Lethbridge Herald, The (Newspaper) - November 24, 1970, Lethbridge, Alberta
THE LETHBR1DGE HERALD TUESDAY, NOVEMBER 24, 1970- Continuing work Agnes Davidson School Agnes Davidson opened in '62 Agnes Davidson School was officially opened on Sept. 12, 1962 as a 10 classroom unit auditorium and music room. The total school enrol- ment was 240 students with nine classes of Grades 1-6. In 1964 a four-classroom addition was completed to ac- commodate a total enrolment of 314 students. By September, 1967 over- crowding was evident with large enrolments in an class- rooms. The total enrolment was 384. In 1968 approximately 50 stu- dents from the Agnes David- Communicating through art By E. A. O'CONNELL Catholic Central High A picture on the wall of a cave was the first historical record of man. It was a paint- ing of an animal done with amazing skill, lie artist used line and color to express form, mass and action of an animal being hunted. Emily Carr's paintings of Totem Poles and Indian Fam- ily life are an important rec- ord of the British Columbia Indian people. Art is an expression of our observations, thoughts and emotions. Art exists only to re- flect us and our opinions to the world. Change is a very obvious fac- tor in our lives. These: changes are recorded by artists some- times in the form of protests, Picasso's, Guernica, or de- scriptions or as narrative. People will give a painting a cursory glance and criticize it on the bases of "I like it" or "I don't like it." Some -will say "I don't understand it. Our ideas Drug users Drug use appears to run in families. Children who use drugs have parents who use drugs and also brothers and Bisters who use drugs. This is reported in a study of Ontario high school stu- dents made by the Ontario Ad- diction Research Foundation, quoted in The Medical Post. Other findings: The majority of drug users have a low-school-performance level although that does not necessarily mean they are less intelligent. Social class and occupation of the father seems to be" unrelat- ed to drug use by the students. The report states that where parents are frequent drug users, their children are as well; where -parents are infre- quent uses or non users, their children are likely to be non- osers of drugs. about art are either the inherit- ed tastes of our parents, the en- vironment of the schoolroom or the general preferences of the tunes. It is always easier to argue against something than it is to learn aH about it. 'When we try to "read" a pic- ture we need some criteria to use as basis of judgment, We need a jumping off spot. Therefore we need to discover the underlying principles of work art and the elements of artistic composition. We discov- er that genuine art work is un- limited in its modes of expres- sion. Art work sells no product but its own quality. Many works of arts tell no obvious story but guide us to a general attitude. The elements of art are exhibited for the excite- ment of their relationship one to another and to the whole composition. Genuine art tries to reveal a deeper meaning and takes de- light in pure adventure and In- vention. An artist is moved by im- pressions. He is more concern- ed with the emotion evoked by the interplay of color than he is concerned with the idea that the green area is grass: or tree. We then need to learn a spe- cial vocabulary, train our pow- ers of observation and in- trospection and learn once again the feeling of impracti- cal awe of childhood, if art is going to be meaningful. We should ask ourselves: what docs art communicate to me about new ideas for ap- pliances, new automobiles, a new home, new food products, the midi, the maxi and so in almost every facet ot my life. Also what can I as a parent, do to encourage art as a means of expression for my children. e Increases the opportuni- ties for a team awareness of individual differences and needs of pupils. Provides more opportun- ity for independent study and research. son district were attending school at Gilbert Paterson. In September, 1969 five classes o! Division n level students had to be moved to Gilbert Pater- son and Allan Watson Schools. Through the co-operative ef- forts of parents, teachers, ad- ministrators and school board members, permission was ob- tained in January, 1969 from the department of education to proceed with the construction of an open-area addition to the school to help accommodate a total projected enrolment of 555 students. Glen Little Con- struction Ltd. began construc- tion of the addition in Novem- ber, 1969. The building was completed in time for school opening in August, 1970, accom- modating a total enrollment of 575 students. School architects were Lurie and Noufeld. The total cost of the addition and equipment was of which about will be covered by government grants. The school was named in rec- ognition of Miss Agnes David- son, a .prominent Lethbridge teacher. Miss Davidson retired a year ago after 46 years of successful teaching. FLEXIBILITY The addition consists of an open-area space designated by the department of education as follows: O 4 general sq, ft, each. 1 ancillary sq. ft. 1 ancillary classroom sq. ft. 1 library sq. ft. In addition to the open-area other non-instructional rooms include: additional student and staff lavatories, general stor- age area, instructional mate- rials centre workroom, boiler room and linking corridors. The open-area, section is square feet. The non-instruc- tional portion contains square feet. The open-area is designed to provide facilities which will permit flexibility in the in- structional It makes possible more ef- fective use of teacher interests and abilities. Provides for more exten- sive use by teachers and pupils of the resources in the educa- tional materials centre. Permits a wider applica- tion of ptipil grouping proce- dures as a means of improv- ing the instructional program. Involves a larger number of adults in the child's educa- tional experiences. Creates an atmosphrer of co-operation and sharing. (AGNES DAVIDSON