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The Treasure Map of Boys: Noel, Jackson, Finn, Hutch, Gideon—and me, Ruby Oliver

Theory Stringer is a pastor, author, and a musician. He is a native Floridian, and is currently living in central Florida with his wife Deborah. Are you an author? Help us improve our Author Pages by updating your bibliography and submitting a new or current image and biography. Learn more at Author Central. Previous page. Kindle Edition. Next page.

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Get fast, free delivery with Amazon Prime. Books By Theory Stringer. Key to Christian Authority: Submission Sep 24, Grace to Love Feb 17, Exceeding abounding faith: How to walk victoriously in life's most difficult circumstances Dec 30, True Wealth and Riches Oct 15, Enemy to Love and Marriage: Selfishness Sep 22, Gumma Goomers Sep 19, Created for Intimacy Dec 26, The Heart of God Dec 30, Perfect Paperback. Love and Faith Dec 24, The Abiding Life Feb 19, More Information.

Anything else? How do they see pieces of themselves reflected in the Harding Academy experience? How does that translate across many different backgrounds and prior experiences? Finance We will continue to manage the financial resources of Harding Academy to favorably position our school and sustain its longterm growth. Harding Academy is thriving, with good financial health and responsible stewards at the helm. I think this is what most attractedme to the place.

The love and the enthusiasm for learning and for others is palpable. And as Dave Skeen listened to and learned from so many this year, he gained a sense of the challenges ahead. And the opportunities. We need to be able to articulate how we address that growth and provide for support and challenge when needed and in equal measure.

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More than an abstract statement, Harding Academy's mission characterizes the actionable philosophy that enlivens everything from curriculum development to relationships between staff, parents, and students. When a teacher feels connected to a place and its mission, that mission and purpose will manifest itself through the ways they engage their students. Laws are created, and mock town meetings resolve conflict.

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The teachers and administration keep pace with the rising temperatures and humidity, as dreams and visions for the year ahead accelerate and take shape, and an infectious energy fills the halls and classrooms. Within that kinetic atmosphere, though, Head of School David Skeen points to a disciplined sense of focus amongst his entire team as they plan for the year ahead. Their enthusiasm for the children and the curriculum shines through, so it is always an exciting experience. The need for self-discipline is acquired in a child-centered way.

A caring community evolves and leads to a learning experience they remember for a lifetime. Students are challenged to observe, question, and share thoughts about these works before each class is given one of the works to literally dissect by dividing the piece of artwork into squares then working together in small groups to draw and recreate the piece.

This project fosters engagement, community, and a supportive classroom environment as students encourage each other through challenging work. PAM P. In May they watched their second child, Maggie, graduate. Their eldest daughter Ellie graduated in and their youngest daughter, Sarah Kate, is a sixth grader. It is also the place that has helped shape my three daughters' lives.

Watching my girls graduate from Harding is truly an exciting time as I know that they are more than prepared to take their next step in life. The teachers loved us unconditionally, our friendships were so special, and our class was so close. Seeing Ellie thrive at Ensworth after her years at Harding, there is no doubt in my mind that Harding Academy prepares their students in every possible way. I am so excited to see what the high school years have in store for Maggie.

Empathy and visualization are key themes of this project.

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Students explore, through essay writing, how certain groups of people are targeted or treated unfairly throughout history—slaves, Jews, Slavs—and how we as citizens can try to stop this history from repeating. This project requires rigorous research in tandem with thoughtful considerations of ethics and our place in the global community. This year, students engaged further by viewing the presidential inauguration.

Alice began her Harding education as a kindergartner. Spanish teacher. She is the kind of student that would be successful anywhere. However, I believe that at Harding she was able to explore her passion for the things she was interested in and loved. At Harding, Alice found a nurturing, yet challenging environment to help her reach her goals.

Many times she was observed taking the time to help other students with an assignment despite the fact that she had plenty to do for herself. Alice Scarpero has proven to be a role model to all who aspire to become an exemplar—a Harding Scholar. All-school is an apt descriptor, as one of the goals each year is to give as many students as possible the opportunity to play a role. For many, it is a first-time experience that turns into a passion. Henry, who played the Beast. They discussed what participating can mean for a Harding student.

