| The Function of School... |
The Function of School is Not to Help Kids Do Well in School.
Rather, the Function of School is to Help Kids do Well in Life!
Elliott Eisner
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WELCOME TO MY WONDERFUL WORLD OF THE LIBERAL ARTS!!!!!!!!
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Agendas- Students are required to keep their binder organized at all times and to have their agenda
completed for each period every day. Binders and agendas will be checked daily in my classes.
Students are expected to complete what the day’s objective is, and answer their “Ticket To Go” question
using complete sentences. This requires them to apply the objectives of the day.
In addition, students are expected to evaluate themselves for their participation and behavior grade. I
initial the students’ agenda books before they leave for the day, and record their daily grade after I
discuss with them individually their daily grade. I will adjust the grade as needed either higher or lower.
Most of the time, they are correctly aware of their grade. This is designed to help them
reflect on the day’s learning, and to help them become accountable and aware of their behaviors.
Absent- It is your child’s responsibility to make up work missed when absent. I will make
every effort to help your child remember his/her assignments, but it is my goal to help your child
become self-sufficient and ready for high school.
Grades and Assignments- Please check Power School regularly to keep up on assignments and your
child’s progress; grades are updated weekly. Doing this helps students and parents stay alert for
dropping grades, missing assignments, celebrate rising grades, and avoid surprises near
the end of each quarter. In addition if there is a colored tab in the upper corner next to a grade,
you can double click on it, and there will be an explanation of either a low grade, or a grade
that exceeds 100%.
Keep in Touch- If you should ever have any questions, please do not hesitate to call. Direct
communication is the best way to
avoid any misunderstandings that may occur during the year. To
reach me you may e-mail me, or contact me at Pathways via the voice mail system. To do this after
hours call: 855-4498 wait for the sound of being connected, then dial 8497-1106 followed by the
pound sign. (855-4498, then 8497-1106#).
During school hours you can call the regular school number: 350-4040, my extension is 1106.
Tami Bromley
8th Grade Health, Drama, Art
bromley.tami@meridianschools.org
350-4040 ext. 1106
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CURRENT ASSIGNMENTS & TOPICS:
We are discussing positive communication skills, and anger management. Next Week Officer Sunada will be i our classes to speak to students regarding mamking safe choices, and drug awareness.
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HEALTH SEMESTER OVERVIEW:
1. TOTAL HEALTH UNIT
3 sides of the health triangle: balance
definitions and examples of each
environmental health: conservation, recycling
control you have over heredity, environment, behavior
Healthy Consumerism the effect of your choices on your triangle when making choices
2. MENTAL EMOTIONAL HEALTH UNIT
self-esteem
self concept
What we have control over/ influence over,
communication skills: non verbal and verbal
stress, stressors, coping with change, managing stress
conflict – warning signs and controlling our emotions
anger management
Mental / emotional disorders
Depression
Suicide Prevention, warning signs
Eating disorders:
o anorexia
o bulimia,
o malnutrition
o dehydration
resources available
3. PERSONAL SAFETY UNIT
Safe choices
Abuse: physical, emotional, sexual, neglect
Harassment: tease, grab, bully, unwanted attention
Tell an adult if someone is in trouble
4. NUTRITION AND CONSUMER HEALTH UNIT
My Pyramid Food guidance system: diet + exercise
5 food groups, main nutrients, benefits
6 nutrient groups
Extras
Healthy Diet Guidelines
Benefits of high fiber diet
Grains should make up most of diet
Fats: vegetable oil, fish, and nuts
Three nutrients that provide calories/energy
Healthy weight loss = wise food choices and exercise
Complex Carbohydrates (whole grain) vs Simple Carbohydrates (sugars)
Exercise (60 minutes/day, 3 times per week)
Nutrition Labels Read labels
a. Nutrient dense foods
b. Consumer rights and how to handle a problem
c. Wise consumer, labels, warranties, receipts, warnings, side effects
d. Purpose of advertising, target group
5. SAFETY UNIT
a. Body systems, main organs, first aid issues
b. Accident chain, risk factors, safe actions
c. Unconscious victim response criteria
d. Control severe bleeding; 4 steps
e. Burns, degrees, appearance, first aid
f. Poisoning, categories, first aid
g. Choking
h. Shock
i. House fires
6. FAMILY LIFE
a. Healthy relationships: 3 Cs
1. Communication, Compromise, & Cooperation
b. Resources
c. Showing affection with respect
d. Puberty changes of the health triangle
e. Cells – tissues – organs –
systems
f. Fertilization/conception
g. Abstinence
h. Adolescence/puberty/ developmental tasks
i. Socializing/dating
j. Reproductive organs/systems
Link to 8th Grade Health |
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CURRENT ASSIGNMENT:
FINAL PERFORMANCES MOVED TO JANUARY 14!
