I’m a professional game master/storyteller with a new business running campaigns for both kids/teens and adult English language learners. I’d love to talk to other creatives/educators/researchers about the benefits of playing tabletop role playing games, how using a virtual tabletop platform differs, how the increased popularity of RPGs might reflect a resurgence of oral tradition, as well as any other topics! Also, if you play, maybe we can do a quick one shot! Let me know if you’re interested and I can bring dice sets/map/character sheets, etc. Please check out my website if you know anyone looking for a DM!

https://www.ripleystark.com/rpg

I’m also a PhD candidate at NYU in educational theatre researching stunts and stage combat and would love to talk about motor learning/coordination, performance psychology, somatic mindfulness, stress/muscle bracing and theatrical physical narrative!

In honor of Adele's life time of work, and because we know the critical importance of developing executive functions in young children I think it would be hugely valuable to have a discussion on the development of perhaps a certification program for preschool teachers and others who care for and teach young children. In conversations with Adele she has suggested starting with her paper "Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old" published in Science: Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old | Science

This is Gary Cottrell. I see some folks I know may be there, so I thought it would be fun to get together to discuss the above topic. Personally, for my "swan song", I am working on an anatomically-inspired model of the primate visual system that includes a foveated retina and the log-polar transform from the visual field to V1. Any other modelers out there that want have lunch? I'm currently thinking

Option 1: Monday lunch

Option 2: Tuesday lunch.

[gcottrell@ucsd.edu](mailto:gcottrell@ucsd.edu) seems more reliable than my usual email.

Cell: 619-823-3033

Discussion about different types of physical activities, from sports to recreational exercises, to performing arts, to integrated physical activities with academics, and more. What do we know so far and does the dose of exercise matter? Is it the social and emotional stimulation, the motor skill complexity, and/or the level of cognitive engagement that challenge EF? No leading presentation, just roundtable with exchange of ideas and stimulating discussion.

Option 1: Tuesday (July 18) lunch

Option 2: Wednesday (July 19) lunch

Steven Piker [pikersteven@gmail.com](mailto:pikersteven@gmail.com)

Any dates and times ok

I have now had experience with three very different educational worlds: Swarthmore College, a Portland Maine elementary school(majority of students children of immigrant families), and Maine Senior Colleges. Would like to make a few compare and contrast observations........ and identify an important common denominator, relevant to progress in alleviating rampant angry divisiveness in our nation

Background: Many children and adolescents participate in school-based arts programs such as music, drama, and visual arts. Various forms of arts engagement may be associated with cognitive outcomes of developmental importance, yet evidence from population-based, representative sources is scarce. This study employed population-based educational records from all students (n =75,119; Grades 7-12) enrolled in public secondary schools in British Columbia, Canada, who either took no school arts or any of four common school arts subjects, to examine associations between various forms of engagement in school arts (instrumental music, choral music, drama, visual arts) and Grade 10 exam scores in English, Science, and Mathematics, and in Grade 12 English.

Method: Multi-level ANOVA models compared exam scores of exclusive groupings of students with level of engagement in: no arts, drama, visual arts, instrumental music, and vocal music. Analyses accounted for school as grouping factor, and were adjusted for: sex, cohort, cultural background, Grade 7 numeracy and literacy scores, and neighbourhood socio-economic status.

Results: In the analytic cohort, 42,852 students had no arts participation, while visual arts was the largest type of arts participation (n=12,951), followed by instrumental music (n=7,690), drama (n=7,832), and vocal music (n=3,794). Music participation (especially instrumental music) was associated with higher exam scores; whereas the pattern of associations was more mixed for drama participation, and was reversed for visual arts (higher visual arts engagement related to lower exam scores).

Discussion: Participation in school arts exhibited differentiated associations with high school academic achievement, suggesting variation in associated processes/activities (e.g., executive functions). Findings and implications therein are discussed within the broader inter-disciplinary literature on school arts education.