Prey is the studio of award-winning taxidermist Allis Markham. Offering quality educational, museum and private commissions.
Lakich Neon Art Studio is the spectacular 5,000 square-foot Los Angeles studio and gallery of artist Lili Lakich, internationally recognized as a pioneer in the art of neon sculpture. Lakich Studio serves as a design and production facility for ongoing neon art and signage projects and commissions. Lakich Studio conducts workshops in neon design and fabrication and provides a unique and dazzling ambience for parties and special events.The former home of the Museum of Neon Art, of which Lakich was the founding director, Lakich Studio is an art world jewel, displaying over 65 of the artist's metal and neon sculptures plus works in progress. The studio is a favorite location for film, television, commercial and music videos.
The Brothers were founded by Saint John Baptist de La Salle in 1679 - 1680. The Founder was responsible for establishing Christian Schools in France. Although he never had the intention of establishing schools nor of directing teachers he gradually found himself involved in the work of education by training teachers and founding parish schools. His desire in training teachers was for them to be good role models for the students as well as competent educators who would prepare their students for the world they would face in their futures. De La Salle saw very clearly the importance of providing an education that could guarantee each child an opportunity to participate more fully in the life of society and of the Church. Times were not always easy for John Baptist de La Salle. Although men came to the Brothers but many left because they had gained a career to support themselves as lay teachers. Many also left the Brothers because the life of the early Brothers was very strict and harsh. Because the vocation of a teaching Brother was new, the Brothers were ridiculed because of the new religious garb that they chose to wear. The schools the Brothers established were seen as a competitor with other schools that existed. In fact, John Baptist de La Salle was taken by the School Masters. There was also disease that caused the death of many Brothers. In some situations the Brothers were torn between the Founder and the local pastor; there were times that the pastor wanted complete control over the Brothers in the parish school. In these situations John Baptist de La Salle would withdraw the Brothers immediately. Also there were times when the Brothers just abandoned the Founder. Things looked so bleak on November 21, 1691 that John Baptist de La Salle and two Brothers pronounced what became known as the Heroic Vow. The three men vowed they would "work as long as life lasts in order to establish the Institute of the Brothers." They vowed before God and one another that they would remain faithful to their mission as Christian educators even if it meant they had to "beg for alms and live on bread alone". The remainder of his life De La Salle established many more schools in France. At the time of his death, April 7, 1719, a Good Friday, John Baptist de La Salle had about 100 Brothers in his new religious community who were teaching in Lasallian schools. He left behind a legacy that continues today throughout the world in 83 countries. The Brothers of the Christian Schools arrived in California in the year 1868. The Archbishop of San Francisco, Archbishop Alemany, had founded Saint Mary's College but it was floundering. He was desperately trying to get the Brothers to come to San Francisco to manage the college because he knew the Brothers to be successful school administrators. Although the Brothers had been approached by Archbishop Alemany there were simply not enough Brothers to send to the West Coast. Finally the Archbishop appealed directly to the Vatican. In his request he stated that the Brothers of the Christian Schools were desperately needed to save Saint Mary's College. And so a small band of Brothers from New York were sent to San Francisco. In 1870 the Brothers expanded to Southern California. They took charge of an academy of about thirty students attached to Mission Santa Inez. This proved to be a successful work of the Brothers as they established a farm as part of the school. Poultry and produce from the school farm was sent to Saint Mary's College. In 1883 the Mission became part of the Monterey Diocese, at that time the Brothers decided to withdraw from this educational work. In 1923, Right Reverend Monsignor George Donahoe requested that the Brothers take charge of the upper grades for boys at Sacred Heart School. Two years later the Most Reverend John J. Cantwell, Archbishop of Los Angeles, built a central high school in the city. The Brothers were then transferred from the parish school to Cathedral High School. Here begins the long history of the Brothers service in the city of Los Angeles. © Cathedral High School • 1253 Bishops Road, Los Angeles, CA 90012 • Phone: (323) 225-2438 • Fax: (323) 222-7223
The mission of Cathedral High School is to provide a human, religious, and academic education to young men, especially those from economically poor families in the Los Angeles area, within a Christian, Catholic community directed by the Spirit of Jesus Christ and the educational vision of Saint John Baptist de la Salle. This education provides the opportunity for students upon graduation from school to be: 1) People of living faith in their respective religious traditions 2) Well informed in the Catholic, Lasallian traditions and informed basically about other religious traditions 3) Accepting of their own self-worth, uniqueness, and limitations 4) Respectful of others’ self-worth, uniqueness, and limitations 5) Appreciative of all gifts given to them 6) Ready to meet successfully the intellectual, moral and social demands of college or the workplace 7) Able to think critically 8) Competent in verbal, mathematical, foreign language, scientific and technological skills 9) Able to recognize and respond with compassion to the needs of others especially the poor and marginalized 10) Appreciative of beauty and complexity in the arts 11) Able to appropriately express personal talents, emotions, and ideas 12) Responsible citizens who have a sense of belonging to a civic community 13) Respectful of the earth and their environment.
