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Even Before Pandemic - UNLV NewsCenter

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Even Before Pandemic - UNLV NewsCenter Even Before Pandemic - UNLV NewsCenter Posted: 05 Oct 2020 12:00 AM PDT Even before the coronavirus pandemic propelled UNLV into remote learning in the spring, online courses at UNLV were prevalent.  "There's been a steady decrease in the number of students that have never taken an online course," said Elizabeth Barrie, the director of the Office of Online Education . She recently presented during The State of Online Education webinar event. It highlighted some of the initiatives and cross-campus partnerships that contribute to student achievement and shared how faculty prepared for online learning through the summer. She noted that 95% of students who graduated in spring 2020 with an undergraduate degree had taken at least one online course. And, compared to past years, there has been an increase in the number of students who have taken more than 30 credits, or two semesters, online. 

Tips for adapting the elementary music curriculum to online teaching | OUPblog - OUPblog

Tips for adapting the elementary music curriculum to online teaching | OUPblog - OUPblog


Tips for adapting the elementary music curriculum to online teaching | OUPblog - OUPblog

Posted: 17 Feb 2021 05:30 AM PST

Teachers of the performing arts are adapting their classes to go online. The problems and challenges range from ensuring enough physical space for movement around each student's computer to overcoming audio and video syncing delays during the live feed. Some of the solutions include doing less movement during the class and turning off students' video so there is less latency in the audio. But what about elementary music?

Young students are inspired by seeing others move with them. The teacher can assess comprehension by observing student movement. Moving to contrasts like fast-slow, loud-soft, and high pitch-low pitch helps internalize this knowledge. Movement helps for deeper understanding and engages the student in a richer experience. In Praxial Music Education, Heidi Westerlund and Marja-Leena Juntunen make the argument that movement demonstrates musical thinking. How then do we adapt this inherent part of the elementary music experience? How do we adapt movement for online?

This article offers tips for elementary teachers who want to include music in their online lessons on how to build a successful set up and lesson strategy.

Creating an online music environment

First, develop easy to follow guidelines for parents to setup their home computer area for limited movement. Suggest that the kids sit in a chair facing the screen with at least four feet open space behind them for standing and moving in place. It's helpful if a parent or older person can stay with the child during the lesson and do the movements with them.

Then, structure your class schedule while keeping in mind the electronic issues. Feisworld Media recommends turning off your students' video; their website says it helps reduce audio delay. Evaluate your own situation and notate the issues. How bad are the syncing issues with all students unmuted with video? Does it work better with half the students muted and off screen? Maybe just a few students at a time? While working this out, confer with your school to determine their flexibility. Karen Salvador and Rob Lyda from the NAfME Webinar: Teaching Elementary and Early Childhood Music in the Time of COVID-19 recommend writing a letter to your administration to clarify how you want to approach your music classes. Maybe instead of having an entire class at once, you could schedule several shorter classes with less students at a time. This may make it more manageable and the students can get more individual attention.

Adapting the lessons

Salvador and Lyda also suggest going back to the "anchor standards" during this extended online school year. Teachers can create lessons for all their different grade levels on the same basics but approach them differently for each grade level. A recent Frau Musik USA article suggests using the same songs for all the grades but adapt the learning level appropriately. An added bonus is that this will help parents with practice time if all their elementary age children are learning the same song. They include a great example of how to do this with the song "Hot Cross Buns." Choir Directors Kathy Alexander and Bev Grant say that using vocal recorded music can make online singing more enjoyable, helping the students experience something closer to in-person classes.

The main idea is to teach the basic concepts in smaller "chunks" or "capsules" using simplified objectives and reduced activities. Here's an example. Students learn the song "Lucy Locket," but instead of playing the circle game, students can stand in place and march to the beat or clap to the rhythm. Have students make up their own "beat" movements like shrug their shoulders or dance. Play follow the leader. Practice the solfege (sol, la, sol, mi) with the hand signs, but save reading the notation for another time. Use pictures to help with the vocabulary words "pocket" and "ribbon."

Other ideas are to reduce the amount of movement to what stays manageable. Include more call and response songs and taking turns. Another option is to do alternate activities. Elizabeth Caldwell from NAfME suggests use other types of music learning like interviewing family members, drawing instruments, using recorded music or creating lists of songs. This will inspire engagement and help get the most out of the online music experience.

