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Quality child care for babies, infants, toddlers and school-age children in Akron, OH. Childtime offers daycare, preschool, pre-k, kindergarten, before & after school programs and summer camp.

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Phone: (866) 384-6972

Address: 2546 Leland Ave, Akron, OH 44312

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CHILDTIME LEARNING CENTER, Licensed Child Care Center

CHILDTIME LEARNING CENTER

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CHILDTIME LEARNING CENTER is a licensed child care center in Akron, Summit County, Ohio that welcomes your child and family. Sensitive, loving interactions with teachers are the active ingredients of high quality early care and learning programs. Children benefit socially, intellectually and physically from participation in quality group care experiences, with proven results that last into their school years. Quality child care/day care programs also involve parents—regularly telling you about your child’s daily activities, and sharing information about child development topics and activity ideas to enjoy at home.

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FIRESTONE PARK YMCA / RITZMAN CLC

629 Canton Rd, Akron, OH 44312

(330) 724-1255

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EASTGATE PRESCHOOL

671 Canton Rd, Akron, OH 44312

(330) 784-3181

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AMBC LITTLE LEARNERS PRESCHOOL

2330 E Market St, Akron, OH 44312

(330) 733-2551

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(330) 784-3399

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… But you have to be a citizen? | The Art Newspaper Russia – art news

№27

Newspaper material

Julia Halperin

Rachel Corbett

10/17/2014

Courtesy Dia Art Foundation Photo: Romain Lopez

Social art is popular with museums and local authorities.

Creative Time , a New York-based non-profit organization dedicated to innovative, often location-based art projects, is starting this month a series of meetings between artists and members of the public in Brooklyn’s African-American neighborhood of Wicksville. Socially engaged art is not a new phenomenon; its financial and government support is growing in the United States every year. “This kind of work is more and more in demand,” says Nato Thompson , Chief Curator at Creative Time.

The Santa Monica Museum of Art in California is hosting the first major exhibition on the impact of art on legislation (Civil Culture: Artists and Architects Make Policies, Sept. 13 to Dec. 20). Meanwhile, the Museum of Modern Art in Detroit planned to place Mike Kelly’s Mobile Home Mobile Cottage (2010) opposite the closed libraries in early September to distribute free books to passers-by. “We want to become “thought leaders” in the social field,” says museum director Elysia Borovi-Rider . Kelly’s work “could be used in a wide variety of projects, and which ones are up to local authorities and residents,” she said.

Schools, including Portland State University and the New York School of Fine Arts, have also opened courses in social arts. While Creative Time projects are not for sale, the work of other artists with active citizenship is in demand in the art market – take, for example, Sister Gates . The Chicago-based artist received a $3.5 million grant in May for his Place project, which will bring together artists, urban planners and political leaders in several cities including Detroit, Akron in Ohio and Gary in Indiana.

Although disputes over the role and significance of this art form, as well as the criteria for its evaluation, do not subside. Indeed, some attribute the demand for “civilian” art to a desire to resist the ubiquity of international art fairs and biennials. “Suddenly, the work of these artists appears in other parts of the world, and in a different setting they seem very superficial,” says Pablo Elguera , Mexican artist based in New York. “As a result, the authors say: now I will create only here, and that’s it.”

Metrics of success

Unlike taxpayer-funded advocacy organizations, there is no universally accepted way to measure the impact of social art. “It’s very difficult to describe his influence without getting into abstract theorizing,” Thompson says. “The world is changing, and we are talking about how people’s attitudes towards it are being transformed.” Artist Thomas Hirschhorn , who was involved in a community urban project that hosted his interactive work in memory of the Italian philosopher Antonio Gramsci for three months last year in a very poor area of ​​the South Bronx called Forest Houses , believes that the result is very subjective. “Locals will remember my Gramsci monument for a long time, this event caused a resonance,” he says. – Will there be a change in the attitude and consciousness of people? I don’t know what others think, but personally my faith in the transformative power of art has only strengthened after the experiment with the Gramsci monument.” nine0003

Transformazium , who runs the arts outreach program at the Carnegie Library in Braddock, Pennsylvania, says they didn’t expect it to be so successful, with more than 600 entries since the project started in October 2013.

