Toiling to Reach New Heights.

"The heights of great people reached and kept;
Were not attained by sudden flight.
But they, while their companions slept,
Were toiling upward through the night."
==========Anonymous=============

FILL A BACKPACK ----- Sponsored by Professional Jamaicans for Jamaica

As per Aven Peralto-Nichols of Professional Jamaicans for Jamaica:

Aven Peralto Nichols We believe 2010 will be a great year and we can make it even better by making a positive impact on the lives of the youths in Jamaica. In the spirit of giving, Bridges To Jamaica, Professional Jamaicans For Jamaica and I am Jamaica have ans...wered the call to assist various basic, primary and high schools in economically challenged areas that have  been adversely affected by the recent economic downturn.




Lets get started !!



For your convenience we have listed a few different gifting options for all our members allowing everyone to participate.

Our deadline is 8-11-2010 which will enable us to get the supplies to Jamaica in time for school in September.

Our Goal is to fill 5000 Backpacks to be distributed to children in need.



For check and cash donations in the USA please contact:

Professional Jamaicans for Jamaica

c/o Mr. Horace Daley.

P.O.Box 320058

Fairfield CT 06825 .

Email: info@pjfj.org?



Event Cordinator in the US :

Aven Peralto-Nichols.

Tel: (813) 205-1117

by: FaceBook Messaging

Email: aven_nichols@yahoo.com



Event Coordinator in Canada:

Sandra Smith.

Tel: (647) 770-0899

by: FaceBook messaging

Email: sandra_smith13@hotmail.com



ONLINE PURCHASING: of Supplies and Gift Cards



Canadian, British, and US residents can also order gift cards from Target, Wal-Mart online & Staples@

www.target.com

www.walmart.com

www.staples.com

and have the supplies / gift cards shipped to the address below:



Professional Jamaicans for Jamaica

c/o Aven Peralto Nichols.

9745 Jasmine Brook Circle,

Land O Lakes Florida 34638



Canadian Residents can order on line from Staples.ca and have it sent to the store listed below for pick-up by Sandra

Staples Toronto

Scarboro North

1936 McCowan Road

M1S 4K1

Tel: (416)-292-4570



Our estimate to fill a Primary school Backpack $30.00 (US /CDN)

Our estimate to fill a High School Backpack $35.00(US/CDN)



ALL Primary & High School Backpacks CONTAIN:



ruler

erasers

1 GB USB Port

crayons

Calculator

colored pencils

3pk Thesaurus, Spanish and English Dictionary

pencil case

folders

glue

composition book

small notebooks

water bottle

filler paper

Dictionary

pencils

pens

pencil sharpener

highlighters



If you fill your own backpacks and you reside in the Toronto Area, please contact Sandra to make arrangements for drop off or pick-up.

If you are in the Central Florida area, please contact Aven for drop-off or pick-up info.

If you purchase back to school supplies online at Target or Wal Mart you can also ship those items to us.

We are encouraging all our friends living outside of these areas to purchase gift cards instead so we are able to keep the backpacks similar for the children.

Gift cards can be shipped to the addresses listed above, since we may not be able to reach you otherwise.



Warm Regards,

Aven Peralto Nichols.

Professional Jamaicans For Jamaica.

# 813-205-1117 (Direct Line )

e-mail: aven_nichols@yahoo.com

An Excellent Production

http://www.youtube.com/watch?v=7864nB-geSI




An excellent production by Mello Ayo, who is a former student of :

York Castle HighSchool, 
BrownsTown
Jamaica

Cornwall College
Montego Bay,
Jamaica

BrownsTown Community College
Browns Town,
Jamaica

University of the West Indies
Mona Campus,
Kingston, Jamaica.
Bachelor  of Arts, 1983.

SALSA

[For free dance classes on video visit http://addicted2salsa.com/dance/]

Salsa is a  dance genre from Cuba, as the meeting point of European and African popular culture. It later spread to Puerto Rico and the rest of the Caribbean islands. Salsa is essentially Cuban with deep Afro-Cuban beats, and additional musical influences from Son,Guaguancó, and Rumba. Salsa is normally a partner dance, although there are recognized solo forms. Salsa can be improvised or performed with a set routine.

Salsa is popular throughout Latin America, and also in the United States, Spain, Japan, Portugal, France, Eastern Europe and Italy.

Basic movements

Dancing Salsa in Mexico

The basic step of all styles of salsa involves three weight changes (or steps) in each four-beat measure. The beat on which one does not step might contain a tap or kick, or weight transfer may simply continue with the actual step not occurring until the next beat, some individuals may insert an actual pause. The option chosen depends upon individual choice and upon the specific style being danced. One of the steps is a "break step" a little bit longer than the other two. Different styles of Salsa are often differentiated by the direction and timing of the break step ("on 1" or "on 2" for example). After 6 weight changes in 8 beats, the basic step cycle is complete. While dancing, the basic step can be modified significantly as part of the improvisation and stylings of the people dancing.