How long have you each been involved in Harding theater? My first was Annie. I got to be an orphan. As a fifth grader, I had my first large part as one of the narrators in Joseph and the Amazing Technicolor Dreamcoat. The whole experience has been full of surprises for me, and everyone in the cast was incredibly supportive of me. And the most enjoyable part? And I have to say, I like working with Claire. We had a lot of fun being two goofy, slapstick spies in Chitty Chitty Bang Bang, and now we are a totally different pair in this play.

The friends that I have made this year through the play are people that I hope to stay close with for a lifetime. One of the most amazing things about these February productions is the number of students who are able to participate. Beauty and the Beast boasted about in the cast, and another 15 or 20 behind the scenes.

Seeing the potential in these young performers and what that will mean for those who tried something new that they might love to do for years to come, is all part of the Harding adventure. Bell had me practice my costume changes with a stopwatch. I finally got it by opening night. You both put in many, many hours in preparation for these parts.

What else was difficult about playing your respective roles? Its aims are much higher: Understanding. Essential to this model of instruction and inspi-. Bennett was in essence a rookie amongst many veteran. No matter their experience or lack of , students are encouraged to try new things at Harding Academy, and they. They are like family now. I feel very lucky to have gotten to work with and learn from Dr. Bell, and hope to get other parts in the future. New people coming to Harding should try theater.

Everyone is so friendly and loving. The journey is an always evolving, always satisfying one for Taylor. With the rare opportunity to work with many of the same students for four years, he is in a unique position to learn, consider, and respond accordingly to what each student needs. That individualized attention and instruction is key to growth, as is collaboration. Every student is accountable to know his or her instrument and to come together with classmates to orchestrate a cohesive performance—an experience that teaches teamwork and accountability and often results in a great deal of pride.

Whether or not students continue to pursue music after middle school, everyone carries with them great memories, from rocking out with their friends, to discovering musical traditions once unknown, to mastering songs they never thought possible. And all agree: Remembering how much fun it was to play and make music together is beyond wonderful, but the value of the self-confidence students will take with them is almost immeasurable and certainly worth a rousing standing ovation.

While the band program officially begins in fifth grade, it takes root in the fourth grade when lower school music teacher Pam Rhett introduces the recorder to all students. This structure affords students the opportunity to strengthen musical skills during the first year with the aim of playing full length concert pieces by the spring of the second year. Under the direction of band teacher Jay Taylor, students are encouraged to explore new musical paths and attempt a variety of activities that are at once fun and instructional.

But, we soon met that challenge, and had fun doing it. Students who choose to continue with band during seventh. Visual arts play an important role in the education of each Harding student. A culminating project for seventh graders is their exploration of Picasso and Cubism using a combination of acrylic and watercolor paint. The students create a self portrait in his style, and include five symbols representative of their own character.

In order to embrace the strangeness of this style, Penecale has found that it is important that the students know that they will not fail. So, I have learned that discussing this in depth is a big key to allowing the students to openly explore a new and different style. They learn to write a name cartouche and to block print their hieroglyphics. Students creatively bring their own unique perspective to the project, while incorporating storytelling, and laying a foundation for. Both teachers agree that Harding provides a daily source of creative inspiration.

Their aim is that students will value their time working together, and that it will allow them to grow and feel empowered to have their own ideas and visions no matter what type of life they lead beyond the classroom. Five students were awarded honorable mentions this year for the Middle Tennessee Scholastic Art Awards. Consequently, lower school teacher Karen Kwarciak and middle school teacher Amanda Penecale have created a program that successfully takes a student from his earliest years of discovery right through the eighth grade. Along the way, Harding students develop a palette of art experiences from which to draw from after graduation.

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The path upon which students travel includes cross-curricular connections like the first grade unit on penguins that is coordinated with learning about printmaking and mixed media, the second grade study of pointillism that is tied to their science class study of painted lady butterflies, and a fifth grade math lesson that is used as the basis for learning about Wassily Kandinsky and abstract paintings.

Even physical education gets its day in the art room when students are introduced to Edgar Degas and the ballet dancers he sketched, painted, and sculpted. To get students up and moving, Kwarciak. Each project is designed with a component that also allows the student to add some type of detail to tap into a personal interest. Sixth graders, for instance, in anticipation of what they will learn as seventh graders in World Cultures, create an Egyptian tomb wall. After studying frontalism and the Egyptian proportions of the body, they choose a god or goddess for their piece.

