I know you care about investing in CHARACTER as well as INTELLIGENCE. You want to give children more of what really matters. SO DOES CHRIS ZURBUCH!
Chris Zurbuch is not only a phenomenal RUNNER – he runs for a good cause: To help children achieve their goals and become productive citizens in society.
The Nanny Goat Race in Riverside, CA, raises funds for Charity each year. On Saturday May 25th 2013 Chris ran in the 100 mile race to help raise money for EDU DESIGNS, our non profit that creates and distributes media for the education, motivation and character development of children.
A devoted husband to his beautiful wife Messina and proud Dad of three wonderful children, 11, 9 and 18 months, Chris explained why he chose to run the 100 Mile race to fundraise for EDU DESIGNS:
“I feel it is very important for our youth of today to have some sort of Creative arts and Books in all forms which are crucial to shaping Children’s enrichment in their overall education. EDU is a wonderful non-profit organization that does just that for many less fortunate children. Every little bit helps to create a positive culture of growth and learning so these children can have some of the same opportunities as others to utilize their talents specifically in the arts…I have wanted to use my love of running into helping kids gain additional resources whether, food, housing or in this case, education.”
Chris Zurbuch helped CHILDREN by RUNNING for EDU DESIGNS. And you can help too! No running required. You can keep up the good work he started by helping us get our educational materials to children who need it. For a limited time, donate any amount & get a FREE Download of my Art Book, too! Such a deal. The Instant download is normally $9.99, but until May 31st it’s free to everyone who makes a donation of ANY amount. Emmy Award Winning Animation Artist Ruth Elliott’s Art Book increases creativity, spatial reasoning, cognitive development and references the CA Math Standards. Read more here…
Each donation allows us to provide our materials to schools that need them, along with tools for better behavior. Can you help?
“The need for what you’re offering is growing stronger by the day, the schools are in crisis, seemingly everywhere… Bless you guys for what you’re doing.” ~ Justin
Please donate – we need your help to reach children who need the arts and tools for character development.
How wonderful! Just rediscovered! Can’t believe it took me this long to share it!
Back in 2010 Shirley Smith’s TV Show, “Talk About Parenting, LIVE” welcomed me to talk about EDU Designs and GoMommyGO. Though it aired a while back it has a lot to say about what we are doing to help kids!
Kids NEED Art! When it’s added to their Educational ‘Diet’, EVERYONE WINS!
In the report of the National Council on the Arts 3/30/2012, Dr. James Catterall presented conclusive evidence that “High arts kids considerably outperform Low arts kids” in every area.” His work revealed why students engaged in the arts do better academically, linking art and cognitive development and leading to pro-social behavior later on in life. “Why?” to paraphrase Dr. Catterall,
“Doing art is solving problems, is stimulating, and helps brain function in a variety of ways… It helps spatial reasoning, cognitive development, engagement and motivation…which also adds to social and cultural engagement in school.”
Since the removal of the Arts from low income schools, children in the U.S. have fallen behind in math and critical thinking skills. People say that “children are our future” – yet few know what to do. That’s why EDU DESIGNS is determined to lend a hand in a practical way. Donating EDU DESIGNS Art presentations to schools, plus our character building books, (includingSEE WHAT YOU’RE LOOKING AT, the first Art Textbook to reference the Core Standards) allows Art to once again be back in the classroom where it belongs, inspiring kids to learn and increasing their creativity.
His report clearly confirms earlier findings which reveal:
“More and more emphasis has been placed upon performance in the standards testing process today. Unfortunately this has created an atmosphere of greater stress – on the student as well as the teacher. Ironically, it is a well-known fact that Stress inhibits learning [1]. Fortunately, Art is a stress reliever [2], utilizing the parts of the brain that increase memory and higher thought. [3] With this in mind, ART employs a hands-on approach to logical reasoning, using relevant objects in our environment to connect us to the need for mathematical and spatial understanding. This book is unique in correlating concepts of ART and MATH. By developing creative and critical thinking skills, children gain confidence in their problem-solving skills. [4]“Students with high levels of arts participation out perform “arts-poor” students on virtually every measure. [5]
Music may help children with “behavior problems”, too, acording to Claudia M. Gold, MD, writing in Psychology Today. Quoting Berklee’s Music Therapy Department Chair Dr. Suzanne Hanser, about a program fo music therapy for autism spectrum disorders, she shares:
“There is scientific evidence that music therapy influences children on the autism spectrum in several ways, like enhancing skills in communication, interpersonal relationships, self-regulation, coping strategies, stress management, and focusing attention,” and “… children diagnosed with autism spectrum disorders are often overwhelmed by sensory input. It makes perfect sense to me that music would help them to organize their experience and engage with the world around them.”
