October 17, 2025 • 58 mins
#OnTheDot with Dot & Mia: Math gets a creative makeover in “The Art of Math” featuring Laureen C. Pelayo, a Las Vegas Waldorf educator who turns numbers into hands-on wonder.
Inspired by her son with autism, Laureen founded Artsy Zartsy to fuse academics with art—using everything from clay and crochet to chalkboard sketches to make math joyful, tactile, and trauma-free.
This podcast is presented in partnership with the University of the Philippines Alumni Association of Nevada.
#TheArtOfMath #OnTheDotPodcast #ArtsyZartsy #MathIsBeautiful #WaldorfEducation #NeurodiverseLearning #FilipinoEducators #LasVegasTeachers #CreativeClassroom #MathWithHeart .css-j9qmi7{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;font-weight:700;margin-bottom:1rem;margin-top:2.8rem;width:100%;-webkit-box-pack:start;-ms-flex-pack:start;-webkit-justify-content:start;justify-content:start;padding-left:5rem;}@media only screen and (max-width: 599px){.css-j9qmi7{padding-left:0;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;}}.css-j9qmi7 svg{fill:#27292D;}.css-j9qmi7 .eagfbvw0{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;color:#27292D;}
Inspired by her son with autism, Laureen founded Artsy Zartsy to fuse academics with art—using everything from clay and crochet to chalkboard sketches to make math joyful, tactile, and trauma-free.
This podcast is presented in partnership with the University of the Philippines Alumni Association of Nevada.
#TheArtOfMath #OnTheDotPodcast #ArtsyZartsy #MathIsBeautiful #WaldorfEducation #NeurodiverseLearning #FilipinoEducators #LasVegasTeachers #CreativeClassroom #MathWithHeart .css-j9qmi7{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;font-weight:700;margin-bottom:1rem;margin-top:2.8rem;width:100%;-webkit-box-pack:start;-ms-flex-pack:start;-webkit-justify-content:start;justify-content:start;padding-left:5rem;}@media only screen and (max-width: 599px){.css-j9qmi7{padding-left:0;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;}}.css-j9qmi7 svg{fill:#27292D;}.css-j9qmi7 .eagfbvw0{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;color:#27292D;}
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Speaker 1 (00:00):
On the Dot is presented by Benjamina Mia Casino licensed
real Estate Professionals since two thousand and eight license number.
Speaker 2 (00:09):
S zero one sixty six nine nine nine one LC.
I'm moving to Vegas. There's no better time than now.
So what are you waiting for? Called Benjamina today at
seven zero two two eight one nine zero sixty three.
MIA is also on Facebook, LinkedIn and Instagram. You can
also visit www Dot Benjamina Mia Casino dot com and
(00:33):
view available homes anytime. Remember the house wins when you
bet on Benjamina Mia Casino. It's a lunch hour in
Vegas and we're on the Dot with Dot and meya
(00:54):
here on PHLV radio.
Speaker 3 (00:58):
Hey everybody, duncan HALLI or no. Good evening, afternoon, good morning,
but don't see shoe and show Hi. My name is
Dorothy to and welcome to on the Dot and it
is by AA. I'm losing sight of our fifth calendar.
(01:21):
Middle of October, Napola okay.
Speaker 4 (01:23):
So Hi Mia, Hello, Hello, Hello, how are you?
Speaker 3 (01:30):
I am getting ready for the Grand Reunion and Convention
in Houston, Texas for our awarding Mia. Congratulations U p
A Nevada.
Speaker 4 (01:43):
Yes, congratulations to all of us.
Speaker 3 (01:48):
Poun my head dress.
Speaker 4 (01:55):
We are we going to Texas already Thursday? Ipala?
Speaker 3 (02:01):
Yes, yes, tomorrow, alrighty so without further ado, may I
introduced when I I think guests also a yupahan person.
Speaker 4 (02:11):
Yes, it's a member highlight yupa and member highlight, which
also is our incoming secretary for twenty twenty six de
bar Yes, I think, yes she is secretary and she
is also a middle school mathematics my.
Speaker 3 (02:31):
Favorite your favorite subject, Mia.
Speaker 4 (02:35):
Not my favorite subject? Mathematic teacher Matt and Demopa Tape
pronounced nin intimidate Naco mathematics teacher currently teaching a Waldorf
inspired school in Las Vegas, Nevada. Art integration has always
been part of a tay. Pronounce c r u x.
(02:57):
How do you pronounce that?
Speaker 3 (03:00):
The CROs crocs crocs crew crooks google calls Go ahead,
I will google it.
Speaker 4 (03:15):
You for teaching career of over two decades for her
art lessons, you know, for for her art lessons. The
trauma of learning as concrete meets the abstract, especially with mathematics.
(03:37):
In how I approached maths, must not enjoy math using
that No.
Speaker 3 (03:45):
Yes, crocs crocs, Okay, she's correct, correct crocs. What are yorks.
Speaker 4 (03:59):
Ing pain and watercolors? Actually k nominate Nissa art did
Oh yes, we have your murder our guest Niko, and
I'm interviewing Altsha. Miss Loreen Pelayo. Welcome to the show.
Speaker 5 (04:17):
All right, good evening, good afternoon or good morning, yeah.
Speaker 3 (04:21):
Or good good noon or whatever yeah, comes to coloren
Ah Good.
Speaker 5 (04:29):
Today has been an interesting day, or should I say
yesterday we went to a field trip to the Bodies
exhibit in the Luxor. So that was my first field
trip ever in the school here in Las Vegas, and yay.
Kids are well behaved, kids were engaged, they had fun.
(04:52):
So the class I took is both grade seven and eight,
so their ages range from twelve to thirteen years old
and a lot of fascination with their bodies because they
are pubert ousis in puberty heading into teenagerhood and perfect timing.
(05:12):
This is what I like about Waldorf, the Waldorf curriculum.
They really put physiology in anatomy in that age range
of grade seven grade eight. So the opportunity to go
to this museum was awesome. I mean we saw everything skeleton, muscles, nerves,
all the organs and even the development of the fetus,
(05:36):
and the kids were excited, not subdued, but yeah, they
had they had a lot to share and to say
when we got back to the classroom.
Speaker 3 (05:47):
Wow, a.
Speaker 4 (05:55):
Encyclopedia Abougristanica. That one a book of no popular science, popular.
Speaker 5 (06:05):
Popular mechanics, no popular science science. Yeah.
Speaker 4 (06:10):
I really found that encyclopedia very interesting. I read it, but.
Speaker 3 (06:17):
Up, yeah, okay, it's on a good latter homia. You know,
after reading Loren's bio, I was so delighted with the
word Waldorf when I saw it, because you know, my
son is a Waldorf school kid since first grade hang
(06:39):
Gang until he was six years sixth grade, and then
we came here's the US and we looked for Waldorf
school at the time in twenty twelve, I couldn't find any,
so I put him in a public school.
Speaker 2 (06:54):
So me.
Speaker 3 (06:54):
You remember our guest ce Kate Sea Catherine Tember, She
was in the studio when she when she visited Las Vegas.
She she owns the Tuburan Institute. I remember we had
a very u paran lalin At in conversations studio and
(07:14):
we had to ask her several times in practical terms,
how do you do that what do you mean, you know,
what's the difference between Waldorf school and public school and
regular school. So when I saw Laurenes Bio, I said, wow,
and she knows another person whom I know, So you Angeling, Yeah.
Speaker 5 (07:37):
I measure I've met Kate also. I think in one
of the professional developments. I used to work in Akasha
Waldorf School in Santa Rosa, Laguna, and almost every year
we would have professional development and people from Gmut Cogan, Ballet,
(07:58):
Sophia from and Tuboran from the ban they would come
for professional development. So somewhere somehow I have met a
few of the people there and hopefully they remember me too.
But yes, so it is really an interesting pedagoguy.
Speaker 3 (08:19):
In your own words, Loreine, how does it differ from
normal school regular school? Very shortly? Yeah, yeah, uh huh
uh wal door for dummies.
Speaker 5 (08:32):
Yeah, okay.
Speaker 2 (08:34):
No.
Speaker 5 (08:36):
I've always been a traditional teacher, and I started out
as a Catholic school teacher in Harlem, and then after
about nine years of that, I went on to the
public schools in the Bronx, which is public school traditional.
After that, when we went home to the Philippines twenty fourteen,
(08:56):
around twenty fifteen, twenty sixteen, we found Akasha Waldorf and
I had no idea what that was about, but I
walked in. I wanted to know more about their tuition,
just asking as a parent, but no I knew nothing
about the pedagogy. They found out I was a math teacher.
(09:17):
They needed a math teacher at that time. And when
I joined their school, I started to slowly learn about Waldorf.
And I think if we were going to say Waldorf
for dummies, it takes it takes the whole child. Don't
hear holistic education, holistic health, all of that. And when
(09:37):
they really say head, heart and hands, a child will learn,
not just with their head. Usually traditional schools, even Catholic schools,
you will memorize things and then you will hopefully know
it by heart. But most of the time it's just knowledge, knowledge, knowledge,
But when are you going to use it? When will
you experience it? And that's what I love about Waldorf schools.
(09:59):
They go beyond just knowing it your head. You will
know it by heart, you will use it, you will
use your intuition. And of course, the best way to
learn for anyone, whether you are a child or an adult,
is with your hands, by doing it by touching it,
by using all of your senses. So I would like
to think you connect to the world not just through
(10:20):
your head, but with walderf education, your whole body and
your spirit. Yeah, that's all say how different it is
from traditional schooling?
Speaker 3 (10:32):
Right, speaking of spirit? Inter commercial mona in commercial nating
is you chose this deck of cards, which we always
do here. It's a show the Angel guide. Okay, so
pick a number based on your intuition. Laurene Tamasca three
(10:58):
ninety eight.
Speaker 5 (11:00):
Simple, they came seventeen. It's a nice prime number.
Speaker 3 (11:06):
Were grabbing me up? Number?
Speaker 5 (11:08):
Well, it's it's also my youngest daughter's age.
Speaker 3 (11:13):
From the top or from the bottom, from the top,
from the top prime numbers.
Speaker 4 (11:21):
Yea, me and Matt an Excrasha, I.