As a salsa dancer changes weight the upper body remains level and nearly unaffected by the weight changes. Caught in the middle are the hips which end up moving quite a bit—the famous "Cuban hip movement."

The arms are used to communicate the lead in either open or closed position. In open position the two dancers hold one or both hands, especially for moves that involve turns, or putting arms behind the back, or moving around each other. In closed position, the leader puts the right hand on the follower's back, while the follower puts the left hand on the leader's shoulder. In some styles, the dancers remain in a slot (switching places), while in others the dancers circle around each other.

Every Salsa composition involves complex African percussion based around the Clave Rhythm. The key instrument that provides the core groove of a salsa song is the conga drum. Every instrument in a Salsa band is either playing with the clave (generally: congas, timbales, piano, tres guitar, bongos, claves (instrument), strings) or playing independent of the clave rhythm (generally: bass, maracas, güiro, cowbell). Melodic components of the music and dancers can choose to be in clave or out of clave at any point. 

Salsa styles

Incorporating styling techniques into salsa has become very common, for both men and women: shimmies, leg work, arm work, body movement, spins, body isolations, shoulder shimmies, rolls, and even hand styling have become a huge trend in the salsa scene.

Salsa's roots are Cuban, but salsa is open to improvisation and thus it is continuously evolving. Dance styles are associated with the original geographic areas that developed them. There are often devotees of each of these styles outside of their home territory. Characteristics that may identify a style include: foot patterns, body rolls and movements, turns and figures, attitude, dance influences, and the way that partners hold each other. The point in a musical bar music where a slightly larger step is taken (the break step) and the direction the step moves can often be used to identify a style.It has a Funky,sexy,spicy feel to it. You must feel the vibes between you and your partner.

The basic styles are:

1. Latin American Styles, originating from Cuba and surrounding areas and then expanding to Colombia, Nicaragua, Puerto Rico and the rest of the Latin states; also heavily influence "Miami" style which is a fusion of Cuban style and North American version.
2. North American Salsa, (sometimes referred by Latin Americans as "American Salsa"). Two types of Salsa with distinct tempo differences; Los Angeles Salsa which breaks on the first beat "On 1" and New York Salsa which breaks on the second beat "On 2". Both have different origins and evolutionary path, as the New York Salsa is heavily influenced by Mambo and Jazz instruments in its early growth stage.

Miami-style Casino

Developed by Cuban migrants to Florida, and centered around Miami, this form of Cuban-salsa fused with American culture and LA Style. Major differences of Miami-style Casino is that it is exclusive dance to downbeat  and has elements of shines and showstyle added to it following repertoires of L.A. Style.In the 1950s Salsa Rueda or more accurately Rueda de Casino was developed in Havana, Cuba. Pairs of dancers form a circle (Rueda in Spanish means "Wheel"), with dance moves called out by one person. Many of the moves involve rapidly swapping partners.

There two main types of Rueda de Casino:

1. Cuban-style - "Rueda de Cuba" (Original type of Rueda, not so formal consisting of about 30 calls)
2. Miami-style - "Rueda de Miami" (Formal style, many rules, based on a mix, hybridization of Rueda de Cuba and Salsa Los Angeles-style )

Cali Salsa style

The Colombian city of Cali is also known as the "Capital de la Salsa" (World's Salsa Capital); it's one of the few cities where salsa is the main genre in parties, nightclubs, and festivals in the 21st century.

The elements of Cali Salsa Style is the strong infusion of Colombian rhythms particularly Cumbia and Boogaloo. Dancers do not shift their body weight greatly as seen in other styles. Instead, dancers keep their upper body still, poised and relaxed while the feet execute endless intricacies.

A major difference of Cali or Colombian salsa is that the dancers have a dance speed in steps. they not execute Cross-body Lead, or the "Dile Que No" in Cuban salsa.

Every year Cali holds many Salsa festivals such as "world salsa Cali festival" and "Encuentro de Melomanos y Coleccionistas", where experts of salsa history, lovers of this genre and music collectors meet in the city. Salsa is also well recognized and celebrated in December, when festivals are held every year.

New York style

Original evolution from the 1960s Mambo era when Cuban music was introduced to New York due to influx of Cuban dissidents and other Latin migrants, the New York Salsa (NY Salsa) has its own evolutionary path as old Mambo (Mambo Tipico) is fused with New York jazz and swing to create a new salsa genre. 

New York style tends to place a greater emphasis on performing "shines" where dancers separate and dance solo for a time, suspected origins from Swing and New York tap.

New York style dancers are typically very serious about the musicality and timing of their dancing. 