Students are currently working on memorizing their roles for their final performances. They are expected to have dramtic inflection that portrays moods, and feelings of the character they are playing. Their blocking should also support the presentation, and non-verbal facial dramatic emphasis should be implemented in ther presentation. Final presentations will be January 14th.
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PROJECT & SEMESTER OVERVIEW
In the first quarter, students will develop and hone their dramatic skills. In the second quarter they will use these skills to prepare and present an original production.
Studenst will begin the year developing mime skills and presenting a pantomime.
Then, students will also be asked to take a children's story and write a script from a children's story. this is to better appreciate what a script does.
Next students will be asked to develop and improve their projection and skills using their voice. This includes, volume, inflection, accents, modulation changes, and dramatic emphasis.
In the second quarter, students will develop a few of their scripts from first quarter, and bring the plays to production. This will include stage craft (making scenery, props and costuming) to memorizing and performing thier own plays. It should be quite fun and exciting, with performances hopefullly coming before the Holidays!
Happy Holidays and "Break a leg!" all at once!
Link to Advanced Drama |
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CURRENT ASSIGNMENT:
Countour Drawuing & Proportional Drawing
Just finished Styrafoam Still Life, and Pen & Ink TExture Drawing
Just finished: Clay "WILD, Little Critter" projects using texture. Demonstrating FORM and TEXTURE
(See the end of this link for a complete listing of the projects and order in which they will be done.)
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BEGINNING ART OVERVIEW
Pathways’ Art classes follow the Meridian School District’s Curriculum. We create in a unique setting and therefore make adaptions as we function without running water and appropriate room for storing supplies or the student’s work in progress between class sessions.
In beginning Art, students are expected to learn fundamental concepts of art and design. These fundamental concepts are: the Elements of Art, The Principles of Art, and Color Theory along with Art History. Students will also work with a variety of media and learn the nature of these media and the proper care and maintenance of art materials.
As students learn to apply the Principles of Art with the Elements of Art,they will learn about linear perspective, and a variety of art styles: Surrealism, Impressionism, Realism, and Abstract art. Students will learn about a variety of well known artists whose work is representative of these styles of art: Salvador Dali, and M.C. Escher- surrealism; Claude Monet and Vincent Van Gough – impressionism; Renaissance artists Leonardo di Vinci, Michelangelo and Raphael- realism.
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THE ELEMENTS OF ART
The Elements of Art: Line, Shape, Form, Value, Color, Texture, and Space. These seven elements are always present in all works of art. Students will be able to identify these elements in any work of art. Additionally art is appreciated through a framework known as the Principles of Art.
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THE PRINCIPLES OF ART
The Principles of Art: Balance, Emphasis, Variety, Contrast, Rhythm, Unity and Movement. Students are required to become familiar with the Principles of art as well, and to be able to distinguish between both the Elements of Art and the Principles of Art.
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COLOR THEEORY
Color Theory is another major topic of study in beginning art. Students will learn about colors and a variety of shades of individual colors, and they will learn four major color schemes: Monochromatic, Complimentary, Triadic, and Analogous color schemes.