Speaker 5 (11:30):
Don't know I can make you fall in love again?
Speaker 3 (11:37):
How do you do that? Singing outen? How do you
make as adults? For example, coming mea, how do you
make it?
Speaker 5 (11:43):
Was not just adults, because children come into my class.
I hate math. I don't like math, and then they
get that either they did struggle from their prior years
in school or from families. Families will say that they're
not good and then it becomes a family conversation. But
I always start my school year with telling a math story.
(12:06):
And we always think math is numbers, and it is
generally it is, but it's not. It is patron finding,
it is sequencing. It is literally. When I taught some
older chus, older students, I think there was grade eight
or grade nine, they said, I just can't do the math.
And I said, well, who dressed you up this morning?
(12:27):
Said well I did. Did you put your socks on
first or your shoes? I said, well, of course I
put my socks on first. Well who told you? Why
not your shoes first? It doesn't make sense. I go,
that's math. You make sense of the world around you
by the patterns that you do. So you cannot say
that you're not good at math unless somebody had to
(12:48):
dress you up this morning. So I always start with
not just numbers. You can tell math with words, with gestures,
dressing up, and then most importantly, pictures. And math is
the relationship between quantities. And if you know that something
is bigger, you know something is more expensive, you know
(13:12):
something is cheaper, that's math. And it doesn't even matter
if there's numbers involved. If you were offered let's say
somebody cut a sandwich supposedly in half. He imagine appalling.
And they give you those two choices. If you are
a child, you choose the bigger one. That's math already,
so you just have to look at that relationship first
(13:37):
and once you get it there, the fractions will follow
and addition, subtraction, all of that. Then it gets a
little more complicated because I have to of course introduce
algebra statistics. But those are all patterns. Also, the best
part for me, or one of my favorite topics or
branches of math is geometry. Not have any numbers until
(14:01):
sometime later in the end, but just to draw, just
to put those triangles, those circles, and those squares together.
The kids are like, oh, this is math, and I go, well,
if you can count, besides, you know that you have
a triangle or you know it's square.
Speaker 4 (14:17):
So that's that's what I do with that. My mom
is a is an architect, So when I was in
high school, I was asking her to tutor me. So
John three so I was I couldn't understand what the
difference is, or what a sign and a co sign is.
I was asking her to explain what is a co
(14:39):
sign and what is a sign? And she kept saying,
just memorize it, yeah, the pacablica. No, you have to
tell me what it is for me to understand it.
So Sab, just memorize it. And then so Nan, I
don't know how I passed it, but I did memorize it.
(15:00):
I memorized it, but I enjoy. And then I met
this teacher I think a month ago, who explained to
me what it was and don't.
Speaker 5 (15:15):
Yeah, yeah, it's well, you know I I occasionally tutor
from time to time all the way up to high school,
and trigonometry is an all time favorite. Please can you
tutor my child in that? And that is the sign,
the cost sign, the tangent. But if you all, yeah,
(15:35):
if you strip away all of those fancy words, it's
just a triangle and its relationship to.
Speaker 4 (15:40):
Be sis, just a relationship before maybe n a geometry.
But you know, I didn't understand that it was. I
was like, what what is it? What is a sign?
What is a co sign? I kept on I just
memorized it. That's why she said memorized.
Speaker 3 (16:02):
But there was this there's this little notebook, little booklet
on the sign called sign tangent called tangent that you
have to look through SA college with tiny, tiny numbers.
Speaker 5 (16:14):
Yeah, the very small increments, and that's it. You'll notice
it gets bigger and bigger, bigger or smaller and smaller,
but it doesn't tell you why the pattern works like that.
So when I do almost like an introduction, it's as
early as grade seven, we do triangle theorems, and we
use a compass on a straight edge. We draw triangles
(16:36):
and we measure them, and then that's it. And then
once you figure out how to measure that somewhere sometime
in high school I think grade ten, then you take
those measurements and then you get those weird numbers and
decimals in that little book. Although you know, I think
in high school here they use if not scientific calculators
(17:00):
t I eighty three, t I eighty four or on
the computers desmos. I'm not quite versed in that. That's
really further up in high school. My my forte or
my love Dela is middle school, and in Waldorf we
try to avoid technology. Band on calculators, a classroom goal calculators.
(17:22):
You will solve it, but you will have to show
me how you solved it a go kite mali answer.
I mean eventually will correct the answer. But if you
can show me your thinking, Naman, it's just the arithmetic error,
that's it. That's that's my goal. Made you understand when
(17:43):
you add, you put something together, Luma lack in quantity
good enough for me. So for now, let's say two
plus three seven okay, but you know that it's going
to get big. Mejiailmunayo and figure out that it's five.
Speaker 3 (18:02):
Yeah, so you said, yeah, the art of how do
you use art to teach math?
Speaker 4 (18:11):
For example?
Speaker 5 (18:14):
And mia so as I said, there are a lot
of people who are just not well versed in numbers,
but they must be gifted somewhere. Maybe you're good at drawing,
so we have the compass, the straight edge, or even
freehand drawing, and then you can figure out if you
draw let's say a house alman noma, the roof is
(18:35):
on the top, and then you also know that you
will draw it in such a way that the house
won't topple or something like that. So that's drawing. Another
one is storytelling. Can you tell me a story? So
let's say that you have that two plus three okay,
So in numbers. We know two plus three plus five.
But if you can put it in your mind and
(18:56):
you don't want to think so much of the numbers.
I have two apples, I have three oranges. When I
put them together in a basket and I paid for them,
I came out of the store with five fruits. If
you can take those words and you write that story,
then that's still telling math and using your your your gifts.
(19:18):
I just had a recent lesson on integers. So we
have negative numbers, we have positive numbers. We have the
X axis, y axis, the axis, so that means going forward,
going backward, going left, going right, going up, going down.
One of the ways that I teach. So of course
we look at the formulas, we look at the numbers itself,
(19:40):
number lines, We do the drawings. But one of the
presentations that my students have to do is to do
a choreography. They have to dance it or if they
don't want to dancey geah. I have boys create I
don't care a sports, play a battlefield simulation and show
me tell the story. They'll yell out the story. They
(20:02):
will do action. They will run and say we'll run
four steps forward out before and then it'll be like
catch that ball, go back three, negative three, and they'll
do all of that, and it was amazing. I had
two girls who said no, they wanted the dance, so
they did that. They did their little you know, wiggle
and everything like that. They were the only ones who
(20:23):
did what they call the z axis. One of the
girls lifted the smaller girl up and she said positive too,
one two, and then I'm going to walk forward I
don't know how many steps, and then backward and then
I'll put her down negative two, one two. That's how
I do intechers. They had fun. We were out in
the school field. They were running around and why not,
(20:47):
And it's it's in their head because after that you
come into my classroom.
Speaker 3 (20:51):
Aye.
Speaker 4 (20:51):
Yeah, Ala.
Speaker 5 (20:52):
I still have to give you the numbers. You still
have to add subtrap multiplying device.
Speaker 2 (20:57):
But it.
Speaker 5 (21:00):
Sticks better. Then you sit there and memorize. If I
go positive plus positive equals positive, negative plus negative equals negative.
If I multiply, it's positive. It's it's so different if
you do it with your bodies, and you do it
not just thinking, but you keep it in here in
(21:21):
your heart. I remember, I remember the feeling, not the emotion,
but the intuitive feeling that if I go up, I
have to add or I have to go positive above
sea level. If I have to go down, or if
I have to go to the left, or if I
have to go backwards, that is the feeling of pulling back.
(21:44):
I have to be negative.
Speaker 3 (21:45):
Oh my goodness, you get that.
Speaker 5 (21:48):
You know some math?
Speaker 6 (21:50):
Me do.
Speaker 5 (21:58):
The dance.
Speaker 3 (21:59):
Yes, he's a dancer, so.
Speaker 5 (22:03):
You don't know you've been. So if you're a dancer,
you are a mathematician. Dance is math in movements the beats, yes,
and music is math in sound. Yeah, you cannot escape math.
Speaker 4 (22:20):
That's what I tell my students, and go and explain
langtak and how Hawaii.
Speaker 5 (22:32):
The day the truth. So I've been teaching what's a
nine seven but sixteen seventeen years before I met Waldorf.
When I started teaching Waldorf and the professional development and
the research and the readings and actually working with the students,
I was like, oh my gosh, I have to agree
with you. I wish I had been taught that way too.
(22:56):
Jeopardy in high school? What's this college you be? You
don't go around dancing in up? Could you imagine? That's
a Palmholka, and then your history teacher tells you to dance,
or your Math seventeen or Mac eleven teacher, so they
get your algebra, and then I want you to create
(23:17):
I don't know, a painting or it's it's It would
be wonderful if if we did get oh professors to
get that, but not not yet. Maybe you'll be blessed
if you can get algebra.
Speaker 4 (23:28):
No, my algebra. What's the first algebra? Algebra one? Yeah?
Speaker 5 (23:36):
Yeah, what are you talking about? I took calculus two
or math fifty four, and the professor drew what's called
the lima son So it's just a it's a loop
and then there's like a little loop inside, so it's
like a double loop. And then you're supposed to find
(23:58):
the area using integrals and and all of that, and
you going in Indiana. I will admit it, I could
not visualize it because he did grade six in Waldorf.
That's when I start teaching compass and straight edge. And
then we did like a series of circles. So calculus
(24:19):
means you take a series of circles or curves and
then you can find their area or their volume. This
is grade six. I'm not teaching area or volume. We
just drew this and it was a limass on. And
I said, if I had, if the professor had drawn
it where I can understand the curves are getting bigger
and the curves are getting smaller, and that's some sort
(24:41):
of pattern. But Khanaman, I would have done better. It
was he didn't. He just then here's the formula, but
then the actual drawing. And me as a teacher to
sixth graders, twelve year olds, eleven and twelve year olds,
it was like I san Andaman that was explained that way,
(25:03):
especially if you're a visual learner. Yea, most people are
visual learners, so Sana, but it's yeah, it is, it
is what it is, and I've I've always said. Also,
there was a recent so my daughter and one of
her friends met the Philippinas for dinner and we talked
(25:24):
a little bit about the schools that we're in, and
my daughter's friend said, oh, I wish that we could
do that, but my school doesn't have those things either
cool on you. I don't know books or the laboratory.