(Courtesy of Wiki Encyclopedia)

TAP DANCING

Tap dancing has the distinction of being a unique art form, and it's performance is considered cultural.

Tap dancing originated as Juba, a kind of dance practiced by African slaves. In America, the slave trade resulted in a collision of cultures as many Africans from many different areas and tribes were brought together. When slave owners realized that Africans could communicate with each other through the use of drums, and they could communicate in this manner over long distances and in code, the slave masters banned the use of drums and native instruments in any African celebrations or ceremonies. The slave masters were in constant fear of revolt, and so they were focused on eliminating as much communication between slaves across distances. However, the African slaves held on to their traditional rhythms by using their feet to beat out the rhythms on the ground instead of their hands on the drums. The tapping out of rhythmic passages was developed, and eventually this became quite complex. A new, subtle, intricate, and very important method of expression and communication was born and developed.

By the mid-nineteenth century, African-Americans had combined their footwork with Irish and British clogging steps to create a style called "buck and wing." which became Modern Tap Dance. More information on Tap Dancing can be found at the website of the National Tap Dance Company at http://www.usatap.org/

DANCE - BALLET

Ballet dance is a very formal and strict type of performance dance. Ballet  originated in  the 16th and 17th century French courts, and was further developed in England, Italy, and Russia as a concert dance form.

Ballet has become a highly technical form of dance, however the early ballet dancers were not as skillled as they are now.  Primarily, ballet is performed to classical music.  If one wishes to become a professional ballet dancer, or proficient in ballet, an extreme and disciplined dedication to the art is required, with a strong diligence and devotion to lots pf practice and rehearsals.

DEFINING THE ARTS

Defining The Arts

The term “The Arts” is a broader division of culture, which is composed of various fields and disciplines. “The Arts” is a much broader then ‘Art’, which is a field that is limited to the visual arts such as fine art, decorative art, and craftsmanship. The Arts includes a diverse range of human activities, creations, visual arts, literature, and performing arts, and methods of expression such as film, literature, music, drama, dance, sculpture and paintings.

Literature is also considered one of “The Arts”. William Shakespeare wrote some of the best known works in English Literature. Literature literally means "acquaintance with letters". The term generally identifies a collection of writings, which in Western culture are mainly prose, both fiction and non-fiction, drama and poetry. In much, if not all of the world, texts can be oral as well, and include such genres as epic, legend, myth, ballad, other forms of oral poetry, and as folktale.

Art is the process of arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expression, including music, literature, film, sculpture, and paintings. The meaning of art is explored in a branch of philosophy known as aesthetics.

Traditionally, the term art was used to refer to any skill or mastery. This conception changed during the Romantic period, when art came to be seen as "a special faculty of the human mind to be classified with religion and science".Generally, art is made with the intention of stimulating thoughts and emotions.

The Arts can describe several things: a study of creative skill, a process of using the creative skill, a product of the creative skill, or the audience's experience with the creative skill. The creative arts (art as discipline) are a collection of disciplines (arts) that produce artworks (art as objects) that are compelled by a personal drive (art as activity) and echo or reflect a message, mood, or symbolism for the viewer to interpret (art as experience). Artworks can be defined by purposeful, creative interpretations of limitless concepts or ideas in order to communicate something to another person. Artworks can be explicitly made for this purpose or interpreted based on images or objects. Art is something that stimulates an individual's thoughts, emotions, beliefs, or ideas through the senses. It is also an expression of an idea and it can take many different forms and serve many different purposes.

Defining The Arts 

The term “The Arts” is a broader division of culture, which is composed of various fields and disciplines. “The Arts” is a much broader then ‘Art’, which is a field that is limited to the visual arts such as fine art, decorative art, and craftsmanship. The Arts includes a diverse range of human activities, creations, visual arts, literature, and performing arts, and methods of expression such as film, literature, music, drama, dance, sculpture and paintings.

Literature is also considered one of “The Arts”. William Shakespeare wrote some of the best known works in English Literature. Literature literally means "acquaintance with letters". The term generally identifies a collection of writings, which in Western culture are mainly prose, both fiction and non-fiction, drama and poetry. In much, if not all of the world, texts can be oral as well, and include such genres as epic, legend, myth, ballad, other forms of oral poetry, and as folktale.

Art is the process of arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expression, including music, literature, film, sculpture, and paintings. The meaning of art is explored in a branch of philosophy known as aesthetics.

Traditionally, the term art was used to refer to any skill or mastery. This conception changed during the Romantic period, when art came to be seen as "a special faculty of the human mind to be classified with religion and science".Generally, art is made with the intention of stimulating thoughts and emotions.