The ARTS help EVERYONE develop!Learning takes place best when the spatial areas of the brain are awakened, which is why children engaged in art have been shown to improve their math scores by up to 15%! Since research clearly shows that studying art actually increases one’s ability to learn, EDU DESIGNS created the first Art Textbook that references the California Math Standards. Through our experience in Art and expertise in education, we have created a program that develops analytical skills and builds character.
The MISSION of EDU DESIGNS
As our mission declares, “EDU DESIGNS is dedicated to produce and distribute multimedia materials for the education, motivation and character development of children”. Our all volunteer Board of Directors has invested time and energy to create program substance that will inspire children to be positive members of society. When we visit schools, we experience an enthusiastic response from appreciative parents and teachers who applaud our efforts to provide educational materials that teach virtue and integrity.
EDU DESIGNS offers ART and storytelling presentations to schools (limited to Southern California at this time) and donate materials that can be used in the regular or afterschool programs to schools upon request.Since Edu Designs is run entirely by volunteers, 100% of contributions are used to reach students who would otherwise miss out on the programs we present! We acknowledge each donation with a receipt for tax purposes.
The founders of EDU DESIGNS have been active in program development with an emphasis on character, compassion and arts education since 1999. EDU DESIGNS gives children opportunities to engage their analytical skills, develop their creativity, and motivate them to make a positive impact in the world now. We are determined to to bridge the gap during this time of economic hardship for the schools.
As a Registered Trademark of EDU Designs, GoMommyGO® also helps provide tools for parents to aid character development children. Providing illustrated behavior charts and over 90 images free of charge, GoMommyGO® is a resource listed on Autism Now.
Never miss an opportunity to do a good deed! There are many character lessons we inspire children to learn. Each person’s life impacts others, for good or ill. Every child we reach today, will bring a change for the better – and YOU can help make it happen! Please Donate, NOW:
Footnotes:
[1] Researcher Paul MacLean, chief brain researcher at the National Institute for Mental Health. Plus, David Sousa, author of How the Brain Learns: A Classroom Teacher’s Guide and Learning Manual [2] Professor Terry Looker and Dr. Olga Gregson, of the Department of Biological Sciences at MMU. [3] In the 1999 article: Linking Brain Research to Art, Perry & Janet Rettig indicated, (quoting Goleman, 1995), that “students are more likely to recall information when it is embedded in an emotional context. [4] (from the research by The Imagination Project at UCLA, by James S. Catterall, Richard Chapleau and John Iwanaga, July 1999). “…gains for arts-involved youngsters …become more pronounced over time…this pattern also holds for children from low-income and low parent education level homes.” Plus in Nicholas Bezruczko’s Study, “Links Between Children’s Clay Models and School Achievement” (1997), Art trained groups had 15% higher reading and math scores on standardized tests than did students without arts education. [5]• The arts have a measurable impact on students in “high-poverty” and urban settings. • The arts in after-school programs guide disadvantaged youth toward positive behaviors and goals. • Learning through the arts has significant effects on learning in other domains. • Arts experiences enhance “critical thinking” abilities and outcomes. • The arts enable educators to reach students in effective ways. Taken from Champions of Change: The Impact of the Arts on Learning and Gaining the Arts Advantage: Lessons From School Districts That Value Arts Education provide arts education supporters with both evidence of why the arts are critical to teaching and learning…
Both studies were developed with the support of the GE Fund and the John D. and Catherine T. MacArthur Foundation, the Arts Education Partnership, and the President’s Committee on the Arts and the Humanities.
Excerpt from “The Finland Phenomemon: Inside the world’s most surprising school system”, By E.D. Kain, Forbes, May 2, 2011
The Finland Phenomenon, from documentary filmmaker, Bob Compton, follows Dr. Tony Wagner through Finland’s extraordinary school system. It’s a short, to-the-point documentary, but it had quite an effect on me, if only because it illustrates so succinctly why our recent approach to education reform is so wrong-headed.
In Finland there are no standardized tests. In fact, there is really very little testing at all. Finnish teachers are not monitored or rated based on test scores, and teachers (as well as their students) have a great deal of autonomy. It is a system built on trust, and the film really drives home the notion that trust – rather than faux accountability – leads to real results, leads to teachers and students and members of government all wanting to live up to the trust given to them rather than simply scraping by.
From Wikipedia, the free encyclopedia, 2 December 2011
The Finnish education system is an egalitarian Nordic system, with no tuition fees and with free meals served to full-time students. The present Finnish education system consists of well-funded and carefully thought out daycare programs (for babies and toddlers) and a one-year “pre-school” (or kindergarten for six-year olds); a nine-year compulsory basic comprehensive school (starting at age seven and ending at the age of sixteen); post-compulsory secondary general academic and vocational education; higher education (University and Polytechnical); and adult (lifelong, continuing) education. The Nordic strategy for achieving equality and excellence in education has been based on constructing a publicly funded comprehensive school system without selecting, tracking, or streaming students during their common basic education. Part of the strategy has been to spread the school network so that pupils have a school near their homes whenever possible or, if this is not feasible, e.g. in rural areas, to provide free transportation to more widely dispersed schools. Inclusive special education within the classroom and instructional efforts to minimize low achievement are also typical of Nordic educational systems.