Tips for adapting the anchor curriculum

  • Movement: run, jog, skip, jump, hop, tiptoe, gallop, side-step (sashay), patsch (pat the legs), pantomime, and movement-in-space.TIP: Remove gallop and sashay. Retire any dance or partner dance moves for now. Adapt run, and jog to movement-in-place that can be performed in front of the screen.
  • Beat and rhythm: beat, tempo (fast/slow), stop/go (sound/silence), rest, note duration (long/short), rhythm (feeling quarter, eighth, and sixteenth variations), inner hearing, increased subtlety in rhythmic changes, strong and weak beat, bar-line, reading rhythmic notation, identifying written songs using rhythmic notation, time signature.TIP: Retire percussion instruments for now except for making and using homemade instruments. All of these concepts are doable online by adapting your presentation to a small screen. For example, to demonstrate strong and weak beat, flip your hands palm to back, back and forth while singing or listening to music in front of the camera.
  • Melody and singing: pitch (high/low), note duration (legato/staccato), dynamics (loud/soft), form (verse, chorus, phrasing), solfege (do, re, mi…), group singing, individual singing, reading pitch notation, identifying written songs using pitch notation, key signature.TIP: The main change will be less group singing. and more listening to each other. Retire melodic instruments like the xylophone for now. While learning the solfege hand signs, have students practice, demonstrate, and perform for each other. Work on music notation with melody separate from rhythm. Then later put them together to form songs to read.
  • Other ideas: Do instrument families, classical music listening, composers, elementary acoustics, composition, and conducting. By using pictures, charts, and worksheets students can experience all of these activities. Preparation is needed for handouts and the teacher needs PDF files ready to display for students.TIP: Retire specific STEM activities like language arts unless there's time. Focus primarily on music anchor objectives.

For many first-time online teachers, this will be a year of trial and error. Be kind to yourself and know that some things will work and others won't. Keep on the look-out for resources online that will help.

Featured image: Kim Milai teaching a song to students online

Jazz Musicians Develop Online Educational Curriculum - Louisville Eccentric Observer

Posted: 17 Feb 2021 07:32 AM PST

In 1964, when a saxophonist named Jerry Coker published a slender self-instruction book called "Improvising Jazz," the reaction in some quarters was hostile.   

Rudi Blesh, one of the most influential jazz critics and historians of the time, wrote, "The usefulness, or the advisability even, of this book may be seriously questioned. The project of jazz pedagogy smells faintly but unmistakably of the smug arrogance of the current academic belief that aesthetic creativity can be taught. This is rubbish, as any real artist knows."

It was a prevalent romantic dogma that jazz could not be "taught." And, for the most part, nobody was trying to. In 1964, only a single American university — the University of North Texas — offered degrees in jazz.

Coker's book has never gone out of print. And, for generations of aspiring musicians, it represented a radical idea: that you could study jazz anywhere. That's the very idea that animates Jason Lindsey, who has recently launched a jazz education website called, appropriately enough, Jazz Anywhere.

Lindsey is a web developer (DreamchaserDesign.com) who is deeply connected to the world of jazz pedagogy. As a teen, he took a job with Jamey Aebersold, whose library of instructional jazz recordings is an influential force around the world.  

In addition to furnishing tech support and consultation to Aebersold, for 20 years he's been the administrator of Aebersold's annual summer jazz workshops, sprawling affairs that bring students from all over the world to work with renowned players and teachers in Louisville, where the workshops have long been hosted by the UofL School of Music Jamey Aebersold Jazz Studies Program, which is led directed by saxophonist Mike Tracy.               

In a phone interview, Lindsey said that in 2017 he had an insight. For years he'd been observing the urgency, the excitement and the sense of community forged during the summer camps. He was immersed in the technical innovations around audio, video and wireless communication. And though he wasn't sure how it might all come together, he purchased the web domain jazzanywhere.com.

It wasn't on Lindsey's "front burner," he said. 

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And then came the pandemic. And the cancellation of the jazz workshops. And then came a conversation with Tracy, who was thinking of offering a few online Zoom classes just as a stopgap summer offering.

And gradually an idea took shape: instead of just a few one-off sessions, why not build out a fully-functional educational platform, robust and flexible enough to serve the musical and pedagogical  needs of both jazz instructors and students, while building in ways to give students the individual feedback and sense of community that are so prominent during the face-to-face summer workshops?