The Arts can describe several things: a study of creative skill, a process of using the creative skill, a product of the creative skill, or the audience's experience with the creative skill. The creative arts (art as discipline) are a collection of disciplines (arts) that produce artworks (art as objects) that are compelled by a personal drive (art as activity) and echo or reflect a message, mood, or symbolism for the viewer to interpret (art as experience). Artworks can be defined by purposeful, creative interpretations of limitless concepts or ideas in order to communicate something to another person. Artworks can be explicitly made for this purpose or interpreted based on images or objects. Art is something that stimulates an individual's thoughts, emotions, beliefs, or ideas through the senses. It is also an expression of an idea and it can take many different forms and serve many different purposes.

Performing arts

Performing arts include acrobatics, comedy, dance, magic, music, opera, film, juggling, martial arts, marching arts, such as brass bands, and theatre. Artists who participate in these arts in front of an audience are called performers, and they include actors, comedians, dancers, musicians, and singers. Performing arts are also supported by workers in related fields, such as songwriting and stagecraft. Performers often adapt their appearance, such as with costumes and stage makeup. There is also a specialized form of fine art in which the artists perform their work live to an audience. This is called Performance art. Performing arts

The major forms of Performing Arts are Dance, Music, Opera Theatre, Circus Arts, Magic, Puppetry, Drama, Tragedy, Comedy, Romance, Satire, Epic and Lyrical.

The performing arts are those forms of art which differ from the plastic arts insofar as the former uses the artist's own body, face, and presence as a medium, and the latter uses materials such as clay, metal or paint which can be molded or transformed to create some physical art object.

Performers often adapt their appearance, such as with costumes and stage makeup, etc.

There is also a specialized form of fine art in which the artists perform their work live to an audience. This is called performance art. Most performance art also involves some form of plastic art, perhaps in the creation of props. Dance was often referred to as a plastic at during the Modern dance era

Music

Music is an art form whose medium is sound. Common elements of music are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. Music can be divided into genres and subgenres, although the dividing lines and relationships between music genres are often subtle, sometimes open to individual interpretation, and occasionally controversial. Within "the arts", music may be classified as a performing art, a fine art, and auditory art.

Theatre

Theatre is the section of the performing arts concerned with acting out stories in front of an audience using combinations of speech, gesture, music, dance, sound and spectacle — indeed any one or more elements of the other performing arts. In addition to the standard narrative dialogue style, theatre takes such forms as opera, ballet, mime, kabuki, classical Indian dance, Chinese opera and mummers' plays.

Dance

Dance refers to human movement either used as a form of expression or presented in a social, spiritual or performance setting. Choreography is the art of making dances, and this is done by people called choreographers. Definitions of what constitutes dance are dependent on social, cultural, aesthetic, artistic and moral constraints and range from functional movement (such as Folk dance) to codified, virtuoso techniques such as ballet. In sports, gymnastics, figure skating and synchronized swimming are dance disciplines while Martial arts 'kata' are often compared to dances. People danced to relieve stress.

Dance generally refers to human movement either used as a form of expression or presented in a social, spiritual or performance setting.Dance is also used to describe methods of non-verbal communication (see body langu age) between humans or animals (bee dance, mating dance), motion in inanimate objects (the leaves danced in the wind), and certain musical forms or genres.

Choreography is the art of making dances, and the person who does this is called a choreographer.

Definitions of what constitutes dance are dependent on social, cultural, aesthetic artistic and moral constraints and range from functional movement (such as folk dance) to codified, virtuoso techniques such as ballet. In sports, gymnastics, figure skating, and synchronized swimming are dance disciplines while martial arts "kata" are often compared to dances. Modern dance began in the late 19th century and early 20th century in response to the restrictions of traditional ballet.

Alvin Ailey's revolutionary American Dance Theater was created in the 1950s, signaling the radical changes that were to come to performing arts in the 1950s and 1960s as new cultural themes bombarded the public consciousness in the United States and abroad. Postmodernism in performing arts dominated the 1960s to large extent.

Rock and roll evolved from rhythm and blues during the 1950s, and became the staple musical form of popular entertainment.

Drama

"Drama" is the branch of the performing arts concerned with acting out stories in front of an audience using combinations of speech, gesture, music, dance, sound and spectacle—indeed any one or more elements of the other performing arts. In addition to the standard narrative dialogue style of plays, theatre takes such forms as musicals, opera, ballet, illusion, mime, classical Indian dance, kabuki, mummers' plays, improvisational theatre, stand-up comedy, pantomime, and non-conventional or art house theatre.

If We Can Dream It, We Can Make It Happen.

If we can dream it, we can make it happen.

TOP OF THE CLASS

A SELECTION OF JAMAICA'S OUTSTANDING ACHIEVERS.

