Friday, December 18, 2009
Friday, December 11, 2009
16_Twinkle Lessons -Whole and Sequential Learning
Dear Parents,
Thank-you so much for the Christmas gifts. It was wonderful to see the children so happy to be giving the cards and gifts they brought.
By researching how children learn naturally and optimally we can provide the best environment and instruction to develop and expand children's ability to learn.
Dr. Suzuki named his school "Talent Education Institute" because of his realization and belief that all children with the right environment can learn music and develop "talent", or ability. In his book Where Love is Deep Dr. Suzuki says about the word "talent":
"I used the word in the sense that talent is something to be nurtured...I just used the word 'talent education' in my own way, and maybe I should say ability. But 'ability education' wouldn't make sense to anyone. If there is a better word, please tell me."
Ability education is the development of life ability-or talent at life. I use the phrase core education to refer to the same thing. The definition of the word core is:
" the central, innermost, or most essential part of anything." It is learning that enables the ability to learn which is the essential part of education. This is why I use the term "core education"
Developing talent involves preserving and nurturing the natural way children learn from birth. It is through their sensibilities that children learn. In her book Sensibility and Education, Dr. Kataoka says:
"A child can be a genius at ten, brillant at age 15, but an ordinary citizen after age twenty." (Japanese proverb) Why? The key to the answer lies in the fundamental difference between the nature of children and adults. Once we become adults, we start to accumulate knowledge which becomes the basis for our thought process and the source of our judgment. While sensibility, which is given to us by God when we are born, never fails us, knowledge, which is the wisdom of human beings, sometimes interferes with correct judgment made by sensibility. Knowledge is quite a powerful tool for us, but we should not always depend on it.. Our education must take better care of the sensibility of children so that they will not become "ordinary" adults who depend on knowledge to the extent that they ignore correct judgments made by their sensibility."
Whole learning is a process of ingesting the environment/concept all at once in an intuitive way.
It is the same principle that Dr. Kataoka refers to in learning through the senses rather than only the intellect. Children learn through touch, sound, intuition. We remember smells from our childhood that bring back vivid memories.
Babies and children learn through absorption of the total environment rather than part by part. This is also sometimes called ”right-brain learning” Whole learning is a better way to describe this absorption as it involves the right brain (learning through the senses/intuition and left brain (analytical) types of learning working together.
Whole learning is a concept which means that the child has a grasp of a concept without necessarily knowing the details or even being able to produce anything. It is this type of learning that enables a person to perceive what is going on without necessarily being able to actually say in words what is happening. In learning language, babies are absorbing the environment and understand long before they are able to articulate. Children in general understand feelings even when they do not know exactly what is being said.
So, "knowledge" in this way is not really measurable. Students who learn primarily this way may not always do well on a test. However, given a practical situation they may be able to cope with the problem solving issues that another student going by the textbook answers would be unable to solve. This is how a person can be in a completely foreign country where they do not speak the language,yet be able to communicate and act appropriately without ever learning the customs or being told the protocol.
Contrast this with how a person can grow up to be completely unaware of how other people are thinking/feeling/perceiving, or unable to make good judgments. We see this in real life all the time and wonder how to educate children to make wise judgments in the complexities of day to day reality.
In music study, it is being able to understand and speak the language of music without necessarily knowing what a dotted quarter note is or the actual definition of all those Italian terms. Of course this knowledge is important. However, the child who learns holistically can play freely without the burden of too much thinking in the way.
The principle of skill development or sequence learning is the aspect of learning that develops ability. It is the principle that the most fundamental aspect in a child’s learning must always be addressed rather than focusing on the content of what is being learned. This is the balancing concept of whole learning and involves understanding of learning in relationship to sequencing and the development of ability through the acquisition of foundation skills. It is step by step that one can execute an ability whether it is playing piano, tennis, math or any endeavor that involves skill development. Without this we become a society of people that have knowledge, but fail to actualize that knowledge into ability.
Dr. Suzuki says:
"We may be able to say in an adult life, in many cases, is a life in which one cannot practice what one knows to be good."
When you hear a great pianist such as Marc-Andre Hamelin perform (last Tuesday evening) it is so inspiring because he puts everyone in the audience in this state of direct experience with the music. Obviously he has done a lot of study because in addition to playing completely freely he has an unbelievable skill level that has taken hard work, diligence and time. On the side of this blog I have posted a video of him performing a piece that he played on Tuesday evening.
