient funds to purchase the vehicle, the board members are more concerned about what kind of bus they should look for, rather than how to afford it. It was all thanks to the willing hearts of students, parents, and teachers alike. “For God loves a cheerful giver.” (2 Cor 9:7) UMS
www.umsjournal.com
17
Of Eye Patches and Other Pirate Matters By Chandlyr Mickan 10th Grade Legacy Preparatory Christian Academy
D
Grace Prep Celebrates Tenth Anniversary Grace Prep School in Stafford, Texas, is celebrating 10 years of ministry this school year. Having begun with grades 7-10 in 2004, Grace Prep has grown to become an accredited K-12 school program with 120 students. Serving in a highly transient, military and government community outside of Washington, D.C., Grace Prep has weathered many challenges. The school enjoys a steady commitment from faculty members and firm support of its parent base. May God continue to bless this ministry as we serve many future leaders of our country and community!
Grace Prep Secondary Students on Retreat
Secondary students, faculty and administrators enjoyed a break from school and a spiritual shot in the arm on October 17th during an all-school retreat at campground about an hour away. The goal of the retreat was the strengthening of relationships, and especially a call to a deeper walk with God. This year’s theme was “I Am Second” from the national movement of the same name. Student Government leaders and two teachers shared their personal testimonies in a question and answer format. Students were organized into four houses which they named The House of Valor, The House of Courage, The House of Faith, and the House of Bravery. The house groups broke into smaller “ocho” groups to respond to the spiritual talks. The house groups also competed in games and earned points throughout the day. The winners enjoyed a “dress-down day” (no uniforms) the next week. The event was so successful that school leaders plan to make it an annual tradition. UMS
(Above) Grace Prep Student Government leaders served dinner to over 250 guests as part of the anniversary celebration. (Above right): Parents prayed over the handprints of their children. (Right) Elementary children provided joyful entertainment through several well-prepared songs. Pictured is first grader, Jillian Pelt. (Top of page) The entire secondary school and faculty of on retreat. 18
www.umsjournal.com
on’t lie; at one point in your life, all you ever wanted to aspire to was becoming a sea-fearing pirate. We’ve all been there (and if you could keep a secret, I’d tell you that I still am). It has been everyone’s dream to walk across a large ship with a battle going on everywhere around you in slow motion, in-tune to the theme song from Pirates of the Caribbean, which can be heard playing loudly in the background. Oh, and I almost forgot to mention the best part: the eye patch. It’s what pirates are legendarily known for, right? Every great pirate known sported one; it was a commodity of greatness. No other Halloween costume allowed you, in your childhood, to accidently run into walls, or people, or, (hey, it could happen) more candy. (Let’s pretend Nick Fury from The Avengers doesn’t exist.) Eye patches proved fierceness, bravery, and maybe a scar or two. Or so I thought. Now, if you want to hold onto a beloved image of pirates with only one eyeball in their head, and a long purple scar running from forehead to cheekbone, stop reading. I’m serious. This might change your childhood. If, however, you do not mind viewing every aspect of your life in a new form, continue on. Pirates, as a general rule, did not wear eye patches to cover up a gorged eye socket. No. Your reasoning is invalid. Do not attempt to fight the facts. On a pirate ship, there is an upper deck, and a lower deck (otherwise known as the sleeping/eating area). Pirates traveled between the two decks often, and since sunlight wasn’t able to completely illuminate the lower deck, the men covered one eye with a patch, keeping it accustomed to darkness. This allowed them to easily switch between bright areas and dark ones. When the pirate needed something from below deck, he’d simply switch the eye patch over to the other eye (or take it off, I suppose). The eye that had previously been covered allowed him to easily see his surroundings in the dark, which saved him the hassle of having to wait for sight, or stumble around until he tripped over what he so desired. And, whenever the pirate headed back onto the upper deck, he moved the patch back over to his other eye. Now, I don’t know about you, but I think having only one eye sounds much more adventurous. So, next Halloween, I’m just going to spread the word that it was the Dread Pirate Roberts who took me only good eye! UMS 2013 • Issue 2
Painting Upside Down Teaching Art History to Early Childhood Learners By Teresa K. Pecinovsky
T
Students enjoy painting on their backs like Michelangelo’s work in the Sistine Chapel.
2013 • Issue 2
he door opened and two dozen families shuffled in, along with one of the school board members. As they had been prompted, my kindergarten students greeted the group in unison, “Good morning, Visitors!” As a first year teacher, I was nervous about having so many strangers in my classroom. The adults on the tour of prospective families asked a few questions, including what we would study for our elective at the end of the day. I explained, “We are studying classical artists by imitating their style of art. For example, when we studied Leonardo DaVinci and the Sistine Chapel, we painted on the floor on our backs, with watercolor paper taped to the bottom of our tables.” One of my students, Jackson, raised his hand. “Actually, Ms. Pecinovsky, I think it was Michelangelo, not DaVinci, who painted the Sistine Chapel.” I caught my breath and smiled, proud of him despite my embarrassment. “Yes, Jackson, you are correct, it was Michelangelo and not DaVinci!” The audience was clearly impressed. In that moment, it was evident that our art lessons were not mere arts and crafts timefillers, but a tangible means for my students to experience and remember art history.
