BIZ Terrace Review —

Wednesday, May 22, 1991

Summer arts school draws high- -profile teachers

Contributed by
Brian Koven

The Aurora Summer Arts School,
Situated in Terrace’s Northwest
Community College, has acquired
an impressive array of highly qual-
ified and reputable arts pro-
fessionals and educators for the
Theatre Arts and Music Programs.

Teri Snelgroyve will be instruct-
_ing ihe senior level Theatre Arts
course (ages 15 to 17). She has
been working professionally in
theatre for 12 years and is current-
ly the Artistic Director of the well-
yegarded Tamahnous Theatre in
Vancouver. She has worked exten-
sively as a director, actor, and
playwright for Axis Mime Theatre.

Her play Bodyworks, which was -

produced by Axis Mime, won the
prestigious Jessie Richardson The-
atre Award for Outstanding Pro-
duction of a Play for Young Audi-
ences. Teri has also directed for
Green Thumb Theatre, Touchstone
Theatre, Magnus Theatre, and
Theatre Energy.

She has created many original
projects while instructing teenagers
across Canada, from Prince of
Wales Collegiate and Memorial
Extension Services in Newfound-
land to Magnus Theatre in Thun-
der Bay, to Western Canada The-
atre Company in Kamloops. Teri's
directing and acting credits are too
extensive to mention in this space.

Jennifer Langley will be in-
structing the junior level Theatre
Aris course (ages 12 to 14). Jenni-
fer, a former resident of Terrace,
graduated from the University of
Victoria with a Bachelor of Fine
Arts degree in Theatre. She studied
with Gavin Bolton, a renowned
developmental drama educator.

Jennifer has participated in many
varied projects with Kaleidoscope
Theatre’s well-known Story The-
atre Company (in its 10th year).
She has also performed nationally
in many Children’s Festivals and
Fringe Festivals. Jennifer became
a member of the Theatre-in-Educa-
tion team of Kaleidoscope Theatre,

The Best
from the
Stacks

Reviews of books from the
Terrace Public Library

by Harriett
Fjaagesund

developing and implementing
theatre and developmental drama
into the classroom.

She has been instrumental in
fostering programs for school
districts on Vancouver Island and
is- presently touring a new Story
Theatre Company play in the
Lower Mainland which is receiv-
ing rave reviews. She is especially
proud of the successful teenage
performing company of C.A.S.T.
which she directed while working
for Kaleidoscope and Carousel
Theatre Companies.

Diane Loomer will be instruct-
ing the Choral Music courses
(junior: ages 12 to 14; senior: ages
15 plus). She is presently the As-
sistant Conductor of the distin-
guished Vancouver Bach Choir.

Diane graduated with honours
from UBC's School of Music.
Since 1982, she has taught music .
at Douglas College. She founded
the Amabilis Singers and the
Douglas College Youth Choir.
Diane then conducted the
Vancouver Bach Children’s Chorus
in 1988 and the two U.B.C.
Chorales in 1989. She is also the
co-founder and co-conductor of
Elektra, Canada’s award-winning
women’s choir, She has served on
the boards of the Association of
Canadian Choral Conductors, B.C.
Chorale Federation, and Vancouver
Chamber Choir.

Diane has been the provincial

and national : chairperson of the
National Youth Choir, and is

chairperson of Repertoire and |

Standards for Junior and Commun-
ity Colleges of Canada. She has
won the 1990 Willan Award for
Outstanding Service in Choral
Work. Her published and per-
formed choral work has eamed
national and international recogni-
tion. .

Diane is a regular adjudicator,
workshop leader-and lecturer, and
guest conductor throughout
Canada.

Dennis Tupman will be the
instructor for Concert Band (junior:
min, one year experience and over
nine years old; senior: min. two
years experience and in high
school). He has been the Perform-
ing Arts District Principal for the
Vancouver School Board since
1971.

He graduated with a Masters in
Education from UBC and has since
advanced to national repute as the
president of the Canadian Music
Educators’ Association. Dennis
formerly taught in Kitimat schools
before teaching in Vancouver. He
has been president of B.C. Music
Educators’ Association.

Dennis has also directed five
community choirs. Besides enjoy-
ing being a clarinet recitalist, he
finds time to adjudicate countless
music festivals, and community
choral and instrumental ensembles

across Canada.

Brian Fairholm will be instruct-
ing the Computer/Electronic Music
course. Brian has a Bachelor of
Music from UBC and is currently
completing a Masters in computers
and education at Simon Fraser
University. He has played trumpet
professionally in a variety of
groups. He has studied computer
based composition and program-
ming with the talented Barry
Truax, and. composition and ar-
ranging with the equally gifted
Dick Grove.

Brian teaches band and com-
puter-based composition in North
Vancouver School District, and
courses in arranging and music
technology at Vancouver Com-
munity College. When he formerly
instructed a special workshop
course in Terrace, the enrolment
was overflowing, and the responses
to the course were enthusiastically
complimentary.

Further information regarding.