So, we are always balancing whole learning where the person has an overall sense of the situation and learns freely/naturally with sequential learning where the ability to do something is developed with day to day practice and diligence.
In relation to the children's learning at this point in time:
Whole Learning: Continue to have listening on all day even as the holiday is busy and there may be less actual focus time at the piano. Sing solfege in the car with the disc. This absorption or internalization of the pieces is the "ready" for playing the melodies which we will begin after the holidays.
In practice to help students learn holistically allow them to experiment with finding the notes to the new pieces without any assistance. Allow the child to make mistakes without any judgment, but as a natural part of the learning process the way we know a baby will take a step and then fall down. Be careful not to give too many verbal instructions.
Sequential Learning/Skill Development When we are assigning spot practice we are using sequential steps to build ability. This is the Twinkles with "ready-go" part of the practice right now and occupies most of the practice at this point. To help students in sequential learning continue to write down the specific points from the lesson and mark off the assignment sheet with the sticker to show that the assignment is completed as assigned. Also give specific affirmations such as "When you moved your finger the sound/tone was really good."
*Please be sure in the ready position on thumb that the fingers are relaxed and not closed in a tight position. When the fingers are tight and the thumb plays there is a strong tendency to then put the thumb over top of the fingers when going to the next finger-finger #4. (Try it)
The thumb should never be over top of the fingers or else the fingers are unable to move when it is their time to play.
As parents and teachers we have the response ability to provide the environment for whole learning and the structure to enable sequential learning and develop life ability.
The holidays are a wonderful whole learning experience for children.
Happy Holidays!
Click Here for the link to the next Twinkle Lessons Blog
Thank-you so much for the Christmas gifts. It was wonderful to see the children so happy to be giving the cards and gifts they brought.
By researching how children learn naturally and optimally we can provide the best environment and instruction to develop and expand children's ability to learn.
Dr. Suzuki named his school "Talent Education Institute" because of his realization and belief that all children with the right environment can learn music and develop "talent", or ability. In his book Where Love is Deep Dr. Suzuki says about the word "talent":
"I used the word in the sense that talent is something to be nurtured...I just used the word 'talent education' in my own way, and maybe I should say ability. But 'ability education' wouldn't make sense to anyone. If there is a better word, please tell me."
Ability education is the development of life ability-or talent at life. I use the phrase core education to refer to the same thing. The definition of the word core is:
" the central, innermost, or most essential part of anything." It is learning that enables the ability to learn which is the essential part of education. This is why I use the term "core education"
Developing talent involves preserving and nurturing the natural way children learn from birth. It is through their sensibilities that children learn. In her book Sensibility and Education, Dr. Kataoka says:
"A child can be a genius at ten, brillant at age 15, but an ordinary citizen after age twenty." (Japanese proverb) Why? The key to the answer lies in the fundamental difference between the nature of children and adults. Once we become adults, we start to accumulate knowledge which becomes the basis for our thought process and the source of our judgment. While sensibility, which is given to us by God when we are born, never fails us, knowledge, which is the wisdom of human beings, sometimes interferes with correct judgment made by sensibility. Knowledge is quite a powerful tool for us, but we should not always depend on it.. Our education must take better care of the sensibility of children so that they will not become "ordinary" adults who depend on knowledge to the extent that they ignore correct judgments made by their sensibility."
Whole learning is a process of ingesting the environment/concept all at once in an intuitive way.
It is the same principle that Dr. Kataoka refers to in learning through the senses rather than only the intellect. Children learn through touch, sound, intuition. We remember smells from our childhood that bring back vivid memories.
Babies and children learn through absorption of the total environment rather than part by part. This is also sometimes called ”right-brain learning” Whole learning is a better way to describe this absorption as it involves the right brain (learning through the senses/intuition and left brain (analytical) types of learning working together.
Whole learning is a concept which means that the child has a grasp of a concept without necessarily knowing the details or even being able to produce anything. It is this type of learning that enables a person to perceive what is going on without necessarily being able to actually say in words what is happening. In learning language, babies are absorbing the environment and understand long before they are able to articulate. Children in general understand feelings even when they do not know exactly what is being said.
