How to get a part in a school play

hi. so i’m auditioning for a school play next week, and i really wanna get a part. this is the third school play i’ve ever tried out for, and the problem is, i ALWAYS get ensemble. i’m kind of frustrated. i wanna know what it’s like to have a part, even if it’s just a few lines. don’t get me wrong, i’m not trying to have a bad attitude. i actually did enjoy the last couple of plays i was in even though i was ensemble. it’s just that, i wanna know what it’s like to have a role. so if anyone could give me tips on how to get a part at next week’s audition, i’d really appreciate it.

i already know the director cause i’ve been in his chorus class for two years

2 Answers

There isn’t really a formula for getting a certain part. I know. But I can help you.

The first thing you need to know is, directors have favorites, the favorites will always get the main parts. If you haven’t noticed it yet, you will as you are in more plays.

Second of all, try out for a small part. Maybe a person who has a few lines, a solo or something. This will help the director see you as something else other than parts he has already figured out. This could also get you casted as something really small, it means you have a part though!

For example, for a Christmas Carol, I tried out for Mrs. Craigit, I was the only girl who tried out specifically for this part. I didn’t get this part BUT the director casted me as a drunk (he turned this into a group of siblings). We run into center stage and sing. One of us should get a solo and one a line! It doesn’t sound like much but it is a part!

Third an ensemble is very good. Believe me, if you don’t have an ensemble, you don’t have a show. Also, have a good attitude and show up for every practice. This will show the director you are dedicated and might consider you for a future show.

Fourth, I learned this recently. If you are auditing for a musical and they didn’t tell you what song to sing, pick a song you’ve worked on, even if the song isn’t for the person you are trying out for. Just trust me!

Fifth, you said you had fun and that’s really all that matters! =) You might want to consider looking into different acting groups over the summer and stuff. I did an acting group summer show and this is what happened.

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When I was a kid one of my dream jobs was to be the host of Play School. Or, the host of any kids show really. Humphrey and Romper Room (why didn’t they ever see Amity in the looking glass?) would have been fine too. Because let’s face it, it would be a cool job and how hard could it be to have fun, act like a kid and get paid for it?

So, back in 2002, when I heard Play School was casting new hosts I was on the phone before you could say, ‘There’s a bear in there.’ I was convinced this was the job for me and before I even had an audition was considering which colourful, but comfortable outfit I would wear each day. After my audition was confirmed I was sent the script and eagerly tore open the package. Sing Twinkle Twinkle Little Star. Hah, I could do that in my sleep! Read a short story to the camera. Easy, peasy! Then do half a page of dialogue, which I presume they have autocue for anyway. It is in the bag!

On the day I chose an outfit that was sensible and not too showy and nervously drove to the iconic ABC studios, to realise my fate as a Play School presenter. Walking in to the studio it felt like I was like stepping back into my childhood. All the toys I’d grown up with were there, Beg Ted, Little Ted, Jemima and Humpty, alongside the arch window and the Play School clock. I was given a few instructions and as I took my place on set I politely asked where to look for the autocue. After all this was TV, that’s what they do! However the director chuckled and informed me there was no autocue. Not only that, there were no re-takes, they did every episode live to tape. Which means it’s performed as though it’s live and you carry on regardless of any stuff ups, despite the fact that no one is there watching. All of a sudden it dawned on me that those moments when the presenters get the giggles aren’t left in for the parents’ entertainment, it’s because they can’t stop. Right…now it doesn’t seem quite so easy.

Twenty minutes later I walked out of the studio with a whole new respect for Play School presenters past and present. It’s not easy at all! There is a reason most of them are NIDA graduates and accomplished actors and that they make it look easy is a skill in itself.

A group of those actors recently got together to celebrate the 45th anniversary of Play School, an iconic Australian production that has played a huge role in most of our childhoods. Ask most people who their favourite hosts were and they’re sure to give you a name without a second thought. For me it was Benita and Noni, I still remember seeing Noni in an adult TV show and it not feeling right to see her act so differently!

These days we all know too much TV isn’t great for our kids, but there are some quality kids shows that are wonderful for their learning and development and Play School is certainly one of them. It is also nice that in a world so different from the one we grew up in, some things are still the same.

Needless to say I didn’t get the part that day and have yet to fulfil my ambition of being a Play School host. However, these days I get to live out that fantasy every day in my own home. I am just yet to find anyone to pay me to do it.

This post originally appeared on Essential Baby.

What were your favourite kids TV shows as a child? Have you ever auditioned to be a TV host? Who were or are your favourite presenters?

March is the traditional month for middle and high schoolers to stage their school plays and musicals.

Parents should support these important extracurricular activities if your child show interest in them, as they have many of the same advantages afforded by joining sports teams. Take a look at these skills and benefits!

Skills.

Organization. If you tried to put on a play or musical without being organized, it probably would not go very well! This is a great opportunity to practice this skill.

Backward-mapping. Planning your busy school calendar requires you to work backward from due-dates to starting dates. Ask questions such as, “If the play is on March 17, when do I need to start memorizing lines? And when will I do the history term paper? What about the algebra mid-term?”

Cooperation. You will have to cooperate with other cast members, technical folks, parent volunteers. Otherwise, it could be chaos!

Creativity. Stretch your limits to test your imagination and prowess.

Following directions. A play requires everyone to “hit their marks.” Just like a winning athletic team following a coach’s guidance, a play’s cast follows a director’s guidance.

Discover new talents. Acting, singing, taking care of box office finances, printing programs, designing costumes, sets, or lighting – you don’t know until you try.

Commitment. When you sign up for a play, you have to see it through from conception to performance. It will encourage your perseverance and problem-solving capabilities.

Benefits.

Lifelong friends. Memories last a lifetime and are the foundation of forever-friends.

Confidence. Being part of a large, successful endeavor creates confidence and a can-do attitude.

Lifelong hobby. Becoming involved in theater is a creative and satisfying pastime that can last forever.

A sense of community. Watch your circle of friends grow!

Better grades. Active students tend to get better grades because they’ve figured out how to juggle responsibilities.

Resume for college or work. Looks good on a resume when you can show community involvement and success.

Fun. Being associated with a show is like riding a roller coaster; it’s a lot of fun!

The skills and benefits that come with school theater are exactly like the skills and benefits that come from athletics. It’s communal, purpose-driven, and filled with life lessons and advantages. It’s March. Support your teen’s theater interests!

Pre schools in india – Eurokids

Today you are you, that is truer than true. There is no one alive who is Youer than you – Dr. Seuss

This quote speaks volumes about what a person is and what he should always be. Extracting values from this quote and inculcating it in a child’s mind at an early age can be utterly blissful. A child must be provided with the proper amenities for academics and physical growth right from the start. Major cities like Mumbai, Delhi, Bangalore are now dotted with many play schools. The state of Goa is now also quickly catching up with this lucrative yet meaningful business sector. The land of beach and sand has recently been taking big steps in the early education sector. Along with fulfilling the dream of being an educationist, being a part of a franchise for play school in Goa can be a lucrative opportunity. The state of Goa caters to heavy tourism. Most of the families comprise of working parents. Parents working in the hotel and tourism industry hardly get any time to keep a tab on the child’s progress. Young and budding entrepreneurs should take a cue from this fact. Unlike the scenario ten years back, now more and more parents are opening up to the concept of a Preschool. They are now looking forward to enrol their tiny tots in schools that can provide top notch amenities. Being a part of a play school franchise can be very profitable for you as a business. Let us discuss the privileges of being a part of a franchise for play school in Goa.

There are many franchises in Goa that are regarded as an innovative organisation, education inclined and dedicated to developing young minds. Being a part of the franchise provides you the authority and the brand’s name and face. You can own the books, publications, stationery along with getting assistance in development of infrastructure and designing of interiors. Nowadays, many franchises also offer guidance in interviewing, recruiting and more. The pros of being a part of a franchise for play school in Goa includes reasonable investment, no hidden costs and no false promises. These schools also provide the availability of manuals, support CD’s along with training all the staff members at your place. The experts from the enterprise also pay frequent site visits for further help. On the research and development end, they also provide you with Manpower training, competitive strategy, curriculum & activities and much more. You just need to meet the minimum requirements to be eligible to be a part of a play school franchise. One must not ignore this lucrative yet productive & meaningful opportunity.

Reading the Written Work Can Enhance Comprehension of a Play

• M.A., English Literature, California State University – Sacramento
• B.A., English, California State University – Sacramento

In order to understand and appreciate a play, it’s important not only to watch it being performed but to read it. Seeing actors’ and directors’ interpretations of a play can help create a more fully-formed opinion, but sometimes the nuances of stage directions on the written page can inform as well. From Shakespeare to Stoppard, all plays change with each performance, so reading the written work either before or after viewing a performance can help further enjoyment of dramatic plays.

Here are some suggestions for how to closely read and fully enjoy a dramatic play.

What’s in a Name?

The title of a play can often provide insight about the play’s tone, and hints to the playwright’s intention. Is there symbolism implied in the play’s name? Find out something about the playwright, or his/her other works, and the historical context of the play. You can usually learn a lot by finding out what element and themes are in the play; these aren’t necessarily written on the pages, but inform the work nonetheless.

For instance, Anton Chekhov’s The Cherry Orchard is indeed about a family who loses their home and its cherry orchard. But a close reading (and some knowledge of Chekhov’s life) suggest the cherry trees are symbols of the playwright’s dismay at the deforestation and industrialization of rural Russia. In other words, it often helps to see the forest for the (cherry) trees when analyzing a play’s title.

The Play’s the Thing

If there are parts of the play that you don’t understand, read the lines aloud. Visualize what the lines would sound like, or what an actor would look like speaking the lines. Pay attention to stage direction: Do they enhance your comprehension of the play, or make it more confusing?

Try to determine if there is a definitive or interesting performance of the play you can watch. For example, Laurence Olivier’s 1948 film version of Hamlet won an Academy Award for Best Picture and he won Best Actor. But the film was considered highly controversial, in literary circles especially, because Olivier eliminated three minor characters and cut Shakespeare’s dialogue. See if you can spot the differences in the original text and Olivier’s interpretation.

Who Are These People?