That is what jazzanywhere.com has rapidly become. A few months ago, I observed an early offering: a saxophone master class taught by Tracy. The students on the Zoom screen were dispersed across the continent, instruments at their sides. Earlier, they had sent Tracy recordings of solos they'd played over backing tracks. And the discussion after recording was animated and engaged. A two-minute solo stimulated not just technical issues, but reflections on taste and aesthetics, specific suggestions and observations. Although it was a "master" class, everyone in the session took part — and all this with instruments in hand.

In some ways, we're living in a golden age of online musical instruction. Via YouTube, you can find lessons on just about any subject. But the core essence of musical instruction is getting feedback from an expert teacher who listens and gives feedback, and that's a rare, and generally expensive commodity.

Jazz Anywhere classes typically run eight weeks and cost $150. Some are fully live, some are a mix of live and/or recorded instruction. All classes are archived for attendees to view at any time, and into the future.   

This week a slate of more than a dozen courses are open for registration. Students can register late, without missing anything. And this is a small enterprise, not a large bureaucracy. Lindsey says that messages left on the websites contact link go directly to him. So if you have a question, send it on. 

Offerings are available for interests broad and specific. There are five sessions on Latin jazz, ranging from introductory concepts to full-blown studies of Brazilian drumming. There are sessions on jazz composition, electronic media, master classes for sax and piano and varied approaches to harmony and improvisation. There is also Tracy's "Listening to Jazz" course, which sounds like an old-fashioned listening party where great music is played — and then discussed in the detail by a critical ear. 

See the full list of offerings at jazzanywhere.com.

Nashville Symphony pianist returns home for concert - Daily Journal Online

Posted: 17 Feb 2021 04:35 AM PST

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Mineral Area Council on the Arts (MACOA), the city of Farmington, and Marler Music Center are presenting pianist Dr. Robert Marler and cellist Dr. Carmine Miranda in concert at the Centene Center at 3 p.m. Sunday Feb. 21. Adult tickets will be $5 at the door. Students 17 years of age and under may attend free of charge.

"Once again, we are bringing an opportunity to the Mineral Area that would have only been experienced in Nashville at Belmont University or some other large city. We are so incredibly blessed!" said Scottye Adkins, MACOA executive director.

Dr. Robert Marler is professor of music at Belmont University in Nashville and teaches graduate and undergraduate piano. He currently serves as the principal keyboardist for the Nashville Symphony for whom he has had the opportunity to record on 10 Grammy award-winning recordings and 16 Grammy-nominated recordings for the Naxos label. He has similarly played and recorded with the Buffalo Symphony.

Dr. Marler is a frequent soloist, chamber musician, orchestra musician and accompanist throughout the Midwest and South with the Alabama Symphony, Louisiana Philharmonic, the Bryant Symphony, and the Nashville Ballet. He is also credited with performing with numerous instrumentalists from renowned orchestras worldwide, including the London Symphony, New York Philharmonic, Chicago Symphony, French National Orchestra, Cincinnati Symphony and others.

Dr. Marler, known to the hometown folks as "Bob," grew up in the Marler Music store in Flat River where he began teaching piano lessons at the age of 13. Another of his duties was to demonstrate the piano and his high school instrument, the trombone, along with other instruments the store had for sale. He began his collegiate studies at Mineral Area College under the tutelage of Robert Vandall, who later became one of the most important composers of piano pedagogy pieces in the country. While in college at University of Missouri, he gradually focused entirely on his principle instrument, the piano.

Dr. Marler will be performing a favorite piece in the Romantic Era style by Russian composer, Sergei Rachmaninoff (1873 – 1943), Sonata for Cello and Piano, with colleague Dr. Carmine Miranda. Dr. Miranda is a Belmont Fellow in the School of Music where he teaches cello. Born in Venezuela to Armenian and Italian immigrants, he began his musical studies at the Latin-American Academy of Violoncello and the Simon Bolivar Conservatory of Music where he was a member of the National Youth Orchestra. He continued his music education in the United States earning the Doctoral Degree at University of Cincinnati.

Dr. Miranda is a soloist who has performed worldwide with chamber ensembles and orchestras including Caracas Municipal Symphony, South Czech Philharmonic, and the Moravian Philharmonic. He has also performed in numerous concert halls and music festivals such as Carnegie Hall; the DeBartolo Performing Arts Center at the University of Notre Dame; the Bowdoin International Music Festival in Brunswick, Maine; and the Close Encounters with Music Series in Great Barrington, New York, among others.

