2003 Michael Ballam BYU Education Week Notes

BYU
ED WEEK
2003
Monday-Friday, Aug 18-22
The Family - Central to the Creator's Plan Monday, Aug 18
"The Power of Creativity"
9:00 a.m. - 12:00 noon
Madsen How parents, grandparents, teachers, mentors can use the divine power of
the Arts to teach, heal and inspire children and youth to fulfill their
eternal potentials
Tues-Friday Aug 19-22
"Strengthening the home through music"
1:50-2:45
DeJong Concert Hall How parents, grandparents, and siblings can use the divine power of music
to fortify the family against the onslaught of evil and terror and build
spirituality and peace in the home T The Majesty of Music
W Divine Inspiration in the Creation of Great Music
H Masterpieces of Music surrounding the Restoration
F Celebrations: Symbols, Holidays, Traditions "Empowering Yourself Through Music"
3:10-4:05
DeJong Concert Hall
How to use music to achieve your divine destiny T Music and the Mind 2003
W Music shapes history
H Les Miserables
F Catch the Spirit
Monday, Aug 18
"The Power of Creativity"
9:00 a.m. - 12:00 noon
Madsen
How parents, grandparents, teachers, mentors can use the divine power of
the Arts to teach, heal and inspire children and youth to fulfill their
eternal potentials 1. Opera For Children BY Children
a. To paraphrase Tevye's words in Fiddler on the Roof: "Sounds
crazy no?"
b. Our unique program at the Utah Festival Opera is not only
possible, it is fun, energizing, bonding and destined for
success. It enhances learning, behavior, confidence, social
skills, and well being.
c. The BEST part is that YOU can do it.
i. You don't have to be a skilled musician, poet, actor,
painter but you DO have to love children and be willing to
empower them to be who they are.
ii. In this recording, we will walk you through the process of
children writing a libretto, composing music, designing
sets and costumes and performing their own original works.
iii. You can do it! Hundreds of parents and teachers have
already enjoyed success with this program which assists in
teaching the core curriculum while developing creativity.
Children working together, playing together, creating
together and growing together!
2. It is SO important
3. Story of Johnny
a. Small school, large steps, "wait I have not told you to
begin..." 5 red petals and 3 green leaves
b. Larger school, larger steps VASE. "Wait...
c. Largest school, immense structure. He waits.. 5 red petals and 3
green leaves
1. Being a professor at Utah State University having taught over 5,000
students in the arts I can attest this principle has taken hold
2. A better way is the following approach from the great cellist Pablo
Casals:
"Each second we live is a new and unique moment of the universe
that willnever be again...And what do we teach our children? That two
and two make four, and that Paris is the capital of France.
We should say to each of them: Do you know what you are? You are
a marvel. You are unique. In all the years that have passed, there
has never beenanother child like you. Your legs, your arms, your
clever fingers, the wayyou move.
You may become a Shakespeare, a Michelangelo, a Beethoven. You
have the capacity for anything. Yes, you are a marvel. And when you
grow up, can youthen harm another who is, like, you a marvel?
We must all work to make the world worthy of its children."
-Pablo Casals, 'cellist 3. Send Me a Child
4. How do we do that?
a. I'm not just speaking to educators and parents but anyone who
loves children and has hope for the future.
b. Babies are effected
i. Inutero mothers musical choices effect their children
ii. Bach for Babies, the data is ripe and Madison Avenue knows
it.
iii. Governor Zen Miller in Georgia
iv. CDs Bach for Babies
v. Music is pre-speech, before they understand speech they
understand music, it is prenatal
vi. ABC's Kindergartner's use it
vii. Songs stay in the brain and soul, principles are taught
deeply - they are not just "babysitting songs"
viii. Jump rope rhymes and rhythms stick
ix. Surgeries, helped Ben through the trauma
x. How many childhood activities have rhythm and rhyme, Ring
around the Rosie, musical chairs, jump rope rhyme, red
rover
1. How it came about
a. Wanda Peterson
i. Making good citizens
ii. Success is associated to self esteem
iii. Identity comes through the arts
1) Me - Rodgers & Hammerstein book
a) Absence - all our gifts are wonderful
2) Nathan Davies
Another example of how Wanda Petersen developed self esteem in her
students is seen dramatically in the life of her former student, Nathan
Davies. Recognizing the success Nathan was receiving as a graphic artist
deu to the fact that I had seen his work many times on nationally
distributed catalogues, I wanted to visit him at his home in Warrenton, Va.