The characters in the play can tell you a lot if you’re paying attention to more than just the lines they speak. What are their names? How does the playwright describe them? Are they helping the playwright convey a central theme or plot point? Take Samuel Beckett’s 1953 play Waiting for Godot, which has a character named Lucky. He’s a slave who is badly mistreated and eventually, mute. Why, then, is his name Lucky when he would seem to be just the opposite?

Where (and When) Are We Now?

We can learn a lot about a play by examining where and when it is set, and how the setting affects the overall feel of the play. August Wilson’s Tony Award-winning 1983 play Fences is part of his Pittsburgh Cycle of plays set in the Hill District neighborhood of Pittsburgh. There are numerous references throughout Fences to Pittsburgh landmarks, even though it’s never explicitly stated that that’s where the action takes place. But consider this: Could this play about an African-American family struggling during the 1950s have been set elsewhere and had the same impact?

And Finally, Go Back to the Beginning

Read the introduction before and after you read the play. If you have a critical edition of the play, also read any essays about the play. Do you agree with the essays’ analysis of the play in question? Do the authors of various analyses agree with each other in their interpretation of the same play?

By taking a little extra time to examine a play and its context, we can glean a much better appreciation of the playwright and his or her intentions, and thus have a complete understanding of the work itself.

Kahoots are best played in a group setting, for example, a classroom. Players answer the questions on their own devices, while games are displayed on a shared screen to unite the lesson. It creates a ‘campfire moment’ encouraging players to look up and celebrate together. Here’s how to get playing.

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Here’s a quick and simple tutorial to get you playing in no time!

Playing a kahoot is as simple as 1-2-3

1. Find a kahoot to play from the Discover page
2. Once you’ve found a kahoot, click Play and then select Classic
3. Get your participants to join the game using on-screen instructions

Full step-by-step instructions on how to play a game of Kahoot!

1. Log in to your account.
2. Find a game to play – click Discover on the top navigation bar to search from our library of millions, or choose a game from one of our collections.
3. Click Play.
4. When the screen launches, choose the Classic game.
5. The game lobby launches, displaying a unique game PIN, for all players to see.
6. Players use their own devices, e.g. a phone, to join the game via kahoot.it or the Kahoot! app, by entering the PIN and their nickname.
7. Once all players are in the game lobby, click Start.
8. Players answer the questions they see on the shared screen with their devices. Each answer option on the shared screen is inside a box with a specific color and shape that matches the boxes displayed on the players’ screen.
9. After each question, a leaderboard showing the top 5 players is displayed. Players see their points and place on their own devices.
10. At the end of the game, the winner’s nickname appears on the shared screen, and players see their final place on their device.

Congratulations! You just played your first kahoot!

Need some more help? Try playing this general knowledge kahoot in Preview mode, which enables you to be the host and one of the players at the same time.

Build the stage in your mind so the play comes to life

• M.A., Literature, California State University – Northridge
• B.A., Creative Writing, California State University – Northridge

What is the best way to go about reading dramatic literature? It can be challenging at first because you might feel like you’re reading a set of instructions—most plays are made up of dialogue along with cold, calculating stage directions.

Dramatic literature presents several challenges, making the reading experience different than that of poetry or fiction. Yet, a play can be a moving literary experience. Here are some tips to make the most out of reading a play.

Read With a Pencil

Mortimer Adler wrote a terrific essay titled “How to Mark a Book.” To truly embrace the text, Adler believes the reader should jot down notes, reactions, and questions directly onto the page or in a journal.

Readers who record their reactions as they read are more likely to remember the characters and various subplots of the play. Best of all, they are more likely to actively participate in class discussion and ultimately earn a better grade.

Of course, if you are borrowing a book, you will not want to write in the margins. Instead, make your notes in a notebook or journal, and use scenes or acts to keep your notes organized.

Whether you’re writing notes in the book or in a journal, leave extra space for additional impressions as you read through the play each time.

Visualize the Characters

Unlike fiction, a play does not typically offer a lot of vivid detail. It is common for a playwright to briefly describe a character as he or she enters the stage. After that point, the characters may never be described again.

Therefore, it is up to you to create a lasting mental image. What does this person look like? How do they sound? How do they deliver each line?

Because people often relate more to movies than literature, it might be fun to mentally cast contemporary actors into the roles. Which current movie star would be best to play Macbeth? Helen Keller? Don Quixote?

Contemplate the Setting

High school and college English teachers select plays that have stood the test of time. Because many classic dramas are set in a wide range of different eras, it will behoove readers to have a clear understanding of the story’s time and place.

For one, try to imagine the sets and costumes as you read. Consider whether or not the historical context is important to the story.

Sometimes the setting of a play seems like a flexible backdrop. For example, “A Midsummer Night’s Dream” takes place in the mythological age of Athens, Greece. Yet most productions ignore this, choosing to set the play in a different era, usually Elizabethan England.

In other cases, such as in “A Streetcar Named Desire,” the setting of the play is vitally important. In this case, it is the French Quarter of New Orleans shortly after the end of World War II. You can envision this quite vividly while reading the play.

Research the Historical Context

If the time and place is an essential component, students should learn more about the historic details. Some plays can only be understood when the context is evaluated. For instance:

• The play adaptation of “To Kill a Mockingbird” takes place in the tumultuous deep South during the 1930s.
• Tom Stoppard’s ​”The Invention of Love” ​deals with the social constraints and academic struggles during England’s Victorian Period.

Without knowledge of the historical context, much of the significance of these stories could be lost. With a little bit of research into the past, you can generate a new level of appreciation for the plays you’re studying.

Sit in the Director’s Chair

Here comes the truly fun part. To visualize the play, think like a director.

Some playwrights provide a great deal of specific movement. However, most writers leave that business to the cast and crew. What are those characters doing? Imagine the different possibilities. Does the protagonist rant and rave? Or do they remain eerily calm, delivering the lines with an icy gaze? You can make those interpretive choices.

It will help if you read through the play once and write down your first impressions. On the second reading, add the details: What color hair does your actor have? What style of dress? Is there wallpaper on the wall of the room? What color is the sofa? What size is the table?

Remember, to appreciate the dramatic literature, you must imagine the cast, the set, and the movements. The more detailed the image becomes in your head, the more the play comes to life on the page.

By 2020 the School Games will be continuing to make a clear and meaningful difference to the lives of even more children and young people.

Joining Competitions

The School Games is inclusive to all young people and provides opportunities for everyone to get involved, either within school, against other local schools, or at county or regional level.

The type of competition will determine how best to go about getting involved – either as a potential participant, a school group or team, or as an organiser or volunteer. Some events will also act as pathway events to further competition in the future.

School Games Sports and Activities

National Governing Bodies of Sport (NGBs) have worked alongside the School Games to build and develop a series of sport formats for intra and inter-school competition. These formats aim to encourage all young people to participate and are based on supporting young people to build and extend their skills and confidence.

What is a School Games sport format?

School Games sport format documents are available from each National Governing Body and the Youth Sport Trust for each sport and have been designed to be appropriate for the age and stage (e.g. primary / secondary) of the young people.

Do I have to follow these formats at school?

It is only by following these formats that a competition can be considered part of the School Games. However, the event organiser should consider the needs of all young people in the structure of these competitions, e.g. knockout tournament, round robin etc.

Leadership and Volunteering

Young people can play a fundamental role in shaping, developing, and running the School Games.

In order to achieve this, many schools utilise a School Sport Organising Crew (primary schools) or a School Sport Organising Committee (secondary schools), to help with the planning and delivery of their intra-school competition programme.

Blogging and Media

The School Games is focused towards including all young people as participants and maximising the power of sport to impact wider school and young people outcomes, e.g. blogging – literacy; vlogging – media.

All schools signed up to the School Games website will receive use of their own profile page, which can accommodate blogs and match reports from both teachers and pupils, with prizes available for the best entries.

Sustaining Participation

One of the most important aspects of the School Games is getting young people active – particularly those that have previously been uninterested or otherwise not engaged in sporting activity. Equally however, we must strive to ensure that once those young people are active, that they stay active – both inside and outside of school.

There are a number of recommendations available for schools looking to sustain long-term participation, with additional opportunities available through your local School Games Organiser (SGO) or County Sport Partnership (CSP).

School Games National Finals

The School Games National Finals is a four day multi-sport event for the UK’s elite young athletes of school age. The event seeks to create an inspirational and motivational setting that not only provides our elite young sports people with the opportunity to thrive and perform at the highest levels, but encourages more young people to take part and succeed in sport.

The 2018 event took place at Loughborough University between Thursday 30 August and Sunday 02 September.

Related

There’s not always a fast track to becoming a high school football coach. Some coaches have connections with school administrators, teachers, or athletic staff or have children on the team. However, there are several courses of action that might increase the likelihood that you will get hired. Sometimes, getting a job as a high school football coach is simply about being available when a position opens up.

Education Can Help

Even though a college education isn’t a prerequisite for all high school football coaching positions, a degree or an advanced education can raise your status as a career professional. A college education is especially beneficial for paid high school coaching positions. Even if you majored in a field that is unrelated to football or athletics, a college degree can help you stand out in a pool of applicants. List on your resume any experience you have had playing or instructing football, especially at the high school or college level.

Johnny On the Spot

Volunteering as an assistant football coach or offering to help out as an unpaid assistant might increase your chances of being hired. Volunteer work proves that you are genuinely interested in coaching football with no strings attached. You might offer to help with equipment, uniforms, practices, or play books and help maintain stat sheets during games. You might also work with special teams, offensive players or defensive linemen so you come across as an expert in a particular part of the game.

Teach First, Coach Second

Some school districts don’t have the funds to hire full-time professional staff to coach football, so they rely on high school academic teachers to fill the void. Tom Bass, 30-year veteran coach in the National Football League, says that individuals interested in getting a job as a high school football coach should get a college degree and a teaching credential to get a full-time head coaching position, according to the USA Football website. Obtaining a job as an educator is one of the most reliable ways to get a job as a high school football coach; however, it usually takes 4 years to obtain a bachelor’s degree in education.