Both Dr. Marler and Dr. Miranda are award-winning instrumentalists with several recordings to their credit. The performance will also include selections by the 20th century Russian composer, Dmitri Shostakovich (1906-1975), whose compositions are greatly varied in style as he was inspired by composers of the Romantic Era and his 20th century contemporaries in both Soviet Russia and around the world.

"It is a rare treat in our region to experience the caliber of musicianship and composition we will enjoy with Drs. Marler and Miranda in person on Feb. 21st. The music of Rachmaninoff and Shostakovich requires the highest level of musicianship, which involves both technical skill and expression! Then there's the connection made through music that brings these two virtuosos together for a common purpose that never ceases to amaze me. The arts have the ability to cross boundaries, to create community, and provide that emotional outlet of expression we so desperately need."

DIY education: Greek teacher creates TV classes for inmates - KSAT San Antonio

Posted: 17 Feb 2021 11:52 PM PST

AVLONA – Setting up a television channel from scratch isn't the most obvious or easiest thing for a math teacher to do — especially without prior technical knowledge and for use inside a prison.

But that is exactly the task Petros Damianos, director of the school at Greece's Avlona Special Youth Detention Center, took on so his students could access the lessons that coronavirus lockdowns cut them off from.

Greek schools have shut, reopened, and closed again over the past year as authorities sought to curtail the spread of the virus. Like their peers across much of the globe, the country's students adapted to virtual classes.

But the online world isn't accessible to all.

The Avlona detention center, a former military prison, holds nearly 300 young men aged 18-21, and sometimes up to 25. The school Damianos founded there in 2000 now teaches primary grades through to college, following the national curriculum and awarding graduation certificates equivalent to any Greek school.

While attendance is voluntary, the prison school has grown in popularity and saw record enrollment in September, when up to 96% of inmates signed up. But with internet devices banned in their cells, the prison's students had no way to continue learning when the lockdowns canceled classroom lessons.

"Our teachers couldn't reach the kids like they reach all other kids in Greece," said Damianos, a mild-mannered man in his 60s. "This was a big problem, a very big problem that seemed almost insurmountable."

The fact that inmates are stacked four or five to a cell with less space per person than the prison classrooms didn't matter. Their school had to shut along with the rest during lockdowns in March and again in November.

When he heard in early December that Greece's schools wouldn't reopen before Christmas, "I felt ... despair," Damianos said. Making matters worse, the lockdown ended visits and furlough leave, so inmates "experienced a double prison," he said.

While access to education is important for all students, it is perhaps even more critical for Avlona's, some of whom have been convicted and others who are awaiting trial. Many never graduated or even completed primary grades, and education is the most concrete tool they can use to turn their lives around.

"Essentially, our students are those who ... before they got to prison, the education system expelled them," Damianos said. "These kids are kids we didn't catch in time. To whom we as a society, when we should have, didn't give what we should have given."

Desperate for a solution, Damianos had an idea: he could reach his students through the televisions in their cells if he could figure out how to create a dedicated TV channel to broadcast their classes.

Technician friends told Damianos it was possible with the necessary equipment. The next hurdle was obtaining the equipment with shops also closed during the nationwide lockdown. Then the school's staff had to learn how to use it.

The school's music teacher, Nikos Karadosidis, took on the role of technician, using experience from occasional concert tech work and guidance gleaned from YouTube tutorials.

"I very quickly realized — and this is the magic of it, too — that this whole thing is essentially DIY," Karadosidis said. "Do it yourself, with whatever materials you have, with whatever tools you have, to try to do the best you can."

Through donations, volunteers and online orders, the staff cobbled together what they needed. A critical piece of equipment — a modulator to transmit the TV signal — ran into delivery delays, so a store lent them an older one. Two hundred meters (feet) of cable arrived, and inmates helped run it from the school to the prison's central aerial.

One prison classroom was converted into a rudimentary studio, with a cheap hand-held video camera taped to a tripod. Multicolored Christmas lights served as a makeshift recording light, warning those outside to keep quiet during recording sessions.

On Jan. 8, about a month after Damianos had the idea, the channel was ready. They named it Prospathodas TV, Greek for "Trying TV." Through word of mouth, they got inmates to re-tune their televisions to capture the new channel.