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CRITIQUING & ART APPRECIATION
Critiquing and Art Appreciation
Another large aspect of art is that of Art Appreciation. Students work will be evaluated throughout the semester on the principles of Art through an established Art Critiquing/Appreciation format. Thus they will become familiar with the process that art is evaluated in the “adult” world. Beginning Art students will progressively be evaluated as they are taught the Elements and Principles of Art. They will only be held accountable for those they have received instruction and for which they were expected to learn and develop. (Please see rubric below.)
Art is critiqued based on how well the elements of art are employed and with the Principles of Art as a guide. Critiquing considers how well an artist utilized these aspects in their work rather than if the “subject” or piece of art work is something an individual “likes.” This liberates an artist from the restraints of “beauty is in the eyes of the beholder,” mentality. Art work is therefore evaluated based on the merit of how well the Elements of Art and the Principles of Art are employed. Please see a copy of the rubric in file attachments..
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STUDENT ART WORK CRITIQUING GUIDE
Art Work Critique - Grade Sheet Rubric.
Students work will be evaluated through the steps to critiquing and based on the Elements of Art and the Principles of Art.
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STEPS TO CRITIQUING:
Describe: What is the subject, and what medium, and style were used?
Analyze: How were the Elements of Art and Principles of Art used in the work of art
Interpret: What “statement” was the artist trying to say, and is it a clear statement?
Judgment: Do you think the work of art is successful? (Not do you like it?)
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HELPFUL INFORMAION:
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PRINCIPLES OF ART:
B Balance (Space, Value, Color)
E Emphasis ("Bling")
V Variety (Different color &
different shapes etc….)
C Contrast (strategicly used)
R Rhythm (Visual Patterns)
U Unity(Elements work together)
M Movement (Eye's drawn around)
Seven Elements
Students are graded on only those elements that have been presented for instruction in the class- hence those circled:
ELEMENTS OF ART
Line
Shape
Form
Value
Color
Space
Texture
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PROJECTS
Portfolio Cover:
Pre assessment
Linear Perspective
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Tesselations: M.C. Escher
Surrealism
Line & Shape
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Clay "Wild Lil' Critter"
Michelangelo
Texture & Form
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Pen & Ink TExtured Hand
Texture
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Still Life:
Realism
Value & Form
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Color Wheel
Raphael
Color Theory
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Painted Desert project
Georgia O"Keefe
Impressionism
Color Schemes
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Jewlwery making
Rhythm & Color Schemes
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Stationery/ Cards
Linoleum block printing
Ohara Shosun
Color schemes, Space
Link to Begining Art |
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FINAL PRESENTATIONS MOVED TO JANUARY 14TH.
Students are currently working on their role for their final presentations. They are expected to have adequate volume, use a variety of modulation for dramatic emphasis, and an expressive voice to express feelings and moods of their character.
They are also expected to use non-verbal communicaton, and stay "open" to the audience. Students will also be working on props and set design as they continue to rehearse their lines.
Final presentatins will January 14TH.
Students are currently practicing with Fractured Fairy Tales, and a comedty sketch. STUDENTS MUST MEMORIZE THEIR ROLES1 Please help them over the Thanksgiving break, and memorization is very important!
The visit with Discovery Elelentary to present their stories is still trying to be sorted out.
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Next quarter, students will need to memorize lines for a 3-5 minute performance for their end of course test. We will begin looking for appropriate material in the beginning of November.
Link to Begining Drama |
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Now Showing!
Howell's Moving Castle
Raterd PG
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Next Up:
????
Rated: PG
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Movie is a social movie viewing club. We watch and discuss movies over lunch. Students who are caught up on their work are eligible to come. Movie Club meets every Wednesday during lunch. STudents go through the lunch line first, and then eat while vierwing the movie in room 6. STudents nominate movies, Mrs. Bromley verifies the rating is G or PG, and then students vote for the movie they would like to view.
Movie Ratings:
Movies are all G or PG, unless specific permisson is given for individual students to view a PG-13 movie. This will only be done if it is believed that the movie has a significant message to deliver to students, and only students with signed parent permission slips will view these.