Stamp of Approval

Coaches can get certified through the National High School Coaches Association, giving them extra credibility and a deeper understanding of the responsibilities of coaching. Candidates can opt for general certification or certification in a specific sport, such as football. Certification courses cover topics such as fundamentals, administration, sports law, first aid, safety and ethics, according to the NHSCA. Certification doesn’t guarantee applicants that they will get jobs, but it does separate them from other applicants who might not have any training or education in high school coaching.

Recruiting Column

By Fred Bastie, Playced.com January 6, 2016 9:28 am

By Fred Bastie, Playced.com | January 6, 2016 9:28 am

USA TODAY High School Sports has a weekly column on the recruiting process. This isn’t about where just the top five-star athletes are headed but rather a guide to the process and the pitfalls for student-athletes nationwide from Fred Bastie, the owner and founder of Playced.com. Playced.com identifies appropriate colleges for potential recruits and delivers an online DIY college planning experience for student athletes of all talent levels and ages.

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It is the start of a new year. 2015 is behind you and you can’t afford to procrastinate another day. If you are a high school athlete with the desire to play at the next level and you are not being highly recruited, it’s time to start the process of contacting college coaches on your own. If the college coaches don’t know you, how will they ever identify you for their program unless you contact them?

Emails are a great way to introduce yourself to a coach and start a dialogue. Most coaches actually look through their emails on a daily basis. When a player expresses sincere interest in a program and their abilities are a fit, an introductory email can spark interest from most college coaches. There is no instruction manual on how to write the perfect email, but let’s talk about the proper approach.

The Groundwork

There is no combination of words in an email that will generate interest from a college coach if you aren’t contacting appropriate schools. Therefore, you really need an honest assessment of your abilities and then you have to search for colleges where you have a realistic chance to make the roster. Identifying all the college options that fit your academic and athletic profile is the most difficult and the most important part of the recruiting process.

Spend the time necessary to get this right, or your email will be deleted after the coach reads just a few words. That being said, a compelling email and a link to your highlight video might open the door for many college coaches across the country who currently know nothing about you.

I would recommend that you reach out to at least 30 colleges. I realize that sounds like a lot, but if you are organized it won’t take that long. Develop a spreadsheet that tracks your progress with each college you have contacted. Make sure you send follow-up emails and get your current coach involved in the process. This information needs to be included in your spreadsheet, so you know where you stand in the process.

What your emails should include

Once you’ve laid the groundwork, it’s time to start sending the emails. Since your email might be the first contact you have with a coach, it needs to be effective. Here is an example of an email that doesn’t really get the job done:

I play high school football and I really want to play in college. I am the fastest guy on my team and everyone tells me that I’m good enough to play in college. I really don’t know what I want to study in college, but I know that I’d like to play for your team.

If you have any scolarships left I would love to talk with you. Please call me at your convenience.

This email actually has a few positive qualities. Dave is expressing a sincere interest in the program and he has taken the initiative to reach out to the coaching staff. However, the negatives far outweigh the positives.

Unfortunately for Dave, his subject line probably won’t entice the coach to open the email. A general subject line generally means the email will be deleted.

Additionally, the email needs to be personalized and specific. The salutation should have the coach’s last name, Dave’s specific statistics should have been sited (not just that he is fast), a brief description of his academic profile should have been included and there is a typo in the email. Finally, there are many other specific items that can be included. Remember, you are trying to pique the interest of the college coach.

Here is an example of an organized, specific email:

Re: 6’8” Point guard that wants to be a Bulldog

Dear Coach Jones:

My name is James Rhodes and I would like an opportunity to be a part of your program. I have been following your team for years, I’ve done my research and I really want to be a Bulldog. Here is a link to my video:

Below are some details about me as a player and a student. I have also included the contact information for my current coach if you would like to discuss my abilities with him.

Height/Weight: 6’8”/215 lbs.
Position: Point guard
Important statistics: 21.6 ppg, 4.1 apg, First team all-district

High School: West High School
Graduation Date: 2017
GPA: 3.50
ACT score: 21

Current Coach Contact Info:

I’d like to meet you and discuss the possibility of becoming a Bulldog in 2017. If there is anything I can do to help you decide if I am a good fit, please let me know.

Thank you for your time,

As I said previously, there is no magical formula for an effective email, but the above email is specific, respectful and polite. Those three things go a long way with college coaches.

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Here’s the deal

When you send an email to a college coach be confident, but not arrogant. Make sure you are polite and respectful and don’t ask about a scholarship. The more you can personalize the email, the better it will be received. Finally, have someone proof it before you hit send!

You’ve got the songs, so now all you need are the people to help you bring them to life. You know that finding the right band members is crucial to your success, but where do you begin your search? These tips will point you in the right direction.

Ask Around

You may already know your bandmates — you just don’t know you know them. Some of your friends already in bands might be looking for a change, or they might know of other people who are looking for a gig. What makes this way of finding a bandmate good is that you already “know the deal” about someone before they join the band. If so-and-so is a great bass player but has never turned up for a soundcheck on time in their life, now is the best time to find out. Finding band members through your local music scene grapevine means you can be more confident about finding someone reliable — or at least have a heads up about their quirks.​

Post at the Record Shop

Where do music types like to gather? The record shop, of course! Or the instrument shop or another music-related shop. Most of these places, especially the independently-owned ones, will have message boards where you can advertise for band members. Be sure to put a little bit about your music on the advertisement, or at least some info about bands that you like, and don’t forget to include some way for interested people to contact you. Asking the staff of these stores is another way to find people looking for a band.

Check on the Internet

Websites like Craigslist are filled with ads from people looking for a band to join. Browse through the lists of musicians in your area who are interested in finding a band with whom to play, and place your ad seeking band members. Include the same information you would on an advertisement on the record store message board. You can also visit forums for musicians to get the word out.

Contact Local Studios and Rehearsal Rooms

Put a call into the recording studios and rehearsal spaces in your area and let the people there know you are looking for musicians. See if they have space where you can come by and post an advertisement for your band. The staff at these places know who is playing with which band and who is looking for a new gig, and they can be a great resource for you. Even if you haven’t used the studio or the rehearsal space before, don’t shy away from approaching them in your search for your band members.

Poster the Town

Stick advertisements up anywhere you think like-minded musicians may frequent. Coffee shops, bookshops, college campuses, clubs, and venues — the key is to let people know you are looking. Get the word out there!

More Tips for Finding a Band

These additional ideas can help you manage the process of locating and vetting people for your band:

Has your child been bitten by the drama bug and thinks he’s ready for Broadway? Many kids in middle or high school have seen and read some plays and maybe even acted in productions. A budding writer may also want to try his own hand at playwriting. Here are some basic playwriting tips.

Start with an Idea. Find an idea for the basis of a play, usually with a plot and storyline that involves a series of events. A play can be about something that really happened or something fictional. Anything from a news story to a photograph to an interesting person might spark an idea. Lots of good first plays are short, around 8-10 pages.

Determine the Conflict. Think of a conflict, or a main problem that the characters face, which will be central to the plot, to make it more dramatic. A play’s plot usually proceeds in the following way: (1) the beginning describes the characters and conflict, (2) characters try to solve the problem, creating the rising action, (3) their action leads to a climax, or turning point, and (4) falling action leads to a resolution that sums up how things end. For an exercise in structure, have children write a one act play with four scenes, using the numbered list above as an outline.

Setting. The setting of a play is where it takes place. This could be a historical era, a foreign country, a single room or even inside a vacuum. Scene changes are a good time for characters to switch locations.

Characters. A writer’s first play should probably have somewhere between three and eight characters. Each character wants something and has a goal or objective. Kids can list each character and give detailed descriptions for each one, including their name, age, physical appearance, personality, hobbies and interests, fears, secrets, abilities, motivations, occupation and relation to other characters. Even if the characters are animals or inanimate objects, they’ll still have unique qualities.

Dialogue. A play is nothing without dialogue, the conversations characters have! Dialogue should move the story forward and reveal the characters’ relationships to each other, and also show their moods and personalities. Dialogue should sound believable and real—there can be pauses and contractions, just like in everyday speech. It helps to study real-life conversations and practice reading dialogue aloud to see how it sounds.

Format. Using the correct playwriting format helps put all these aspects together in an understandable way. An example of playwriting format follows below. Note that when writing character descriptions, the more detailed they are, the more depth actors can give to their performance.

By Elise Williams

Cast of Characters:

SUSAN, a friendly, 30-something mother

JANE, her 13 year old daughter

CHLOE, Jane’s best friend, also 13 years old

SAM, Susan’s husband and Jane’s father, worried about work

JOE, a 13 year old neighbor of Jane, sometimes teases her

The play takes place in a suburb of Boston during a particularly snowy day when schools are unexpectedly closed.

Stage Directions are messages in parentheses, aligned to the right margin, from the playwright to the actors and crew telling them what to do and how to do it. They should be brief, and written in the present tense. They describe action and visuals, not inner thoughts. Character names are written in ALL CAPS. For example:

(Early morning, snow falling. Sidewalk in front of a suburban house. JANE appears in front of the house bundled up for winter weather and wearing a backpack. SUSAN comes out of the house and runs to catch JANE.)

Jane, wait! The radio just announced that your school is closed today because of snow!

Really? You’re not just teasing me, are you? Do I really get a snow day?

(CHLOE enters, also wearing a backpack, and walks over towards JANE.)

Hi Jane, what’s going on? Aren’t we walking to school together today?

Conclusion: Notice in the format above that the character’s names are ALL CAPS, bolded, and centered just before each character’s line of dialogue. Stage directions are at the beginning of a scene and anywhere else where action, props, or descriptions need to be explained for the cast and crew.

If a child writes four scenes in the format above, using the plot structure described above, bravo! He has written his first play!

Anyone with a grade school child will at some point be asked whether they’d like to be a room parent for the classroom, which is one of the parents who coordinate the classroom parties throughout the school year. Most classes have four to five parties per year including Halloween, Winter (or Christmas) party, Valentine’s Day, Spring (or Easter) party, and end-of-year.