CONGRATULATIONS TO ALL. YOU HAVE MADE SO MANY PEOPLE SO PROUD OF YOU.


http://jamaica-gleaner.com/supplement/pdf/Top-Of-The-Class-Binder1.pdf

Condolence Book Opens in Washington for Professor Nettleford

(REPRINTED FROM JAMAICA INFORMATION SERVICE NEWSPAPER)
WASHINGTON DC (JIS):

Monday, February 15, 2010

Jamaica's Ambassador to the United States, His Excellency Anthony Johnson signs the condolence book for late Vice Chancellor Emeritus of the University of the West Indies (UWI), Professor Rex Nettleford O.M., which opened on Friday (Feb. 12) at the Jamaican Embassy in Washington DC.

Members of the CARICOM Caucus of Ambassadors, academia and the Jamaican community residing in Washington D.C. and the metro areas began paying tribute to the late Vice Chancellor Emeritus of the University of the West Indies (UWI), Professor Rex Nettleford O.M. on Friday (February 12), when a condolence book was officially opened at the Jamaican Embassy in Washington, DC.

Jamaican Ambassador to the United States, His Excellency Anthony Johnson was the first to sign the book.

In a brief statement Ambassador Johnson said that "all Jamaicans, irrespective of where they live, are saddened by the passing of (the) cherished member of the Jamaican family. As an outstanding son of Jamaica, he was loved and respected by nationals all over the world".

He noted that by Professor Nettleford's passing, Jamaica and the Caribbean have lost one of its leading intellectuals, educators and cultural icons. The void which has been created, he said, cannot be filled, and the region will be the poorer for his passing.

Secretary General of the Organization of American States (OAS), Miguel Insulza said, that by all accounts, Professor Nettleford was a man of extraordinary passion, talent and intellect, who dedicated his life to developing his chosen craft of dance and to promoting Jamaican culture. Mr. Insulza said that it was his great hope that Mr. Nettleford's work ethic, creativity and irrepressible spirit will continue to inspire younger generations of Jamaicans to greatness.

President of the UWI Alumni Association of Washington DC, Shashana Crichton described Professor Nettleford as a shining example of the best of UWI and indeed the entire region. "As former Vice Chancellor of the University of the West Indies and Vice Chancellor Emeritus, he played a strong role in maintaining the indelible bonds between the university and its alumni, both here in the Washington, D.C. metropolitan area and across the globe," she stated.

Diaspora Advisory Board member for the North-East United States, Patrick Beckford, in his tribute, stated that Professor Rex Nettleford was a pioneer in the establishment of the Diaspora movement. "As the chair-elect of the Jamaican Diaspora Foundation, Professor Nettleford spoke fondly of the future development and value of the Jamaican Diaspora to our nation's development. We are indebted to his inspired leadership in our yet unrealised potential," he said.

The condolence book will remain open at the Embassy until Tuesday, February 16 from 9:00 a.m. to 4:00 p.m. each day. Ambassadors representing Caribbean countries in Washington D.C, and representatives of Jamaican organisations have been invited to sign the book.

Professor Nettleford, who founded the National Dance Theatre Company (NDTC), died on February 2 at the George Washington Hospital in Washington D.C., in the United States at age 76. An official funeral for Professor Nettleford will be held on February 16 at the University Chapel, Mona campus.

Professor Nettleford was born on February 3, 1933 at Bunkers Hill in the parish of Trelawny and served as Vice Chancellor of UWI, Mona Campus from 1996 to 2004.

The Obvious New Focus As Delineated By It's Necessity.....

Good afternoon gentle people,

If you have been following my recent notices, as well as reading the blog postings as requested, you will obviously know that the good news is that to a degree, some of the Arts are already being taught in the schools, and this does actually begin with the children at a relatively early age.  One component which is a major one, is music.  The students are exposed to music and musical instruments, which expands the possibilities of the naturally talented musicians having their talents discovered.  Additionally, the students do  have the opportunity to discover their enjoyment, appreciation, and perhaps aptitude for playing various musical instruments.  This is a much better set of circumstances than those of us who had been participating were lead to believe.

However, due to the lack of musical instruments and the shortage of experienced tutors, as Ms. Sinclair points out, the students are more heavily involved with the normal academical routine, and less with music as they progress through high school.  This is a pity for the students who are musically talented or gifted, or who want to pursue a career in music. 

When we were under the impression that the arts were not a part of the curriculum in the schools, our goal was to formulate a strategy to influence and petition the powers that be to change those supposed set of circumstances.  Surely, some of us had an idea that once that battle was won, we would have to help provide a ways and means in which to provide the materials and teachers for the relevant arts.  Since we do not have the initially assumed battle, it is safe to say that we should now focus on literally providing instruments to the schools, as well as requesting that funds be budgeted for the hiring of musically experienced teachers.  Through donations and fund raising efforts, we can make the provision of the instruments a reality. 

