More information about the Plymouth Prance: https://pmfs.myfunrun.com
More information about the Plymouth Prance: https://pmfs.myfunrun.com
Join us for the world premier of the musical “B.A. Wulf” by Gillian Pokalo, with music by John B Hedges.
The musical, inspired by the Anglo-Saxon epic poem “Beowulf”, is a tale about being true to yourself, the power of empathy, peer mediation, and Vikings. In addition to performing the show, the Sixth Graders have conceived and created the musical’s fantastic design elements (including a giant monster arm!).
This show is appropriate for all ages.
Tickets: $10.00 for adults, $5.00 for children. Click the button below to purchase tickets by credit card anytime up until showtime.Buy tickets
Join us for camp this summer to experience fun activities and new friendships. Our 5-week day camp is jam-packed with exciting summer activities and chances to dive deep into subjects that interest your child. There is something for everyone in this one-of-a-kind summer camp experience.
Explorers camp is jam-packed with fun activities for ages 6-12. Each week PMFS teachers will lead activities around a unique theme, ranging from sports to hiking/camping, science, theater and so much more.
Seedlings Campers will experience an open-ended exploration of our beautiful 11-acre campus. Activities range from water play and muddy adventures to excursions in the woods. Weekly themes include “Animals Around Us”, “Yoga and Movement” and “Cooking and Creations.”
By M. English for Digital First Media
PLYMOUTH — Through the ages, circuses have ranged from the chariot races of ancient Greece and Rome to the former Ringling Bros. and Barnum & Bailey shows and today’s Cirque du Soleil.
Fourth-graders at Plymouth Meeting Friends School began contributing their unique spin to the circus tradition 15 years ago, thanks to teacher and near lifelong circus fan Will Starr.
Fresh from publishing a circus-themed math book, Starr decided to share his enthusiasm for all things big top with his young charges. That decision included teaching the mostly 9- and 10-year-olds to juggle, unicycle, walk tightropes and master any number of other circus arts … all of which led to the establishment of PMFS’s annual Fourth-Grade Circus.
Plymouth Meeting Friends School teacher Will Starr works with some of the 12 fourth-graders who will star in the 2019 Fourth-Grade Circus.
The production’s theme changes yearly, and 2019’s will transform the school’s contemporary Steinbright Building to glamorous mid-20th century Hollywood when it opens to the public March 15 and 16 at 7 p.m. Tickets are $7.
Don’t look for clowns or animals under this big top, either. The action unfolds within the structure of a storyline, and this year’s 1940s Hollywood theme — dubbed “Steppin’ Out” — was inspired by a PMFS music class that introduced the local kids to the music of English singer-songwriter Joe Jackson.
“I try to do something that ts the class each year, so when I heard Joe Jackson’s ‘Steppin’ Out’ playing in [their] music class, I thought why not take that song and adapt it to our [theme], basically, a couple going out on the town having a good time,” Starr explains. “And let’s set it in Hollywood in the 1940s … a time period a lot of kids, including these kids, don’t know much about.”
To enhance the experience, Starr tweaked his American history curriculum to make the 1940s the focus of his fall syllabus, and this year’s circus shaped up as a movie rehearsal on the backlot at MGM that — as planned — will climax in a fancy “Ginger Rogers/Fred Astaire-type dancing scene.”
Think “Singing in the Rain,” Starr adds. “Full out, total lights, cameras, action.”
Or, as PMFS’s website promises: “Expect a grand finale of epic proportions.”
Members of Starr’s local troupe begin honing their talents at the start of each fall semester and get together for practice with increasing frequency as opening night approaches. Unicyclers also meet for Sunday afternoon sessions … as do the parent volunteers who sew costumes and construct props like the “impressive” wooden staircase designed for “Steppin’ Out.”