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Mvie List
Movie Title Rating
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Alien Vs Predator PG 13
Bambi G
Bambi II G
Bill & Ted's Excellent Adventuure PG
Breaking Away PG
Castle in the Sky PG
Christmas Story PG
Chronciles of Narnia Prince Caspian PG
Chronicles of Narnia Lion, Witch & Wardrobe PG
Chronicles of Narnia Voyage of the Dawn Treader N/R PG?
Coraline PG
Diamonds are Forever PG
Godzilla: Tokyo SOS PG
Godzilla: Tokyo SOS PG
Hairspray PG
Harry Potter Sorcerers Stone PG
Home Alone PG
How The Grinch Stole Christmas PG
Howl's Moving Castle PG
In the Dark
Movie Title Rating
Monsters VS Aliens PG
Narnia PG
New Scooby Doo Mystery begins NR
Nightmare Before Christmas PG
Pay It Forward PG 13
Planet of the Apes G
Red Dawn PG-13
Scarry Movie IV
Shreck 2 PG
Simon Birch PG
Spirited Away PG
Spykids III Game Over PG
Star Wars PG
Surf's Up PG
The Grinch that Stole Christmas G
The Santa Clause PG
Transformers I PG 13
UP Available Nov 10 PG
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PG-13 Movies being considered:
Pay it Forward
Mean Girls
Link to Movie Club |
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Mrs. Bromley’s Grading Practices
With the volume of papers that require grading, I use a variety of evaluation tools to inform you of your child’s academic progress. The following is an explanation of my grade reporting practices:
Families may use Power School at any time to see how their child is progressing or if there is any work “in progress,” (IP). Work that is “in progress” is work that has either not been turned in, has been turned in without a name, or work that earned less that 70% credit. Work will show up on Power school after it has been graded. It may take several days from the date work was turned in before grading and recording occurs. Checking your child’s progress with Power School allows families to see if their child has any missing assignments, and to allow for IP assignments to be turned in.
Please be aware that early in the quarter, it takes only a few missing grades, or low grades to drastically affect a student’s grade. This is because there is less work that has been submitted. One assignment may be 40% to 60% of a grade early in the quarter.
Errors in a student’s grade may occur for a number of reasons. On occasion, another student’s missing grade can inadvertently be entered into your child’s grade, or the grade may be entered into my paper and pencil grade book, but hasn’t been entered into my computerized grade book. If even half of the students have one or two missing assignments, there is potentially 20 missing and late grades to be tracked down and entered in. With six different classes, occasionally there may be an error in recording grades. If you or your child feel this is the case, please contact me, and I will investigate and correct any errors.
In class, students will receive a grade based on their behaviors for each day’s attendance. Each student begins with nine points out of nine. This “A” or 100%. Each behavior infraction for a given student earns a deduction of one point for that given day. Classroom behaviors carry 25% of their classroom grade.
Why nine points? Many teachers use 10 points as a quick reference, but I found that the nine points is a more generous grading process. This generosity encourages students. 9/9 is of course equivalent to a 100%. But an 8/9 is equivalent to an 88%, and a 7/9 is equivalent to 78%, and a 6/9 is equivalent to a 67%. The goal is to encourage positive behaviors and in classes such as Art and Consumer Sciences safety and care of materials is necessary during class. In Math Labs, students need to show genuine effort as this class is a Pass/ Fail course. In this same fashion, if a student really dos an outstanding job, that far exceed expectations, and the work of their peers, they receive a 10/9, or a 111% or Bonus grade. This is especially encouraging to students when I offer one of the many creative- the sky is the limit.
ART, DRAMA, and 8th GRADE HEALTH
9-Point Daily Participation/Behavior Grade
In Art and Drama, positive participation and appropriate behaviors are necessary for the safety of the students and the care of the materials, and the building. Consequently a Participation/Behavior grade is given each Day. Students begin each day with a 100% or 9 points out of 9 points. With each infraction, students will lose a point.
9/9
0 errors/ engages in safe and appropriate behaviors, or meets 90% or better of expectation as discussed in class. The student is respectful to others and instructor.