The pilot program was a half-hour math class. Now the channel operates 24 hours a day, running six hours' worth of pre-recorded lessons on a loop on weekdays, and eight hours of content on a loop on weekends.

The teachers record new lessons daily: from math and handicrafts to economics and music. Karadosidis edits into the night and broadcasts the classes the next day, since live broadcasts are still beyond their technical capabilities.

For the students, going to class provided more than just education. Beyond the series of barred metal doors, past the courtyard with soccer balls caught in coils of razor wire, school was a brief respite from the harshness of prison life.

"School is something different. It's a bit more human than the rest of the prison," said M.S., a 21-year-old who earned his high school diploma in Avlona. "We come here and we joke around with our teachers. They take care of us.... It's a bit like a family."

Under prison regulations, inmates can only be identified by their initials.

M.S. has about another two years to go after serving 31 months for robbery, theft and beatings. He knows his criminal record has dashed his dream of teaching literature, but he made it into university and is now studying photography and visual arts.

Having graduated from high school, he doesn't need to watch Trying TV, but he has followed a class on making purses out of magazine paper and tape "because I'm interested in handicrafts and stuff. It gives me ideas." He says the TV channel has become quite popular.

"You run out of (cigarette) filters and you go into the next cell to ask for a filter, and you see five big guys battling with their little paper strips trying to make purses," he said. "Then you go to the next cell later, and someone's trying to solve an equation."

Once the pandemic is over, Damianos would like to expand the channel to include documentaries and other worthwhile programs. But while it's plugging a hole in education and maintaining contacts between students and teachers, he stresses that televised lessons can't deliver what in-person classes do.

"Let's be honest, the channel can't replace the education that takes place in school," Damianos said. "It is very important, but it's not enough."

___

"One Good Thing" is a series that highlights individuals whose actions provide glimmers of joy in hard times — stories of people who find a way to make a difference, no matter how small. Read the stories at https://apnews.com/hub/one-good-thing

Relish: Calendar of events - Winston-Salem Journal

Posted: 17 Feb 2021 09:00 PM PST

michael unger

Prize-winning organist and harpsichordist Michael Unger performs a recital of repertoire by Johann Sebastian Bach in dialogue with music that inspired him and was inspired by him. The program will include works by Dieterich Buxtehude, Felix Mendelssohn, Nadia Boulanger as well as improvisation and more on the School of Music's C.B. Fisk, Op. 75 organ. The program will livestream at 7:30 p.m. on Feb. 23. For more information, visit https://tinyurl.com/y6p2rxax

HEALTH/FITNESS

Rami Madan: Zoom teaching for adults, three children's classes a week, and a restorative yoga class on Thursday nights. Facebook: "Social Distancing" Yoga.

SUPPORT/SELF-HELP

Anxiety Support Group: 7-8:30 p.m. For adults with any anxiety disorder. 336-768-3880 or www.triadmentalhealth.org

HEALTH/FITNESS

Women's Doubles Tennis: 10 a.m. Miller Park, 400 Leisure Lane, WS. www.ardmore@ardmore.ws.

Friday Morning Support Group: 10:30 a.m.-noon. For adults with any mental health issue. 336-768-3880 or www.triadmental health.org

Tides and Thrives Support Groups: 10:30 a.m.-noon virtual meeting. To access the Thrive support group: 701-802-5332, access code: 579141#, online meeting ID: thrive91. For Tides support group: 978-990-5127, access code: 815890#, online meeting ID: tides.

Winston-Salem Fairgrounds Farmers Market: 6 a.m.-1 p.m. Saturdays outside of the Farmer's Market building. Special rules of operation will be followed, people with underlying health condition, or currently feeling sick asked not to attend. The market will accept SNAP/EBT. Patrons must wear face masks. Visit www.WSFairgrounds.com.​

Piedmont Arts: Virtual African-American Read-in and Family Day: 11 a.m. The event will highlight contributions by African-American artists to American music. To participate, follow the link at PiedmontArts.org or visit Facebook.com/PiedmontArtsMartinsville.

Yoga with Maureen Stitt: 9 a.m. Mondays and Wednesdays live on Zoom. $10. Visit www.raffaldini.com/Shop/Events

Forsyth County Sheriff's Office Virtual Quarterly Community Forum: 6-7 p.m. Via Facebook Live (facebook.com/goFCSOnc). Community members are asked to submit their questions by email to pao@fcso.us or DM on social media (@gofcsonc).