Once we have made an impact on the additional amount and variety of musical instruments, as well as at least one music teacher if not more,  available in at least some schools, as well as demonstrated to the principal, board members, PTAs, and the relevant Ministry of Education personnel, of the positive effects these opportunities had anc continue to have on the students, then we could request and argue for continued funding to be established for a steady increase in the availability of the musical instruments and their instructors.  The positive effects are obvious, and the arguments will be easy to make, as the facts will speak for themselves.  If one can occupy the minds and the time of students who are not as academically inclined as others, and provide them with alternative possibilities of achievements and future careers, then one is placing the students  in  much better positions for their futures.   Additionally, the feeling of desperation, as well as temptations to seek avenues towards "careers" that lead to an early demise of themselves and/or  their victims, or long periods of incarceration, will certainly be  much diminished. 

Fund raising and donations are not easy achievements in relatively economical hard times.  That is a reality that we cannot hide from.  However, if sufficient effort and time are given to the matter, and are carried out under planned and methodical means, I am positive that we can make significant progress and affect the students of at lest one school in a magnificient way.  In addition to requesting donations, we should try and make donations, however much we are able to, and also try and recruit other people to join our group.  Ideally, anyone joining should be optimistic, dedicated, and sincerely willing to help the students of today who are the adults of Jamaica tomorrow.

We do have quite a bit to think about.  My opinion is that one instrument in each school is not necessarily going to make a significant difference, and thus I think we should give our complete focus and efforts to one school at a time.  This may sound like a lifetime commitment, (smile) but remember that every school from which a number of students demonstrate all the positive effects of this projects, as well as the discovery and development of musical geniuses and future musical stars will be a shining tribute to the validity of our efforts, and will be actual proof for the benefits of funding and provision of musical instruments and opportunities for all of the other schools island wide.  Thus, I suggest, one school at a time.  With the great optimism I have for the fantastic outcome and results of our goals, I think once we have demonstrated the huge success of our efforts, the publicity and the positivity will motivate current and former musical stars who are able to perhaps donate more than we are able to, to see our progress and help both with their donations and their influences. 

We do need to have a plan of action, and an approach that is not sporadic, but instead well thought out and streamlined.  This is something that we can all participate in by brainstorming via blog postings and comments to the blogs. We can put together a couple drafts of plans of action until we determine that we have a feasible and workable plan. 

Our first major set of requirements is of course, the criteria for determining which school will be the first one that we choose as the future beneficiary of our efforts.  Examples of criteria would be: a school that had little or no musical instruments at all, a comparatively higher  level of uninterested students at the high school level, and perhaps be a rural school, as usually the focus is given to the schools in Kingston, or the more popular areas. 

This is not as daunting of a  task as it may initially appear to be, and every journey of a thousand miles begins with as single step.  If that does not motiviate you, then know that we do have to get cracking, for after we have finished with music, we have a long list of other aspects of the Arts to work on. (Smile).  However, we must creep before we walk, so lets get creeping.

Peace & Blessings,

~~Yvonne Michelle~~

A commitment to making something positive happen....

Yvonne Michelle Harris February 2 at 11:58am

Thank a million Carlene.......I know you will help as much as possible. You are truly one in a billion.

It may take a while, but we will get more musical instruments in as many schools as possible, God Willing.

Have a Blessed Day!

Yvonne

 

A very valuable and reliable offer to help.....

Carlene Sinclair February 2 at 5:28am


Aynthing that I can do to help, I will. you may post our discussion to the group, that is kool.

keep doing the good work.

Carlene
 

A change in direction and focus ---- with a commitment to making progress happen.

Carlene Sinclair January 31 at 9:41am


Yes the students in primary schools are exposed to music and the arts. This follows unto the High schools. I would say that the greatest challenge for the students and the schools is the lack of musical equipments and facilities. Tutors too! There is just no question about the raw talent that exist among our children! They only need the right learning environments and for the talent to be nurtured.

Most Primary and High schools here have a school Choir. There is a choir competition that is even televised! Excellent standards. Mastering the various equipments can be better enhanced.



I would say that if there was a way to provide more facilities children would starting specialising and focusing on the Arts rather than just "passing through".

we find that because of the heavier emphasis on the Academic performances at the High schools (Secondary) level then the Arts get a little wash out unless there a few outstanding cases that cannot be ignored. these are embraced and nurtured.

I am not sure about joining the group. You see, I have my hands full right now. I work as Special Technical Asst to the Hon. Prime Minister and that is very demanding of my time. I will however help where I can, when I can.