So, "knowledge" in this way is not really measurable. Students who learn primarily this way may not always do well on a test. However, given a practical situation they may be able to cope with the problem solving issues that another student going by the textbook answers would be unable to solve. This is how a person can be in a completely foreign country where they do not speak the language,yet be able to communicate and act appropriately without ever learning the customs or being told the protocol.
Contrast this with how a person can grow up to be completely unaware of how other people are thinking/feeling/perceiving, or unable to make good judgments. We see this in real life all the time and wonder how to educate children to make wise judgments in the complexities of day to day reality.
In music study, it is being able to understand and speak the language of music without necessarily knowing what a dotted quarter note is or the actual definition of all those Italian terms. Of course this knowledge is important. However, the child who learns holistically can play freely without the burden of too much thinking in the way.
The principle of skill development or sequence learning is the aspect of learning that develops ability. It is the principle that the most fundamental aspect in a child’s learning must always be addressed rather than focusing on the content of what is being learned. This is the balancing concept of whole learning and involves understanding of learning in relationship to sequencing and the development of ability through the acquisition of foundation skills. It is step by step that one can execute an ability whether it is playing piano, tennis, math or any endeavor that involves skill development. Without this we become a society of people that have knowledge, but fail to actualize that knowledge into ability.
Dr. Suzuki says:
"We may be able to say in an adult life, in many cases, is a life in which one cannot practice what one knows to be good."
When you hear a great pianist such as Marc-Andre Hamelin perform (last Tuesday evening) it is so inspiring because he puts everyone in the audience in this state of direct experience with the music. Obviously he has done a lot of study because in addition to playing completely freely he has an unbelievable skill level that has taken hard work, diligence and time. On the side of this blog I have posted a video of him performing a piece that he played on Tuesday evening.
So, we are always balancing whole learning where the person has an overall sense of the situation and learns freely/naturally with sequential learning where the ability to do something is developed with day to day practice and diligence.
In relation to the children's learning at this point in time:
Whole Learning: Continue to have listening on all day even as the holiday is busy and there may be less actual focus time at the piano. Sing solfege in the car with the disc. This absorption or internalization of the pieces is the "ready" for playing the melodies which we will begin after the holidays.
In practice to help students learn holistically allow them to experiment with finding the notes to the new pieces without any assistance. Allow the child to make mistakes without any judgment, but as a natural part of the learning process the way we know a baby will take a step and then fall down. Be careful not to give too many verbal instructions.
Sequential Learning/Skill Development When we are assigning spot practice we are using sequential steps to build ability. This is the Twinkles with "ready-go" part of the practice right now and occupies most of the practice at this point. To help students in sequential learning continue to write down the specific points from the lesson and mark off the assignment sheet with the sticker to show that the assignment is completed as assigned. Also give specific affirmations such as "When you moved your finger the sound/tone was really good."
*Please be sure in the ready position on thumb that the fingers are relaxed and not closed in a tight position. When the fingers are tight and the thumb plays there is a strong tendency to then put the thumb over top of the fingers when going to the next finger-finger #4. (Try it)
The thumb should never be over top of the fingers or else the fingers are unable to move when it is their time to play.
As parents and teachers we have the response ability to provide the environment for whole learning and the structure to enable sequential learning and develop life ability.
The holidays are a wonderful whole learning experience for children.
Happy Holidays!
Click Here for the link to the next Twinkle Lessons Blog
Wednesday, December 9, 2009
15_Twinkle Lessons-Applying the Integral Learning Concept
Dear Parents,
Last week I pointed out that December is a good month for the children to be able to absorb and integrate the skills that we have been working on since the beginning of the school year. It would also be good for you to review what has been in the previous blogs and relate it to your child's lessons.
On the Assignment:
Mental: You can follow through the group lesson activity of making alphabet/solfege snakes by starting on the lowest note of the piano "A" and saying the names of every white note. Then you can go back and do it again saying the solfege starting with "la". Also, please continue finger numbers daily even though I did not do them with every student in the lessons.
Physical: The most important point I see for all the children right now is that there is enough time in the ready where the body becomes still. Actually this point will probably be true all the way through learning Book 1. So much learning is going on in the "ready" when it seems that nothing is happening. Because, "nothing" is the point of ready. You could also think of it as "everything" because they are two sides of the same thing. In"ready" the body finds balance in the position, the mind settles down from outside thoughts, and there is a feeling/awareness of the moment. The sound is internalized as intention. Then on "go" the student is on the natural rhythm.