The Triad Woodcarvers meets on Mondays from 4-7 p.m. at Miller Park Community Center, 400 Leisure Lane, WS. We can teach you to carve. Masks and social distancing required.

SUPPORT/SELF-HELP

Midday Hope Nar Anon Family Group: noon on Mondays. Mount Tabor United Methodist Church, Robinhood Road, WS. Nar Anon is for families who have addiction issues. Meetings are outside so bring a lawn chair.

UNCSA Livestream: Bach Reflections: Organist, Michael Unger in Concert: 7:30 p.m. For tickets: https://tinyurl.com/y6p2rxax

SUPPORT/SELF-HELP

Hope After Suicide Loss Peer-Led Support Group (Virtual): 6-7:30 p.m. For anyone 18 and older who has -- at any time -- lost a loved one to suicide. The loved one may be a friend or family member. Currently meeting via Zoom. Jaletta Desmond at hopeafterws@gmail.com or 908-689-0136.

Tides and Thrives Support Groups: 7-8:30 p.m. Tuesdays, virtual meeting 10:30 a.m.-noon Fridays. To access the Thrive support group: 701-802-5332, access code: 579141#, online meeting ID: thrive91. For Tides support group: 978-990-5127, access code: 815890#, online meeting ID: tides.

Anxiety Disorders/OCD Support Group: 7:30 p.m. New Philadelphia Moravian Church, Country Club Road, WS. A group for people with obsessive compulsive disorder and/or anxiety orders and their friends. 336-816-2531.

The Twin City Kiwanis Club Meeting: noon. Forsyth Country Club, 3101 Country Club Road, WS. A plated lunch is served. For more information, https://twin-city.kiwanisone.org/

HEALTH/FITNESS

Rami Madan: Zoom teaching for adults, three children's classes a week, and a restorative yoga class on Thursday nights. Facebook: "Social Distancing" Yoga.

SCREENINGS

The 19th Annual Triad Jewish Film Festival: Virtual: Feb. 25-March 14. Presenting seven of the best films from Israeli and Jewish cinema, not yet available in theaters. Individual tickets start at $11 per film. Ticket packages are available. This year's films focus on the Global Diversity of Judaism. 336-852-5433 or mytjff.com.

SUPPORT/SELF-HELP

Anxiety Support Group: 7-8:30 p.m. For adults with any anxiety disorder. 336-768-3880 or www.triadmentalhealth.org

ONGOING VIRTUAL AND IN-PERSON EVENTS

Letter Size Little Theatre: Family-friendly DIY theater kit comes with all you need to build your own theater and perform pre-written scripts and characters from a catalog of short plays. Created by John Bowhers and Harry Poster, of Peppercorn Theatre. Pay $15 for some, what you can for others. Follow and share at #lettersize littletheatre. Visit https://www.johnbowhers.com/lettersize.

Piedmont Hiking and Outing Club: Outings involves hikes, backpacks, kayaking, biking and other social events. https://piedmonthikingandoutingclub.org.

UNCSA At Home: An online portal showcasing past and current student and faculty performances. www.uncsa.edu/athome.

VISUAL ART

Historic Körner's Folly Online Resources Catalog: www.kornersfolly.org/connect/online-resources.

Reynolda House Museum of American Art: Call-a-Curator Episodes and Pop-Up Studio: Mail Art, www.youtube.com/reynolda.

Jan Curling Art for Sale: Instagram: @jancurlingartstudio; Facebook: Original Art by Jan Curling; website: carolinapaintersguild.com; email: jancurling@gmail.com

SUPPORT/SELF-HELP

Nicotine Anonymous Phone Meetings: 8 p.m. Every night. 425-535-9152, then dial in # 712-770-5398#, Access Code: 207490#. www.nicotine-anonymous.org.

Sunrise Yoga Studio: Online classes seven days a week, in-studio classes five days per week. Drop-in fee is $18. Also, there is currently a trial membership for two weeks for $25. www.sunriseyoga.net to reserve space. info@sunriseyoga.net.

Shakira B. Bethea: Patreon for Uplyft Your Soul: Meditation offerings with previews on Instagram @uplyftyoursoul. Students can also sign up for virtual classes at www.mindbodyonline.com. To learn more about each class: www.traintorelax.com/self-care.