All the best

Carlene
 
********************************************************************************
Yvonne Michelle Harris January 31 at 8:02pm



Dear Carlene,

Thanks again for your prompt response. Yes, I know of your job which I am sure keeps you busy 24/7. Sometime after I met you I saw an article which stated your position. Thus, I was able to predict that you already have more on your plate than one can imagine, and that your time is extremely rationed out. Your prompt response on both occasions is greatly appreciated, and is very demonstrative of your genuine concern and willingness to do whatever you are able to for the progress of the students of today, who are the future of Jamaica’s tomorrow. You have my utmost respect and admiration as I am privy to the personal donations of all aspects of resources that you have made.



The gentleman that I made mention of in my last writing obviously hit the problem squarely on the head. It is the facilities and the musical instruments, as well as the qualified teachers that are sadly lacking. Your term "passing through" is most appropriate, for with very few instruments, the students probably do not even get a chance to have enough 'hands on' experience to ascertain whether or not they have either the aptitude and/or the desire to play the instrument.



Overall, the children of Jamaica possess a raw and in many cases, unexposed or unseen talent. I have heard them make music by blowing across a blade of grass, as well as from bottles filled with different levels of water, and in many other ways.


The concern that I initially had is the one that you have expressed here. It is two-fold in that not much hands on experience is given to the younger children as far as both tutoring and practicing on the musical instruments; and of course that there is that stringent demand from both parents and teachers to focus on the academics. There is nothing “wrong” with this approach, as naturally parents wish their children to do well in life and they believe that the only way is through the academic subjects. However, as we both know, there is a lot of musical talent that is not developed or nurtured, and in some cases not even recognized. “Oh for the want of a shoe, the war was lost.” As you rightly mention, if there is an obvious prodigy, then an exception is made, and special provisions are made for the student to continue their education in an environment where they have access to the instrument(s) and tutoring needed. However, I wonder how many musical prodigies are slipping through unnoticed.

Access to tutoring and opportunities to properly learn to play, master, and become one with the musical instruments would certainly be advantageous to many for as you write, there is a choir competition that is televised, and that is very good. Imagine the televised production that would emerge with additional tutoring, practice and excellent handling and playing of the instrument!! Better yet, imagine the prospective musical stars that would also have the beginnings and knowledge of where their strengths and forte lie, and thus they could move forward in pursuing their dreams that would emerge, and would much more easily become a reality. Of course it goes without saying that under no circumstances should their pursuit of academic achievements be ignored, as the students should all be academically trained and be well rounded. It is just that additionally, these children would have the instruments and the musical education at their disposal to take advantage of. I feel confident that if a student was musically talented and had a passion for music, that student would stay after school if necessary , and do whatever necessary to improve and fine-tune their talents.



So clearly it is evident that we need to change the focus of the group. From your information, it is very apparent what the needs are, and what we should turn our focus, brainstorming, and efforts to. Carlene, thank you so much your guidance.

I will being up the point that in addition to music, there are other areas that we would like to see similar opportunities be provided to the students, for instance, in the realm of actual art, there are so many types and methods of creating works of art, ranging from painting, to charcoal sketches, to cloth and beaded collages, etc. etc. We also spoke of dance, and frankly, the world of the arts is so very extensive.



However, we need to be realistic and focus on one “subject” at a time. We must creep before we can walk. Therefore, it would be best to begin with what we have focused on in our communication here.



I do wish I had thought to ask you for information long before I did, as I was spinning my wheels endlessly. However, what doesn’t happen in a year happens in a day. I do understand your hesitation in joining the group as you are under a lot of pressure and have a lot of work. Carlene, the information you have provided me with is extremely valuable, and now gives me and whoever is seriously interested an opportunity to move forward with a much better understanding, and a more specific goal. Hopefully, I will not have to bother you (at least not much ) but I may have the need to seek more information from you again. However, as I stated before, the information you have already provided should be sufficient to have us independently research or contact the relevant people for any further information; as well as contact the relevant personnel as we bring this to fruition. In the event we get stuck as to where to direct a certain question, concern or matter, I hope I can call on you for that information. Again, from you prior actions, I know that you will help whenever you are able to.
 
God Bless you Carlene, and again thank you for setting me on the right track. I do believe that we will make something positive happen for a significant number of students. The intention, the persistence and the drive are all there, so while it may not happen as quickly as I would like to see it happen, it will happen.


As we reach certain milestones, I will make sure I apprise you of our progress, for you have been integral in setting our direction. We were in the right forest just barking up the wrong tree. Additionally, I know you are interested in and dedicated to the future of our Jamaican youth.



Take care, and have a wonderful week.


Warmest regards,


Yvonne

Perhaps a "Meeting of the Minds" is in order........

Yvonne Michelle Harris January 30 at 6:52pm

Carlene you are wonderful!!
Thank you responding and so quickly.


So in High School students are exposed to the Arts - dance, music etc. Oh yes I remember Festival - when the schools would perform against each other. It used to be so hot in the place while we waited our turn.