“Yeah … it’s denitely kind of crazy, but it’s a nice way to get the kids, parents and teachers all working together toward a common goal, which I think is really important,” Starr says. “Talk about crazy … on one of the Sundays right before the circus, we have our annual game of unicycle tag in the gym. And, yes, it’s crazy — a couple of the kids are on 6-foot-tall unicycles — but it’s a lot of fun.”
He gets no argument from this year’s performers. Unicyclers or not, they all juggle several roles, sing and dance with apparent ease. Not surprisingly, they’ve taken to some of those roles more avidly than others.
“My favorite part is the part where I get to say. ‘Where’s my coffee?’” figures Jonas Couzin-Frankel, who plays the “director” calling the shots at the fictional MGM rehearsal.
Classmate Oscar Gasga? He’s hoping to wow audiences with his plate-balancing skills, while Sasha Newman’s favorite act is “cigar boxes,” and Drew Aldinger is partial to “the little bike.”
Kalila Abboud-Rosen and Suri Greene are looking forward to shimmying down the vertical drops in the show’s shiny “silks” (which Kylee Saraga describes as “kind of like big scarves hanging from the sky that you use your arms and your legs to climb on”).
Elise Drury will doubtless impress with her prowess on a bar called “the pipe.”
“Which is similar to the tight wire but with a thin bar of metal,” notes fellow pipe-walker Bella Evan.
Not to mention “hard” to do, says Andrew Lindsley, who finds unicycling “easy.”
Charlie Berk, like most of his classmates, feels “nervous but still good” about the upcoming show. He and pal Jeff Gould will share the spotlight in one routine — a bit that requires some, uh, “horsing around.” Jeff is “very excited” about the circus in general but calls this act his favorite “because it’s funny.”
Although the Fourth-Grade Circus is denfitely his baby, Starr “can’t say enough” about the assistance he’s received from fellow staffers — for example, teaching colleagues Christy Devlin and David Mettler, comedy pros who take to the stage when they’re not in the classroom, and Head of School David Kern, who, it’s rumored, will be making a guest appearance as the iconic MGM lion.
Starr gives a special shoutout to professional aerialist Jackie Zalewski, who has worked with the local fourth-graders all year.
“She’s been absolutely wonderful,” he says.
Wonderful, too, Starr emphasizes, the life lessons his students learn as they polish their skills and build self-confidence before each year’s performances.
“The students are in charge of organizing much of the production … calculating ticket prices and figuring out how many seats will fit in the gym,” he says. “With adult help, they also learn to support each other in an environment that could otherwise be dangerous. The kids spot each other, perform safety checks on circus equipment and care for each other emotionally.”
PLYMOUTH — Jan. 23 is National Handwriting Day. It’s also the birthday of John Hancock — the Colonial American statesman whose iconic endorsement topped this country’s Declaration of Independence and whose very name has become synonymous with “signature.”
Penmanship had its golden age — approximately the late 19th to early 20th centuries — and was once a regular part of most education programs. These days, the annual Philadelphia Pen Show (and others like it) attracts fans of fine manual writing instruments … as do groups like the Fountain Pen Network and Well-Appointed Desk and luxury purveyors like Franklin-Christoph, Appelboom and Fontoplumo. But instruction in the connected cursive letters once taught routinely isn’t what it used to be, and many contemporary kids learn to print and keyboard with nary a nod to the loops and lines of longhand.
Students at area Catholic schools are not among them.
For instance, the girls and boys at Holy Rosary Regional Catholic School in Plymouth Meeting learn to print in kindergarten and first grade and are taught cursive writing in second grade.
“We see it as a necessary skill,” says Principal Mary Ann Gilman.
Maura Sutherland, a learning specialist at neighboring Plymouth Meeting Friends School, agrees.
PMFS spokesmen say they believe cursive instruction maximizes students’ communication options.
“We … prepare our youngest students — 3-year-olds — for handwriting by exercising their fine motor skills and handwriting muscles in many ways,” Sutherland explains. “Using chopsticks at snack time is one example. Beginning in kindergarten, our students start getting focused practice with printing.
