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KimSanDiego suggested a thread where resources from the conference could be posted - great idea!

Here are my nature journaling supplies I promised. Quick Disclaimer: This is what we use for painting in our nature journals out in the field, I am in no way saying these are the only or the best things available. This is just what we've come to use. 

Windsor & Newton small paint set - learn to mix colors.

A little vial for water, or use one section of the lid for water

mechanical pencil - keeps a fine point

black water color paint (not in my palette and never black enough when I mix blue and brown)

gouache - transparent white paint

paper towel - for dabbing excess water

Pilot Fineliner pen - for writing in nature journal

Strathmore Visual Journal - 5.5 x 8 in mixed media journal 34 sheets spiral bound - small and lightweight enough to carry and thick paper to prevent bleed through.

hydroflask water bottle - keeps water ice cold for 24 hours

Carson microbrite lighted microscope - takes a little getting used to, inexpensive field microscope

field guides - laminated & folded so it's durable in the field, useful in field because not a lot of info on it, shows all the different types on one page for quick id. Here are a couple examples:
The poem by Wendell Berry that I read at the beginning and end of my plenary "The Heart of AO"--

We travelers, walking to the sun, can’t see
Ahead, but looking back the very light
That blinded us shows us the way we came,
Along which blessings now appear, risen
As if from sightlessness to sight, and we,
By blessing brightly lit, keep going toward
That blessed light that yet to us is dark.

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The languages spoken in the multilingual Psalm 23:

Phyllis Hunsucker: Russian
Anne White: German
Naomi Goegan: Japanese
Donna-Jean Breckenridge: French
Karen Glass: Polish
Amy Tuttle: Spanish

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That must have been awesome!

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My sources and resources for the T.S. Eliot plenary, corrected link:
The Psalm referred to this weekend is Psalm 31 (with the large room reference in verse 8).

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(05-22-2016, 10:46 PM)AnneWhite Wrote: [ -> ]My sources and resources for the T.S. Eliot plenary:

Corrected link:

As I promised in my talk at the ‪#‎heartofAO2016‬ conference, here's a photo of the "Dinner Doxology" (as I call it) hand-painted over the hearth in Garrison Keillor's dining room. I loved this idea when I first saw it in Traditional Home magazine back in 2002, so my daughter and I stenciled it around the top of our dining room. We sing this prayer with guests before dinner-- it is one of our favorite family traditions. When the Advisory stayed in my home for the 2005 conference, we all sang this together, and it has been sung at all our AO gatherings and conferences since then. And now I am learning that several AO families have adopted the tradition in their own homes! I love that.
And here's the video of that Dinner Doxology from last year:

TPR Latin curriculum that we use:
Here are a few of the cites from my talk on the riches:

Subjects undergoing an MRI while looking at artworks they considered most beautiful showed increased blood flow in a certain part of the brain by as much as 10 per cent – the same brain area and same increase in blood flow as when gazing at a loved one. Hang on to this comparison.

viewing art triggers higher-order mental processing

A study from the University of Westminster found that participants' stress levels decreased after a lunchtime visit to an art gallery. Participants who came in w/ high levels, had lower concentrations of cortisol, commonly known as the stress hormone, 30 min. later. And the effect was most marked for those who were most stressed. Think about what this means for improving the atmosphere while doing lessons! Spend a few minutes looking at your art for the week right after a stressful lesson- art isn’t an extra, it’s a basic necessity for school.

John Muir Laws on saying aloud:

After analyzing 15 studies that had people looking at art for different reasons, neuroscientist Oshin Vartanian explained in a Q&A that "areas of the brain involved in processing emotion and those that activate our pleasure and reward systems are also being engaged." Essentially, parts of the brain that are associated with contemplation are automatically sparked when viewing art, even if they aren't thinking about it critically

I will add this- because I so very, very badly misgauged my time (and my passion)- We only did half of an activity I had planned. I had you each sketch something of the story of Lizzie falling in love with the picture Grief of the Pasha. I intended to tell another short story, without asking for a sketch, and later ask you to remember the 2 tales and see which was clearer. I would suggest you try this, without telling them ahead of time, at home with reluctant artists/narrators- 2 similar stories, one sketched, one not. Later in the day, ask for a short narration of each and see what happens. Drawing helps you remember, how well you drew is irrelevant,, even if you only have 4 seconds;

One more thing I did not relate- a few days after their visit to the art museum, a friend shared a poem about the Pasha's grief w/ Lizzie's mama. It is a long poem, and I would not think most 5 year olds would have cared for it or understood it. Lizzie's mama read her the poem anyway (linked here: and reports that in conclusion, Lizzie was running around the house hollering "I was right! I was right! He was sad because his tiger died!"
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