News!
Click HERE for the WHY DON'T YOU...? SUMMER COURSES FLYER!
WHY DON'T YOU..?
CREATE & PERFORM (ages 8 – 19yrs):-
Mon 25th – Fri 29th July 10am - 4pm (6pm Fri)
DESIGN & CREATE (ages 4 – 19yrs):-
Mon 22nd – Fri 26th Aug 10am - 1pm
SORRY, THIS WEEK IS NOW FULLY BOOKED! CALL/EMAIL TO BE PUT ON RESERVE LIST OR REGISTER FUTURE INTEREST!
TO BOOK OR FOR MORE INFORMATION
CALL: 01279 843215
EMAIL: youthcreate.co.uk
Or for more information or to download a booking form
go to the WHY DON'T YOU...? page!
CREATE & PERFORM (ages 8 – 19yrs):-
Mon 25th – Fri 29th July 10am - 4pm (6pm Fri)
DESIGN & CREATE (ages 4 – 19yrs):-
Mon 22nd – Fri 26th Aug 10am - 1pm
SORRY, THIS WEEK IS NOW FULLY BOOKED! CALL/EMAIL TO BE PUT ON RESERVE LIST OR REGISTER FUTURE INTEREST!
TO BOOK OR FOR MORE INFORMATION
CALL: 01279 843215
EMAIL: youthcreate.co.uk
Or for more information or to download a booking form
go to the WHY DON'T YOU...? page!
How We Develop Multiple Intellegences!
It's not how smart you are,
it's how you are smart!"|
—Howard Gardner Interview, "Common Miracles" ABC 1993
The MI theory is based on the belief that we all possess at least eight unique intelligences through which we are able to learn/teach new information. Although we each have all eight, no two individuals have them in the same exact amounts.
Learning through a variety of unique experiences allows children to better understand themselves as lifelong learners, and to see how others acquire knowledge and apply their skills.
The implications of this are enormous, for both teaching and learning. Just because some people have trouble learning in the logical-mathematical sense is no reason to assume they are not intelligent. They could be strong in one or several other areas. They could become more intelligent in that area through practice and special study. Also, they could probably compensate for their weakness in one area by using other areas of intelligence they are strong in or naturally prefer to use, providing the learning environment permits them to do so!
Verbal-Linguistic Intelligence
This intelligence is activated by the spoken word, by reading (especially poetry), and by writing one's own thoughts, ideas, etc.
Here are some examples of how we activate this intelligence:
The members help create and write a sequel to a story.
Involve the members in group activities.
The members are encouraged to regularly talk about subjects we're working on.
Part of the Arts Award and our funding applications are to keep a log or journal about his/her workshop experiences.
We read, write and create poetry/raps/lyrics and scripts for performances.
Logical-Mathematical Intelligence
This intelligence is activated in problem-solving and or challenging situations.
Here are some examples of how we activate this intelligence:
Members brain storm ideas to create a detailed outline on a project they are working on.
Members compare and contrast objects (physical things - set design) or concepts (mental things - script plans)
Members are encouraged to construct a logical argument for ideas they may have.
Members discuss various techniques that use the same pattern eg Pantomimes always have a dame, a hero, a damsel in distress, a baddie etc.
Visual-Spatial Intelligence
This intelligence is activated when a person must use mental imagery to accomplish something.
Here are some examples of how we activate this intelligence:
Members design a set.
Members study a scene, then re-act it in the correct order.
Members study a scene, then have to describe what they imagine lies just outside the scope of the stage.
Members develop a mind-map for a given project.
Members develop through art and crafts a visual presentation for a project - creating and designing scenery/props/costumes/lighting for a play
Musical-Rhythmic Intelligence
This intelligence is activated when a person uses music and/or rhythm to accomplish something. When used, it is probably the most mood-altering form of intelligence.
Here are some examples of how we activate this intelligence:
Members listen to different types of music to prepare for an activity. For example, members listen to relaxing music to help them focus and concentrate during drama warm-ups BUT we use up-beat fun dance music to warm-up our bodies up for dance and voices up for singing!
Members use music to create effects in films/plays and create and produce songs for musicals.
Members analyse how different people speak - what inflections they use, how they vary the pitch of their voice, etc. This helps them create different characters and think about their own voice and speech.
Members listen to various sounds from nature in an attempt to discern patterns and rhythms. Bird songs are excellent for this. These are then applied as sound effects to performances.