So music is taught to the entire class - not singing class but music class?? Thats good - so they get exposed to the musical instruments even though there is a shortage of the instruments. Dance is taught as well - thats excellent. Creative dance was just an example, but goodness knows that the children do not need to learn how to dance to reggae in school, they get that from TV and everywhere. Folk dance is very cultural.

So, there are Early Childhood Learning Centers, then Primary Schools, and then Secondary Schools. It is at the Secondary school level that the students are introduced to music and dance, as well as art and craft - where art is painting, sketching etc. Am I correct?

The reason I am asking is that some time ago there was a debate on FB regarding the fact that the students were not taught the Arts in the everyday curriculum of the schools. I interjected the opinion that if one was born with a musical talent for playing the piano for instance, yet not exposed to the piano, then how would he/she realize their aptitude and then factor that into their career choice at the appropriate time? In a perfect world, Primary school level or even at the Early Childhood Learning Centers, an exposure to the basic musical instruments, the basic types of dance, singing, arts and craft, (and I am racking my brain here) etc . etc. would allow each child to like or dislike the subject. Of course, this would mean that there would have to be a sufficient number of pianos, saxaphones, drums etc, so that each class could be divided into groups, and for a period of time each group worked with one particular set of instruments, and then rotated through to another set after the established period of time. However, it is obvious that a sufficient amount of instruments would need to be available in each of the primary schools and/or Early Childhood Learning Center. Obviously, teachers who know how to use these instruments would also be a necessity. It is good news to learn that there is some exposure made in the high schools.

I did form a group, and the primary goal of this group was to brainstorm, and then act upon the results of the brainstorming effort, and see how to get more exposure for the children. I really thought I had invited you to the group, but I may not have, as we may not have cybermet and cybertalked yet. I am going to send you an invitation, and you can see where the initial plans began. There was a nice turn out of 186 members, and apart from a suggestion of a holistic approach, and the announcement of an upcoming opening of an Arts Center in Trelawny, Yvonne made suggestions, appeals for suggestions, wrote a couple of blog entries, and asked people to blog, and then Yvonne felt so badly for Yvonne that she wrote some more ideas so that Yvonne could pick the best of Yvonne's ideas. You see where my sarcasm is going. Finally I thought that if I could get an idea of what if any of these types of classes were taught, and if so at what level, I would have a starting point. I should have just emailed you a long time ago.


:-) . If it is fine with you, I would like to post these messages between us to the wall of the group. There is one gentleman I spoke with yesterday who was very enthusiastic about the general concept, and his ideas were actually based on what one of the main problems that you point out, that being the shortage of musical instruments.

I know you already have an immense amount on your plate, but I am still going to shamelessly invite you to the group, and hope that you can help with some guidance as you have experience gained from your personal donations and efforts. Your almost immediate and informative response today is incredible, and refreshing. Clearly, the initial and primary objective of the group's focus should be adapted somewhat, as somehow through a breakdown in communication perhaps, the concern that the students were not being exposed to the Arts at all is not an accurate one. If the students were exposed at an earlier age that would be ideal, but I have yet to find Utopia. I believe that here in the US the students have to do at least one semester of "band" where they literally try out the instruments, and then make their choice and spend the rest of the semester learning to play the instrument. They are about 12 or 13 so that is around the same age. In some public schools, there has been more funding, or the school has been the recipient of large donations, and the children do start a little younger with their musical exposure.

Carlene, without putting you on the spot (gallantly said as I put you on the spot) what do you think is the biggest hurdle or problem right now in the public school systems in Jamaica, as far as the students being exposed to as much of the Arts as possible? I am asking this so that we can have another brainstorming session (smile) this time with at least two more attendees, as to what direction we could focus this group to benefit the children in the schools, perhaps with the priority of starting with the Easy Childhood Centers? I know that this group is ready to go, and will be chomping at the bit once we have a refocused direction, have a plan of action, and have specifically detailed directives that they can work at so that everyone can contribute to this effort. Otherwise, why would they have signed up? The wood just needs to be gathered as well as the decision to be made as to what type of fire we are having, and then once the fire is lit, and a specified call to action is made, the response and results are going to be magnificent.

What immediately comes to mind, and it does so because of your commitment, personal efforts, and personal donations that helped students from a particular school district get what they needed to attend school, is perhaps selecting one school or Early Childhood Center at a time, and doing whatever is necessary to attain the goals determined by our brainstorming session.

Carlene, again thank you so much for your help and information. I am hoping you will join the group, and by the same token, I know your resources of time and effort etc are already widely spread, so I am hoping that you will provide guidance and rein us in when we are galloping (smile) in the wrong direction.

God Bless you!


Warmest regards,


Yvonne Michelle Harris