September 23, 2010 at 02:03 PM Wow, I'm so overwhelmed to read all the encouraging responses almost 4 months I posted my message \" ..where I am heading to ...\". Thank you all so much! Why haven't I read the responses earlier I guess I felt better right after posting the thougths and went straight to practice for 4 months. :) I have pretty much decided not to take exams but keep enjoy playing, because I 've got enough internal drive, no need for any push. As a late starter, I find my weaknesses are obviously in: sight reading and rthyme/counting. While I 'm so much enjoying playing classis music, I got started with an small expats band playing mainly folk and pop songs (Irish, scottish ...). Not mentioning I grew up in China therefore totally lacking of that type of music cells, I also don't drink beer. 'The difficulty is that there are hardly scores, and if I manage to find scores, they (guitar and mandelin) play in different keys. I like the challenge of playing by listening and having to adjust keys, but it is not easy. It's so far fun to see other aspects/forms of music. I admire also those violins played in the country music of the US. Violinsts are fiddlers, right In the meantime, I'm also considering upgrade my violin (made in MI, US, White Brothers, 1994). My bow is also falling apart by the finger holding place. Cheers, late starters!
October 15, 2010 at 07:30 PM I wonder if there isn't a cultural aspect to fiddling that makes it appeal to people at that stage -- whether people who get into fiddling have a cultural motivation as part of their attraction, getting \"back in touch\" with who they are, that sort of thing. Being Italian, classical string playing may be filling that same need in me as an adult starter ...
Students create a story adventure . The teacher uses a starterline such as, Once upon a time or, One day . . .\" She bases thestory on a familiar story line or a story that the children haveread repeatedly. Children take turns participating in thisactivity. Each day a student is selected to help write a part ofthe class story. Danny uses his topic-specific words display, andhis Liberator to participate.
In first grade, the class collaboratively writes in a largejournal that the teacher has created. Classmates share excitingnews or events and the class helps the teacher record theseevents. The teacher typically engages students in skilldevelopment at this time. Danny's assistant goes into hisLiberator Toolbox and turns on Auditory prompting, with theletter sounds entered into keys corresponding to the letter name.The teacher asks the students to help her write the news. Dannyuses his Liberator to speak the sound of the letter S, \"SSSS.\"When the teacher prompts,\"and what letter makes the SSSSS sound\"Danny respond \"S\" by pressing the same key oh his communicationdevice. In addition, Danny has a small message book that hecarries. It includes print-outs of his entries into his DailyJournal Notebook from his Liberator, so he can add his news.
The students have just finished reading Spider, Spider by JoyCowley. As a follow-up activity, they are encouraged to worktogether to recreate a production of the story using a talkingmural. Students are instructed to create their own mask on themural. Danny and Amanda work together, using the program Kid Cutsby Davidson. Amanda creates a bird mask and Danny creates alizard mask. Danny selects a color and Amanda places the cursoron that color. Amanda cuts out the mask for Danny and places bothmasks on the mural. Both Danny and Amanda use the computer towrite out their messages. Danny uses invented spelling plus hisPortable Word Wall Notebook. Amanda pastes the messages on themural. The following day, the students practice their production.Danny uses his Liberator to speak his lines. The next day thestudents present their story for the class. 781b155fdc