Members listen to music, then describe it's "mood." How can music affect the way an audience member/veiwer feel and create an atmostphere?
Members have vocal training to develop their voice.
Bodily-Kinesthetic Intelligence
This intelligence is activated when a person uses their own body/physical action to accomplish something.
Here are some examples of how we activate this intelligence:
Members help to physically build sets and scenery.
Members learn dance and movement.
Members use physical theatre.
Members learn Stage Combat.
Members use mime.
Members play physical games that are popular in theatre
Members learn about backstage and technical skills.
Interpersonal Intelligence
This intelligence is activated when a person interacts with others to accomplish something.
Here are some examples of how we activate this intelligence:
Utilise cooperative learning techniques for covering project matter.
Members conduct interviews to gather information and assess how projects are going.
Older members are encouraged to teach and assist younger members on how to do/understand something. This is done through volunteer work.
Members work as a team to ensure performances succeed.
Members study different people to gain understanding about characters they can use in acting.
Members reglarly work together on community events.
We use Forum Theatre to see things from different perspectives.
Intrapersonal Intelligence
This intelligence is activated when a person utilises self-reflection and thinking to accomplish something.
Here are some examples of how we activate this intelligence:
Members imagine having a dialogue with a famous figure, historical or otherwise.
Members are taught monologues.
Members are asked about what they learn each week, and what it means to them.
Members use their moods and feelings and draw upon their experiences when acting.
Members discuss and build a plan of how to make a project succeed.
Members brainstorm on how culture influences our thinking.
Naturalistic Intelligence
This intelligence is activated when a person utilises some aspect of nature to accomplish something.
Here are some examples of how we activate this intelligence:
Trips to the theatre to learn from others.
Interacting with something natural - bugs, weather patterns, etc. How these make us feel and move differently eg how our posture changes with the temperature.
Observation of animal behavior. How humans characteristics can be similar!
Using natural material to make a craft eg Grass Seed Heads, magic wands
Designing and thinking about a performance outside.
Many parents have notably seen their children improve at school after joining us.
We like to think that we prepare them for life and encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
They don't need to want a career in the performing arts, they just need to enjoy life!
it's how you are smart!"|
—Howard Gardner Interview, "Common Miracles" ABC 1993
The MI theory is based on the belief that we all possess at least eight unique intelligences through which we are able to learn/teach new information. Although we each have all eight, no two individuals have them in the same exact amounts.
Learning through a variety of unique experiences allows children to better understand themselves as lifelong learners, and to see how others acquire knowledge and apply their skills.
The implications of this are enormous, for both teaching and learning. Just because some people have trouble learning in the logical-mathematical sense is no reason to assume they are not intelligent. They could be strong in one or several other areas. They could become more intelligent in that area through practice and special study. Also, they could probably compensate for their weakness in one area by using other areas of intelligence they are strong in or naturally prefer to use, providing the learning environment permits them to do so!
Verbal-Linguistic Intelligence
This intelligence is activated by the spoken word, by reading (especially poetry), and by writing one's own thoughts, ideas, etc.
Here are some examples of how we activate this intelligence:
The members help create and write a sequel to a story.
Involve the members in group activities.
The members are encouraged to regularly talk about subjects we're working on.
Part of the Arts Award and our funding applications are to keep a log or journal about his/her workshop experiences.
We read, write and create poetry/raps/lyrics and scripts for performances.
Logical-Mathematical Intelligence
This intelligence is activated in problem-solving and or challenging situations.
Here are some examples of how we activate this intelligence:
Members brain storm ideas to create a detailed outline on a project they are working on.
Members compare and contrast objects (physical things - set design) or concepts (mental things - script plans)
Members are encouraged to construct a logical argument for ideas they may have.
Members discuss various techniques that use the same pattern eg Pantomimes always have a dame, a hero, a damsel in distress, a baddie etc.
Visual-Spatial Intelligence
This intelligence is activated when a person must use mental imagery to accomplish something.
Here are some examples of how we activate this intelligence:
Members design a set.
Members study a scene, then re-act it in the correct order.
Members study a scene, then have to describe what they imagine lies just outside the scope of the stage.
Members develop a mind-map for a given project.
Members develop through art and crafts a visual presentation for a project - creating and designing scenery/props/costumes/lighting for a play
Musical-Rhythmic Intelligence
This intelligence is activated when a person uses music and/or rhythm to accomplish something. When used, it is probably the most mood-altering form of intelligence.