If you’ve been lucky enough to be selected by the teacher as one of the room parents for your child’s class, the first thing you’ll need to do is meet with the other room parents in your class, as well as the teacher to find out what your responsibilities will be. Some of the things you’ll need to find out include:

• What are the dates and occasions of the parties for your classroom?
• How much time will be allocated to each party?
• Does the teacher want the parents to run the entire party, or will she be organizing some of the activities?
• Does the teacher expect a craft at every party?
• Does the teacher expect the room parents to organize a game at each party?
• Will there be goodie bags at the parties?
• Will funds be collected for the parties from all of the students, and who is responsible for collecting the money?
• If not, is there a budget for the parties, or are the room parents responsible for organizing donations for things such as food, crafts, party goods, and goodie bags?
• What kind of food does the teacher want to be served?

After the ground rules have been established by the teacher for the parties, it’s time for the room parents to decide how they will divide the responsibilities for each one. Usually, the teacher will request that one parent is the point person for contacting her about the parties. After that, the group may decide to meet before each party to divide the duties, or they may have only one meeting at which it’s determined who will be responsible for crafts for all parties, who is responsible for food for all parties, who will contact the other class parents for donations, etc.

Planning the Food

When planning snacks for a class party, the first thing we like to know is whether there are any allergies in the classroom. You’d hate to have a parent send in peanut butter cookies if there’s a child with a nut allergy!

Here are the other things you’ll want to think about as you plan the food:

• It’s always good to have some kind of healthy snack such as a tray of cut fruit. Don’t go overboard on the healthy snacks unless that’s the only thing you’re serving. Given a choice between cookies and veggies, which do you think kids will pick?
• Baby carrots and sometimes sliced cucumbers are popular snacks for young kids, especially when served with ranch dip.
• Try to plan snacks that carry out the theme of your holiday. For example, creepy spider cupcakes for Halloween; Valentine’s cookies for Valentine’s Day; marshmallow chicks and bunnies for a springtime party, etc.
• Food is usually the easiest donation to get from parents. Every class seems to have one mom who enjoys making seasonal cupcakes or cookies.
• Salty snacks are also popular party food. Potato chips usually win out over pretzels in my children’s parties.
• Don’t serve too many choices. Otherwise, children will load up their plates, and then you’ll see a ton of food dumped into the trash can at the end of the party.

Organizing a Craft

If it has been decided that you need to organize a craft for each party, there are several important things to remember: keep the craft simple and manageable within the time frame, keep the craft age-appropriate, and if the craft will be transported home that day, remember to take into account the drying time required for paint or glue projects

In most cases, especially for the younger grades, it’s helpful to have all of the supplies organized prior to the party. That means having all of the pieces pre-cut and creating a bag of craft components for each child. This is not so much for the benefit of the child as it is for the benefit of the room parents! Otherwise, you will find yourself running around during the party as you divide the supplies and making sure that everyone has what they need. Cutting skills are variable at all ages, and if you give the children too many things to cut, their completion times will vary wildly.

Naturally, whenever possible, choose a craft that is theme appropriate. Here are some craft ideas for good classroom party crafts:

• Paint miniature pumpkins for Halloween.
• Make spiders using black pipe cleaners at Halloween.
• Fashion ghosts out of lollipops covered with squares of white fabric tied on the stick and decorated.
• Create snowmen out of styrofoam balls, pom-poms, and buttons for winter parties.
• Make gingerbread houses at a winter party. Give each child a small, empty, clean milk or juice carton. Let them cover the carton with graham crackers using white frosting as “glue”. Finally, give them a selection of colorful candy to decorate their house using the frosting.
• Make hearts with pipe cleaners and beads for Valentine’s Day gifts for a loved one.
• Decorate large cut-out hearts at Valentine’s Day.
• Paint and plant small flower pots for a springtime party.
• Create tissue paper flowers for a springtime party.
• Create marble art by placing a sheet of paper in a shallow box, dipping marbles into different color paints, and roll around in the box for a colorful design.

Planning Games and Activities

At most classroom parties you should plan games or activities so that the children can work off a little bit of energy. If the weather is nice, it may be possible to plan outside games such as relay races. There are plenty of fun games you can play in the classroom or gym, as well. Here are some possibilities:

Author

Professor of Psychology, Wellesley College

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Visit any preschool classroom during free play and you will likely see a child pretending to be someone else. Make-believe play is a ubiquitous part of early childhood. And beyond being fun for kids, pretending and other kinds of imaginative play are also believed by some to be critical to healthy child development.

Research has found a relationship between pretend play and a child’s developing creativity, understanding of others and social competence with peers.

As a psychologist who studies imaginary play and childhood development and is no stranger to the preschool classroom, I have met many children for whom an imaginary friend or impersonation of a character is more than just an amusing pastime. Such activities often reflect what children have on their minds.

So how might imaginary play lead to benefits for kids? And does imaginary play make for more socially astute kids? Or is that that kids who more socially adept tend to engage in this kind of play more?

Pretending and learning. Sarah Joy/Flickr, CC BY-SA

Learning to think from different perspectives

Imaginary play could encourage social development because children are simultaneously behaving as themselves and as someone else. This gives them a change to explore the world from different perspectives, and is a feat that requires thinking about two ways of being at once, something that children may have difficulty doing in other circumstances.

You can imagine how this could be a part of a child’s developing social abilities.

For instance, if a child is pretending to be a mother, he or she must imagine what it would feel like if the baby cries or doesn’t behave. If a child is pretending to be the family dog, he or she needs to figure out how to communicate with the “owner” without speaking.

The child who creates an imaginary friend has the opportunity to explore all the nuances of friendship – without having to manage the unpredictability of another person’s behavior or risking the friendship ending.

The child who impersonates a superhero can play out and achieve goals such as helping others and performing daring rescues. This kind of power is not easily found in early childhood. Getting to be the hero and taking care of others must be a nice change from being taken care of and ordered around.

Learning the delicate art of negotiation

When children play these make-believe games with other kids, they must constantly consider their own behaviors and signals to send clear messages about what they are doing. And they also have to pay attention to signals coming from other participants in the game and learn how to decipher them.

This kind of communication also happens in real-world interactions. But within the world of fantasy play, successful coordination requires extra attention to all of these details. Children must engage in sophisticated levels of communication, negotiation, compromise, cooperation and coordination to keep the play moving forward.

In fact some research suggests that children engaging in social pretend play spend almost as much time negotiating the terms and context of the play as they do enacting it. This might come in handy as they grow up and manage the rules of neighborhood games of Capture the Flag, the division of labor on group projects in high school and the benefits associated with a first job offer.

Children play in the wooden megaphone in the forest near Pahni village, Estonia. Ints Kalnins/Reuters

Are the benefits of play correlational or causative?

The studies that connect pretend play to all of those positive outcomes are correlational. In other words, a socially astute, competent child might be more interested in pretend play, rather than pretend play making a child more socially astute. Alternatively, some other variable, like parenting, might be responsible for connections between engagement in fantasy and getting along well with others.

In fact, Angeline Lillard, a prominent scholar in the field, looked at dozens of studies with her colleagues, and found little evidence to support the idea that pretend play causes positive developmental outcomes.

Instead, these authors assert, pretending might be one route to these outcomes. Or both pretend play and positive outcomes might be supported by other factors, such as the presence of supportive, encouraging adults, play that focuses on positive, pro-social themes, and the characteristics of the children themselves, such as their intelligence and sociability.

At the same time, the researchers are also quick to point out that children love to play and are motivated to do so. Adults who want to foster perspective-taking, empathy, negotiation skills and cooperation would do well to think about how lessons related to these skills could be embedded in the materials, themes and general content of children’s imaginative play.

Showing openness to friendship

Posted Sep 04, 2012

If you’ve ever heard your child complain, “Nobody likes me!” or “They won’t let me play!”, you know how painful it is for a child to feel friendless.

As parents, we can’t make friends for our children, but we can help them understand the key ingredients that underlie friendship formation at all ages.

Friendship Ingredient 1: Openness

Every friendship begins with some sign that two people are interested in becoming friends. So, the first ingredient for making friends involves showing that we like someone and expressing openness to friendship with them. Preschoolers will sometimes ask directly, “Wanna be my friend?” but older children signal liking less directly.

– Greetings

A very basic way to show openness is to greet potential friends. Shy children often have trouble with this. If another child says “Hi!” to them, they tend to look away and say nothing, or just mumble in response. This happens because they feel awkward and self-conscious, but the message that they’re sending to the other child is “I don’t like you, and I don’t want anything to do with you!” That’s not how they feel, but that’s what they’re communicating.

If this sounds like your child, you may want to help your child use role play to practice greeting people. Break it down: Explain to your child that a friendly greeting involves making eye contact, smiling warmly, and speaking loudly enough to be heard. Saying the other person’s name also makes the greeting more personal. After you’ve practiced, help your child figure out some people to greet in real life.

– Compliments

Compliments are another easy way to signal openness to friendship. It feels good to receive a sincere compliment, and we tend to like people who are discerning enough to appreciate our finer qualities!

Brainstorm with your child some ways to compliment classmates. Keep it simple: “Nice shot!” for a kid playing basketball, “I like the way you drew the sky!” about a peer’s artwork, or “Your sweater is pretty!” for a child wearing a new outfit are some possibilities.

– Kindness

Small kindnesses can be another way to signal liking. This could mean lending a pencil to a classmate, saving them a seat, helping them carry something, or sharing a lunch treat. Kindness tends to elicit kindness, and it’s one of the best ways to begin a friendship.

Research tells us that kind children are usually well liked by their peers, but sometimes children try to buy friends by giving away money or valued possessions. This definitely doesn’t work. The other children will probably take whatever’s offered, but they won’t reciprocate, and they could lose respect for your child. Going overboard with gifts can come across as desperation rather than openness.

Another caution: Kindness is defined by impact not intent. Sometimes young children get carried away with hugging and kissing a classmate, or they insist that another child has to play only with them. If the other child feels uncomfortable with this behavior, it doesn’t count as kindness. You may need to help your child find less intrusive ways to express liking.

Expressing openness is the first ingredient of friendship formation, because it casts wide the metaphorical door to friendship. But it doesn’t guarantee that anyone will walk through that door. To increase the odds that a friendship will grow, children need to extend their friendship invitations to kids who are likely to want to come on in. That’s where the second ingredient of friendship formation comes into play. [See Part 2 of “How Children Make Friends”]

Do you remember when you first became friends with a childhood buddy? How did it happen?