When there is good body balance in the ready position the student can achieve the best sound. So, you will notice that I am always working to find the best position. I am deciding this by any tension I see, how the fingers are moving, and also by the sound the student is making. As you work with your child on the body balance in the ready position you will come to know when the position will produce the best sound.
So, the most important point to teach is tone/sound. The sound has vibration that rings and affects the human being on many levels. It is produced with a balanced body, a clear mind, a soft heart, and hearing awareness.
Spiritual/Inspiration:
Play beautiful music in your home. The Nutcracker recording I recommended last week performed on 2 pianos with Martha Argerich is a wonderful recording that you will use for many years. On the side of this blog are You-tube links to that recording so that you can listen to it. I highly recommend buying the recording, so am putting the links on the side of this blog to inspire you to order it.
I was very happy this week when I played my arrangement of the Pachelbel Canon/ First Noel for the children that a couple students recognized the Pachelbel Canon .
Emotional: The children love working out the new songs. I think the solfege singing has facilitated their ability to do this. Please continue singing solfege and naming the songs on the recording as you hear them.
Also, it is wonderful if the students can share their own music with others. Each holiday I ask parents to make recording of their children playing piano to give to friends and family, post on Facebook, etc. It is fun to make a compilation of videos over several years as a Christmas present so even if the beginners aren't playing songs yet it will be good to have the beginning steps recorded. Twinkle Twinkle is a fine Holiday song!
Please read this article written and revised over the years:
The Gift of Giving
Environment:
Outside noise does effect the ability to concentrate. Ideally one can focus totally and not be distracted. However when there is quiet it is much easier to open up to the sound of the piano in the room. The children have become much more adjusted to being quiet in the studio. This week there was definitely more energy in the air with the Christmas decorations up. As the Christmas season becomes more busy, let's work to make the studio quiet during lessons. Then in between the lessons as we are changing students it is fine to talk. The bow at the beginning is the signal for the room to become quiet, and the bow at the end is the signal that it is ok to move around and talk.
Happy Holidays!
Leah Brammer
Click Here for the link to the next Twinkle Lessons Blog
Last week I pointed out that December is a good month for the children to be able to absorb and integrate the skills that we have been working on since the beginning of the school year. It would also be good for you to review what has been in the previous blogs and relate it to your child's lessons.
On the Assignment:
Mental: You can follow through the group lesson activity of making alphabet/solfege snakes by starting on the lowest note of the piano "A" and saying the names of every white note. Then you can go back and do it again saying the solfege starting with "la". Also, please continue finger numbers daily even though I did not do them with every student in the lessons.
Physical: The most important point I see for all the children right now is that there is enough time in the ready where the body becomes still. Actually this point will probably be true all the way through learning Book 1. So much learning is going on in the "ready" when it seems that nothing is happening. Because, "nothing" is the point of ready. You could also think of it as "everything" because they are two sides of the same thing. In"ready" the body finds balance in the position, the mind settles down from outside thoughts, and there is a feeling/awareness of the moment. The sound is internalized as intention. Then on "go" the student is on the natural rhythm.
When there is good body balance in the ready position the student can achieve the best sound. So, you will notice that I am always working to find the best position. I am deciding this by any tension I see, how the fingers are moving, and also by the sound the student is making. As you work with your child on the body balance in the ready position you will come to know when the position will produce the best sound.
So, the most important point to teach is tone/sound. The sound has vibration that rings and affects the human being on many levels. It is produced with a balanced body, a clear mind, a soft heart, and hearing awareness.
Spiritual/Inspiration:
Play beautiful music in your home. The Nutcracker recording I recommended last week performed on 2 pianos with Martha Argerich is a wonderful recording that you will use for many years. On the side of this blog are You-tube links to that recording so that you can listen to it. I highly recommend buying the recording, so am putting the links on the side of this blog to inspire you to order it.
I was very happy this week when I played my arrangement of the Pachelbel Canon/ First Noel for the children that a couple students recognized the Pachelbel Canon .
Emotional: The children love working out the new songs. I think the solfege singing has facilitated their ability to do this. Please continue singing solfege and naming the songs on the recording as you hear them.