Lucinda Shore: teaches yoga, meditation and other self-care modalities; her classes are at https://www.facebook.com/VirtualHugBugs/; she can receive funding at http://paypal.me/lutopia411

Kristen Williams: Yoga Evolving: K10Yoga. $15-$35, depending on what the student needs. Individual yoga teachers who are in need of an online resource are also posting their classes. For discount codes and more information, visit www.k10yoga.org.

Allegacy Federal Credit Union: 1691 Westbrook Plaza, WS. www.allegacy.org/impact-story/our-art-gallery.

Alta Vista Gallery: 2839 Broadstone Road, Valle Crucis. www.altavistagallery.com

Andy Griffith Museum: 9 a.m.-5 p.m. Monday-Saturday, 1-5 p.m. Sundays. 218 Rockford St., MA. Tickets $8 adults, $6 children 12 and under. Includes admission to the Siamese Twins Exhibit, Betty Lynn Exhibit, Photo Gallery, and Old-Time Music Heritage Hall. 336-786-1604

Angelina's Teas: 10 a.m.-6 p.m. Monday-Saturday, noon-5 p.m. Sunday. 125 S. Stratford Road, WS. 336-722-9532.

Apple Gallery: Stokes County Arts Council, 500 N. Main Street, Danbury.

ArtConnections: 629 N. Trade St., WS. 11 a.m.-6 p.m. Saturday, 1-6 p.m. Sunday. Email artconnectionsontrade@gmail.com or visit www.artconnectionsontrade.com

Artists on Liberty: 521 N. Liberty St., WS. Patricia Coe at patcoe54@aol.com.

Art Nouveau of Winston-Salem: Hanesbrands Theatre, 209 N. Spruce St. WS. 

ArtPop: Art work by six area artists on billboards. The Adams billboards, mostly located along South Stratford Road and Salem Parkway, are digital and will scroll through the six artists' work. Lamar's billboards are printed vinyl — each artist has his or her own — and spread throughout the area, on I-40, Salem Parkway and U.S. 52. Some are also on I-40 in Guilford County. The billboards range in size from 10-by-30 feet to 14-by-48. The art will shift locations over time throughout 2021.

Artworks Gallery: 564 N. Trade St., WS. 336-723-5890 or www.artworks-gallery.org. Four Women Show through Feb. 28.

Associated Artists: The Masonic Center of Winston-Salem, 4537 Country Club Road, WS. www.masoniccenterws.com

Delta Arts Center: 11 a.m.-3 p.m. Tuesday-Saturday. Closed on third Saturday of month. 2611 New Walkertown Road, WS. 336-722-2625, www.deltaartscenter.org

Delurk Gallery: noon-6 p.m. Tuesday-Saturday, noon-4 p.m. Sunday. 207 W. Sixth St., WS. 336-486-3444 or www.delurkgallery.com.

The Diggs Gallery: Winston-Salem State University, 601 S. Martin Luther King Jr. Drive, WS. 336-750-2458. 

Elberson Fine Arts Center: 8:30 a.m.-5 p.m. Monday-Friday, 1-5 p.m. Saturday-Sunday. 

The Gallery at Lewisville Vintage: 6790 Shallowford Road, WS. Email: thegallerylewisville@gmail.com

Gallery VI: 717 Trade St. NW, WS. 336-723-3653.

Hiddenite Arts and Heritage Center: 316 Hiddenite Church Road, Hiddenite. 828-632-6966. 

Inter_Section Gallery and Art Space: noon-5 p.m. Wednesday-Friday, 11 a.m.-6 p.m. Saturday. 629 N. Trade St., WS. www.intersectiongallery.com or 336-817-1248.

Karma Salon and Gallery: 10 a.m.-6 p.m. Tuesday-Thursday, 10 a.m.-2 p.m. Friday, Saturday and Monday by appointment. 206 W. Sixth St., WS. 336-682-2671. 

Kaleideum: Two locations: 400 W. Hanes Mill Road., WS and 390 S. Liberty St., WS. www.kaleideum.org

Lewisville Branch Library: 6490 Shallowford Road, LV. 336-703-2940. 

Liberty Arts Coffee House: 526 N. Liberty St., WS.

McNeely Pop Up Gallery: 110 West Seventh St., WS (inside the new ARTC Theatre). 336-408-9739.