Related posts:

© Eileen Kennedy-Moore, PhD. Google+ Twitter: psychauthormom

Eileen Kennedy-Moore, PhD, is an author and clinical psychologist in Princeton, NJ (lic. #35SI00425400). She frequently speaks at schools and conferences about parenting and children’s social and emotional development.

Subscribe to Dr. Kennedy-Moore’s monthly newsletter to be notified about new posts on the Growing Friendships blog.

Dr. Kennedy-Moore’s books and videos:

— Have you ever wanted a parenting course you could do at YOUR convenience?Check out this fun and fascinating audio/video series on children’s feelings and friendships from The Great Courses ® : Raising Emotionally and Socially Healthy Kids. || Topics include: Teaching Kids to Care; Developing Genuine Self-Esteem; How Kids Manage Anxiety and Anger; Playing Well With Others; Growing Up Social in the Digital Age. VIDEO preview.

On sale 70% OFF at:

— What About Me? 12 Ways To Get Your Parents’ Attention Without Hitting Your Sister. VIDEO preview.

Growing Friendships blog posts are for general educational purposes only. They may or may not be relevant for your particular situation. You’re welcome to link to this post, but please don’t reproduce it without written permission from the author.

photo credit: “sisters 4” by Charlotte / CC BY 2.0

For further reading:

Asher, S. R. & McDonald, K. L. (2009). The behavioral basis of acceptance, rejection, and perceived popularity. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.) Handbook of peer interactions, relationships and groups: Social, emotional, and personality development in context (pp. 232-248). New York: Guilford Press.

Fehr, B. (2008). Friendship formation. In S. Sprecher, A. Wenzel, J. Harvey (Eds.) Handbook of relationship initiation (pp. 29-54). New York: Psychology Press.

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon & R. M. Lerner (Eds.) Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6 th ed.) (pp. 571-645). Hoboken, NJ: John Wiley & Sons.

Why did you choose this school? There’s no easy answer to this. It involves crafting your answer, some research, and even some answers to avoid. The question also comes in different forms, such as:

• What is it about our college that is most appealing to you?
• Why do you think our college is a good fit for you?
• What will you bring to the table?

It’s all the same question, just asked differently. You are likely to come across this question in some form or the other when filling up college application forms or during the college admissions interview. Some colleges even require you to address this question when writing your personal statement.

At first, it sounds like a relatively straightforward and casual question and one that requires a quick one-line reply. Treating this question so casually, however, can be a huge mistake and could potentially get your application rejected. You can be sure that the admissions authorities will not just skim through your answer. They will read through it carefully and use it as one of the factors in their final decision.

These tips will help you craft a compelling reply to this challenging question.

Photo by Matthis Volquardsen from Pexels

Craft your answer to address the question being asked

Although the questions are similar, each college may have its own unique angle on it. ‘What will you bring to the table’ is quite different from ‘Why do you want to go to our college’. Take time to read and understand the question and angle your answer to address that specific question.

Do your research before you answer “why did you choose this school”

Go through the college website again. Explore the course offerings as well as the extracurricular opportunities. What does the college pride itself on most? Do they encourage community involvement, being green, or celebrating diversity?

The only way to can give a more specific reply is to research a college and get to know the college better.

Emphasize your academic interest

College authorities want to know more about your academic interests and commitments. Talk about the specific educational, research, and other academic opportunities offered by the college that appeal to you. Expand on this idea by talking about how these opportunities help support your future goals.

Whether you are applying to a fine arts program, a physics program, or a business management program, talk about specific opportunities that excite you most and why. Knowing your major is a great way to show that you are interested in the program.

How NOT to answer this question

Here are some ways to NOT answer the question:

• You haven’t thought it through and you’re applying just because.
• Your friend is going to this school and you want to go with them.
• This school is your favorite celebrity’s alma-mater and you’ve only heard good things about the school.
• You’ve heard of the amazing frat parties student throw and you want to experience that scene.

Stating these reasons as part of your reply will get your application rejected outright. They are also not the right reasons for you to apply to any college in the first place. Applying to a college for the right reasons is so important and answering this question can be an eye-opener for you too.

Additionally, refrain from mentioning the geographic location of the school. Don’t say you like that the school is close to the beach or other superficial aspects like the cafeteria is great or they have state-of-the-art dorms.

Use College Raptor to discover personalized college matches, cost estimates, acceptance odds, and potential financial aid for schools around the US—for FREE!

So, you’re interested in becoming a film director. Great news! It’s a fulfilling career path, but, like anything else, it will be filled with challenges, ups and downs, and hard work. For those of you who are new to directing or have some questions, Backstage has you covered.

JUMP TO

What is a “director”?

In the simplest terms, a director is the person on a film set who makes the big decisions. He or she literally directs the course of action on a set and in a film, controlling a project’s artistic and dramatic aspects, visualizing the script, and guiding the cast and crew to make it all come to life.

What does a director do?

If you’ve moved past the first question with a resounding “duh,” let’s move onto some of the specific functions a director actually performs.

The director is basically in charge of bringing a story to life. He or she is the chief person responsible for creative aspects of a project. The director is tasked with making decisions on look, script, locations, costumes, special effects, and coaching. Sounds fun, right? It is, but slow down—there’s some hard work involved.

A select few will luck out and be in the right place at the right time, but for others, it might require years of paying dues. Even Quentin Tarantino worked a few gigs before becoming the legend he is today, like a recruiter for an aerospace company, a video store clerk, a film extra, and even an Elvis impersonator on “The Golden Girls.”

What role does a director play on set? Off set?

First, let’s start with laying out the groundwork for pre-production. This is when the director, along with other creative types, gets the game plan together, so to speak. There are artistic choices to make, as well as practical ones.

During pre-production, the director will be looking at casting, shot selection, styles, and color schemes. He or she may also be responsible for rehearsal and filming schedules, as well as playing the fun role of location scout, depending on the size and budget of the production.

This is also when a director will work to obtain funding for a film. Unless he or she is independently wealthy, this piece can take some time and could very well bleed over into production and post-production periods. In fact, funding is one of the most frustrating parts of the whole “making a movie” process according to Vladan Nikolic, filmmaker and media-studies professor at New School University.

“You spend 90 percent of your time hustling for money and explaining to people who have no creativity—but think they do—why the film should be made,” he told Backstage via email. In other words, “Only 10 percent of your time [is spent] making the actual film.”

Another important element of pre-production that shouldn’t be underestimated is casting. Proper casting is critical, Nikolic says.

“I don’t mean that you have to stick to the image you have in mind for a character, sometimes a different actor can completely surprise you and bring something to a part that you have never thought about,” he says. “But it is true that if the performances in a film are weak, it’s usually the director’s fault, not the actors’, as the director is in control.”

Then comes production. This is probably the part most envision when they picture being a film director: on set with the cast and crew calling “action” or “cut.”

For good reason, production is an important time for a film director. This is when he or she gives notes on performances and shots and makes sure all the blocking is just right.

Brace yourself: There will be a lot going on, and something will almost always go “wrong,” which is why pre-production is so important. According to Nikolic, “If you did your job well, you will be able to handle unforeseen situations.”

Also, during production, recognize that not every scene needs to be treated equally. At least, according to Nikolic.

“Give yourself time and space to do the most important scenes right,” he suggests. “These are the ones that the audience will remember and that your film will be judged on. Less important introductory or informational scenes can be cut, changed or rushed through, if need be. You never have enough time and money to do a film exactly how you would like to do it, you’ll have to compromise. But be smart about what you compromise, and don’t waste time shooting a scene over and over again, if it’s not an important scene.”

During production, keep in mind that “you are the leader of a collective moving towards a supreme creative goal,” says Paul Warner, professor at the New York Film Academy and award-winning film and stage director. “So the director must keep the producers, key collaborators, crew and actors engaged in the artistic mission.”

Then, finally, comes post-production. This is when everything comes together. And ideally, if you’ve placed the best people together, you might be able to take somewhat of a breather. This is when the director will take on more of a supervisory role. There is editing to be done, color correction, and sound and visual effects to be added. It’s the time when the film gets its final shape.

Nikolic’s best advice for new directors? Find an experienced editor. “You will be too close to the material and not see the forest from the trees,” he says. “It happens all the time. Otherwise, you will edit the film yourself, and only three years later realize that it could’ve been so much better.

“Editing is a matter of talent of course, but it also hugely depends on experience. The more you do it, the better you will get. The fact that so many people now know how to use editing software doesn’t make them editors. Editing is about telling a story and not about pushing buttons.”

Although supervising might sound fun, or at the very least, less stressful than the previous stages of production, you won’t be completely out of the loop.

You need experience “observing,” says Warner, “so you can understand the vocabulary to better communicate with the editor, sound house, colorist, etc.”

He says that the director and editor spend weeks cutting a picture.

“You are supervising, although many directors, especially those starting out in the micro-budget arena, have ended up needing to edit, just out of economic necessity,” Warner says. “So I see many directors now who really have those creative skills in terms of picture cut.

“However, sound and color are really specialized fields that are completely different from the skill set required of a director and your film will be greatly enhanced by hiring those who are most gifted in these arenas and then overseeing or guiding them.”

Jan 30, 2017

Whether the weather is too cold or too rainy outside, these 10 easy indoor gross motor activities for kids are the perfect way to blow off excess energy. The best part is that all of these activities use items from around the house, making them simple enough to do when you need an activity like right now. Or like five minutes ago.

And if you have multiple children, then this activities are perfect for encouraging teamwork and a little healthy competition too!

1. Bedsheet Parachute

I remember loving parachutes as a kid and my kids certainly love parachutes too! You can quickly make a DIY parachute using a bedsheet. So grab a twin-sized or even smaller (like a crib or toddler bed sized) bedsheet for this easy gross motor idea!

Get the kids (or even you!) to hold onto the end of the bedsheet and work together to try and shake a small stuffed animal or ball off of the parachute!

2. Balloon Sports

Balloons are always a go to for us when I need to get the kids moving and blowing off excess energy! You can play volleyball, basketball, soccer, and tennis with just a simple balloon.