SCHOOL) Implicit to our concept of continuous progress is the fo- cus on the inherent worth at the child as an individual hu- man being, and as a social being. This Involves knowing the child, not in a superficial way as a pert of a class, but In a way that develops a deep un- derstanding of the interaction between the child and Ms school environment. Teachers must become aware of the child's individual basic needs and' must develop methods of assisting the child to answer these needs. Because education is valued as-the means by which man may be guided to his fullest possible development as an individual being and as a social being, one must ask, not what a child should learn, but what kind of person can he become. The prime task of the teacher is first to know the child, then to know the curriculum, and finally to know the techniques which bring the chdld and the curriculum together in a man- ner which will ensure that the child win develop himself as fully as possible. DIFFERENCES Some distinguishing features that will be included in ow or- ganization recognize the follow- ing principles of individual dif- ferences: 1. Children do not achieve at the same level of proficiency in each subject area. 2. A child's rate of learning varies. He may go through periods of acceleration, re- gression, and plateaus. 3. Children learn in different ways. Some children do best by listening, some by seeing, and some by doing. No one ap- proach to the teaching- lenrning process is best for all children. 4. Children differ in person- ality. Some work best in a highly structured situation with firmly established routines. Others work best in a more open, freer atmosphere. ADMINISTRATION A continuous progress ap- proach to education demands a different administrative or- ganization than either the grade or levels program- If the school is to recognize and attend to differences among children's learning rates and styles, the admini- strative organization must per- mit and encourage flexibility of instructional groups and ma- terials. The administrative organiza- tion rmist permit opportunities for frequent decisions on what individual children will learn, Ijow they will be taught, whk> will teach them and with which groups of children they will work. Because the instructional needs of children vary from one to the other, concept to. concept, subject to subject, and from time to time, flexibility of grouping is a primary prereq- uisite to a successful learning situation. A wide range of choices must be available in making a decision in the needs of any particular child. In order to accomplish! the pupils are organized into four administrative or team teaching blocks. South-west block 95 pupils ages 5-0-7. South block 95 pupils ages 0 7 0. East block 95 pupils ages 7-8-9. North block 285 pupils ages 8 9 10 11 12. The initial criteria for ad- ministrative placement to a block will be the chiWs chron- ological age as well as his so- cial, emotional, rjhysical and educational needs. The overlapping age groups provide not only for a workable range of instructional groups, but also an opportunity for a decision on the basis of any in- dividual child's needs. Grade structure and levels, as will be removed. Classes will be referred to by the particular administrative block and home room teacher. ENROLMENTS The total eitreJment at the commencement of the first semester for the 1970 71 school term was 570 students. Our staff consists of 23 teach- ers, including IJie principal, vice-principal, and teacher-li- brarian. Due to very heavy enrol- ments in Division 1, 1.5 teacher aides have been assigned to the nine teachers involved at this level. We presently have one full-time- office secretary and two half-time secretaries. Cus- todial staff consists of two male full-time employees and one fe- male part-time worker. Our school Has been fortu- nate in obtaining the volunteer assistance of 25 mothers from our community who help out in various tasks in the office or library on a half-day basis. Ex- cellent assistance has been re- ceived from the University of Lethbridge through consul- tative services of faculty mem- bers and student teaching and intern-programs. Valuable assistance, and guidance, is provided our staff by public school district super- visory personnel in the areas reading, art, music, physical education, psychological coun- selling and media centre devel- opment. INSTRUTION GROUPS Williing each administrative block, pupils will be grouped for instruction based on the teams' diagnosis of pupil needs. It is possible under this ap- proach to school organization for a child to be at one level of skill development in reading, at another level of skill devel- opment in mathematics, etc. CURRICULUM The teachers .in each Block will be responsible for the full range of instructional needs present in their Block, with the exception of the specialist sub- jects (physical education, mu- sic and The instruc- tional program and activities in eaehi block will be the re- sult of analyses and diagnosis of pupil needs as defined by those teachers. The curriculum for the skill subjects (mathematics, read- ing, language, listening, speak- ing, writing, spelling and re- search skills) will be stated in terms of a continuum of skills, arranged from simple to com- plex. As each crild gains an acceptable level of competency in a particular skill, a record1 is made of this on that child's curriculum, record. As the child progresses from year to year, a record is kept of his achieve- ment and instructional needs in each skill area. Differential instruction ac- cording to need is advocated in Hie aroa ot matWematics and communications. The skills and concepts to bo developed in of these areas will be list- ed in a logical learning se- quence as they are introduced and developed in what is con- sidered to a sound program. The teacher must, from this skills list, develop a sound well- rounded program in that sub- ject area which will best fulfill the needs of each child at that particular time.