Artist Tanya Brugera , who co-founded the Center for International Immigrants in 2011 with the Queens Museum of Art, says she measures progress in terms of “five-year plans for the economy.” For five years, she has been training participants in project management to “create a socially friendly environment that will be in demand in the future.” nine0003

Others object to the concept of evaluation in general. Artist Rick Lowe, who launched the Row Houses affordable housing project in Houston in 1993, says that the degree of artistic value should not be judged by cause and effect, but based on “a combination of practical significance with a symbolic-aesthetic component.”

artist Suzanne Lacey , who runs the Oakland Project youth program, which opened back in 1991, says she methodically kept track of “the number of visitors and groups” at first, but then her project Between the Door and the Street – 2013, where those who wish could watch the discussion of women activists discussing the issues of racial discrimination, feminism and slum renovation, took on a life of its own. “The goal was to create a charismatic image of all these women. I cried when I just looked at them,” Lacey says. “I think each participant sees something different in this. We did not plan to limit ourselves to any framework or systems.” nine0003

Ambiguity

Many artists believe that the value of a work of social art is directly proportional to the strength of its impact on the public, but not everyone experiences catharsis. “Participants and spectators seem to be missing something,” says artist Chloe Bass of Lacey’s project. “Attention to documents, papers, seems to prevail here over intimate conversations, outpourings of the soul … and the perception of the public.”

Others were not so critical. During a recent gathering in the Bronx, nearly all of the residents of Forest Houses spoke warmly about the Gramsci monument. Especially talked about how he fell in love with the children. “They sang, they had food, films, a library,” nostalgic Ocher Mak , one of the locals. The most common question was: “I wonder if they will return it?”

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“Be afraid to become a provocateur” – Teacher’s newspaper

I barely manage to jump into a small plane in Washington. Real grasshopper – 16 seats. An hour and a half on a bumpy road, and I’m in Cleveland, the capital of Ohio. Anna Krummel meets me. A few years ago, she worked in Moscow, at the Institute of Psychology of the Academy of Sciences, received a Fulbright scholarship, and came to Kent. Here, having met a prosperous real estate dealer, she married him. It seems that everything is fine with her: she finally received a house, a family, citizenship, only her academic career does not add up: Pavlovian approaches are too felt in her education. We drive for another hour, then we have dinner at some roadside restaurant, and finally I find myself in a hotel. Tomorrow I have to get up at six in the morning. “I’ll oversleep,” I’m sure. “I don’t even get up this early at home.” nine0003

Kent, Ohio

ROOSEVELT HIGH SCHOOL

At half past seven I’m already in class, my eyes are closed, I hardly understand English. Bruce Dzeda looks mockingly in my direction, realizing that I have no time for the intricacies of his “world history”. Bruce reaches for some tables, everything is falling out of the closet, a chubby boy mockingly remarks: “You don’t have enough skill.” Bruce replied: “You’re right.” This instant skirmish “woke me up”. I saw not a teacher and a student, two equal partners. American teachers have not heard of Russian collaborative pedagogy. For them, communicating on an equal footing with the guys is the norm, and not some unique pedagogical concept. This is an ordinary life: to comprehend some things together, to help children build their own world, to be glad that everyone has his own, not like the others. They understand that clashes of opinions are inevitable, but their role is to teach teenagers to exist peacefully, and if not to share, then to accept a different point of view. nine0003

Bruce likes the textbook he works from. Each chapter has five blocks. The first is the essence of the topic. Then facts are given that may or may not be related to the topic. The task is simple: find the discrepancy. The third block is for the so-called “development of critical thinking”. As if false interpretations of events are given. You have to offer your version. At the end of the chapter are historical documents and excerpts from works of art. For the teacher your textbook. There are detailed lesson plans, where everything is written: what to focus on, what you need to read additionally yourself, what questions and when to ask. Such a textbook saves beginners, gives them direction, landmarks around which you can build your own concept of the lesson. nine0003

Bruce did not choose this textbook right away, he looked through a good two dozen different books. He did not pay for them himself – the school. It covers the cost of samples needed by teachers, the entire school kit – for students and the library – is paid from the local budget.