Here are some examples of how we activate this intelligence:
Members listen to different types of music to prepare for an activity. For example, members listen to relaxing music to help them focus and concentrate during drama warm-ups BUT we use up-beat fun dance music to warm-up our bodies up for dance and voices up for singing!
Members use music to create effects in films/plays and create and produce songs for musicals.
Members analyse how different people speak - what inflections they use, how they vary the pitch of their voice, etc. This helps them create different characters and think about their own voice and speech.
Members listen to various sounds from nature in an attempt to discern patterns and rhythms. Bird songs are excellent for this. These are then applied as sound effects to performances.
Members listen to music, then describe it's "mood." How can music affect the way an audience member/veiwer feel and create an atmostphere?
Members have vocal training to develop their voice.
Bodily-Kinesthetic Intelligence
This intelligence is activated when a person uses their own body/physical action to accomplish something.
Here are some examples of how we activate this intelligence:
Members help to physically build sets and scenery.
Members learn dance and movement.
Members use physical theatre.
Members learn Stage Combat.
Members use mime.
Members play physical games that are popular in theatre
Members learn about backstage and technical skills.
Interpersonal Intelligence
This intelligence is activated when a person interacts with others to accomplish something.
Here are some examples of how we activate this intelligence:
Utilise cooperative learning techniques for covering project matter.
Members conduct interviews to gather information and assess how projects are going.
Older members are encouraged to teach and assist younger members on how to do/understand something. This is done through volunteer work.
Members work as a team to ensure performances succeed.
Members study different people to gain understanding about characters they can use in acting.
Members reglarly work together on community events.
We use Forum Theatre to see things from different perspectives.
Intrapersonal Intelligence
This intelligence is activated when a person utilises self-reflection and thinking to accomplish something.
Here are some examples of how we activate this intelligence:
Members imagine having a dialogue with a famous figure, historical or otherwise.
Members are taught monologues.
Members are asked about what they learn each week, and what it means to them.
Members use their moods and feelings and draw upon their experiences when acting.
Members discuss and build a plan of how to make a project succeed.
Members brainstorm on how culture influences our thinking.
Naturalistic Intelligence
This intelligence is activated when a person utilises some aspect of nature to accomplish something.
Here are some examples of how we activate this intelligence:
Trips to the theatre to learn from others.
Interacting with something natural - bugs, weather patterns, etc. How these make us feel and move differently eg how our posture changes with the temperature.
Observation of animal behavior. How humans characteristics can be similar!
Using natural material to make a craft eg Grass Seed Heads, magic wands
Designing and thinking about a performance outside.
Many parents have notably seen their children improve at school after joining us.
We like to think that we prepare them for life and encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
They don't need to want a career in the performing arts, they just need to enjoy life!
Self-Esteem!
What Is Self-Esteem?
Self-esteem is the collection of beliefs or feelings we have about ourselves, our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviours and affects our emotional adjustment.
Patterns of self-esteem start very early in life. For example, a toddler who reaches a milestone experiences a sense of accomplishment that boosts self-esteem. Learning to roll over after dozens of unsuccessful attempts teaches a baby a "can-do" attitude.
The concept of success following persistence starts early. As kids try, fail, try again, fail again, and then finally succeed, they develop ideas about their own capabilities. At the same time, they're creating a self-concept based on interactions with other people.
Youth CREATE helps children and young people form accurate, healthy self-perceptions.
How Do We Do This?
Children of all ages require self esteem to feel good about themselves, their world, and the contributions they can make to it. In order to achieve a goal, children must believe that they have the talents to realise their ambitions. More important than achievement, self esteem is also crucial to children's happiness. Only when they are comfortable with themselves and believe that their abilities have worth will children truly feel fulfilled. Unfortunately, self esteem can often be in short supply throughout childhood and the teenage years. At some time, nearly every child or teen will suffer from low self esteem. While this is normally a transitory experience, low self esteem can also be a plague that feels like it will never go away. Promoting self esteem among children and teens is of the utmost importance to ensure that they will feel talented, happy and loved.
During our workshops we;
• Help your child set realistic, attainable goals.
• Praise your child for the effort, not for the outcome.
• Avoid criticising your child's performance at a given task, and instead praise his/her enthusiasm or imagination.
• Encourage your child to engage in activities due to interest, not ability.