3. Balloon Waddling Races

For this activity, you just need one balloon. You could blow up multiple balloons if you’d like to have your kids race against each other at the same time. Otherwise, you could just time each child with a stopwatch or let the kids work on their social skills by taking turns.

To play, simply hold the balloon between your knees and waddle from point A to point B without dropping the balloon. Waddle just like a penguin, which is what my five-year old literally did!

Don’t have a balloon on hand? Try it with a small ball instead!

4. Obstacle Course

Another favorite way to blow off energy indoors is with an obstacle course. We use tunnels, gym mats, mini trampoline, chairs, couch cushions, and really anything else that we have on hand. So use whatever you have and make it into an obstacle course to get the kids moving!

5. Animal Walk Races

When my kids need a body break at home, we like to do animal walks. Think crab walks, bear walks, or even the wheelbarrow walk (okay, I know it’s not an animal, but you get the point). All of these animal walks are great for providing calming deep pressure to joints in addition to burning off energy!

6. Cardboard Box Hurdles

For this activity, all you need are a variety of cardboard boxes that the kids can jump over. Set up a row of boxes to hurdle over and let them jump, hop, or skip over the boxes. So inexpensive, but totally fun!

7. Couch Cushion or Pillow Jumping

Pull out all of your decorative pillows and couch cushions for this easy gross motor jumping activity! Set up a path of cushions and pillows and tell your kids that the floor is lava. They have to jump from cushion to cushion without falling into the lava! Such a classic activity!

8. One Leg Balancing

We have balance cushions at home for both of my boys. We use them mostly as a substitute for buying balance stools to sit on. However, we also like to use them for simple balance activities like this one. If you don’t have a balance cushion, then just use a small pillow instead.

Encourage your kids to try balancing on one leg while standing on the balance cushion. It’s harder than your kids will think it is! Try timing your kids to see who can balance the longest.

9. Stuffed Animal Throw

Grab a laundry basket (a large bucket or cardboard box can be used as an alternative if your laundry basket is currently overflowing with laundry waiting to be folded) and your kids’ favorite stuffed animals. Then have them throw their beloved stuffies into the laundry basket. Keep score if you want or encourage your kids to back up each time they make a successful toss.

10. Laundry Basket Push

This simple gross motor activity is a great heavy work activity for kids and can be calming for many kids because of the sensory input that it provides. Simply fill a laundry basket up with toys or books or even a small toddler and have your child push it across the room. The heavier it is, obviously, the hard it is for them to push. So if the basket is too heavy, then encourage your kids to work together to push it. Nothing like sneaking in a little social skills learning like teamwork!

So, you’ve been going out for a while now. You’re really feeling this guy and you can tell there’s a mutual attraction. The vibes. my God, the vibes. He drops you off at your door, smiles that little smile, says he had a great time and leaves. No kiss. Ugh!

Is it your breath? Do you have a cold sore? Well. why won’t he kiss you?

It all depends upon the makeup of your guy. Some men are dorky and geeky — shy, awkward little devils. They can be so shy, in fact, that they have to be lured in to kissing you, while others are macho and bold and will kiss you on the first date.

You could have a shy soul who wants to kiss you, but is awkward in the skills department. Not to worry, there are always ways to get a guy to kiss you. But before we begin, make sure your lips are kissable. There is nothing as uninviting as cracked, crusty lips. And make certain you’re not wearing bright red lipstick. While it may be fashion-forward, he doesn’t necessarily want to drown his lips in it.

So, here we go. Find out how to get a guy to kiss you using the following methods:

1. Light Touches.
Touch him throughout your conversation. Don’t place your hand on his knee and start rubbing it. That is so obvious. But, do touch him ever so slightly now and then on his arm or touch his hands from time to time. Create a warm, cozy intimate atmosphere for the two of you.

2. Smile.
Lean in and smile. However, not just any kind of smile. We’re talking about a “come hither” smile; the kind that subtly invites a man in with your mouth and eyes in synchronicity. Do not, repeat DO NOT start batting your eyes like windshield wipers. While your mouth curls ever so slightly, your eyes speak volumes like, “I want to feel those soft, puffy little pillows on mine.” Sounds corny, I know. but it works.

3. The “Old Stare Trick.”
Hold your head to the side in rapt attention and stare straight at his lips. Then, go back to his eyes. Don’t go overboard on this, like some desperate lech. Just do it naturally. Unless this guy is an intergalactic space alien, he’ll know what you’re doing and why.

4. Work it into a conversation.
Ask him what he likes about you. He’ll say blah, blah, blah, whatever he likes about you. When he asks what you like about him, tell him his lips and how soft they look. Say it with the warmest of smiles. First of all, he’ll be flattered and next he’ll probably blush and hopefully let you test that out.

5. “I’m so cold.”
Still no kiss? Then try the old stand-by — you are just so cold. Rub your arms up and down as though you have shivers, which should prompt him to either wrap his arms around you or offer you his jacket, if he’s wearing one. If he does neither, move closer to him while still rubbing your arms.

6. Take initiative.
Finally, if this guy still hasn’t kissed you, turn the tables and kiss him. Don’t jump on top of him and devour him like some blood-starved vampiress. Just lean in quietly and give him a nice short smooch. Draw back and keep talking, as though kissing him was the most natural thing to do at that time.

Cooperation is a skill your child will use her entire life. Here’s how to encourage your child to work together with others and play cooperatively

You want your child to succeed at school, build relationships and lead an overall happy life — and that means learning to work well with others. But children aren’t born with this ability: It’s something they learn as they grow. It’s not something they learn from a book or through lectures — they learn it through play! Cooperative play develops several important skills, such as sharing, taking turns and following instructions, all of which help them get along with others in social situations.

According to Dr. Abby Loebenberg, an anthropologist specializing in play-based learning, children start to learn cooperation early, as babies, and develop the skills to take turns and share around 5 to 6 years old.

Here are some tips and tricks for encouraging your child to play cooperatively:

1. Take Turns
   Babies begin to engage in back-and-forth interactions — the building blocks to cooperation — at around 6 to 9 months. Take this opportunity to encourage turn-taking as you play with your child, Dr. Loebenberg suggests. Play back-and-forth games, such as peekaboo and pat-a-cake. As your child grows, incorporate taking turns in your everyday life. “When you can say something like, ‘What kind of snack do you want: apples or oranges?’ and the child says, ‘Apples,’ you’re facilitating that back-and-forth structure,” says Dr. Loebenberg. In other words, you’re teaching your child that when another person is speaking, you listen. Once that person is done, then it’s your turn to talk.
2. Do Chores Together
   Show your child the importance of cooperation by giving her small tasks around the home. “Children learn how to be responsible and cooperative by having responsibilities around the house,” says Dr. Susan Smith Kuczmarski, author of “Becoming a Happy Family.” Do chores together such as cleaning up toys or setting the table. Once your child is old enough, have her pick two tasks that she wants to do on a weekly or daily basis, and make them solely her responsibility.
3. Model Empathy and Cooperation
   Empathy involves compassion and understanding the feelings of others. However, according to Dr. Kuczmarski, it isn’t enough just to have an empathetic thought — you have to act upon it. Teach your child to express empathy by taking a meal over to a family member who is going through a tough time or encouraging your child to say “I’d be happy to listen” to a friend who needs an attentive ear. Talk to your child about how they think about other people and their feelings, and model positive behavior for them. “Modeling appropriate behavior to your child gets them 90 percent there,” Dr. Loebenberg says.
4. Encourage Free Play
   According to Dr. Loebenberg, the best way for a child to learn cooperative play is to have plenty of opportunity to participate in free play with other children. Give your children unstructured toys that they can use to make things with and let play emerge organically. Also, give them their space. “Let them work out problems, and don’t over-manage,” Dr. Loebenberg says. Children learn the value of cooperation by playing freely — without restrictions and strict rules — with others in their age group.
5. Play Cooperative Activities
   You can help encourage your child to play cooperatively with fun activities. “Our family has an annual frog race,” Dr. Kuczmarski says. “We’ve discovered that when you blow gently on the frog’s back end, it will leap.” No child is allowed to touch the frog, and all players receive a prize. You can also try Dr. Kuczmarski’s “blank canvas” project, which involves getting a group together to paint on a single canvas. Team sports, such as baseball or basketball, also teach cooperation. If your kids aren’t into sports, you can plant a vegetable garden together, tend it as a family and watch it grow.

“Anything parents can do to facilitate play with other children is really useful,” Dr. Loebenberg says. The more opportunities your child has to interact with others, the more she’ll learn to cooperate.

Rebecca Desfosse is a freelance writer specializing in parenting and family topics.

Hi, so I’m a senior in high school (17F) and I’m wondering if I should get a part time job. There’s a job opening at a Jack In The Box near my home, literally a 5 minute walk away and the fast food place is in my route to go to school.

It takes me about 15-20 minutes to walk home from school, and I get out of school at 2:22 pm, so I usually get home by 2:37 pm or 2:42 pm. If I’m hired at the job, I would request to start at 3:30 pm, so I can relax at home and change.

As for homework, I’ve set a plan where I do my 1st (I rarely get homework) and 2nd period work at home, while I do my 4th and 6th period work in my 3rd (my library service period, I do nothing for 55 minutes) and my 5th period (I have architecture but we rarely do work there)

I think this schedule would work well, as of now I rarely get homework except for my 2nd and 6th which are A. P. periods.

I plan to work Thursday, Friday, Saturday and Sunday for only in the months of October, November, December, January and the first part of February.

I honestly want to work so I can help out my mom with paying the senior packages, start saving for college, and to have some money for myself.

Also do I need to apply for a work permit before or after I get hired? Any any interview tips would be greatly appreciated. Thank you!

Tips for High School Students Who Want to Become Doctors

Do you think you might want to go to medical school in the future? Are you wondering what you can do now to prepare and enhance your chances of gaining admission? It’s never too early to start thinking about your career goals and planning how to achieve them.

When to Start Career Research

The high school years are the perfect time to begin exploring your interests and preparing your background. Take advantage of the resources available at your school and in your local community to begin your preparation for a medical career.

