By Ana Maria Rodriguez
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Additional resources for A Day in the Life of the Brain (Brain Works)
43 5 Mark’s Creative Side Mr. Velásquez, the art teacher, had all the materials set up for the day’s activity. There was a bowl containing a ball of wet, gray clay, another one filled with water, and a plastic apron for each student. Mark tied his blue apron around his waist and neck and sat on his chair. He looked at the blackboard for instructions. Mr. Velásquez wanted the students to use the clay to create an oval plate about the size of a hand. Feeling Cold Mark submerged his hands in the bowl of water.
Kids and birds must be able to hear an adult speak or sing, and they should be able to hear themselves as they imitate the adult sounds. Being able to hear the words (or having auditory feedback) is so important to developing and maintaining speech that when children lose their hearing, they gradually lose their ability to form words properly. It seems that the same strategy applies to learning a second language. The more children listen to the radio or to people talking in the second language, and the more they themselves talk in the second language, the more successfully they will (continues) 35 36 A Day in the Life of the Brain (continued) learn it.
Mark felt a knot in his stomach again: the talent show was about to begin. 6 Controlling and Relieving Stress The school cafeteria was bursting with activity as teachers and students prepared for the talent show. Mark walked slowly toward the group of kids that were signed up to play musical instruments. They waited backstage for their turn to perform in front of a crowd of students, teachers, and parents. The first students on stage performed magic tricks, followed by a group of girls wearing bright-colored dresses who danced to traditional songs of far away countries.
A Day in the Life of the Brain (Brain Works) by Ana Maria Rodriguez