Excerpt from : The Children Must Play: What the United States could learn from Finland about education reform”
By Samuel E Abrams, The New Republic, January 28, 2011
While observing recess outside the Kallahti Comprehensive School on the eastern edge of Helsinki on a chilly day in April 2009, I asked Principal Timo Heikkinen if students go out when it’s very cold. Heikkinen said they do. I then asked Heikkinen if they go out when it’s very, very cold. Heikkinen smiled and said, “If minus 15 [Celsius] and windy, maybe not, but otherwise, yes. The children can’t learn if they don’t play. The children must play.”
In comparison to the United States and many other industrialized nations, the Finns have implemented a radically different model of educational reform—based on a balanced curriculum and professionalization, not testing. Not only do Finnish educational authorities provide students with far more recess than their U.S. counterparts—75 minutes a day in Finnish elementary schools versus an average of 27 minutes in the U.S.—but they also mandate lots of arts and crafts, more learning by doing, rigorous standards for teacher certification, higher teacher pay, and attractive working conditions. This is a far cry from the U.S. concentration on testing in reading and math since the enactment of No Child Left Behind in 2002, which has led school districts across the country, according to a survey by the Center on Education Policy, to significantly narrow their curricula. And the Finns’ efforts are paying off: In December, the results from the 2009 Program for International Student Assessment (PISA), an exam in reading, math, and science given every three years since 2000 to approximately 5,000 15-year-olds per nation around the world, revealed that, for the fourth consecutive time, Finnish students posted stellar scores. The United States, meanwhile, lagged in the middle of the pack.
In his State of the Union address, President Obama outlined his plans for reforming U.S. public education, including distributing competitive grants, raising test scores, and holding teachers accountable for student achievement. But there is much Finland can teach America’s reformers, and the rest of the world, about what outside of testing and rigid modes of management and assessment can make a nation’s schools truly excellent.
Excerpt from “An Interview with Henna Virkkunen, Finland’s Minister of Education”
By Justin Snider, The Hecklinger Report, March 16, 2011
The Hechinger Report: It’s well-known that Finland’s teachers are an elite bunch, with only top students offered the chance to become teachers. It’s also no secret that they are well-trained. But take us inside that training for a moment – what does it look like, specifically? How does teacher training in Finland differ from teacher training in other countries?
Virkkunen: It’s a difficult question. Our teachers are really good. One of the main reasons they are so good is because the teaching profession is one of the most famous careers in Finland, so young people want to become teachers. In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers. All of the teacher-training is run by universities in Finland, and all students do a five-year master’s degree. Because they are studying at the university, teacher education is research-based. Students have a lot of supervised teacher-training during their studies. We have something called “training schools”—normally next to universities—where the student teaches and gets feedback from a trained supervisor.
Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils. I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.
Excerpt from “Finnish Lesson #3: What we can learn from Educational change in Finland”
By Pasi Sahlberg, The Pasi Sahlberg Blog, November 5, 2011
…the first lesson that Finland offers to other educational reformers is that whole-system reform can be successful only if it is inspiring to all involved and thereby energizes people to work together for intended improvement. I often use the thinking of Martin Luther King as an example of an inspiring dream that moves people. Dr. King’s dream was not that his country would have a 5-percent annual economic growth rate. That wouldn’t have inspired many people. Similarly, making a country number one in PISA rankings doesn’t excite too many educators. The Finnish Dream since the 1970s has been to provide a good public school for every child in the country. This goal inspired many and was a source of energy that was needed to push through necessary political and educational changes. It was powerful enough to bring different people and political groups to join forces for fulfillment of this dream. The Finnish Dream looks like the dream of John F. Kennedy in 1961: to put a man on the moon by the end of the decade. It was challenging, required hard work and political consensus, but in the end rewarded the entire nation through its outcomes.
Second, some observers have concluded that the secret of Finnish educational success is its well-trained teachers. Yes, it is true that teachers and leaders have higher academic education in Finland than in many other countries. But that alone is not the way to whole-system change. What is significant in the Finnish approach is that it has focused on improving the professional knowledge and skills of teachers and leaders as a collective group, not only as individuals, which is the common practice in many current reform programs elsewhere. Finnish teachers learn to work together with other teachers…
Edu Designs is a 501(c)(3) non-profit organization which produces and distributes multimedia materials for the education, motivation and character development of children.