• Do not tolerate self criticism from your child. Help him/her focus on positive points.
Original material is created by the participants for the participants. There are no auditions, no boundaries; we set their imaginations free to help them discover who they are and to build up their self-esteem. We focus on giving praise and encouragement as well as opportunities to discover and experience success.
We have no failures - their best is a success. We have no favourites - everybody deserves a chance to shine.
By building healthy self-esteem we encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
The ‘CREATE’ in our name is abbreviation for: Community Recreational Educational Arts & Theatre for Everyone. We run an open door policy and have specially trained Support Staff and volunteers to enable us to take anybody and everybody without compromising the rest of the group.
We have a positive impact on the lives of the children and young people we work with.
Self-esteem is the collection of beliefs or feelings we have about ourselves, our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviours and affects our emotional adjustment.
Patterns of self-esteem start very early in life. For example, a toddler who reaches a milestone experiences a sense of accomplishment that boosts self-esteem. Learning to roll over after dozens of unsuccessful attempts teaches a baby a "can-do" attitude.
The concept of success following persistence starts early. As kids try, fail, try again, fail again, and then finally succeed, they develop ideas about their own capabilities. At the same time, they're creating a self-concept based on interactions with other people.
Youth CREATE helps children and young people form accurate, healthy self-perceptions.
How Do We Do This?
Children of all ages require self esteem to feel good about themselves, their world, and the contributions they can make to it. In order to achieve a goal, children must believe that they have the talents to realise their ambitions. More important than achievement, self esteem is also crucial to children's happiness. Only when they are comfortable with themselves and believe that their abilities have worth will children truly feel fulfilled. Unfortunately, self esteem can often be in short supply throughout childhood and the teenage years. At some time, nearly every child or teen will suffer from low self esteem. While this is normally a transitory experience, low self esteem can also be a plague that feels like it will never go away. Promoting self esteem among children and teens is of the utmost importance to ensure that they will feel talented, happy and loved.
During our workshops we;
• Help your child set realistic, attainable goals.
• Praise your child for the effort, not for the outcome.
• Avoid criticising your child's performance at a given task, and instead praise his/her enthusiasm or imagination.
• Encourage your child to engage in activities due to interest, not ability.
• Do not tolerate self criticism from your child. Help him/her focus on positive points.
Original material is created by the participants for the participants. There are no auditions, no boundaries; we set their imaginations free to help them discover who they are and to build up their self-esteem. We focus on giving praise and encouragement as well as opportunities to discover and experience success.
We have no failures - their best is a success. We have no favourites - everybody deserves a chance to shine.
By building healthy self-esteem we encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
The ‘CREATE’ in our name is abbreviation for: Community Recreational Educational Arts & Theatre for Everyone. We run an open door policy and have specially trained Support Staff and volunteers to enable us to take anybody and everybody without compromising the rest of the group.
We have a positive impact on the lives of the children and young people we work with.
Support Us!
If you use your computer, whether at home or at work, please consider changing your home page to help Youth CREATE. All you need to do is log on to everyclick.com, make it your home page and select Youth CREATE as your given charity. Every time you search the internet using everyclick, Youth CREATE will benefit. Please let your friends know too.
Please let us have your redundant mobile ‘phones and accessories so that we can claim money back on them (please remove sim cards first).
We also collect used Hewlett Packard/Lexmark printer ink cartridges (not toner cartridges), so if you use either of these makes, at work or at home, please pass them on to us.
Why not join the Great Weather Lottery. For as little as £4.34 a month you could stand to win up to £10,000 daily and support Youth CREATE in the process. Pick up an entry form from workshop sessions.
Thank you all for supporting Youth CREATE
If you use your computer, whether at home or at work, please consider changing your home page to help Youth CREATE. All you need to do is log on to everyclick.com, make it your home page and select Youth CREATE as your given charity. Every time you search the internet using everyclick, Youth CREATE will benefit. Please let your friends know too.
Please let us have your redundant mobile ‘phones and accessories so that we can claim money back on them (please remove sim cards first).
We also collect used Hewlett Packard/Lexmark printer ink cartridges (not toner cartridges), so if you use either of these makes, at work or at home, please pass them on to us.
Why not join the Great Weather Lottery. For as little as £4.34 a month you could stand to win up to £10,000 daily and support Youth CREATE in the process. Pick up an entry form from workshop sessions.
Thank you all for supporting Youth CREATE