SEEING STUDENTS CONNECT WITH ARTISTS Throughout the school year, my students astonished me with their ability to recreate artistic styles and recall artists’ names and facts. One student’s mother proudly told me, “Hallie was at Target the other day and was looking at the framed art in the home décor section. She said, ‘Mommy, I like this painting. I really hope this artist was appreciated in his lifetime.’” We had recently studied the life and art of Vincent Van Gogh, and the fact that he only sold one painting while living a difficult and painful life resonated deeply in Hallie’s mind. Her experience of creating artwork in the style of Van Gogh’s Starry Night brought forth awareness and compassion in this five-year-old student. Our method of teaching art was straightforward: observe an artist from history, discuss his or her work, and create art in a similar style. The process of observing, discussing, and creating art leads to rich thinking and problem-solving skills (VanTine, 2008). Furthermore, creating art provides a foundation for literacy skills, particularly writing (Danko-McGhee & Slutsky 2003). While students continually created beautiful pieces of art, the classroom focus remained on the process and not the product. When we studied Russian abstract artist Wassily Kandinsky, students lay down www.umsjournal.com
19
out of balsa wood, beads and wire. The three dimensional aspect of this project drew wide appeal with the young kinesthetic learners, and those who previously struggled with drawing skills found an alternative style of art with endless possibilities. Students also impressed me with their ability to connect images with literary references. As we observed a scratchboard piece of a New Orleans courtyard with palm trees, Jordan remarked, “Maybe that’s where the wild things are!” His comment, and many others, convinced me that our art class served as a developmental center Kindergarten student Josiah’s for class. rendition of Starry Night. In our academically others swayed back and forth on their chairs rigorous school, our art studies also functioned as a history foundation. We and recreated the short staccato notes and began studying artists in Europe from sounds of the London Philharmonic with the Middle Ages and progressed to their paintbrushes. After this exercise I contemporary art in the United States. noticed one student’s artistic talent for the Students practiced making their own paints, first time. Her expressionistic style jumped using methods from long before art and off the page and sparked in her a new school supply stores. interest in abstract art. Along the way we encountered the Renaissance, the Baroque period, world SEEING ART HISTORY CONNECT wars, the American Wild West, the civil WITH THE CURRICULUM rights movement, and artists from across The process of creating art supplied the globe. We experimented with various my students with a wide variety of developmental benefits. During one class we techniques, such as printmaking from the Japanese Edo period, pointillism from observed the work of the Mexican muralist, late 19th Century France, and commercial Diego Rivera. Students then colored a projected image on white butcher paper, images from 20th Century American pop art. creating a large wall mural as a group. This The artists, genres, and styles we imitated endeavor required teamwork skills and gave our class glimpses of specific times hand-eye coordination. and places in history. These encounters While studying the inventor of the transformed ordinary social studies into mobile, Alexander Calder, students refined exciting and tangible history experiences. their fine motor skills, making sculptures SEEING HOW ART PROMOTED APPRECIATION OF DIVERSITY As we traversed the annals of art history one unexpected benefit arose. Students began connecting with the diversity of individual artists we studied. At the beginning of class I would hear students asking, “Is today’s artist a girl or a boy?” They inherently connected with someone on the floor, closed their eyes, and listened to classical music, picturing how the music would look in their minds. When the music ended, students sat at their desks and painted what they heard in the music. This exercise in abstract art challenged the class. One girl continued to paint her favorite subjects (princesses and horses); however,
20
www.umsjournal.com
similar to them. I still remember the day I featured American silhouette artist Kara Walker. The face of one girl in my class lit up when she realized the artist was, like her, an African American female. I discovered that including lesser known artists from a variety of cultural and racial backgrounds boosted students’ artistic interest and longterm memory of the artists. Another strategy to increase students’ memory included creating artist profiles. Each week I would create an artist page for class with a brief biography, and pictures of the artist’s self-portrait and most prominent piece. These worksheets served as a teaching point on school days and a springboard of conversation for parents on their home days. At the end of the school year we played the card game “Memory” using the self portrait to match the artwork featured on the worksheets. Students astonished me with their ability to remember both categories. They were delighted to take the cards home and talk about them with their parents. By the end of the school year my kindergarten students had studied and critiqued dozens of artists from a wide historical, geographical, and cultural range. I wondered what impression our art class had made on their young minds. One of my students, Olivia, summed it up meaningfully: “Art is important because it is so cool. There are lots of different artists and famous pictures, and you can make clay bowls as art. My favorite artist is Maria Martinez because she’s Native American and I like her art. One day I might be a famous artist.” UMS
THE AUTHOR Teresa K. Pecinovsky, MEd, is a Master of Divinity student at Vanderbilt Divinity School in Nashville, Tennessee. While writing this article she taught PreKindergarten at Trinity Classical School in Houston, Texas. Email her at tkpsky@gmail. com. REFERENCES Danko-McGhee, K., & Slutsky, R. (2003). Preparing early childhood teachers to use art in the classroom. Art Education, 56 (4), 12-18. VanTine, M. (2008). An art history center in elementary school? Arts and Activities, 144 (1), 22-23. 2013 • Issue 2