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8/9
1-2 errors/ has a few misbehaviors that are not significant and pose no threat to others or wasteful use of materials, or meets 80% - 89% of expectation as discussed in class. The student is respectful to instructor and mostly respectful to classmates.
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7/9
3-4 errors/ has some reckless behaviors that have been addressed, and behaviors continue to be inappropriate or wasteful of materials, or meets 70% - 79% of expectation as discussed in class. The student is respectful to instructor and mostly respectful to classmates.
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6/9
5 errors/ reckless behaviors that may cause injury to materials or others, or meets 60% - 69% of the expectations The student is consistently disrespectful to either the instructor or classmates. Students who earn a 6/9 will have a comment posted in the Score Inspector on the Power School Grade Report. Parents can read the comment explaining the low grade by clicking on the small triangle in the upper corner next to that grade in Power School.
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5/9
6 or more errors/ reckless behavior that require removal of student from the class, or meets 59 % or less of expectations. The student is consistently disrespectful to the instructor and classmates. Students who earn a 5/9 will have a comment posted in the Score Inspector on the Power School Grade Report. Parents can read the comment explaining the low grade by clicking on the small triangle in the upper corner next to that grade in Power School. This almost never happens, and is usually reserved for work that show no genuine attempt on the part of a student to do the assignment
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"PARLEZ"
All students have the right to call “Parlez” (pronounced par- lay) It is the French verb for “to speak,” and is a term from Pirates of the Caribbean that pirates used when captured before being harmed. If a student says “Parlez,” then I will listen to them about the reduced grade and why they might think their behaviors shouldn’t result in a lower grade. This is usually due to me not knowing the FULL story and another person was involved, or another is at least partially responsible. I will after the “Parlez” determine a grade the student and I both agree is fair.
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RUBRICS
Rubrics are another way of assessing student work. When a rubric is used, I always discuss the rubric in its entirety, and provide a sample of “A” work so students are aware of my expectations, before students ever begin their projects.
Rubrics are great in that they let the student know exactly what is expected and required, but I’ve found that students don’t always understand this concept. If they omit just one criterion, and have several items scored in an “adequate range” then they can end up with a very low score even though the majority of the work that is done is better than the credit earned. In this event, a student would earn an IP, and be allowed to bring their grade up. For this reason, when using rubrics, I try to weight them so students who give a fair attempt at a project, will earn at a minimum a C or better. The rubrics are pretty self explanatory, but if you ever have a question, please feel free to ask me about the particulars.
All art projects will be assessed using a primarily objective rubric that will identify the application of a technique, or element as assigned, with a minimum of the grade based on subjective evaluation.
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QUIZZES & TESTS.
Many students have a genuine fear of Tests. Therefore I use tests at a minimum, and primarily use performance based assessments or quizzes to assess if a student has mastery of content or skills. Students who have difficulty with tests should see me, and I will arrange a less formal verbal assessment where I will talk with them in a manner that they can demonstrate mastery of content or skills.
Link to Mrs. B's Grading Policies |
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Pathways Associated Studnt Body, or ASB, is a student leadership organization that will promote Pathways Middle School, will increase positive public awareness, and will advocate for students of Pathways. ASB representatives wlll also work with staff to address student concerns.
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GOALS 2009-2010: Advocate for Pathways to be included on the next Meridian School District Bond Election.
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Submit a grant propossal for Safe Motor Vehicle Use that will
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Pathways ASB 2009- 2010
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ELECTION RESULTS:
Kevin Vialpando won the Presidency.
Regan Gallegos won Vice Presidency.
Ghanda Hendryx won the Secretary position, and
Ashley Redfern won Treasurer.
