Toronto District School Board
May 17, 2006
Gary Crawford, Vice-Chair School Trustee - Ward 18
5050 Yonge St., 5th Floor, Toronto, Ontario M2N 5N8 .
To Whom It May Concern:
I was invited to visit Elkhorn Public School to observe the culminating lesson of Journey Into Peace: A Bullying Prevention Program Through Visual Art. This program was being given to the school's three Grade 5 classes.
In the lesson's opening discussion the students reflected on a progression of the key concepts which had been developed through the program. The students' vocabulary and thoughtful responses showed that they had a meaningful understanding of the program's content. In an earlier lesson, the students had created expressive line drawings showing their personal "difficult" place and their "better place". Then they had created mind maps of appropriate strategies for managing difficulty, from which each student had selected their own personal "best" strategies. The culminating activity's challenge asked each student to use paper sculpture techniques, learned in an earlier lesson, to create "bridges" between their difficult place and their better place. This experience allowed students to think about and find a way to signify, using paper sculpture, the nature of their own best strategies. This was a most engaging and effective activity; the students' art expressions came about as a result of processing their ideas in a very personal way.
In looking at other examples of student work which was created in the program, students had used paper sculpture to define and show the difference between conflict and bullying, and they also created a "portrait" of a quality in a leader, who had impressed them by their ability to create change in the situations of conflict and bullying which had surrounded them. In another activity, students experienced an "equal balance of power": an integral component of peaceful community.
I found this to be both a creative and innovative approach to teaching bullying prevention. The students enjoyed the experience and were eager to talk about their ideas and the artwork which they had created.
I would recommend this program highly to other schools and school boards.
Yours truly,
Gary Crawford, Vice-Chair, TDSB
Trustee - Ward 18
Toronto District School Board
Mari Rutka, Trustee Ward 12 - Willowdale
May 24, 2006
To Whom It May Concern:
I would like to commend to you both Carol Knowlton-Dority and her very effective bullying prevention program "Journey into Peace." The program skillfully uses the visual arts as a means of engaging young people in a thoughtful consideration of feelings and relationships. I have seen Ms. Knowlton-Dority work with students in a way which, over the course of several weeks, helps raise their awareness of each other's feelings and fosters the empathy so necessary to make not only our schools but our society kind and caring. I most definitely would urge you to support Ms. Knowlton-Dority in bringing this program to as many students as possible.
Yours sincerely,
Mari Rutka
TDSS Trustee, Ward 12, Willowdale
Toronto District School Board
Donwood Park Jr. P.S.
Darlene Hirons, Principal
Marsha Yamamoto, Vice-Principal
April, 2006
To Whom It May Concern:
We had the opportunity of having Carol Knowlton-Dority at Donwood Park Junior Public School for her Journey Through Peace program. Our three grade five classes were assigned to her over a period of two weeks, with Carol teaching each class six periods.
The grade five teachers were very impressed with her program and all of the students thoroughly enjoyed the process of learning how to deal with bullying issues through visual arts. She incorporated a variety of engaging, co-operative, individual, hands-on activities into her teaching and provided the teachers with assessment and evaluation templates and expectations from the curriculum.
I had the opportunity of visiting several classes and I saw our students engaged, enthusiastic and fully involved with the program. Carol was extremely encouraging and positive with all of the children and this made the students feel very comfortable about offering their ideas and volunteering answers.
When I met with Carol before the program began, she explained the correlation between bullying issues and her art program and she was very flexible and adjusted to our teachers' timetables with ease. She was very organized and worked very well with all the teachers, the administration and the students.
Some quotes from our students included:
"When Carol was here, the best thing about it was she took her time with things and it was never a rush."
"I liked learning about self-reliance and I also learned to stand up for myself."
"Something that I learned was that gossiping is bullying someone. That is something that I will work on for next year."
"You were a very unique person. You taught me strategies to help me with bullying. Next year I will be better with bullies, thanks to you."
"I really liked the whole experience, but I really liked it when we had the drama plays."
All in all, both staff and students really enjoyed having Ms. Knowlton-Dority at Donwood Park and I would highly recommend her program to other schools.