Lowest grade taught: 9th Grade - Highest grade taught: 12th Grade
Lowest grade taught: 9th Grade - Highest grade taught: 12th Grade
Here, you can find out everything you need to know regarding the VAPA Yearbook. We will keep you updated with upcoming deadlines and other important information.
Founded in 2014 by Victoria Alessandra Hotfire under the management of The Hotfire Empire as the Institute of Performing Arts. The Hotfire School is one of the world's eminent performing-arts institutions, with college level programs in music (including jazz, opera and historical performance), dance, and drama. There is also a Pre-College Division, for children and teens, and an Evening Division, for adults interested in continuing education.
Former name: Central Los Angeles High School #9 For the Visual and Performing Arts
The best school to learn English... and it's free !!!
DMHS is an outstanding, globally minded school that provides students a nurturing and supportive environment with high academic expectations and high achievement. Our primary goal is to ensure every one of our students becomes STELLAR (Scholars, Technologically Savvy, Effective Communicators, Leaders, Life-long Learners, Aware, Responsible) over the course their four years with us. A STELLAR student is not someone who only tests well, but is a person who will positively contribute to the community, who can challenge an argument, who cares about the consequences of an action, who embraces the differences among us, and who has a love of learning.
OUR VISION We provide the very highest quality education and child care programs for children. We provide a place where children may develop a positive self esteem while learning about themselves, others and the world in which they live. Our teachers plan programs to meet the individual needs, abilities and interests of each child in our care. We treat each child and their family with respect and dignity. Children are nurtured, held and encouraged through positive support and guidance throughout the day. We treasure the uniqueness of each child in our care. PHILOSOPHY Our commitment is to help children acquire the skills necessary to learn and to support family’s success. We believe: • Children always come first, before planned curriculum, before rules, and before adult convenience. • The best learning happens in relationships that are characterized by personal respect and caring responsiveness. • Children learn best in environments which motivates them to want to learn. • Learning happens when children are allowed the freedom to choose their own activities. • Curriculum is everything that happens to the child while he/she is at the center and is generated from the staff, parents and other children. CURRICULUM The curriculum used by California Children’s Academy is based on the foundation that children learn by doing. Our developmentally appropriate emergent curriculum is organized around the strengths and interests of the children and is offered in a way that will appeal to children in their individual stage of development and reflect their cultural diversity. Every day there are opportunities for all children to explore materials and create meaningful experiences. We believe that children will discover and learn by making the decisions needed to work through an activity rather than being told exactly how to accomplish a task. Play with a purpose is the primary vehicle for our curriculum. It is the child’s most valuable learning tool. The curriculum is individualized, and offers children first hand learning experiences. The California Children’s Academy campuses teachers use the DRDP 2010 to assess each child’s developmental level and design learning experiences that will encourage each child to develop his/her knowledge and skills. Our emergent curriculum provides opportunities in several basic areas: • Language and Literacy – Children are encouraged to build their verbal expression with many opportunities to engage in conversations with adults and peers. Literacy skills are promoted through the print rich environment and activities that promote an interest and awareness of letters and letter sounds as well as opportunities for writing. • Mathematical Thinking – Children develop a sense of number by actively participating in real life mathematical experiences and with a variety of materials that build math skills, such as counting, sorting, matching, and shape recognition. • Scientific Thinking – Children learn by exploring the world around them. We nurture children’s natural curiosity and intrinsic need to discover by offering them opportunities to use their five senses through measuring, comparing, questioning, predicting and analyzing results. • Social Studies – Children explore roles and relationships in the world around them through dramatic play, block building, recognizing similarities and differences in people, families, professions, and understanding the reasons for social expectations. • Emotional and Social Development – Children are encouraged to develop a healthy self-concept and self-regulation through interacting with others, problem solving, and conflict resolution. • Physical Development – Children are provided opportunities to engage in physical activities that will promote their large and small motor skills through the use of materials and equipment such as slides, balls, climbing structures, bicycles, scissors, playdough, paint, puzzles, and lacing cards. • Personal Health and Safety - Children are given opportunities to make healthy food choices and develop safe practices. • The Arts – Children are encouraged to express their creativity through art, self-expression, music, and dramatic play.
Lowest grade taught: 9th grade - Highest grade taught: 12th grade
Lowest grade taught: 9th Grade - Highest grade taught: 12th Grade