Also, it is wonderful if the students can share their own music with others. Each holiday I ask parents to make recording of their children playing piano to give to friends and family, post on Facebook, etc. It is fun to make a compilation of videos over several years as a Christmas present so even if the beginners aren't playing songs yet it will be good to have the beginning steps recorded. Twinkle Twinkle is a fine Holiday song!
Please read this article written and revised over the years:
The Gift of Giving
Environment:
Outside noise does effect the ability to concentrate. Ideally one can focus totally and not be distracted. However when there is quiet it is much easier to open up to the sound of the piano in the room. The children have become much more adjusted to being quiet in the studio. This week there was definitely more energy in the air with the Christmas decorations up. As the Christmas season becomes more busy, let's work to make the studio quiet during lessons. Then in between the lessons as we are changing students it is fine to talk. The bow at the beginning is the signal for the room to become quiet, and the bow at the end is the signal that it is ok to move around and talk.
Happy Holidays!
Leah Brammer
Click Here for the link to the next Twinkle Lessons Blog
Friday, December 4, 2009
14_Twinkle Lessons - Integral Learning
The month of December is a good month for integration and absorption of skills.
The skills already learned can become easy and natural through the depth of learning that comes with time. Dr. Suzuki says: "Never hurry, don't be lazy" This is a good time to balance the busy holidays with practice sessions that do not hurry to the next skill.
Dr. Suzuki also said:"Knowledge plus 10,000 times equals ability."
Core Education is direct experience that integrates the mental realm with the physical and develops ability. Connecting the sound with the physical action is an integration of the physical with the mental and leads to an integration with the emotional and inspirational.
When the ability to play is developed so that the thinking and physical movements are not occupying the persons total concentration, but are integrated into the experience the student can "play by heart".
At this time it is important for the skills acquired be repeated enough times that they become a framework for other learning which will be built on top of it. The "framework" can also be compared to the software on a computer, or a map. Children's brains are forming the neural pathways that are like highways for later traffic. It is much harder for adults to acquire new frameworks -like learning a new language for example or using technical devices.
This is why childhood is so important.
The framework for playing piano is being developed through playing the Twinkles.
It is so wonderful that the Twinkles develop both pattern memory (the sequence of the notes in Twinkle) and pattern differentiation (the rhythms in the variations).
This absorption of the learning will enable the child to apply the framework of producing sounds to the new pieces.
Teaching legato is perhaps the most difficult and most important task to teach beginning piano students. When students play staccato it is much easier to relax the hand. When students first play legato there is a strong tendency to keep "pushing" to hold the note down.
Dr. Kataoka relates playing legato to walking:
"For legato, all we need is to do with the fingers on the keyboard what we do with our legs when we walk normally. Human beings are not naturally stiff and do not find it hard to move. Normal people shift their body weight from one leg to the other with true dexterity, and walk lightly while smoothly balancing the body. It is the same with the fingers."
This is a useful analogy and it is good to walk around noticing how your legs move smoothly without stopping as the weight shifts. Also notice how important your feet movement is and compare this to the first joint of your finger or fingerpad.
Another important aspect of legato is the movement of the thumb. Dr. Kataoka used to say "Don't play piano like a monkey!" to students (and teachers) because they didn't move their thumb. She was fascinated at how students used their thumbs when texting on their cell phones.(it was popular in Japan before it was in the US) To play legato the thumb also has to connect the sounds by moving and not pushing. The movement is sideways the way that the hand naturally grasps or picks up something. If you try this you can observe how the thumb moves differently from the other fingers. When playing the piano this movement becomes unnatural because the sideways movement also must make the key go down in order to produce sound.
The connection of the physical feeling of the finger moving with the continuation of the sound enables direct playing so that the piano effectively becomes the voice. The sound and the movement become the same thing. The child makes this connection of how the movement of the fingers and body directly affects the sound in a similar way to how a baby learns to move it's mouth and tongue to produce different sounds.
The first step is the internalized sound. Please listen to the disc on low volume all the time.
Then by directing attention to the sound as much as possible in practice and in lessons, the child learns naturally how to move the body to get the sound that they want.
Here is a recent NPR article "Musicians Hear Better" which cites current research being done on the development of auditory discernment through studying music
Dr. Mark Jude Tramo, a professor of neurology at Harvard and director of the Institute for Music & Brain Science says in the article : A musician "is going to be able to do better on any task that involves auditory concentration."