But I said, there's no school that can give you
one hundred percent of what you want, except for maybe homeschooling.
(25:47):
But what you can do, because she's a twelfth grader. Now,
what you can do is don't blame the school for
not having enough. No school will ever have enough. If
you know it's missing something, you have to take the
initiative and research on your own. Um, ask for help.
(26:09):
Do you need test tubs or something? And then mommy says, oh,
I can help, and yes, and then do those experiments,
or do those readings, or or do whatever it is
that you think your school cannot provide you at home.
Because the moment you take that step where you say
I cool on in school, go either you make it
a reason or you make it an excuse. If it's
(26:31):
an excuse, a coolang, I can't do anything. You won't
do anything. Excuse. Yeah, but it is a reason. Yes
the school doesn't have it, but it's a reason for
you to find another way problem solving. And that's what
we need, that's what we need for our youth.
Speaker 4 (26:48):
Yeah there. Until I know, until I was working, I
demand also into Philippines and finger math. I wanted to enroll.
Speaker 3 (27:01):
A finger math mia I.
Speaker 4 (27:05):
If you, if you, I love it by a new
finger macularine.
Speaker 5 (27:09):
The only one I know is when you multiply by nine.
But I really want so nine times three, so two
seven twenty seven? Yeah, yeah, nine, I know, I know,
I know how the nine. Tell my students, don't don't
(27:34):
be ashamed to use your fingers if you're in a
situation that you feel someone will laugh at your whatever,
they put your hands under the desk.
Speaker 3 (27:43):
No, no, no, no.
Speaker 4 (27:44):
I think that's up on a grade school you know,
when they ask, Yeah, they don't want to see that.
Speaker 5 (27:49):
But you know what, if you watch maybe some Ted
talks or some just scientists or mathematicians who talk, you
will see them holding their fingers because they're holding the
point of their their discussion. And I do that too,
and there are and I don't quote me on this,
(28:11):
but I believe I've seen an Indian and Chinese mathematicians
as they're thinking and writing whatever it is that they're
solving for, they're they're using their fingers, but they're not
saying one plus one with their fingers. They're really holding
the idea there. So I said, there's no shame in
putting it in your hands if that's where you can
(28:31):
hold it.
Speaker 4 (28:32):
Yeah, I think that's all Maca agreats because you know
how they the competition you Mago and anteosa multiplication table
and then they ask it to step forward. If you
get that ian oh na, what do you do with
the introverts? And then you get the answer and then
(28:54):
you're left behind? And I think that's roll map.
Speaker 5 (29:00):
Okay, hopefully they've they've stopped some of those practices. I mean,
you still need to know your multiplication and addition tables,
but at a speed that is comfortable for you. But
you should still challenge yourself to go faster yourself, not
(29:22):
outside influences that would shame you. Yeah, that that would
be yeah, yeah, I remember my youth to.
Speaker 3 (29:39):
Ruler. But no, well are you left behind? Oh yeah, yeah,
(30:05):
all right, t Yeah, So let's take about Let's take
a short break. Like I said earlier, we'll be in Houston,
so uh salamatayo organizing the Grand Reunion Convention.
Speaker 5 (30:23):
Loren No, what's the school year in the midst of yeah?
Speaker 3 (30:31):
Oh, well, break diamond break mona, I'm on the dot.
Let's take a very short break and we'll be right back.
Speaker 2 (30:37):
Okay, moving to Vegas. There's no better time than now.
So what are you waiting for? Called Benjamina today at
seven zero two two eight one nine zero sixty three.
Mia is also on Facebook, LinkedIn, and Instagram. You can
also visit www dot Benjamina Mia Casino dot com and
(30:59):
view available homes anytime. Remember the house wins when you
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Speaker 3 (31:14):
And I'm back on. Okay, everybody, we are back on
the dot. And it's beautiful. The weather is beautiful in
Las Vegas, and I'm sure somewhere else it's also beautiful.
Although Mimdelinol is a Pilipinas, so I don't know how
to say that. I don't know how you're going to
take care of yourselves, but you know it's the earth shaking,
(31:36):
so just just take shelter, alrighty. So, I mean it's
a Las Vegas. It's getting cooler and cooler and we
love that. So before we return to our guests, see
Lourent Palayo, let's have Mia, our current president of up
Alumna Association of Nevada, say something about the our organization there.
Speaker 4 (32:01):
Yes, we would like to invite you if you are
a graduate of at the University of the Philippines.
Speaker 3 (32:08):
Any hell us.
Speaker 4 (32:11):
Here us You're what come to join us University of
the Philippines Alumni Association of Nevada. Just text me or
email me at meam Casino at gmail dot com or
call me or text me at seven O two to
eight one nine zero sixty fifty dollars for lifetime membership
(32:36):
one time long and then you can join us. Also
for the g r C. Would you like to talk
about that dot Yes, but not this weekend na Sha.
Speaker 3 (32:48):
Yes, Yes, Friday and Saturday, and you can still register
if you want about Lourenca Friday in the call Hart cell.
Now okay, just stay here the Capanama break, you can
we accept walk ins b the PA since Friday and
(33:12):
Saturday Anatomia Western theme and Jubilarian night okay, Cowboy indigant
hand and the next day would be formal or Pilipiniana.
So I suppose to Ramasayaya because we have over two
(33:33):
hundred twenty. We're aiming for two hundred and fifty attendees.
Speaker 4 (33:39):
And Edward the recipients. One of the recipients of the
Alumni Outstanding Organizations.
Speaker 3 (33:50):
Yeah alumni chapter or alumni organization is.
Speaker 4 (33:56):
Wisconsin, Yes, Nevada and.
Speaker 3 (33:59):
Wiscon Sin So me I will be accepting the award
award is the Oblacians statuette. Congratulations to us and to
the other awardees. And I have a feeling that we
will be inviting the other awardees here on the dot MEA.
I think it's very important. We would like to do
(34:20):
that to give voice, to amplify the voice of the
Isklara Bayan Taiama is colar because the government subsidized our
tuition is cola Colar, Nat Lauren, she's here, she's teaching
math here, Lauren. You know when I was looking around
(34:40):
coming in from San Diego from California the other week,
I was looking around a strip and said, look at this.
This city is complete. Nayata a void, Madona time sphere.
It's complete with geometric solids, may sphere. We have a
(35:01):
square pyramid. You look sore where you went to It's
a square pyramid. Correct, Yeah, we have the sphere. Of course,
we have anoder cylinder is uh is in cylinder and
allegiant and T mobile is it? Is it a cylinder, cylindrical.
Speaker 5 (35:31):
Rounded, yeah, yeah, oloid yeah, oval cylinder yeah.
Speaker 3 (35:40):
Yeah, of course, the square uh young square. Jeez, I
forgot mylar prism, rectangular prism it's a rectangular prism. A
box is a rectangular.
Speaker 4 (35:58):
Stratosphere.
Speaker 3 (36:00):
The stratosphere I mean tower tower yeah, cylindrical, then parts
of it is cylindrical.
Speaker 5 (36:12):
Cone win win.
Speaker 3 (36:17):
Yeah, curbsha win Yeah. So Magandafield trips in Last Vegas
and learn about the architecture divices, still math, it.
Speaker 5 (36:29):
Still is quiet. And then of course it is the
city known for its recreational mathematics. I like that recreational mathematics.
I know, yeah, politically correct mathematics. I can, however, to
(36:57):
Las Vegas, the recreational mathematic And then in pa.
Speaker 3 (37:06):
Intuitive calculation, that one's a nice one. I like that one.
Speaker 5 (37:11):
I'm gonna take that one.
Speaker 3 (37:13):
In a man and card more Loreen, Yeah, the card
is in the I in the group chat not Then
it says what can you can you read it? Loreen?
Speaker 4 (37:26):
Yeah?
Speaker 5 (37:27):
Raise your vibration?
Speaker 3 (37:29):
Mm yeah yea.
Speaker 5 (37:36):
Well I actually kind of use something similar in my classroom.
It's elevates, elevate yourself, elevate your vocabulary, please elevate your behavior.
So bring yourself up and bring others with you. And
I think this is this is an interesting way of
saying raise your vibration. And I'd like to think if
(37:59):
you're gonna raise your own self, your spirit, your body,
the whole thing, bring others along.
Speaker 4 (38:05):
For the ride to.
Speaker 5 (38:08):
Everybody, which so you know, avoid that crab mentality. But
that's the opposite. I think that would be my interpretation
for this this angel card.
Speaker 3 (38:21):
Yeah you yes, yeah, so you're so. I really appreciate
you Mia for nominating. Did you nominate Loreen to be
the same. They raised some vibration on your part.
Speaker 5 (38:37):
I thought, beauty, yeah, and then it's.
Speaker 3 (38:44):
Yes, how your how your? I mean, we did really
good last year, this year during the four year terms,
the four years of your two terms via raising the
vibration of up a in a bad uh. And this
coming term, I think with Loreen as a secretary, I
think we're going to do brighter and higher.
Speaker 5 (39:08):
We have we have big shoes to fill a lot time.
Speaker 3 (39:14):
Yeah, if the young card more Loreen. This is what
it says, correct, You're so in line with what you're saying.
It says it's time to move up a level, It's
time to fly high. You may have experienced some setbacks
or felt low recently, but that is behind you now
and you have the opportunity to light up like never
(39:36):
before card. Everything in the entire universe is comprised of energy,
energy because yeah okay, and that energy vibrates drawing towards
its similar energy. So raising your vibration means aligning yourself
(39:57):
with situations, people, places, and says that you know will
lift you up, support you, and help you grow. And
when this card appears, you have overcome the darkness and
are moving into a time of opportunity. Like a phoenix
rising from the ashes, you can be reborn from scorpio
(40:22):
phoenix plateau. Know that angels are acknowledging a commitment to growth.