“Cursive instruction begins in earnest in third grade and is reinforced through sixth grade. By fifth grade, keyboarding is added to the mix, giving children all the tools they’ll need for success in the modern world. We have been heartened that growing neuroscientific evidence supports what we see — for many students, handwriting enhances creativity and memory and simply produces better results. We are a school that nurtures writers, so this is especially important to us.
“An added benefit to teaching cursive is that our students can read cursive and, therefore, can connect intergenerationally with historical primary source documents or, simply, with notes from grandma that students without cursive instruction can no longer decipher.”
Neither educator gets any argument from Colmar resident Susan Sobel, who takes her respect for “beautiful handwriting” to an even higher level as an accomplished calligrapher.
Sobel draws on her facility with pen, brush and ink to embellish invitations, place cards, table names and numbers, seating charts and menu cards. She requests an average donation of $100 for 100 invitations, all of which goes to her church, Mary Mother of the Redeemer in North Wales.
A former nurse, Sobel doesn’t do any marketing or advertising — except for entries in the Mary Mother of the Redeemer bulletin — and her “clients” typically find her by word of mouth.
She learned calligraphy in an adult evening class at North Penn High School “about 20 years ago” and downplays her philanthropy.
“It’s just relaxing,” says Sobel, who served as chief nursing officer at the former North Penn Hospital. “I enjoy doing it. Why calligraphy? My last class in grad school was biostatistics, and that was so rough I told myself, ‘If I survive this, I’m going to do something fun for myself.’ I tried beginners’ watercolor, and that was a bust, but I really enjoyed calligraphy.
“I’ve always been fascinated by beautiful handwriting. On a trip to England, I probably spent hours looking at beautiful, old handwritten documents.”
Of course, as a nurse, Sobel has spent even more time trying to translate doctors’ notoriously sloppy notes.
“I can’t tell you the amount of time I spent trying to decipher physician handwriting,” she says. “Interpretation was critical, and every effort was made to avoid errors. But they happened. Today, all physician orders are typed into a computer so time is saved and accuracy is preserved. I can see how progress has improved life, but I think beautiful handwriting is still appropriate for certain occasions.”
And in Sobel’s case, those occasions have been diverse and far flung — from the decorative poem she penned for a woman who telephoned from Denver to the wedding invitations for a couple whose marriage ceremony took place in the bride’s native India and another set of invites for retired football defensive end (and two-time Super Bowl winner) Justin Tuck whose then-future mother-in-law worked in Lansdale.
“It’s pretty amazing,” Sobel says. “I just sit in my kitchen, and, somehow, these people find their way to me.”
Additional information is available by emailing email@example.com.
National Handwriting Day is sponsored by the Writing Instrument Manufacturers Association trade group. Additional information, including tips for improving manual dexterity, is available at wima.org.
PLYMOUTH — Students of the 1950s and 1960s huddled under their desks during routine air raid drills and worried about Russian nuclear attacks. The big global conflicts continue. But these days, American kids are also surrounded by the free-floating anger and negativity that pervades contemporary politics — currently, troubling news about presidential “tantrums,” government shutdowns, people without paychecks and a careening stock market.
The list goes on. And thanks to extensive traditional and social media, the headlines are everywhere. How does that affect a 5-year-old? A 7-year-old? A 9-year-old? Do they worry about these issues? Can parents and teachers shield them from the ugliness? Should they?
An ongoing balancing act, says Brenda Crawley, newly appointed head of school at historic Plymouth Meeting Friends School in Plymouth Township.
“I look back three decades to my early days of teaching and see the ‘age of innocence,’” adds Crawley, scheduled to assume her PMFS post this July. “At that time, the influence of media, technology and popular culture had little to no impact on classroom instruction. Today, educators have to understand that students bring all of these factors to school with them each day. The influence of the media permeates their academic, social, emotional and behavioral development. Significantly, children gain a sense of what is correct, acceptable and exceptional from what they see and hear on the radio and television.”