Milton Rhodes Center for the Arts: 251 N. Spruce St., WS. "Artfully Yours" through February in the Every Corner Gallery.

Mount Airy Museum of Regional History: 301 N. Main St., MA. www.northcarolinamuseum.org

North Trade Street Arts: noon-5 p.m. Thursday-Monday. 604 N. Trade St., WS. 336-782-9209.

The Olio: Glassblowing Studio and Social Enterprise: 11 a.m.-3 p.m. Tuesday-Saturday and by appointment. 840 Mill Works Street, No. 150, WS. www.theolio.org or 336-406-2937.

Piedmont Craftsmen Gallery: 10:30 a.m.-5 p.m. Tuesday-Friday, 11 a.m.-4 p.m. Saturday. 601 N. Trade St., WS. www.piedmontcraftsmen.org

Red Dog Gallery: 630 N. Liberty St., WS. 

Reynolda House Museum of American Art: 9:30 a.m.-4:30 p.m. Tuesday-Saturday, 1:30-4:30 p.m. Sunday. 2250 Reynolda Road, WS. www.reynoldahouse.org. "Katharine Smith Reynolds Johnston" exhibition will be on view through 2021. "Raise the Roof: Replacing Reynolda's Historic Roof" will be on display through June 27, 2021.

Sawtooth School for Visual Art: 251 N. Spruce St., WS. Hours are 9 a.m.-7 p.m. Monday-Friday and 9 a.m.-4 p.m. Saturdays. www.sawtooth.org. Leigh Ann Hallberg's series of works, Murray Bay: Standing Wave, and Paul Bright's aural collage, Walden (II), will hang through March 19 in the Davis Gallery.

Schaefer Center: 733 Rivers Street, Appalachian State University, Boone. theschaefercenter@appstate.edu

Shallowford Presbyterian Church: 1200 Lewisville-Clemmons Road, LV. www.shallowfordpresbyterian.org

The Southeastern Center for Contemporary Art: 750 Marguerite Drive, WS. 336-397-2108 or secca.org.

Start Gallery: 10 a.m.-6 p.m. Tuesday-Saturday, 122-A Reynolda Village, WS. 336-245-8508.

Studios@608: noon-5 p.m. Tuesday-Saturday. 608 N. Trade St., Center City Frame Gallery, WS. 336-829-6903 or www.CenterCityFrameGallery.com.

Tattoo Archive: noon-8 p.m. Monday-Saturday. 618 W. Fourth St., WS. 336-722-4422. 

The Gateway Gallery at The Enrichment Center: 1006 S. Marshall St., WS. 336-837-6826 or www.enrichmentarc.org

Turchin Center for the Visual Arts: Appalachian State University, Boone. 

UNC School of the Arts: 8:30 a.m.-5 p.m. Monday-Friday, 1-5 p.m. Saturday. 1533 S. Main St., WS. 

WFU Museum of Anthropology: 10 a.m.-4:30 p.m. Tuesday-Saturday. 1834 Wake Forest Road, WS. 336-758-5282 or www.moa.wfu.edu.

Wake Forest University Z. Smith Reynolds Library: Wake Forest University, WS. 8:30 a.m.-5 p.m. 336-758-5755 or www.zsr.wfu.edu.

Wake Forest Charlotte and Philip Hanes Art Gallery: Wake Forest Reynolda campus, WS. "Explorations of Self: Black Portraiture from the Cochran Collection" exhibition through March 28, 2021.

Wherehouse Art Hotel: 211 E. Third St., WS. www.wherehousearthotel.com.

Wilkes Art Gallery: 10 a.m.-5 p.m. Tuesday-Friday, 10 a.m.-2 p.m. Saturday. 913 C St., North Wilkesboro. www.WilkesArtGallery.org.

Yadkin Cultural Arts Center: 226 E. Main St., YV. A Collection of Works by the Yadkin Arts Council's Artist Members through Feb. 26 in the Welborn Gallery. 336-679-2941 or www.yadkinarts.org

Begin again: We want to know what you are up to. To have your event included in Relish Events, send information in the body of an email to relisheditor@wsjournal.com 10 days before publication. Tell us who is doing what when (time and date) and where (street address), and cost. Give a brief description of your event and a phone number and website, if pertinent.

We are especially eager to hear from libraries and nightclubs. Let us know about any digital or in-person events.

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