You are filled with inspiration now and attracting only the
good and extended message. There's a sense of achievement around
you at this time, tam Aba, a sense of achievement
around your ship sectary math. You may be receiving documentation, certification,
(40:51):
or a reward of some description to acknowledge your growth
or experience. This is the time to cherish, a time
to enjoy the rewards of your commitment to living with
integrity and doing good. When we hear a card, it's
for all of us, for all of the of whoever
(41:12):
is listening. And you have overcome many challenges and written
above adversity, judgment, and possibly even abuse. You are ascending
spiritually and personally at this time, and the universe is
supporting it. This is the pathway of light, the pathway
of your soul's evolution, ascension, the assumption ascension.
Speaker 5 (41:36):
Oh that's that's interesting. I guess I could say that
Mia is my angel. At that point, before, you know,
when you said you would nominate me, I was at
the point where what else can I do? I mean,
I've been teaching. I thought about maybe I can mentor
maybe I can do something else. I've been a Cathochist
(41:59):
for quite a while, but I also felt like that
was not calling me this year, and just oddly, you know,
I mean, like I said, I had Kobiro the nomination,
the secretary in Plato and so many others agreed. Because
I got nominated and elected, I feel that it's a
(42:21):
push into a different level, not just a different path.
So I just want to say thank you for that.
Just it's almost like an awakening because I felt a
little lost. I know that whatever I'm doing is good,
but I felt like doing something different. So I just
want to say thank you for that. Of course, you're
welcome and you know, just to share why and what
(42:42):
I saw in you. You know how we did the
name plates, Deba. You could have just wrote your name, Deba,
but you know what she did. She pulled out the
watercolor pans and she did it so artistically. And I said,
there's something in this girl that you know, she's not
(43:04):
just doing it, she's doing it beautifully. You know, she's
putting her heart into it. And I said, there's something
in this girl. I'll nominate her for a second. Thank you.
So I mean, I hope you don't mind. I'm gonna
do a little shout out to another UP alumni association
because this part of feeling a little lost but then finding,
(43:26):
you know, finding myself and then with your nomination, your guidance.
I was part of what's called Project Kulmahan, So I
hope you don't mind throwing.
Speaker 3 (43:36):
That in No, No Go Ahead.
Speaker 5 (43:40):
Way back during the pandemic, there was a community pantry
that was set up in Maginawa and Up Village. They
ran into some trouble with that president at that time,
and the person was running it, her mother is one
of my friends in college.
Speaker 3 (43:59):
And what's her name again, lady h So my.
Speaker 5 (44:04):
Friend is Zenna Bernardo, her daughter, I think is Piare,
and they they were trying to find ways. Of course,
this is not free to fund. And you know, you
try to say any excess you bring in, they'll cook it.
But you know it's difficult to sustain something like that
(44:25):
without some material value, without money monetary. And another thing
that was happening in Marikina is you know, that's the
place where they make shoes. It's known as the shoe
what's that the shoe shoe factory, shoe capital of the Philippines.
But nobody's buying shoes in the middle of the lockdown,
(44:45):
and they have to eat the shoemakers. So they have
what's called shoe lasts or in Kurma, the wooden shapes,
you know, for shoes for feet, and they started selling
it to I mean, they used it for cooking. They
were burning literally the foundation of their livelihood because well
(45:08):
they still have to eat. My friend Xena, what she
did was she and others uh in the up community
and other artists bought these lasts, went forth to decorate them,
to turn them artistic sculptures and pieces, and take those
pieces and sell to those who can buy them and
(45:31):
to continue funding both Marquina and community the community pantry,
and they spread out even further for like disaster relief programs.
At some point she and another friend of ours who's
in up g l A a greater Los Angeles, Yes,
(45:53):
wanted to get more artists here in the United States
and what's this present the showcase of this and also
try to to auction sell in order to continue funding
these programs. So again the community pantries, the Mariquina community
(46:14):
and disaster relief programs. So I found out about it,
I got invited, and I said, well, I just didn't
want to be invited. I also wanted to be one
of the artists. So sege habbell I got one of
my I got one of the last and I decided
to put in some of my Waldorf nests or art
to see that I got from Waldorf, put in a
(46:35):
little bit of sacred geometry, put in some of the colors,
put in some of the spirit and and all that
string art, and I created something that's called mathematics in
the universe.
Speaker 3 (46:48):
Do you have a picture of it?
Speaker 4 (46:50):
Oh?
Speaker 5 (46:50):
I don't have it like right now? Yeah, yes, oh, okay, sure,
all right? Or mathematica kalawaka if we're going to put
it in in Filipino or Filipino and it it gave
me that sense of you know, I I love my art,
I love my math, but what else can I do
(47:11):
other than make it look pretty and say, oh, look
at this, you know, to push forward programs like that.
So it was good and I was like, Okay, this
is I guess one way to bring this to our
alumni association. So that's one of the things that I'm
(47:32):
hoping to to promote as well with us and across
the United States, but can help our fellow Kaba Bay
and Pilipinas. And I think what really caught me was
the the disaster relief programs that my friend was talking about.
(47:54):
Part of it is to provide art programs for the children.
It's not just meant to be a distraction, but art
can also be a sort of therapy.
Speaker 4 (48:05):
They have to.
Speaker 5 (48:05):
Process this trauma and if not process it, at least
know that beyond what looks hopeless, art will provide hope.
So yeah, so that's my shout out to Project Pulmhan.
Speaker 4 (48:19):
That's a nice story and I didn't know about that.
That's start.
Speaker 5 (48:25):
Yeah, but there's there's no choice, you know, if you
have to choose with survival and art, is is the
least that you will think about when you're trying to survive.
Speaker 3 (48:38):
Yeah. So are you able to sell your No? Not yet.
Speaker 4 (48:43):
I'm a lot.
Speaker 3 (48:44):
Yeah.
Speaker 2 (48:45):
No.
Speaker 5 (48:45):
I I left it with them. I donated it. I
said whatever whoever wants to buy it, and I also
still try to promote it. All proceeds, one hundred percent
will go to them. I'm not going to take anything
out of it.
Speaker 3 (48:58):
Oh my goodness, I'm so excited, Like my mind is
running about you know, projects, No, yeah, next year projects
are you miya?
Speaker 4 (49:10):
Can I do?
Speaker 3 (49:10):
Know?
Speaker 5 (49:11):
We have our own projects here in what's this?
Speaker 2 (49:14):
You?
Speaker 3 (49:16):
So?
Speaker 4 (49:17):
Yeah?
Speaker 5 (49:18):
We we just you know, we shouldn't forget art as
therapy and art as hope.
Speaker 6 (49:24):
Yeah.
Speaker 4 (49:25):
I put that in for next year.
Speaker 3 (49:28):
And I'm even in my mind, you know, say, uh,
partnering with the children of your school, you know, like
have a day out meeting the the upie people, us meeting,
learning from the children, learning from your class, maybe how
(49:49):
to you know how to do art and all that,
all those things. You know you're with me, you know
the rhythm.
Speaker 5 (49:56):
Yeah, Well, the school is Waldorf inspire. So no, we
don't have a eurythmist still I'm I like I said,
I do the little things like choreography and integers. So
we still have movement with not just our bodies, but
hopefully with our minds and spirit.
Speaker 4 (50:15):
Oh fantastic, think of a project you think that and
then yeah yeah yeah.
Speaker 3 (50:23):
And to benefit the community, the film community, Laurent. You
know our platform now is you know PHLV. We're so
good at promoting the best, the cultural and the artistic
people in the community, you know, the endeavors and the advocacy.
So that's so good. I love it.
Speaker 4 (50:44):
I love this conversation very good.
Speaker 5 (50:47):
Yes, yeah, yeah, always.
Speaker 3 (50:51):
Yes, yeah yeah. So one of the hallmarks of our
show on the is uh the I really look forward
to the quotes that Nia gives at the end of
the show. We're coming to a close, really, but we
can talk about the quote too. Yeah, you know what.
Speaker 4 (51:14):
In quote correlate to what we've been talking about. When
I first looked at the quote, joke, but now that
we're talking about you, Saul Mahan, proteical Mahn, Listen to this.
My quote is anonymous, but it says mathematics gives us
hope that every problem has a solution.
Speaker 3 (51:39):
Grab Yeah, oh my God.
Speaker 4 (51:44):
Gives us every.
Speaker 6 (51:47):
Again.
Speaker 4 (51:49):
Mathematics gives us hope that every problem has a solution.
Speaker 3 (51:56):
Amazing, amazing. But yeah, yeah, you know the the the
Marquina story, the community pantry, your involvement in it as
a math teacher is it's just so exactly, it's so intertwined.
(52:21):
Everything is intertwined. But then.
Speaker 5 (52:25):
Knowing there's a solution, don't give up.
Speaker 4 (52:28):
There is.
Speaker 3 (52:28):
Yeah, that's that's so true. Local, amazing, amazing, So shout
out being Samoana Waldorf features that we know. H I
begin with Kate Stember, Like I said, we featured her.
There's a poetry Anna Slater. She's in in Ilo and
(52:56):
she with her husband, Warren Slater. They run the Gogo
h Uh Institute. And Jim and Tesla Sharman and Arlene
I believe the Arlene from Akasha that Losasa. Yes, it's
also these are artists, Miya, these are these teachers. Waldorf
(53:21):
teachers are artists and gardeners and musicians and intuitive healers
and and everything. Like laurencests, it's the holistic person. And
one of the things that really struck me while my
son was solving a mathematical problemasimea. They don't have lines
(53:43):
in their notebooks. Their notebooks are large, large, a parent
drawing books, novel lines. Okay, So one day Dan was saying, uh,
I said, what's your assignment? Dan? He said, nine? The
number nine? So what are you going to do with that?
(54:05):
What's what's the what's the problem, what's the what's the
teacher's assignment? He said, how do I get to nine?
And so he started. So he started doing things like
eight plus one, nine, ten minus one, nine, eleven minus
two nine. I said, oh my god, two plus seven nine,
(54:29):
you know eighteen divided by two nine, you know all
these things. And I said, oh my god, there are
many ways to nine. Yes, yes, And with that I said, wow,
there are many solutions to a problem. There are many
ways getting to one.
Speaker 5 (54:49):
I love how Yeah, that's how math is taught when
I do that similar assignment. So let's say it's nine.