But at Harding Academy, the athletic department thrives on three statistics that have nothing to do with speed, power, or even scoring. The first is 95 percent, which is how many middle school students participate on at least one team at Harding, every year. The second is 80 percent, which reflects how many of our students are two-sport athletes.

Harding had an undefeated football team, a state champion in mountain biking, three all-conference athletes in girls basketball, plus many, many other success stories. Here are excerpts from that conversation.

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  • We create an environment where they feel safe taking risks such as trying a sport they have never played. They know that, no matter what, they will feel welcome and be given the opportunity to grow while being challenged to be their best, whatever their best is. We have 13 varsity sports, some of which are single gender and some co-ed, and over 15 different junior varsity teams. So there is a place for everyone. I hope that they are appreciative of the opportunities they had here to be involved, not just in athletics, but all the different extracurriculars we offer.

    The foundation for many life lessons is built in an educationally based athletic environment, and I hope our kids look back and realize that we began that process in middle school athletics at Harding. And they all finish. During the —17 school year, Harding runners competed. Races are three-quarters of a mile for kindergarten through second graders, and a mile for third through fifth graders, but race participation is optional. Boys and girls race separately, except for the kindergartners. The only cost is for.

    Meets typically include more than 20 schools, and Harding has a proud history of usually bringing the largest contingent of competitors. Five faculty members served as assistant coaches last year, and parents are eagerly recruited to help. We play games that encourage agility as well as help overall fitness.

    We do push-ups and core training. Under the leadership of current parents Suzanne Hicks and Elizabeth Broome, the Harding community brought in 5, pounds of food for Middle Tennesseans in need. In partnership with Metro Police, students take the next step and learn what it means to care for others who live under very challenging conditions. By the time students enter middle school at Harding, they have had many experiences serving others in the Greater Nashville community, and are consequently prepared for service in various Metro Nashville neighborhoods.

    They read to students in Metro schools and at St. The Cumberland River project partnership began three years ago. It came about after students became aware of the nonprofit called Save the Cumberland, formed by Vic Scoggins, a U. Navy veteran. Decades ago Scoggins became interested in the environmental degradation he observed on the Cumberland River. To raise awareness, he swam miles down the Cumberland to draw attention to the many problems one might observe in its waters and along its banks.

    Captain Vic purchased an old Navy vessel, with the intention of using it as a platform for research and education on the Cumberland River. But, preparing the boat to fulfill his dream has proved to be a long, arduous task, which is where Harding students have been so helpful. They've washed windows and walls, polished brass, and scraped and painted various surfaces. It is their hope that one day, they, too, will participate in saving the Cumberland.

    The Harding Art Show Featured Artist Ed Nash spent a day on campus introducing groups of students to his techniques and approaches to creating art. Harding Art Show, held on campus May 4 through 6, hosted 69 talented artists from across the country. One of the aspects of the show that makes the experience unique and gratifying for all involved is that exhibiting artists are present during this event, showcasing their fine art for purchase and interacting and engaging with attendees.

    Proceeds from the show benefit Harding Academy student programs, facilities, and arts education. At age 13, Ed was awarded an art scholarship to Bedford School, England, where his passion for art grew. His dissertation was on the effects of the disembodiment of virtual space on personality.

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    Ed still explores the world of virtual space, focusing on abstract non-representational work. He currently lives in Nashville, where he is an art dealer, appraiser, and artist. The organization is selected based on the winning essay by the student who writes the most compelling argument to choose a certain cause. More than grandparents and special friends of students in grades kindergarten through fourth attended this time-honored Harding tradition that.

    For fourth graders, however, they are given the opportunity for leadership roles. Some will read their grandparent essay, some will have speaking parts, and some will act in short skits. The Harding Parent Association provides volunteer and fundraising support to the school, with an emphasis on participation. The overarching goal is to advance the mission of the school through community-building and to enrich the experience of both students and teachers.

    Volunteerism is, therefore, at the very heart of this effort. Parents volunteer in classrooms, in the library, and on many fundraising and event planning committees. With the unflagging support of each member of the community, the HPA is able to reach new heights year in and year out. It is with deepest appreciation that we recognize just a few of the many accomplishments of the HPA. Lisa Montgomery and Courtney Mankin, our wonderful librarians, order a selection of books that meet the needs of our students and support the curriculum.

    These books are then displayed for sale. After purchasing a book, you may dedicate the book to a favorite teacher, friend, or even a beloved pet.