Why is it important to start early if you want to become a doctor? First, you will need to attend a college that will prepare you for medical school. This means a competitive college or university that offers the science classes you will need for acceptance into medical school. You will need to take the appropriate classes in high school to increase your chances of being accepted at the undergraduate institution of your choice.

In addition to your coursework, undergraduate admissions and medical school admissions will consider your extracurricular activities. The more relevant experience you have, the stronger a candidate you will be. That experience will also help you figure out if you are sure that you are interested in a medical career because you will be exposed to what it’s really like to be a doctor.

Tips for High School Students Who Want to Be Doctors

Here are some tips for high school students (and their parents) who are interested in becoming doctors:

• Visit your high school guidance office and ask about resources for learning about medical careers. Tap online resources such as the Occupational Outlook Handbook.
• Meet with medical practitioners in your area and through family and friends for informational interviews. Ask them what it takes to be a doctor and inquire about the challenges and satisfactions involved with their work.
• Ask any contact with whom you have developed a nice rapport if you can shadow them as they go through their day. These observations will help you evaluate your comfort with medical environments and interventions.
• Consider volunteering at a local hospital, nursing home, or other health-care establishment. Medical schools look for proof of your exposure to medical settings and commitment to serving others.
• Find a part-time or summer job at a health-care facility. The more experience you gain, the better equipped you will be for medical school.
• Once you are 16 (age varies by state), you may want to complete training during the summer to be a certified Nurse Assistant (CNA). Training takes anywhere from three weeks to three months. Once you have your certificate, you can earn good money and gain valuable experience prior to medical school.
• Another route to consider is completing training as an emergency Medical Technician (EMT) once you are 18. Basic level EMTs can complete training in as little as two to three months, and they play an important role by intervening in emergency medical situations.
• Develop a strong background in science and prove that you can handle rigorous courses in biology, chemistry, physics, and math. Take AP and advanced courses as often as possible and maintain high grades. Meet with your guidance counselor to plot the appropriate high school courses.
• Reach out to local medical researchers and volunteer to help them carry out their research activities. Ask your science teachers, family physician, and other contacts to recommend researchers. Medicine is a research-based discipline, and schools will value evidence that you are research oriented.
• Take on leadership roles at your school and in your community. Prove that you can motivate your peers to action, particularly in ways that benefit your school or community.
• Make sure that you conduct your life in accordance with the highest ethical standards. Medical schools and the medical profession demand that candidates conform to very high ethical standards.
• Carefully research four-year colleges in collaboration with your high school guidance counselor. Identify highly regarded schools and find out how many of their grads are accepted to medical school.

By starting early and taking some of these steps, you will confirm your interest in medicine and prove to medical schools that you have the right stuff to succeed!

Review the Pre-Med Skills You Will Need

Review a list of skills you will acquire if you decide to major in medicine.

Playing sports at any level—club, intramural, or interscholastic—can be a key part of the school experience and have an immense and lasting impact on a student’s life. Among its many benefits, participation in extracurricular athletic activities promotes socialization, the development of leadership skills, focus, and, of course, physical fitness. It’s no secret that sports helped to shape my life. From a very early age, playing basketball taught me valuable lessons about grit, discipline, and teamwork that are still with me to this day.

Secretary Duncan signs a basketball before a stop during the 2012 back-to-school bus tour. (Official White House Photo by Chuck Kennedy)

Students with disabilities are no different – like their peers without disabilities, these students benefit from participating in sports. But unfortunately, we know that students with disabilities are all too often denied the chance to participate and with it, the respect that comes with inclusion. This is simply wrong. While it’s the coach’s job to pick the best team, students with disabilities must be judged based on their individual abilities, and not excluded because of generalizations, assumptions, prejudices, or stereotypes. Knowledgeable adults create the possibilities of participation among children and youth both with and without disabilities.

Today, ED’s Office for Civil Rights has released guidance that clarifies existing legal obligations of schools to provide students with disabilities an equal opportunity to participate alongside their peers in after-school athletics and clubs. We make clear that schools may not exclude students who have an intellectual, developmental, physical, or any other disability from trying out and playing on a team, if they are otherwise qualified. This guidance builds on a resource document the Department issued in 2011 that provides important information on improving opportunities for children and youth with disabilities to access PE and athletics.

Federal civil rights laws require schools to provide equal opportunities, not give anyone an unfair head start. So schools don’t have to change the essential rules of the game, and they don’t have to do anything that would provide a student with a disability an unfair competitive advantage. But they do need to make reasonable modifications (such as using a laser instead of a starter pistol to start a race so a deaf runner can compete) to ensure that students with disabilities get the very same opportunity to play as everyone else. The guidance issued today will help schools meet this obligation and will allow increasing numbers of kids with disabilities the chance to benefit from playing sports.

Arne Duncan is U.S. Secretary of Education

Read the “Dear Colleague” letter from the Office for Civil Rights

Snapshot for September 17, 2003

by EPI Research Director Lee Price

A new study on the effects of race on hiring decisions has relevance for current policy debates. Just this past summer, the Supreme Court found that race could be taken into account in the admissions process for higher education, but only within strict limits. Next month, California voters will decide whether to ban almost all collection of data on race. Contrary to the contention of those seeking to end racial consideration in public policy, this new study indicates that racial discrimination is alive and well.

Devah Pager, a sociologist at Northwestern University, studied employers’ treatment of job applicants in Milwaukee, Wisconsin, by dividing job applicants into four groups. White applicants and black applicants were further grouped into those who presented themselves as having a prior criminal conviction and those who did not present themselves as having a criminal record. (None of the applicants actually had a criminal record of any sort). Except for the differences in race and in criminal record, applicants were given comparable resumes, sent to the same set of employers, and trained to behave similarly in the application process.

The study focused on the likelihood that an applicant would be called back for a job interview. Not surprisingly, whites without a criminal record were most likely to be invited back (34%) and blacks with a criminal record were the least likely (5%). Perhaps most striking, the study found that only 14% of blacks without a criminal record were called back for an interview—less than the 17% of whites that did have a criminal record.

Some might object that, because this study was done in just one city, it cannot represent the nation as a whole. There is no reason to believe, however, that employers in Milwaukee are more likely to discriminate than employers in the rest of the country.

Proponents of ending affirmative action and data collection on race argue that we are fast approaching a time when race is no longer a factor in decision making and public policy should become colorblind. This study shows that employers do, in fact, consider race when hiring. It remains premature for public policy to stop taking race into account.

Source: Pager, Devah. 2002. “The mark of a criminal record.” Department of Sociology, University of Wisconsin, Madison.

Check out the archive for past Economic Snapshots.

1. Procedure to convert from full time to part time PhD course for a candidate of Anna University?
2. Procedure to get admission in Ph.D(Pharmaceutics)? For which subject I should apply for UGC-NET if want to study Ph.D in Ceutics? Basic difference between Part Time and Full Time Ph.D?
3. Admission procedure after qualifying entrance exam in Osmania University for PhD(Management)? Fee expenses for full/part time PhD course? Whether Government offer fee reimbursement?
4. Possibility to do Part Time PhD for Organic Chemistry postgraduate?
5. Is it possible to do full time Diploma and PhD at the same time?
6. What is the procedure to do Ph.D after passing the JRF exam?
7. How can I get transfer from Madurai to Salem if pursuing PhD in Anna University? Procedure to convert full time PhD to part time?
8. Colleges in Mumbai who conducts PhD in Pharmaceutics? Difference between part time and full time PhD?
9. What is the qualification required to apply for part time Ph.D?
10. Which type of PhD should I do full time or part time? Going to university daily is necessary in regular PhD? Syllabus, books and question papers for it?
11. Am I eligible to do full time Ph.D after completion of MBA? — [Most Discussed]
12. Detailed information about the universities which offers Part Time and Full Time PhD in Hindi?
13. Admission procedure to do PhD in Sociology/Anthropology in Bangalore for part time teacher of Jain University? Documents required to apply?
14. Procedure to move from full time MCA course to part time MCA?
15. What is the procedure followed for doing full time Ph.D course?
16. Is it possible to get admission in full time PhD if done part time MS from IITs?
17. What is the procedure followed for doing part time Ph.D in Chennai?
18. Detailed information about PhD in Zoology course for part time Government Teacher?

You can apply for admission, when there is an admission notification by the concerned university. You just need a M.Sc degree with 55% marks to apply for it.

If you have experience of more than 5 years in same field, then you will be exempted from any entrance exam. Admission will be on the basis of performance in the interview stage only.

You can apply for admission, when there is an admission notification by the concerned university. You just need a M.Sc degree with 55% marks to apply for it on the basis of 5% relaxation.

If you have experience of more than 5 years in same field, then you will be exempted from any entrance exam. Admission will be on the basis of performance in the interview stage only.

Use social media to share classroom projects, involve mums and dads in homework and try visiting them at home, say the experts

Setting a project that involves parents’ participation is a good way to ensure learning is discussed at home. Photograph: Alamy

Setting a project that involves parents’ participation is a good way to ensure learning is discussed at home. Photograph: Alamy

T eachers are always looking for ways to improve education for their pupils – and one of the fundamental ways of doing this is parental engagement. Learning shouldn’t finish when the child leaves school at the end of the day, and with parents on board it is much easier to help students reach their potential.

Of course, it won’t always be easy to engage parents: they may be very busy, or have a first language other than English. So what advice is out there for building better partnerships?

Make homework collaborative

Try setting homework that involves parents’ or a carers’ participation. Teacher Rob Faurewalker got his year 7 geography class to ask their parents to take them out into the park to see the stars.

“Working in central London, many kids haven’t seen the stars,” he says. “But seeing them and gaining an appreciation of their place in the universe is a vital starting point to a geography curriculum that teaches them about the world from a global to local scale.” At parents’ evening, mums and dads said they enjoyed the chance to get involved.

Give them good news

A note from school shouldn’t be a source of dread for parents, so make sure you regularly feedback good news as well any worries or concerns. “Positive communication is rare in schools as children get older, but as a parent it fills me with a lot of pride,” says Thomas McCarthy, who has three daughters, and works as a learning mentor in a primary school in Lewisham.

Positivity can also help win over the trust of new families, adds Robert Kazandijan, a learning mentor at Oakthorpe Primary School. “Emphasis on positivity is the key to generating interest. Celebrating something brilliant that a child of a ‘hard to reach’ parent has done can be a wonderful tool.”