I write it on the board and I said, well,
how do you get it? And I said, you can't
be wrong because that's the answer already. I just want
to know what is your solution or what is your question?
How would you ask it? The answers on the board,
(55:11):
so I tell them you can't be wrong. I wrote
the answer already, but I want to know what's in here.
Oh my god, Yeah, yeah, I know. It's just awesome. Yeah,
always a solution. It will be different for you, different
for me, different for for the children, but they will
get there somehow.
Speaker 3 (55:30):
Yeah. Oh I want to end show that. Yes, yah
for sure? Yes, okay, any words last words for you
from you learning for people watching us.
Speaker 5 (55:49):
This was something I got from one of my professional
development Why art. A lot of people think art is useless.
It's it's nothing, it's not even tangible. But to come
from the concrete things that you can touch, things that
you can hold, to the abstract ideas ideas that are
so difficult to describe, difficult to explain, art bridge is that.
(56:13):
So sometimes it could be a dance, it could be
a drawing, could be a song, it could be a poem.
But that moment that touches your soul, that's art. So
you can't call art useless. It will bring the abstract
ideas intangible to the concrete things that you hold, and
that understanding art, that's the human being, that's you, that
(56:34):
connects that too.
Speaker 3 (56:36):
Yeah, God very good.
Speaker 4 (56:42):
The next admin yes.
Speaker 3 (56:44):
And so with that, we want to thank our listeners
interview words, thank you very much for joining us, and
thank you Lareen, thank you so much. See you again
next week.
Speaker 1 (56:57):
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Speaker 6 (57:17):
Hello everyone, get ready for the twenty third UP Alumni
Association in America Grand Reunion and Convention co hosted by
the UP Alumni Association Houston. It's happening on October seventeenth
to eighteen, twenty twenty five, at the Western GALLERYA in Houston, Texas.
(57:39):
I am inviting you all to participate in this upcoming event.
It is going to be a great opportunity to reconnect
and celebrate together. We will reignite our school spirit, answered
firmly in our university's values, honor, accedence, and service. Along
(58:02):
with you, PAA in America President Winston Umali, you, PAA
Houston President Christine Suarez, ASCONA, UP President Angelo Imenez, and myself.
We look forward to welcoming you to a very memorable
weekend filled with cabaraderi and fellowship, so do please come
(58:24):
over and celebrate with us, Thank you very much, and
see you all
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S zero one sixty six nine nine nine one LC.
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MIA is also on Facebook, LinkedIn and Instagram. You can
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(00:33):
view available homes anytime. Remember the house wins when you
bet on Benjamina Mia Casino. It's a lunch hour in
Vegas and we're on the Dot with Dot and meya
(00:54):
here on PHLV radio.
Speaker 3 (00:58):
Hey everybody, duncan HALLI or no. Good evening, afternoon, good morning,
but don't see shoe and show Hi. My name is
Dorothy to and welcome to on the Dot and it
is by AA. I'm losing sight of our fifth calendar.
(01:21):
Middle of October, Napola okay.
Speaker 4 (01:23):
So Hi Mia, Hello, Hello, Hello, how are you?
Speaker 3 (01:30):
I am getting ready for the Grand Reunion and Convention
in Houston, Texas for our awarding Mia. Congratulations U p
A Nevada.
Speaker 4 (01:43):
Yes, congratulations to all of us.
Speaker 3 (01:48):
Poun my head dress.
Speaker 4 (01:55):
We are we going to Texas already Thursday? Ipala?
Speaker 3 (02:01):
Yes, yes, tomorrow, alrighty so without further ado, may I
introduced when I I think guests also a yupahan person.
Speaker 4 (02:11):
Yes, it's a member highlight yupa and member highlight, which
also is our incoming secretary for twenty twenty six de
bar Yes, I think, yes she is secretary and she
is also a middle school mathematics my.
Speaker 3 (02:31):
Favorite your favorite subject, Mia.
Speaker 4 (02:35):
Not my favorite subject? Mathematic teacher Matt and Demopa Tape
pronounced nin intimidate Naco mathematics teacher currently teaching a Waldorf
inspired school in Las Vegas, Nevada. Art integration has always
been part of a tay. Pronounce c r u x.
(02:57):
How do you pronounce that?
Speaker 3 (03:00):
The CROs crocs crocs crew crooks google calls Go ahead,
I will google it.
Speaker 4 (03:15):
You for teaching career of over two decades for her
art lessons, you know, for for her art lessons. The
trauma of learning as concrete meets the abstract, especially with mathematics.
(03:37):
In how I approached maths, must not enjoy math using
that No.
Speaker 3 (03:45):
Yes, crocs crocs, Okay, she's correct, correct crocs. What are yorks.
Speaker 4 (03:59):
Ing pain and watercolors? Actually k nominate Nissa art did
Oh yes, we have your murder our guest Niko, and
I'm interviewing Altsha. Miss Loreen Pelayo. Welcome to the show.
Speaker 5 (04:17):
All right, good evening, good afternoon or good morning, yeah.
Speaker 3 (04:21):
Or good good noon or whatever yeah, comes to coloren
Ah Good.
Speaker 5 (04:29):
Today has been an interesting day, or should I say
yesterday we went to a field trip to the Bodies
exhibit in the Luxor. So that was my first field
trip ever in the school here in Las Vegas, and yay.
Kids are well behaved, kids were engaged, they had fun.
(04:52):
So the class I took is both grade seven and eight,
so their ages range from twelve to thirteen years old
and a lot of fascination with their bodies because they
are pubert ousis in puberty heading into teenagerhood and perfect timing.
(05:12):
This is what I like about Waldorf, the Waldorf curriculum.
They really put physiology in anatomy in that age range
of grade seven grade eight. So the opportunity to go
to this museum was awesome. I mean we saw everything skeleton, muscles, nerves,
all the organs and even the development of the fetus,
(05:36):
and the kids were excited, not subdued, but yeah, they
had they had a lot to share and to say
when we got back to the classroom.
Speaker 3 (05:47):
Wow, a.
Speaker 4 (05:55):
Encyclopedia Abougristanica. That one a book of no popular science, popular.
Speaker 5 (06:05):
Popular mechanics, no popular science science. Yeah.
Speaker 4 (06:10):
I really found that encyclopedia very interesting. I read it, but.
Speaker 3 (06:17):
Up, yeah, okay, it's on a good latter homia. You know,
after reading Loren's bio, I was so delighted with the
word Waldorf when I saw it, because you know, my
son is a Waldorf school kid since first grade hang
(06:39):
Gang until he was six years sixth grade, and then
we came here's the US and we looked for Waldorf
school at the time in twenty twelve, I couldn't find any,
so I put him in a public school.
Speaker 2 (06:54):
So me.
Speaker 3 (06:54):
You remember our guest ce Kate Sea Catherine Tember, She
was in the studio when she when she visited Las Vegas.
She she owns the Tuburan Institute. I remember we had
a very u paran lalin At in conversations studio and
(07:14):
we had to ask her several times in practical terms,
how do you do that what do you mean, you know,
what's the difference between Waldorf school and public school and
regular school. So when I saw Laurenes Bio, I said, wow,
and she knows another person whom I know, So you Angeling, Yeah.
Speaker 5 (07:37):
I measure I've met Kate also. I think in one
of the professional developments. I used to work in Akasha
Waldorf School in Santa Rosa, Laguna, and almost every year
we would have professional development and people from Gmut Cogan, Ballet,
(07:58):
Sophia from and Tuboran from the ban they would come
for professional development. So somewhere somehow I have met a
few of the people there and hopefully they remember me too.
But yes, so it is really an interesting pedagoguy.
Speaker 3 (08:19):
In your own words, Loreine, how does it differ from
normal school regular school? Very shortly? Yeah, yeah, uh huh
uh wal door for dummies.
Speaker 5 (08:32):
Yeah, okay.
Speaker 2 (08:34):
No.
Speaker 5 (08:36):
I've always been a traditional teacher, and I started out
as a Catholic school teacher in Harlem, and then after
about nine years of that, I went on to the
public schools in the Bronx, which is public school traditional.
After that, when we went home to the Philippines twenty fourteen,
(08:56):
around twenty fifteen, twenty sixteen, we found Akasha Waldorf and
I had no idea what that was about, but I
walked in. I wanted to know more about their tuition,
just asking as a parent, but no I knew nothing
about the pedagogy. They found out I was a math teacher.
(09:17):
They needed a math teacher at that time. And when
I joined their school, I started to slowly learn about Waldorf.
And I think if we were going to say Waldorf
for dummies, it takes it takes the whole child. Don't
hear holistic education, holistic health, all of that. And when
(09:37):
they really say head, heart and hands, a child will learn,
not just with their head. Usually traditional schools, even Catholic schools,
you will memorize things and then you will hopefully know
it by heart. But most of the time it's just knowledge, knowledge, knowledge,
But when are you going to use it? When will
you experience it? And that's what I love about Waldorf schools.
(09:59):
They go beyond just knowing it your head. You will
know it by heart, you will use it, you will
use your intuition. And of course, the best way to
learn for anyone, whether you are a child or an adult,
is with your hands, by doing it by touching it,
by using all of your senses. So I would like
to think you connect to the world not just through
(10:20):
your head, but with walderf education, your whole body and
your spirit. Yeah, that's all say how different it is
from traditional schooling?
Speaker 3 (10:32):
Right, speaking of spirit? Inter commercial mona in commercial nating
is you chose this deck of cards, which we always
do here. It's a show the Angel guide. Okay, so
pick a number based on your intuition. Laurene Tamasca three
(10:58):
ninety eight.
Speaker 5 (11:00):
Simple, they came seventeen. It's a nice prime number.
Speaker 3 (11:06):
Were grabbing me up? Number?
Speaker 5 (11:08):
Well, it's it's also my youngest daughter's age.
Speaker 3 (11:13):
From the top or from the bottom, from the top,
from the top prime numbers.
Speaker 4 (11:21):
Yea, me and Matt an Excrasha, I.
Speaker 5 (11:30):
Don't know I can make you fall in love again?
Speaker 3 (11:37):
How do you do that? Singing outen? How do you
make as adults? For example, coming mea, how do you
make it?
Speaker 5 (11:43):
Was not just adults, because children come into my class.