The challenge for educators “lies in helping students to find a balance between utilizing the media and technology as tools and knowing when to set these tools aside to engage in face-to-face conversations with others.” Ideally, families and educators work together to achieve that end.
“Helping children to process the conflicting messages that are part of our social and political climate can be a daunting endeavor,” continues Crawley, who heads the lower school at Maryland’s Sandy Spring Friends School and was previously head of the lower school at the McLean School of Maryland. “Most parents and teachers want to offer children all of the answers. We find ourselves hoping to provide comfort and solutions to our young ones.
“When children try to process information, they tend to ask myriad questions, and adults feel like we need to have those answers. More important than having the answers is actually listening to the questions and providing just enough developmentally appropriate information for the child. It is fine to offer up bite-sized pieces. Less information is less overwhelming.”
And — sometimes — admitting you don’t know the answer is the best option, Crawley says.
“This is not a failure, and the child learns that some queries require more time, deeper thought and research,” she explains. “Experiment with being vulnerable, especially with the hard questions. Encourage [children] to wonder and voice their curiosity. Instead of attempting to explain the rationale behind war to a young child, recognize their concern and ask a focused question: ‘It sounds like you’re wondering why they are fighting. Can you think of another way they could work on their problems?’”
In short, “the most difficult task is to avoid filling in the blanks as we try to make sense of matters that young children cannot fully comprehend.”
“Engaging children in conversations about difference is critical to their healthy social, emotional and behavioral development,” says Crawley, who earned a bachelor of music at Manhattanville College in New York and a master’s degree in organizational development at Johns Hopkins University’s Carey Business School in Baltimore. “Children notice difference at about the same time they are developing early vocabulary. As adults, we have a responsibility to seize these early opportunities to have the chats that might feel ‘raggedy’ and accept that children will ask difficult questions and challenge our responses.”
Know, too, that “to a child, fairness is a critical issue,” Crawley notes.
“Discussing the treatment of others through the lens of fairness offers a child the opportunity for perspective-taking,” she says. “They can readily understand inequity, imbalance and discrimination as they consider what fair looks like, and they will likely have strong suggestions for ways to solve the problems. Children also recognize the positive impact of kindness. When families and educators find themselves seeking the ‘right’ answers to those tough questions, using fairness and kindness as guideposts will certainly help children as they try to process the conflicting messages in our social ‘atmosphere.’”
Crawley speaks as an educator and mother. She and wife Ellen have two sons, Jonathan and William, and she’s the first to admit “raising two sons has completely shifted my sense of reality.”
“Even as a seasoned educator, I have found parenting a continuous learning process,” she says. “Early on, I learned that none of the parenting books truly had all of the answers and a storm always followed the calm. Having a sense of humor and reminding myself to stretch and be flexible remain my survival tactics. It took a while for me to realize that each of my sons has his own journey and I could not chart the course of those journeys.
“At some point, a parent has to stop preparing the path and focus more on preparing the child. That is, by far, one of the most important things that I have learned as a parent, and it has helped me to guide and advise numerous families who are parenting young children. It has also given me ‘permission’ to allow my children to realize that they can survive failure, correct course and move on.”
Crawley’s experience as a parent has also affected her approach as an educator.
“As a mom, I’ve learned that I have to relinquish some control in order to prepare my sons to be strong young men,” she says. “I have high expectations for each of them, and yet it is their own personal expectations that guide them. I am less concerned about grades than I am about their excitement for learning. I am more concerned about their genuine happiness and their sense of self.
“I remain focused on the fact that I am raising two men of color. I want them to be strong, safe and secure. I always want them to seek joy and to stay curious. I want them to laugh, love and respect others … to see, hear and affirm others. I want my sons to remain ever hopeful and to recognize that they can change the world. This parenting thing has built a fire inside of me. I find that as my own children grow, my desire to ‘raise’ my students in a similar way has become a lifelong passion.”