Get parents through the door

Many schools now provide services such as food banks and language classes to students’ families. This doesn’t just help plug the gap in local services, but helps to build a sense of community within a school.

Nasser Mockbill, community liaison officer at Ark St Alban’s academy in Birmingham, explains. “At St Alban’s we have a food bank and we speak to our parents – confidentiality – to see if they need to access it.” The school also runs weekly literacy lessons for parents, as well as sessions to educate them on issues such as healthy eating, safeguarding, e-safety, FGM, sexual exploitation and radicalisation.

Another way to get parents through the door is to set up a reading cafe, where parents and children choose from a menu of books and read them together, says Kazandijan. “Reading cafes are a nice example of this, where parents can join the class, listen to children read, read aloud to children themselves if they feel confident to do so, and enjoy a positive collective experience.”

Use social platforms

Parents are busy and might not have time to attend workshops during the day, but social media can provide an efficient way to keep mums and dads in the loop. There are more ways than ever before for teachers to send updates home – from Classdojo, a service which keeps busy parents in the loop with their child’s education, to Facebook.

In terms of what can be sent home to parents, it could be anything from photos and videos of projects being done in class, to announcements or one-on-one messages can be sent home to parents. “It breaks down those barriers to communication so parents and teachers are able to work together, which ultimately means a better learning experience for every child,” says ClassDojo’s Lindsay McKinley.

Try a home visit

A home visit is time-consuming, but it has real benefits, says Mockbill. He sees them as a way of informing parents about their child’s education and building relationships: “It’s not a bad idea for schools to visit the year 6 students and their families before they join their school”.

Tackle language barriers

Parents who don’t have English as their first language can find it hard to interact with teachers, and may end up feeling distanced from their child’s school life. Some schools run literacy sessions to help build parents’ confidence or use other parents and colleagues as interpreters. “This helps foster the sense of community and positive collective experience,” says Faurewalker.

“It is important that schools employ from the local community so that these language skills are present, but this is not always possible – I once worked in a school with 57 home languages,” he explains. “In this case, the children should be encouraged to translate for their parents and this helps the language skills of all involved.”

If at first you don’t succeed.

Sometimes parents aren’t responsive – perhaps because they’re busy juggling work commitments or because they’ve had negative experience with schools in the past. Don’t be put off.

Jonathan Bailey, assistant head of Malvern College in Egypt, says it’s important to persevere because getting parents involved means they will have more conversations about learning at home. This then “equates to an improved attitude – and hopefully a more determined and successful individual”.

Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox.

The safety position, or “free safety,” is the last line of defense in the secondary on a football team. He is the deepest defender on a pass play and provides secondary support on a run play. The free safety gets the privilege of standing in the back, watching the play develop and attacking where he knows the play will end up. Many people refer to the position as the quarterback of the defense because the safety needs to recognize formations and communicate to the rest of the defense accordingly.

Every player in every position on the football field needs to know these basics: their alignment, their assignment, and their key or read. Here are those basics for the free safety:

Alignment

The safety will line up about 12 yards behind the line of scrimmage, cheated to the strong receiver side. This puts the safety in good position to be deep on pass coverage, but close enough to come up for a stop on a run play.

Assignment

The safety’s primary responsibilities are to stop the pass. However, they are called upon to be a quick support for the run, once the pass threat is gone.

Key/Read

The safety keys on uncovered linemen, the offensive linemen that do not have a defender directly in front of them. At the snap of the ball, the safety needs to establish as quickly as possible an initial run or pass read. This will determine whether he moves downhill (toward the line of scrimmage) or backpedals to find the deepest receiver. This is sometimes called a “high-hat, low-hat” read. If the linemen stand up to block (high-hat), the play is most likely a pass. If the linemen stay low to block (low-hat), the play is most likely a run play. The safety has to allow their eyes to read through the linemen to the running backs to further read the direction of the play.

If Pass Read: When the safety reads pass, he will immediately backpedal, and scan the field to find the deepest threat. He will also read the eyes of the quarterback to predict where the pass is headed. His responsibility is to support the other defensive backs that are covering man-to-man. A safety cannot waste any steps. He would immediately backpedal with his eyes reading receiver routes. What is the deepest threat? Which receivers are most likely to get open? He will break towards that threat, and when the ball is thrown, break on the ball to try to make a play.

If Run Read: If the safety sees “low hat” and reads run, he will be slower to go. He wants to make sure of the direction of the play before he takes a step. As he reads through the linemen to the backs, he’ll be able to read the direction of the play. He will then pace himself with the ball, working from the middle of the field towards the sideline, watching for the cutback. His goal on the run is to fill any gap left by other defenders fighting off blocks.

Who Should Be a Safety?

A safety, depending on the defensive scheme, should be a guy that has the rare combination of speed, quickness, size, and tackling ability. He needs open field speed to be able to close on the ball, wherever it ends up. He has to have the quickness to adjust to receiver routes, as well as good vision and ability to read plays quickly to know where to find the attack point of the play. He also needs the size and strength to be able to tackle well in the open field. Lastly, he needs endurance. On any given play, he will likely cover more field than anyone else on the defense.

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Here is a sample of what some leading scholars, writers, and other thinkers have written or said about play.

It is a happy talent to know how to play.

Ralph Waldo Emerson
American writer
1803–1882

Play is our brain’s favorite way of learning.

Diane Ackerman
Contemporary American author

Culture arises and unfolds in and as play.

Johan Huizinga
Dutch historian
1872–1945

Almost all creativity involves purposeful play.

Abraham Maslow
American psychologist
1908–1970

The true object of all human life is play.

G. K. Chesterton
British author
1874–1936

Play gives children a chance to practice what they are learning.

Fred Rogers
American television personality
1928–2003

A child loves his play, not because it’s easy, but because it’s hard.

Benjamin Spock
American pediatrician
1903–1998

Play has been man’s most useful preoccupation.

Frank Caplan
Contemporary American author
1911–1988

To the art of working well a civilized race would add the art of playing well.

George Santayana
American philosopher
1863–1952

People tend to forget that play is serious.

David Hockney
Contemporary British painter

Children need the freedom and time to play. Play is not a luxury. Play is a necessity.

Kay Redfield Jamison
Contemporary American professor of psychiatry

Do not…keep children to their studies by compulsion but by play.

Plato
Greek philosopher
427–347 BC

Surely all God’s people…like to play.

John Muir
American naturalist
1838–1914

Necessity may be the mother of invention, but play is certainly the father.

Roger von Oech
Contemporary American creativity guru

The creation of something new is not accomplished by the intellect but by the play instinct.

Carl Jung
Swiss psychoanalyst
1875–1961

In play a child always behaves beyond his average age, above his daily behavior. In play it is as though he were a head taller than himself.

Lev Vygotsky
Russian psychologist
1896–1934

Creative people are curious, flexible, persistent, and independent with a tremendous spirit of adventure and a love of play.

Henri Matisse
French painter
1869–1954

Play is training for the unexpected.

Marc Bekoff
Contemporary American biologist

Creative play is like a spring that bubbles up from deep within a child.

Joan Almon
Contemporary American educator

Children learn as they play. Most importantly, in play children learn how to learn.

O. Fred Donaldson
Contemporary American martial arts master

Human beings need pleasure the way they need vitamins.

Lionel Tiger
Contemporary Canadian anthropologist

When children pretend, they’re using their imaginations to move beyond the bounds of reality. A stick can be a magic wand. A sock can be a puppet. A small child can be a superhero.

Fred Rogers
American children’s television host
1928–2003

The debt we owe to the play of the imagination is incalculable.

Carl Jung
Swiss psychoanalyst
1875–1961

Play is hard to maintain as you get older. You get less playful. You shouldn’t, of course.

Richard Feynman
American physicist
1918–1988

Children have always learned and created places for themselves through play.

Donna R. Barnes
Contemporary American psychologist

There is for many a poverty of play.

D.W. Winnicott
British pediatrician
1896–1971

The very existence of youth is due in part to the necessity for play; the animal does not play because he is young, he has a period of youth because he must play.

Karl Groos
German evolutionary biologist
1861–1946

If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society.

Jean Piaget
Swiss philosopher
1896–1980

A child who does not play is not a child, but the man who does not play has lost forever the child who lived in him.

Pablo Neruda
Chilean poet
1904–1973

I believe that those boys who take part in rough, hard play outside of school will not find any need for horse-play in school.

Theodore Roosevelt
American president
1858–1919

It is in playing, and only in playing, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self.

D.W. Winnicott
British pediatrician
1896–1971

Now in myth and ritual the great instinctive forces of civilized life have their origin: law and order, commerce and profit, craft and art, poetry, wisdom and science. All are rooted in the primeval soil of play.

Johan Huizinga
Dutch historian
1872–1945

The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery.

Erik H. Erikson
American psychoanalyst
1902–1994

Ritual grew up in sacred play; poetry was born in play and nourished on play; music and dancing were pure play. We have to conclude, therefore, that civilization is, in its earliest phases, played. It does not come from play. it arises in and as play, and never leaves it.

Johan Huizinga
Dutch historian
1872–1945

We all need empty hours in our lives or we will have no time to create or dream.

Robert Coles
Contemporary American child psychologist

The child amidst his baubles is learning the action of light, motion, gravity, muscular force…

Ralph Waldo Emerson
American writer
1803–1882

So, in all these spheres—in painting, sculpture, drawing, music, singing, dancing, gymnastics, games, sports, writing, and speech—we can carry on to our heart’s content, all through our long lives, complex and specialized forms of exploration and experiment.

Desmond Morris
Contemporary British zoologist

Play, while it cannot change the external realities of children’s lives, can be a vehicle for children to explore and enjoy their differences and similarities and to create, even for a brief time, a more just world where everyone is an equal and valued participant.

Patricia G. Ramsey
Contemporary American educational psychologist

As astronauts and space travelers children puzzle over the future; as dinosaurs and princesses they unearth the past. As weather reporters and restaurant workers they make sense of reality; as monsters and gremlins they make sense of the unreal.

Gretchen Owocki
Contemporary American early childhood educator