I hate math. I don't like math, and then they
get that either they did struggle from their prior years
in school or from families. Families will say that they're
not good and then it becomes a family conversation. But
I always start my school year with telling a math story.
(12:06):
And we always think math is numbers, and it is
generally it is, but it's not. It is patron finding,
it is sequencing. It is literally. When I taught some
older chus, older students, I think there was grade eight
or grade nine, they said, I just can't do the math.
And I said, well, who dressed you up this morning?
(12:27):
Said well I did. Did you put your socks on
first or your shoes? I said, well, of course I
put my socks on first. Well who told you? Why
not your shoes first? It doesn't make sense. I go,
that's math. You make sense of the world around you
by the patterns that you do. So you cannot say
that you're not good at math unless somebody had to
(12:48):
dress you up this morning. So I always start with
not just numbers. You can tell math with words, with gestures,
dressing up, and then most importantly, pictures. And math is
the relationship between quantities. And if you know that something
is bigger, you know something is more expensive, you know
(13:12):
something is cheaper, that's math. And it doesn't even matter
if there's numbers involved. If you were offered let's say
somebody cut a sandwich supposedly in half. He imagine appalling.
And they give you those two choices. If you are
a child, you choose the bigger one. That's math already,
so you just have to look at that relationship first
(13:37):
and once you get it there, the fractions will follow
and addition, subtraction, all of that. Then it gets a
little more complicated because I have to of course introduce
algebra statistics. But those are all patterns. Also, the best
part for me, or one of my favorite topics or
branches of math is geometry. Not have any numbers until
(14:01):
sometime later in the end, but just to draw, just
to put those triangles, those circles, and those squares together.
The kids are like, oh, this is math, and I go, well,
if you can count, besides, you know that you have
a triangle or you know it's square.
Speaker 4 (14:17):
So that's that's what I do with that. My mom
is a is an architect, So when I was in
high school, I was asking her to tutor me. So
John three so I was I couldn't understand what the
difference is, or what a sign and a co sign is.
I was asking her to explain what is a co
(14:39):
sign and what is a sign? And she kept saying,
just memorize it, yeah, the pacablica. No, you have to
tell me what it is for me to understand it.
So Sab, just memorize it. And then so Nan, I
don't know how I passed it, but I did memorize it.
(15:00):
I memorized it, but I enjoy. And then I met
this teacher I think a month ago, who explained to
me what it was and don't.
Speaker 5 (15:15):
Yeah, yeah, it's well, you know I I occasionally tutor
from time to time all the way up to high school,
and trigonometry is an all time favorite. Please can you
tutor my child in that? And that is the sign,
the cost sign, the tangent. But if you all, yeah,
(15:35):
if you strip away all of those fancy words, it's
just a triangle and its relationship to.
Speaker 4 (15:40):
Be sis, just a relationship before maybe n a geometry.
But you know, I didn't understand that it was. I
was like, what what is it? What is a sign?
What is a co sign? I kept on I just
memorized it. That's why she said memorized.
Speaker 3 (16:02):
But there was this there's this little notebook, little booklet
on the sign called sign tangent called tangent that you
have to look through SA college with tiny, tiny numbers.
Speaker 5 (16:14):
Yeah, the very small increments, and that's it. You'll notice
it gets bigger and bigger, bigger or smaller and smaller,
but it doesn't tell you why the pattern works like that.
So when I do almost like an introduction, it's as
early as grade seven, we do triangle theorems, and we
use a compass on a straight edge. We draw triangles
(16:36):
and we measure them, and then that's it. And then
once you figure out how to measure that somewhere sometime
in high school I think grade ten, then you take
those measurements and then you get those weird numbers and
decimals in that little book. Although you know, I think
in high school here they use if not scientific calculators
(17:00):
t I eighty three, t I eighty four or on
the computers desmos. I'm not quite versed in that. That's
really further up in high school. My my forte or
my love Dela is middle school, and in Waldorf we
try to avoid technology. Band on calculators, a classroom goal calculators.
(17:22):
You will solve it, but you will have to show
me how you solved it a go kite mali answer.
I mean eventually will correct the answer. But if you
can show me your thinking, Naman, it's just the arithmetic error,
that's it. That's that's my goal. Made you understand when
(17:43):
you add, you put something together, Luma lack in quantity
good enough for me. So for now, let's say two
plus three seven okay, but you know that it's going
to get big. Mejiailmunayo and figure out that it's five.
Speaker 3 (18:02):
Yeah, so you said, yeah, the art of how do
you use art to teach math?
Speaker 4 (18:11):
For example?
Speaker 5 (18:14):
And mia so as I said, there are a lot
of people who are just not well versed in numbers,
but they must be gifted somewhere. Maybe you're good at drawing,
so we have the compass, the straight edge, or even
freehand drawing, and then you can figure out if you
draw let's say a house alman noma, the roof is
(18:35):
on the top, and then you also know that you
will draw it in such a way that the house
won't topple or something like that. So that's drawing. Another
one is storytelling. Can you tell me a story? So
let's say that you have that two plus three okay,
So in numbers. We know two plus three plus five.
But if you can put it in your mind and
(18:56):
you don't want to think so much of the numbers.
I have two apples, I have three oranges. When I
put them together in a basket and I paid for them,
I came out of the store with five fruits. If
you can take those words and you write that story,
then that's still telling math and using your your your gifts.
(19:18):
I just had a recent lesson on integers. So we
have negative numbers, we have positive numbers. We have the
X axis, y axis, the axis, so that means going forward,
going backward, going left, going right, going up, going down.
One of the ways that I teach. So of course
we look at the formulas, we look at the numbers itself,
(19:40):
number lines, We do the drawings. But one of the
presentations that my students have to do is to do
a choreography. They have to dance it or if they
don't want to dancey geah. I have boys create I
don't care a sports, play a battlefield simulation and show
me tell the story. They'll yell out the story. They
(20:02):
will do action. They will run and say we'll run
four steps forward out before and then it'll be like
catch that ball, go back three, negative three, and they'll
do all of that, and it was amazing. I had
two girls who said no, they wanted the dance, so
they did that. They did their little you know, wiggle
and everything like that. They were the only ones who
(20:23):
did what they call the z axis. One of the
girls lifted the smaller girl up and she said positive too,
one two, and then I'm going to walk forward I
don't know how many steps, and then backward and then
I'll put her down negative two, one two. That's how
I do intechers. They had fun. We were out in
the school field. They were running around and why not,
(20:47):
And it's it's in their head because after that you
come into my classroom.
Speaker 3 (20:51):
Aye.
Speaker 4 (20:51):
Yeah, Ala.
Speaker 5 (20:52):
I still have to give you the numbers. You still
have to add subtrap multiplying device.
Speaker 2 (20:57):
But it.
Speaker 5 (21:00):
Sticks better. Then you sit there and memorize. If I
go positive plus positive equals positive, negative plus negative equals negative.
If I multiply, it's positive. It's it's so different if
you do it with your bodies, and you do it
not just thinking, but you keep it in here in
(21:21):
your heart. I remember, I remember the feeling, not the emotion,
but the intuitive feeling that if I go up, I
have to add or I have to go positive above
sea level. If I have to go down, or if
I have to go to the left, or if I
have to go backwards, that is the feeling of pulling back.
(21:44):
I have to be negative.
Speaker 3 (21:45):
Oh my goodness, you get that.
Speaker 5 (21:48):
You know some math?
Speaker 6 (21:50):
Me do.
Speaker 5 (21:58):
The dance.
Speaker 3 (21:59):
Yes, he's a dancer, so.
Speaker 5 (22:03):
You don't know you've been. So if you're a dancer,
you are a mathematician. Dance is math in movements the beats, yes,
and music is math in sound. Yeah, you cannot escape math.
Speaker 4 (22:20):
That's what I tell my students, and go and explain
langtak and how Hawaii.
Speaker 5 (22:32):
The day the truth. So I've been teaching what's a
nine seven but sixteen seventeen years before I met Waldorf.
When I started teaching Waldorf and the professional development and
the research and the readings and actually working with the students,
I was like, oh my gosh, I have to agree
with you. I wish I had been taught that way too.
(22:56):
Jeopardy in high school? What's this college you be? You
don't go around dancing in up? Could you imagine? That's
a Palmholka, and then your history teacher tells you to dance,
or your Math seventeen or Mac eleven teacher, so they
get your algebra, and then I want you to create
(23:17):
I don't know, a painting or it's it's It would
be wonderful if if we did get oh professors to
get that, but not not yet. Maybe you'll be blessed
if you can get algebra.
Speaker 4 (23:28):
No, my algebra. What's the first algebra? Algebra one? Yeah?
Speaker 5 (23:36):
Yeah, what are you talking about? I took calculus two
or math fifty four, and the professor drew what's called
the lima son So it's just a it's a loop
and then there's like a little loop inside, so it's
like a double loop. And then you're supposed to find
(23:58):
the area using integrals and and all of that, and
you going in Indiana. I will admit it, I could
not visualize it because he did grade six in Waldorf.
That's when I start teaching compass and straight edge. And
then we did like a series of circles. So calculus
(24:19):
means you take a series of circles or curves and
then you can find their area or their volume. This
is grade six. I'm not teaching area or volume. We
just drew this and it was a limass on. And
I said, if I had, if the professor had drawn
it where I can understand the curves are getting bigger
and the curves are getting smaller, and that's some sort
(24:41):
of pattern. But Khanaman, I would have done better. It
was he didn't. He just then here's the formula, but
then the actual drawing. And me as a teacher to
sixth graders, twelve year olds, eleven and twelve year olds,
it was like I san Andaman that was explained that way,
(25:03):
especially if you're a visual learner. Yea, most people are
visual learners, so Sana, but it's yeah, it is, it
is what it is, and I've I've always said. Also,
there was a recent so my daughter and one of
her friends met the Philippinas for dinner and we talked
(25:24):
a little bit about the schools that we're in, and
my daughter's friend said, oh, I wish that we could
do that, but my school doesn't have those things either
cool on you. I don't know books or the laboratory.
But I said, there's no school that can give you
one hundred percent of what you want, except for maybe homeschooling.