Discipline worries little about Bruce, because there are simply no problems with discipline in the classroom. “Tomorrow we have a test,” he says casually. The class sighs. “Do you want me to tell you what we are going to do?” Unanimous yes. “Thirty Questions on the Renaissance and the Reformation. It would be good to remember the previous chapter – there are things that will be useful to you. By the way, how do you prefer to work: each on their own or in pairs? “Paired with!” the class shouts, only two ardent individualists will fight the test alone tomorrow. nine0003

After the first lesson, everyone goes to the assembly hall. African ambassadors accredited to the country came to the school. (A conference on African-American economic cooperation was taking place at the local university these days.) It was hot for them, they answered the guys’ questions for two hours. Say, like this: “Everyone knows that lying is your tool. Are you lying for pleasure or out of necessity? Two girls were sitting next to me: they smiled, laughed along with everyone. An interpreter worked with them – from English into the language of … signs. There are several deaf-mute children in the school, but they study in ordinary classes. Just like children with mental retardation. By the way, these children often become the most active members of various clubs. I was told about a deaf girl who attended four clubs at once, including a dance club. nine0003

There is no guard at the gate here. Schoolchildren do not pass through a metal detector that checks if they are carrying a revolver or a finca. Nobody dabbles in drugs. Most of them are going to go to universities, and everyone would like to visit Russia and live in a small village. Everyone is sure that a dictatorial regime is impossible in America, while China and North Korea pose a greater danger to the Western world than Russia. They know that life can take them anywhere. But they are not afraid of change – the school teaches them mobility. Maybe they know less mathematics, physics, chemistry than their Russian peers, but they understand the world around them and how to fit into it better than our guys. In a word, this is a typical school in Ohio. nine0003

Akron

KENMORE HIGH SCHOOL

There were four of them who organized a protest against a local gynecologist. They made a effigy of the doctor, hanging a sign “Killer” on his chest, made a large cross and a baby dummy, drew several posters, indicating the doctor’s home address and telephone number on one of them. Having finished all this, we went out into the street, that is . .. the middle of the class. And they were stopped by a question from Helen Willey: “Can a doctor be called a murderer if state law does not prohibit abortion? And what if some fanatic, having learned the doctor’s coordinates, intends to kill him? You can provoke a real murder with your protest, which is completely legal, but here are the ways to conduct it … Remember the ethics. nine0003

This was an eleventh grade lesson in the American Government course. After recess, we go with Helen to court, but this is in a different class.

The judge appears in a real robe. Defense, prosecution, witnesses, jury. The matter is simple. A certain Johnson burst into the store, threatening the seller with a knife, picked up some books, paints and, running away, punched a random witness. An investigative experiment is being carried out, additional witnesses are being called, journalists are writing their reports. The session will end in the next lesson, when each of the jurors will deliver their verdict. They had been preparing for this lesson for a week, each had his own role, every day someone approached Helen with a question. “Do you know why they were interested? Because each of them has already managed to visit the police at least once.” Helen understands well that if she just starts telling them about justice, responsibility, they won’t even listen to her, and the game is, as it were, real life, in which they have not only negative roles. Helen believes that for many of her students these games are the last chance to protect themselves from crime, the last threshold. After all, she is often the only one who talks to them about what awaits them, how they live. nine0003

Helen does not use a textbook. She writes a script for the lesson, then goes to the library and starts looking for the resources she needs to implement her idea. Never says: read this chapter or paragraph. She gives them a list of different textbooks, specifying where each point of view is stated. And those who are not averse to hooliganism, and drinking beer, and getting into someone else’s car, and fighting, – surprisingly – bring her wonderful essays. It is a pity that in life they have a lot differently than on paper. Helen knows that her graduates will not go to universities and colleges. Perhaps that is why she seeks to give them support: to teach them what freedom is and what responsibility is. nine0003