Aurora Summer Arts °91 courses,
times, costs, instructors, residency
at the college, and planned recre-
ational activities can be obtained
by writing Aurora Summer Arts
School ’91, c/o R.E.M. Lee The-
atre, 4920 Straume Avenue, Ter-
race, B.C. V8G 4V8, or by phon-
ing 635-2101. The application
deadline is May 31, 1991.

Road Fever: A High-Speed Travelogue by Tim Cahill
Adult non-fiction published by Random House

Tim Cahill, intrepid adventurer and journalist, has really stuck
his foot in it this time. Along with Gary Sowerby, a professional
adventure driver from eastern Canada, they’re out to set a new
Guiness Book of World Records for driving.

Their destination: From Tierra del Fuego in Chile, the south-
ernmost point in the Western Hemisphere, to the oil fields of the
Arctic Circle, about as far north as you can get before breaking
out the dog sleds and skidoos. The distance: 15,000 miles. The
time limit: twenty-three and a half days.

As well as taking the reader on a hilarious fast-paced tour of
North and South America, Cahill answers those all important
questions of exactly how one goes about talking a famous car
company into donating a truck for the trip (and then airlift it all
the way down to Chile!); what to do when you have a 21 foot
long pickup truck and the packing crate is only 20 feet long; who
to call to get a full military escort through the Nicaraguan jungle;
and can man really survive for three weeks on warm milkshakes
alone?

Do up your seatbelts for this very funny book. Tim Cahill is
also the author of A Wolverine Is Eating My Leg, and Jaguars
Ripped My Flesh.

Criminal Neglect — Why Sex Offenders Go Free
by Dr. W.L. Marshall and Sylvia Barrett
Adult non-fiction published by Doubleday

It’s becoming an all too familiar scenario — sex offenders (in-
cluding repeat offenders) who habitually receive light sentences or
are acquitted altogether. Yet one in four females and one in eight
males in Canada are sexually assaulted, 80 percent of them
before they reach the age of 21. Only recently have victims begun
to break the conspiracy of silence surrounding this most under-
reported of crimes.

The authors explore what’s gone wrong with a criminal justice
system that allows a dangerous pedophile to be placed in a
Kingston rooming house, where he raped and murdered a neigh-
bour’s two-year-old daughter; why a convicted murderer and
rapist received unescorted passes from the National Parole Board
to a Toronto halfway house because he was considered to have
developed suicidal tendencies while in prison; and why, of the
1,400 sex offenders incarcerated, fewer than 200 actually receive
treatment.

This book gives a comprehensive portrait of sexual offenders
and what motivates them to commit their crimes, it explains how
pornography encourages this. deviant behaviour, and offers solu-

tons of how our present penal system could be better improved

{0 protect the public.

_ How Do Children Learn to Read and
Write?

- We use our Language sbilities throughout our lives.
If we aren't speaking, we are still using our capabil-
ities in language when we listen to other people,
when we think to ourselves, when we read sloud or
silently, when we write things down, whea we ob-
serve an event to try to understand what is happening,
and when we represent our ideas in some special
form, like making a chat or mode.

Even whea we are very young, and few people can
understand our special “baby talk’, we are using Lan-
guage to communicate, to think, and to understand
our world.

By the time a child starts school, he or she has had
years of practice in using language. Sometimes we
take for granted the remarkable ability of human be-
ings to learn so much in such a short time. By the age
of five years, children are capable of understanding
a great deal of language when they listen, of making
themselves understood when they speak, of thinking
to themselves, and of using objects and language to
express their understanding of the world. When chil-
drea begin school, they continue to add to their use of
language ability by reading and writing.

Children eam spoken language by doing a lot of
listening and speaking, and trying to understand the
meaning of all the sounds around them, Learning to
read and write is much the same. . Children try to
make memting and sénse out of the writen words on
a page, and to write words that mean what the child
wishes to say.

Just as young children pronounce words in their
own way as they are learning to speak, they slso write
words in their own way as they are learning to write.

Most of us have watched young children ‘writing’
words on paper, and trying to make their shapes look
like letters. This is an important step for children in
leaming that writing is a way of keeping their
thoughts and words on paper. ,

Children learn that the books that are read to them
are the words of someone written down, and that they
are capable of putting their words in print, too. Read-
ing to children and reading with children are very
good ways to help children develop abilities in iead-

ing and writing.

‘Think of reading as one step beyond listening,
where children must figure out what the wocds on the
page say, and thea decide what they mean. Writing is
one step beyond speaking, where children want to
communicate or tell a story, but must eam how to
represent their words in the special form of writing.
The more that children are read to and read them-
selves, and the more they write down what they want
to say, the greater their overall language ability will
grow.

During school years, teachers and children spend a
lot of time using language; speaking, listening, read-
ing, writing, observing (or viewing), and represcating
information, Throughout all of these activities, the
most impoctant thing is that language is used to un-
derstand, to get meaning out of what is heard or seen.

Our schools work continually with children to help
them grow in this very important part of their lives,

If you would like to know more about ways to help

your child gain greater ability in language, contact
your child's teacher.

Oe
Board of Trustees of School District #88 (Terrace) .

Mrs. E. Cooper, Chairman

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