(25:47):
But what you can do, because she's a twelfth grader. Now,
what you can do is don't blame the school for
not having enough. No school will ever have enough. If
you know it's missing something, you have to take the
initiative and research on your own. Um, ask for help.
(26:09):
Do you need test tubs or something? And then mommy says, oh,
I can help, and yes, and then do those experiments,
or do those readings, or or do whatever it is
that you think your school cannot provide you at home.
Because the moment you take that step where you say
I cool on in school, go either you make it
a reason or you make it an excuse. If it's
(26:31):
an excuse, a coolang, I can't do anything. You won't
do anything. Excuse. Yeah, but it is a reason. Yes
the school doesn't have it, but it's a reason for
you to find another way problem solving. And that's what
we need, that's what we need for our youth.
Speaker 4 (26:48):
Yeah there. Until I know, until I was working, I
demand also into Philippines and finger math. I wanted to enroll.
Speaker 3 (27:01):
A finger math mia I.
Speaker 4 (27:05):
If you, if you, I love it by a new
finger macularine.
Speaker 5 (27:09):
The only one I know is when you multiply by nine.
But I really want so nine times three, so two
seven twenty seven? Yeah, yeah, nine, I know, I know,
I know how the nine. Tell my students, don't don't
(27:34):
be ashamed to use your fingers if you're in a
situation that you feel someone will laugh at your whatever,
they put your hands under the desk.
Speaker 3 (27:43):
No, no, no, no.
Speaker 4 (27:44):
I think that's up on a grade school you know,
when they ask, Yeah, they don't want to see that.
Speaker 5 (27:49):
But you know what, if you watch maybe some Ted
talks or some just scientists or mathematicians who talk, you
will see them holding their fingers because they're holding the
point of their their discussion. And I do that too,
and there are and I don't quote me on this,
(28:11):
but I believe I've seen an Indian and Chinese mathematicians
as they're thinking and writing whatever it is that they're
solving for, they're they're using their fingers, but they're not
saying one plus one with their fingers. They're really holding
the idea there. So I said, there's no shame in
putting it in your hands if that's where you can
(28:31):
hold it.
Speaker 4 (28:32):
Yeah, I think that's all Maca agreats because you know
how they the competition you Mago and anteosa multiplication table
and then they ask it to step forward. If you
get that ian oh na, what do you do with
the introverts? And then you get the answer and then
(28:54):
you're left behind? And I think that's roll map.
Speaker 5 (29:00):
Okay, hopefully they've they've stopped some of those practices. I mean,
you still need to know your multiplication and addition tables,
but at a speed that is comfortable for you. But
you should still challenge yourself to go faster yourself, not
(29:22):
outside influences that would shame you. Yeah, that that would
be yeah, yeah, I remember my youth to.
Speaker 3 (29:39):
Ruler. But no, well are you left behind? Oh yeah, yeah,
(30:05):
all right, t Yeah, So let's take about Let's take
a short break. Like I said earlier, we'll be in Houston,
so uh salamatayo organizing the Grand Reunion Convention.
Speaker 5 (30:23):
Loren No, what's the school year in the midst of yeah?
Speaker 3 (30:31):
Oh, well, break diamond break mona, I'm on the dot.
Let's take a very short break and we'll be right back.
Speaker 2 (30:37):
Okay, moving to Vegas. There's no better time than now.
So what are you waiting for? Called Benjamina today at
seven zero two two eight one nine zero sixty three.
Mia is also on Facebook, LinkedIn, and Instagram. You can
also visit www dot Benjamina Mia Casino dot com and
(30:59):
view available homes anytime. Remember the house wins when you
bet on Benjamina Mia Casino.
Speaker 3 (31:14):
And I'm back on. Okay, everybody, we are back on
the dot. And it's beautiful. The weather is beautiful in
Las Vegas, and I'm sure somewhere else it's also beautiful.
Although Mimdelinol is a Pilipinas, so I don't know how
to say that. I don't know how you're going to
take care of yourselves, but you know it's the earth shaking,
(31:36):
so just just take shelter, alrighty. So, I mean it's
a Las Vegas. It's getting cooler and cooler and we
love that. So before we return to our guests, see
Lourent Palayo, let's have Mia, our current president of up
Alumna Association of Nevada, say something about the our organization there.
Speaker 4 (32:01):
Yes, we would like to invite you if you are
a graduate of at the University of the Philippines.
Speaker 3 (32:08):
Any hell us.
Speaker 4 (32:11):
Here us You're what come to join us University of
the Philippines Alumni Association of Nevada. Just text me or
email me at meam Casino at gmail dot com or
call me or text me at seven O two to
eight one nine zero sixty fifty dollars for lifetime membership
(32:36):
one time long and then you can join us. Also
for the g r C. Would you like to talk
about that dot Yes, but not this weekend na Sha.
Speaker 3 (32:48):
Yes, Yes, Friday and Saturday, and you can still register
if you want about Lourenca Friday in the call Hart cell.
Now okay, just stay here the Capanama break, you can
we accept walk ins b the PA since Friday and
(33:12):
Saturday Anatomia Western theme and Jubilarian night okay, Cowboy indigant
hand and the next day would be formal or Pilipiniana.
So I suppose to Ramasayaya because we have over two
(33:33):
hundred twenty. We're aiming for two hundred and fifty attendees.
Speaker 4 (33:39):
And Edward the recipients. One of the recipients of the
Alumni Outstanding Organizations.
Speaker 3 (33:50):
Yeah alumni chapter or alumni organization is.
Speaker 4 (33:56):
Wisconsin, Yes, Nevada and.
Speaker 3 (33:59):
Wiscon Sin So me I will be accepting the award
award is the Oblacians statuette. Congratulations to us and to
the other awardees. And I have a feeling that we
will be inviting the other awardees here on the dot MEA.
I think it's very important. We would like to do
(34:20):
that to give voice, to amplify the voice of the
Isklara Bayan Taiama is colar because the government subsidized our
tuition is cola Colar, Nat Lauren, she's here, she's teaching
math here, Lauren. You know when I was looking around
(34:40):
coming in from San Diego from California the other week,
I was looking around a strip and said, look at this.
This city is complete. Nayata a void, Madona time sphere.
It's complete with geometric solids, may sphere. We have a
(35:01):
square pyramid. You look sore where you went to It's
a square pyramid. Correct, Yeah, we have the sphere. Of course,
we have anoder cylinder is uh is in cylinder and
allegiant and T mobile is it? Is it a cylinder, cylindrical.
Speaker 5 (35:31):
Rounded, yeah, yeah, oloid yeah, oval cylinder yeah.
Speaker 3 (35:40):
Yeah, of course, the square uh young square. Jeez, I
forgot mylar prism, rectangular prism it's a rectangular prism. A
box is a rectangular.
Speaker 4 (35:58):
Stratosphere.
Speaker 3 (36:00):
The stratosphere I mean tower tower yeah, cylindrical, then parts
of it is cylindrical.
Speaker 5 (36:12):
Cone win win.
Speaker 3 (36:17):
Yeah, curbsha win Yeah. So Magandafield trips in Last Vegas
and learn about the architecture divices, still math, it.
Speaker 5 (36:29):
Still is quiet. And then of course it is the
city known for its recreational mathematics. I like that recreational mathematics.
I know, yeah, politically correct mathematics. I can, however, to
(36:57):
Las Vegas, the recreational mathematic And then in pa.
Speaker 3 (37:06):
Intuitive calculation, that one's a nice one. I like that one.
Speaker 5 (37:11):
I'm gonna take that one.
Speaker 3 (37:13):
In a man and card more Loreen, Yeah, the card
is in the I in the group chat not Then
it says what can you can you read it? Loreen?
Speaker 4 (37:26):
Yeah?
Speaker 5 (37:27):
Raise your vibration?
Speaker 3 (37:29):
Mm yeah yea.
Speaker 5 (37:36):
Well I actually kind of use something similar in my classroom.
It's elevates, elevate yourself, elevate your vocabulary, please elevate your behavior.
So bring yourself up and bring others with you. And
I think this is this is an interesting way of
saying raise your vibration. And I'd like to think if
(37:59):
you're gonna raise your own self, your spirit, your body,
the whole thing, bring others along.
Speaker 4 (38:05):
For the ride to.
Speaker 5 (38:08):
Everybody, which so you know, avoid that crab mentality. But
that's the opposite. I think that would be my interpretation
for this this angel card.
Speaker 3 (38:21):
Yeah you yes, yeah, so you're so. I really appreciate
you Mia for nominating. Did you nominate Loreen to be
the same. They raised some vibration on your part.
Speaker 5 (38:37):
I thought, beauty, yeah, and then it's.
Speaker 3 (38:44):
Yes, how your how your? I mean, we did really
good last year, this year during the four year terms,
the four years of your two terms via raising the
vibration of up a in a bad uh. And this
coming term, I think with Loreen as a secretary, I
think we're going to do brighter and higher.
Speaker 5 (39:08):
We have we have big shoes to fill a lot time.
Speaker 3 (39:14):
Yeah, if the young card more Loreen. This is what
it says, correct, You're so in line with what you're saying.
It says it's time to move up a level, It's
time to fly high. You may have experienced some setbacks
or felt low recently, but that is behind you now
and you have the opportunity to light up like never
(39:36):
before card. Everything in the entire universe is comprised of energy,
energy because yeah okay, and that energy vibrates drawing towards
its similar energy. So raising your vibration means aligning yourself
(39:57):
with situations, people, places, and says that you know will
lift you up, support you, and help you grow. And
when this card appears, you have overcome the darkness and
are moving into a time of opportunity. Like a phoenix
rising from the ashes, you can be reborn from scorpio
(40:22):
phoenix plateau. Know that angels are acknowledging a commitment to growth.
You are filled with inspiration now and attracting only the
good and extended message. There's a sense of achievement around
you at this time, tam Aba, a sense of achievement
around your ship sectary math. You may be receiving documentation, certification,
(40:51):
or a reward of some description to acknowledge your growth
or experience. This is the time to cherish, a time
to enjoy the rewards of your commitment to living with
integrity and doing good. When we hear a card, it's
for all of us, for all of the of whoever
(41:12):
is listening. And you have overcome many challenges and written
above adversity, judgment, and possibly even abuse. You are ascending
spiritually and personally at this time, and the universe is
supporting it. This is the pathway of light, the pathway
of your soul's evolution, ascension, the assumption ascension.