D. Hirons
Principal
Toronto District School Board
Peggy Payne Principal
Glenview Senior Public School
Maria Schiavone
Vice-Principal
May 11, 2006
To Whom It May Concern: Re: Carol Knowlton Dority
I worked with Carol for eight weeks in January/February 2006 as she presented Journey Into Peace with students of each grade 7 class. I was impressed with the concept of using visual art as a vehicle for anti-bullying discussions and equally impressed with the execution of the program.
Carol was very well organized and extremely hard working. She co-operated with four different language arts teachers and ten classes. She created an atmosphere conducive to learning throughout the six sessions, honoured discussions and helped students produce very individual work.
Students developed an understanding of personal resources and strategies for confronting difficult situations. They also learned appropriate art vocabulary and techniques of line drawing and balance of composition.
Student evaluation of the program was very positive and they were amazed that art could be used to talk about emotion. Staff enjoyed working with Carol over the six sessions. Many commented on the depth of discussion and the new understanding that students developed.
I can recommend Carol for staff positions knowing that her dedication to students and willingness to learn would be a benefit to any school.
Sincerely yours,
Peggy Payne Principal
Lisa Sanders
Toronto District School Board
Program Co-ordinator, Visual Arts
1 Civic Centre Court Toronto, Ontario M9C 283
From: Broderick, Pat
Subject: excellent bullying program for Gr. 5-8
We have recently had a wonderful program in our school. The program can be modified to meet your school needs and expenses. Our School found the 6 weeks, once a week, very beneficial. It is predominately for Grade 5 and older. The program is called: Journey Into Peace: A BUllying Prevention Program Through Visual Arts .
I would highly recommend this program as it allows students to process key concepts through engagement in visual art activities. It gives students a first-hand, affective and communal experience of the concepts concerning bullying and of the altitudes, resources and tools required to build peaceful schools.
Carol Knowlton-Dority, an artist and qualified teacher, is encouraging and full of energy.
Pat Broderick
Principal Elkhorn PS
Toronto District School Board
The Elms Junior Middle School
45 Golfdown Dr., Etobicoke, Ontario M9W 2H8
Mrs. Volunge, Principal
Mr. Pat Bonavota, Vice-Principal
May 26, 2006
To whom it may concern:
Wow! The Journey Into Peace program was real and inspirational for our students in the CISS project! The Community Initiative for Student Success (CISS) pilot project is a community-based program that addresses the recurring problems of suspensions of elementary students located in the North West 1 Family of Schools of the Toronto District School Board.
The experience of visualizing and problem solving through visual art helped our students discover strategies which "bridge" the gap between their personal "difficult" place and their "peaceful" place. Even several weeks after the hands-on experience, the students continued to refer and relate to the bridge image; it was central to the students' development as we continued in our curriculum, which focuses on the value self-awareness and self-advocacy.
The students enjoyed the Journey Into Peace program and were motivated to look inside themselves and have courage to engage in their own journeys.
Trina Wasilewski
Consultant
Toronto District School Board
To Whom It May Concern,
It is my pleasure and privilege to write this letter for Carol Knowlton-Dority. I met Carol last year at Bayview Middle School. She was working with the grade 8 classes in delivering her "Journey Into Peace" program. I was impressed at her ability to engage the students in the art activities and more importantly, her ability to empower students to share their personal insights and feelings. She creates a warm, inviting and safe atmosphere where students can take risks through the expression of art.
As an educator, Carol truly understands how children learn. She integrates the messages of peace and community using art as the medium. Students are involved in hands-on art experiences and also have opportunities to share their thoughts and ideas through this creative experience and discussion. When students have an opportunity to engage both intellectually (discussion) and kinesthetically (art), their learning is more significant, meaningful and sustainable.
Empathy is the key to prevention. Empathy is a difficult social skill to teach in isolation. Creating expressive art is a wonderful way to encourage children to express their feelings - a vehicle to helping students develop empathy. As a guidance resource teacher, I have been actively involved in anti-bullying education for the past two years. We are always trying to find ways to help teachers both teach and demonstrate the social skills, knowledge and values needed to create a safe, caring and peaceful community. Carol's students demonstrated their understanding of peace and community through her guided lessons and their expressive art.
As an educator, I believe that prevention is the key to any safe schools/anti-violence curriculum. Because Carol's lessons focus on peace and community, these are the messages that we want to share with our children so that they can take an active role in preventing bullying and violence in their schools.
Sincerely,
Mercedes Carli
Guidance Resource Teacher
Toronto District School Board
May 2006