For holiday listening I would like to recommend a wonderful disc with pianist Martha Argerich performing Tchaikovsky"s Nutcracker suite with Nicolas Economou in the two piano version as well as Tchaikovsky's Piano Concerto #1 with the Berlin Philharmonic orchestra. It is the first disc on the Listening Recommendations page of this website.
I hope you are enjoying the journey of this research. Thank-you for you attention to it.
Leah Brammer
Click Here for the link to the next Twinkle Lessons Blog
The skills already learned can become easy and natural through the depth of learning that comes with time. Dr. Suzuki says: "Never hurry, don't be lazy" This is a good time to balance the busy holidays with practice sessions that do not hurry to the next skill.
Dr. Suzuki also said:"Knowledge plus 10,000 times equals ability."
Core Education is direct experience that integrates the mental realm with the physical and develops ability. Connecting the sound with the physical action is an integration of the physical with the mental and leads to an integration with the emotional and inspirational.
When the ability to play is developed so that the thinking and physical movements are not occupying the persons total concentration, but are integrated into the experience the student can "play by heart".
At this time it is important for the skills acquired be repeated enough times that they become a framework for other learning which will be built on top of it. The "framework" can also be compared to the software on a computer, or a map. Children's brains are forming the neural pathways that are like highways for later traffic. It is much harder for adults to acquire new frameworks -like learning a new language for example or using technical devices.
This is why childhood is so important.
The framework for playing piano is being developed through playing the Twinkles.
It is so wonderful that the Twinkles develop both pattern memory (the sequence of the notes in Twinkle) and pattern differentiation (the rhythms in the variations).
This absorption of the learning will enable the child to apply the framework of producing sounds to the new pieces.
Teaching legato is perhaps the most difficult and most important task to teach beginning piano students. When students play staccato it is much easier to relax the hand. When students first play legato there is a strong tendency to keep "pushing" to hold the note down.
Dr. Kataoka relates playing legato to walking:
"For legato, all we need is to do with the fingers on the keyboard what we do with our legs when we walk normally. Human beings are not naturally stiff and do not find it hard to move. Normal people shift their body weight from one leg to the other with true dexterity, and walk lightly while smoothly balancing the body. It is the same with the fingers."
This is a useful analogy and it is good to walk around noticing how your legs move smoothly without stopping as the weight shifts. Also notice how important your feet movement is and compare this to the first joint of your finger or fingerpad.
Another important aspect of legato is the movement of the thumb. Dr. Kataoka used to say "Don't play piano like a monkey!" to students (and teachers) because they didn't move their thumb. She was fascinated at how students used their thumbs when texting on their cell phones.(it was popular in Japan before it was in the US) To play legato the thumb also has to connect the sounds by moving and not pushing. The movement is sideways the way that the hand naturally grasps or picks up something. If you try this you can observe how the thumb moves differently from the other fingers. When playing the piano this movement becomes unnatural because the sideways movement also must make the key go down in order to produce sound.
The connection of the physical feeling of the finger moving with the continuation of the sound enables direct playing so that the piano effectively becomes the voice. The sound and the movement become the same thing. The child makes this connection of how the movement of the fingers and body directly affects the sound in a similar way to how a baby learns to move it's mouth and tongue to produce different sounds.
The first step is the internalized sound. Please listen to the disc on low volume all the time.
Then by directing attention to the sound as much as possible in practice and in lessons, the child learns naturally how to move the body to get the sound that they want.
Here is a recent NPR article "Musicians Hear Better" which cites current research being done on the development of auditory discernment through studying music
Dr. Mark Jude Tramo, a professor of neurology at Harvard and director of the Institute for Music & Brain Science says in the article : A musician "is going to be able to do better on any task that involves auditory concentration."
For holiday listening I would like to recommend a wonderful disc with pianist Martha Argerich performing Tchaikovsky"s Nutcracker suite with Nicolas Economou in the two piano version as well as Tchaikovsky's Piano Concerto #1 with the Berlin Philharmonic orchestra. It is the first disc on the Listening Recommendations page of this website.
I hope you are enjoying the journey of this research. Thank-you for you attention to it.
Leah Brammer
Click Here for the link to the next Twinkle Lessons Blog
Subscribe to:
Posts (Atom)