As we approached Nathan's beautiful home my heart leaped. You see, Nathan
had endured tremendous economic hardship as a child, and seeing this
beautiful house on three acres of well-kept lawn was proof that the
American dream is still alive.
As we entered his spacious home, things only got better. Nathan's
house was filled with exquisite art...HIS art. I felt so proud to know
someone of his caliber of talent. After we had a chance to "catch up" I
asked how this remarkable success came about.
He told me a story very much like my own life story. It centered
around his experience with Wanda Petersen in the 5th grade. She believed in
us. She helped us understand that all our differences were wonderful. She
caused us to appreciate each other's gifts and rejoice in each other's
successes. She helped me have confidence that I could make a difference
through music. She did the same for Nathan in Art.
Nathan struggled to finish college and prepared to go to Los Angeles
to try and sell his wares and get a job in the commercial art world. He
didn't have much money, so he nearly lived in his car. He felt that he
could not compete with the fancy portfolios in expensively mounted samples
that his competitors brought to their interviews. He doubted his ability
to succeed, but remembered something Wanda Petersen had told him. "Who we
are is not based on what we wear or where we live...it is who we are
inside, and you Nathan are very special inside. You have great gift with
Art. You have been blessed. That is who you are."
Nathan said some of the academic subjects at school were very
difficult for him, and there were times when he became so frustrated that
he was not doing well. Mrs. Petersen would walk over to him and say
"Nathan, I think you have worked hard enough on this subject for today, why
don't you help me create something wonderful!" She told him she needed
some artwork for the cover of the school newspaper, or a large tree for the
class bulletin board, or a nativity scene for the chalk board in the school
cafeteria, or some scenery for the yearly operetta. She provided many
opportunities for him to use his talent. She told him there were some
interesting paper or materials in the waste paper basket and he would go
and retrieve them and turn them into magic.
We all recognized how gifted Nathan was with Art...all kinds of Art.
Mrs. Petersen encouraged him to try it all and be creative.
At one point in his interview process in California, he determined not
to take a portfolio with him, but rather create something on the spot at
the interview. It worked! They recognized his gift. He was his own
portfolio. . Since then he has moved to the Washington D.C. area and over
the years has done artwork for a variety of national agencies and major
corporations. He is a very successful artist and business man. Why?
Because he believed that who he was is from the inside out not the outside
in!
1. Helping out in educational process
a. Core curriculum incorporating the arts
b. Music and the Mind, Chris and 50 Nifty
1. Passive vs active
a. Hands on Creativity
b. Doesn't matter that they play, but that their brain has an
artistically creative Idea every day.
c. Healing force in Children open new windows of knowledge but
heals the soul
d. Inclusion - Wheel chair painting in Las Vegas
i. "Stop the Invasion"
1. Three ways to learn the Arts
a. Passively (Lucky, not me)
i. Drama = Watch a play
ii. Music = Listen to a song
iii. Dance = Watch a Dance
iv. Art = Go to a Museum
a. Actively (Talented, not me)
i. Drama = Being in a Play
ii. Music = Learn to sing
iii. Dance = Learn a dance
iv. Art = Learn to draw
a. Creatively (I can do that)
i. Drama = Write a play
ii. Music = Compose a song
iii. Dance = Make up a dance
iv. Art = Draw from within
1. Every kindergarten child through 3rd grade know they can do all of
this creative work. Somehow that window of self esteem closes. We need
to be there to help them keep it open