Cleveland

ORANGE HIGH SCHOOL

Ed Branham, principal, all gray. “That’s one summer,” he says. – Last August it was black as pitch. Try to control a monster like our school if you don’t have any power.” “Does the director have no power?” I wonder. “So it is,” he says in all seriousness. “My main task is to ensure the life (unlike many Americans, he does not like the word “functioning”) of this building and the operation of the school, everything else is a headache for the school board.” And yet, Ed is cunning. A lot hangs on it. Take new teachers. It seems to be advice that hires them, and Ed has to decide whether to renew the contract. During the year, he must attend four lessons of the new teacher with the so-called “review goal” and twice with evaluation. Or take teaching methods. Each teacher is free to choose them himself, just like textbooks. That’s why there are “many schools within a school,” as Ed says. His directorial role is to ensure that these “schools” do not interfere with each other. He is also concerned about new courses, especially integrated ones. The greatest pleasure for the principal is to read the school newspaper. Where else can it be so subtly slandered? How about civics subjects? “Oh,” he smiles, “America is strong with its citizens. A citizen is strong when he knows what the state, power, government, constitution. Knows how to realize himself.” nine0003

Local elections were held yesterday. Jim Lane took advantage of this in an eleventh grade class even though the topic was “Congress.” Who voted? When did you receive your registration card? What was in the bulletin? Only one student raised his hand. “And the rest? Jim was surprised. Why such indifference? Are we wasting this course for the second year?” The class rebelled: “What indifference? We are not yet eighteen years old. ” This is the first five minutes. Then questions about the congress began to pour in. “What does it take to become a US Senator? Only millions? We discussed for a long time and agreed that the senator should be elected by the people by direct vote. “What does a typical senator look like?” It turned out: Anglo-Saxon, male, white, Protestant, lawyer. “What privileges do senators have?” It wasn’t homework. So a new topic was discussed. Jim spent fifteen minutes on it. The remaining twenty minutes were given to the report of one of the students on the constitution. He came out with a good dozen tables, diagrams, a pile of textbooks. The guy was interrupted, asked to clarify, clarify, indicate the source. The boy fought back. He only stumbled once when meticulous opponents named a source that he could not find in the school library, and they tracked it down through the Internet. However, even after the report, the lesson did not end. There were still five minutes left. The class quickly split into two teams. The board was drawn under the usual “tic-tac-toe”. Jim asked a question, and the team that managed to answer first put their sign on the board. Before the bell was played five times. nine0003

I suddenly remembered the words of Helen Willey: “Both the teacher and the students must be constantly moving during the lesson. Not only comprehending new things, penetrating into the depths, discovering the old, but also simply physically – getting up, walking, communicating.” Jim first sat at the table, then moved to the table, then occupied the chair, throwing his feet on the table, walked around the class – and no one paid attention that the teacher was violating “discipline”. Everyone worked, and no one cared who was sitting where…

Civics in Ohio is an educational field called “social studies”. Interdisciplinary courses include six main blocks: “American Heritage”, “Man and Society”, “Global Cooperation”, “Decision Making and Resources”, “Democratic Processes”, “Civil Rights and Responsibility”. In kindergarten and the first and second grades, children comprehend the essence of such communities as a family, a class. In the third or sixth, they come to an understanding of the patterns of the state, the state, the world. In the 7th-10th they study world history and the role of the United States in it. In the last two school years, they get acquainted with the activities of the government and the mechanism of the functioning of the economy. The purpose of all these classes is to help the graduate become part of the community, to understand that he can influence his government, the decisions made. Politicians are increasingly saying: “Russia has ceased to be an enemy for us, war is not expected. Let’s learn to love the neighbors on our street.” nine0003

American teachers prefer active methods of work: role-playing games, so-called “simulations”, discussions. The guys, despite the well-known American individualism, like to perform various tasks in small groups more than on their own.

What worries teachers? Attempts by some parent organizations to impose their ideology on schools. A Christian association printed a sample letter in the Something Better News in September that it advised parents to sign and send to the school. Because schools, they say, “exist on our taxes and parents should control the education of children, not schools.” The letter demanded a categorical ban on any psychological or psychiatric methods that can influence the behavioral, emotional characteristics of a person or provide information about the attitudes, habits, attitudes, character traits, faith and feelings of a group or individual. No clarification of values ​​if moral dilemmas are used. No discussions about religious or moral standards, much less role-playing games. No discussion of life and death. The list of prohibitions also includes: sociograms, psychodramas, sociodramas, globalism, a single world government, anti-nationalism. Taboo on discussions and testing regarding interpersonal relationships.