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Executive Officers:
President Kevin Vialpando
Vice President Regan Gallegos
Secretary Ghanda Hendryx
Treasurer Ashley Redfern
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7th GRADE SENATORS
Callens Cassie Fajardo
Bramlet Rebecca Hasslbauer
McKie Beech Holderness
Moran’s Amber Jones
Needs’ Jonathan Laurie
Nielson Ryan Wilkins
Weeks Brooklyn Craft
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8th GRADE SENATORS
Bromley Duncan Shepherd
Cordova Skye Hardy
Johnson Victoria Sprague
Moran Allison Montgomery
Needs Shane Alder
Nielson Brayden Runyon
Link to Student Government |
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"The function of a school is not to help kids do well in school.
The function of a school is to help kids do well in life.”
Elliott Eisner
Study skills is a class designed to help students gain an understanding of themselves, how their actions affect others, and themselves, so that they will become successful both in school and life. This is done through the direct teaching of study and organizational skills, and learning to be accountable through a program called Why Try.
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Why Try- This is an interactive, hands-on program that helps students answer the question, “Why should I try in school/life/at home?” It is a strength-based approach to help youth overcome their challenges and improve outcomes in the areas of attendance, behavior, and academics.
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SSR- Students are required to bring approved reading material to class each day. We know that reading affects every aspect of a person’s life. Therefore, students will be given 20-25 minutes to read during class. This will be graded each week. Students who do not bring a book will lose points that day. If a student continually fails to bring a book to class, he/she will have consequences assigned by the principal.
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Binders and Agendas- Students are required to keep their binder organized at all times and to have their agenda completed for each period every day. Binders and agendas will be checked weekly for completeness and organization. Students are required to fill out their agenda upon returning from an absence.
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IP- When students complete their assignment for the day, they will be given time to work on their IP (In Progress) assignments from their other classes. Students who do not have any IP assignments will be given a choice of several enrichment activities.
STAY IN TOUCH!
If you should ever have any questions, please do not hesitate to call. Direct communication is the best way to avoid any misunderstandings that may occur during the year. To reach me you may e-mail me, or contact me at Pathways via the voice mail system. To do this after hours call: 855-4498 wait for the sound of being connected, then dial 8497-1106 followed by the pound sign. (855-4498, then 8497-1106#). During school hours you can just call the regular school number: 350-404 extension 1106.
Tami Bromley
8th Grade Health, Drama, Art
bromley.tami@meridianschools.org
350-4040 ext. 1106
Link to Study Skills |
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Dear Families and Friends of Pathway Pirates
My name is Tami Bromley, and I feel privileged to be teaching this year at Pathways Middle School. This is my third year at Pathways. Previously, I taught fifth grade with both advanced student groups, as well as remediation for those needing extra support. While at Summerwind I developed a pasion for helping students that needed divergent approaches, and individualized attention.
I taught art in elementary schools for seven years before becoming a classroom teacher, and continue to express myself through art in my free time. I love sharing my passion for performing and visual arts, including European studies with the Colorado Institute of Art during the late 1970s. Helping students find their creative spark as an Art Mom and Odyssey of the Mind coach is what initially led me to teaching.
I returned to school to gain my teaching credentials, earning one of Boise State’s highest academic awards as a Top Ten Scholar in 2002. Consequently I am a die hard fan of the Boise State Broncos! GO BRONCOS!!!!!
Since that time, I have been teaching in the Meridian School District.
My husband Chuck and I have happily navigated life togaether since 1981, and we share three wonderful children who have successfully made it through middle school: Brandon who just graduated from Montana State University with a degree in geology and Paleontology, Stuart who is getting ready to begin classes at College of Western Idaho, and Meghan a junior at Eagle High.
In my free time, I can usually be found literally horsing around with my latest passion Ali: a high spirited Arabian gelding I am training for endurance rides. When not at the barn or on the trail, I enjoy playing with my family; dining with good friends, camping, and skiing.
I believe that learning should be a fun and engaging adventure. Mistakes lead people to learning, and thus are seen as an opportunity for growth. I look for the good in all people, and try to nurture the positive in students. I love identifying student’s individual abilities and weaknesses then adjusting to meet their specific needs. The greatest reward as a teacher is seeing students blossom, and gain confidence in their newly developed skills!
Link to Who is Mrs Bromley??? |
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Pathways Middle School
Tami Bromley
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