Speaker 5 (41:36):
Oh that's that's interesting. I guess I could say that
Mia is my angel. At that point, before, you know,
when you said you would nominate me, I was at
the point where what else can I do? I mean,
I've been teaching. I thought about maybe I can mentor
maybe I can do something else. I've been a Cathochist
(41:59):
for quite a while, but I also felt like that
was not calling me this year, and just oddly, you know,
I mean, like I said, I had Kobiro the nomination,
the secretary in Plato and so many others agreed. Because
I got nominated and elected, I feel that it's a
(42:21):
push into a different level, not just a different path.
So I just want to say thank you for that.
Just it's almost like an awakening because I felt a
little lost. I know that whatever I'm doing is good,
but I felt like doing something different. So I just
want to say thank you for that. Of course, you're
welcome and you know, just to share why and what
(42:42):
I saw in you. You know how we did the
name plates, Deba. You could have just wrote your name, Deba,
but you know what she did. She pulled out the
watercolor pans and she did it so artistically. And I said,
there's something in this girl that you know, she's not
(43:04):
just doing it, she's doing it beautifully. You know, she's
putting her heart into it. And I said, there's something
in this girl. I'll nominate her for a second. Thank you.
So I mean, I hope you don't mind. I'm gonna
do a little shout out to another UP alumni association
because this part of feeling a little lost but then finding,
(43:26):
you know, finding myself and then with your nomination, your guidance.
I was part of what's called Project Kulmahan, So I
hope you don't mind throwing.
Speaker 3 (43:36):
That in No, No Go Ahead.
Speaker 5 (43:40):
Way back during the pandemic, there was a community pantry
that was set up in Maginawa and Up Village. They
ran into some trouble with that president at that time,
and the person was running it, her mother is one
of my friends in college.
Speaker 3 (43:59):
And what's her name again, lady h So my.
Speaker 5 (44:04):
Friend is Zenna Bernardo, her daughter, I think is Piare,
and they they were trying to find ways. Of course,
this is not free to fund. And you know, you
try to say any excess you bring in, they'll cook it.
But you know it's difficult to sustain something like that
(44:25):
without some material value, without money monetary. And another thing
that was happening in Marikina is you know, that's the
place where they make shoes. It's known as the shoe
what's that the shoe shoe factory, shoe capital of the Philippines.
But nobody's buying shoes in the middle of the lockdown,
(44:45):
and they have to eat the shoemakers. So they have
what's called shoe lasts or in Kurma, the wooden shapes,
you know, for shoes for feet, and they started selling
it to I mean, they used it for cooking. They
were burning literally the foundation of their livelihood because well
(45:08):
they still have to eat. My friend Xena, what she
did was she and others uh in the up community
and other artists bought these lasts, went forth to decorate them,
to turn them artistic sculptures and pieces, and take those
pieces and sell to those who can buy them and
(45:31):
to continue funding both Marquina and community the community pantry,
and they spread out even further for like disaster relief programs.
At some point she and another friend of ours who's
in up g l A a greater Los Angeles, Yes,
(45:53):
wanted to get more artists here in the United States
and what's this present the showcase of this and also
try to to auction sell in order to continue funding
these programs. So again the community pantries, the Mariquina community
(46:14):
and disaster relief programs. So I found out about it,
I got invited, and I said, well, I just didn't
want to be invited. I also wanted to be one
of the artists. So sege habbell I got one of
my I got one of the last and I decided
to put in some of my Waldorf nests or art
to see that I got from Waldorf, put in a
(46:35):
little bit of sacred geometry, put in some of the colors,
put in some of the spirit and and all that
string art, and I created something that's called mathematics in
the universe.
Speaker 3 (46:48):
Do you have a picture of it?
Speaker 4 (46:50):
Oh?
Speaker 5 (46:50):
I don't have it like right now? Yeah, yes, oh, okay, sure,
all right? Or mathematica kalawaka if we're going to put
it in in Filipino or Filipino and it it gave
me that sense of you know, I I love my art,
I love my math, but what else can I do
(47:11):
other than make it look pretty and say, oh, look
at this, you know, to push forward programs like that.
So it was good and I was like, Okay, this
is I guess one way to bring this to our
alumni association. So that's one of the things that I'm
(47:32):
hoping to to promote as well with us and across
the United States, but can help our fellow Kaba Bay
and Pilipinas. And I think what really caught me was
the the disaster relief programs that my friend was talking about.
(47:54):
Part of it is to provide art programs for the children.
It's not just meant to be a distraction, but art
can also be a sort of therapy.
Speaker 4 (48:05):
They have to.
Speaker 5 (48:05):
Process this trauma and if not process it, at least
know that beyond what looks hopeless, art will provide hope.
So yeah, so that's my shout out to Project Pulmhan.
Speaker 4 (48:19):
That's a nice story and I didn't know about that.
That's start.
Speaker 5 (48:25):
Yeah, but there's there's no choice, you know, if you
have to choose with survival and art, is is the
least that you will think about when you're trying to survive.
Speaker 3 (48:38):
Yeah. So are you able to sell your No? Not yet.
Speaker 4 (48:43):
I'm a lot.
Speaker 3 (48:44):
Yeah.
Speaker 2 (48:45):
No.
Speaker 5 (48:45):
I I left it with them. I donated it. I
said whatever whoever wants to buy it, and I also
still try to promote it. All proceeds, one hundred percent
will go to them. I'm not going to take anything
out of it.
Speaker 3 (48:58):
Oh my goodness, I'm so excited, Like my mind is
running about you know, projects, No, yeah, next year projects
are you miya?
Speaker 4 (49:10):
Can I do?
Speaker 3 (49:10):
Know?
Speaker 5 (49:11):
We have our own projects here in what's this?
Speaker 2 (49:14):
You?
Speaker 3 (49:16):
So?
Speaker 4 (49:17):
Yeah?
Speaker 5 (49:18):
We we just you know, we shouldn't forget art as
therapy and art as hope.
Speaker 6 (49:24):
Yeah.
Speaker 4 (49:25):
I put that in for next year.
Speaker 3 (49:28):
And I'm even in my mind, you know, say, uh,
partnering with the children of your school, you know, like
have a day out meeting the the upie people, us meeting,
learning from the children, learning from your class, maybe how
(49:49):
to you know how to do art and all that,
all those things. You know you're with me, you know
the rhythm.
Speaker 5 (49:56):
Yeah, Well, the school is Waldorf inspire. So no, we
don't have a eurythmist still I'm I like I said,
I do the little things like choreography and integers. So
we still have movement with not just our bodies, but
hopefully with our minds and spirit.
Speaker 4 (50:15):
Oh fantastic, think of a project you think that and
then yeah yeah yeah.
Speaker 3 (50:23):
And to benefit the community, the film community, Laurent. You
know our platform now is you know PHLV. We're so
good at promoting the best, the cultural and the artistic
people in the community, you know, the endeavors and the advocacy.
So that's so good. I love it.
Speaker 4 (50:44):
I love this conversation very good.
Speaker 5 (50:47):
Yes, yeah, yeah, always.
Speaker 3 (50:51):
Yes, yeah yeah. So one of the hallmarks of our
show on the is uh the I really look forward
to the quotes that Nia gives at the end of
the show. We're coming to a close, really, but we
can talk about the quote too. Yeah, you know what.
Speaker 4 (51:14):
In quote correlate to what we've been talking about. When
I first looked at the quote, joke, but now that
we're talking about you, Saul Mahan, proteical Mahn, Listen to this.
My quote is anonymous, but it says mathematics gives us
hope that every problem has a solution.
Speaker 3 (51:39):
Grab Yeah, oh my God.
Speaker 4 (51:44):
Gives us every.
Speaker 6 (51:47):
Again.
Speaker 4 (51:49):
Mathematics gives us hope that every problem has a solution.
Speaker 3 (51:56):
Amazing, amazing. But yeah, yeah, you know the the the
Marquina story, the community pantry, your involvement in it as
a math teacher is it's just so exactly, it's so intertwined.
(52:21):
Everything is intertwined. But then.
Speaker 5 (52:25):
Knowing there's a solution, don't give up.
Speaker 4 (52:28):
There is.
Speaker 3 (52:28):
Yeah, that's that's so true. Local, amazing, amazing, So shout
out being Samoana Waldorf features that we know. H I
begin with Kate Stember, Like I said, we featured her.
There's a poetry Anna Slater. She's in in Ilo and
(52:56):
she with her husband, Warren Slater. They run the Gogo
h Uh Institute. And Jim and Tesla Sharman and Arlene
I believe the Arlene from Akasha that Losasa. Yes, it's
also these are artists, Miya, these are these teachers. Waldorf
(53:21):
teachers are artists and gardeners and musicians and intuitive healers
and and everything. Like laurencests, it's the holistic person. And
one of the things that really struck me while my
son was solving a mathematical problemasimea. They don't have lines
(53:43):
in their notebooks. Their notebooks are large, large, a parent
drawing books, novel lines. Okay, So one day Dan was saying, uh,
I said, what's your assignment? Dan? He said, nine? The
number nine? So what are you going to do with that?
(54:05):
What's what's the what's the problem, what's the what's the
teacher's assignment? He said, how do I get to nine?
And so he started. So he started doing things like
eight plus one, nine, ten minus one, nine, eleven minus
two nine. I said, oh my god, two plus seven nine,
(54:29):
you know eighteen divided by two nine, you know all
these things. And I said, oh my god, there are
many ways to nine. Yes, yes, And with that I said, wow,
there are many solutions to a problem. There are many
ways getting to one.
Speaker 5 (54:49):
I love how Yeah, that's how math is taught when
I do that similar assignment. So let's say it's nine.
I write it on the board and I said, well,
how do you get it? And I said, you can't
be wrong because that's the answer already. I just want
to know what is your solution or what is your question?
How would you ask it? The answers on the board,
(55:11):
so I tell them you can't be wrong. I wrote
the answer already, but I want to know what's in here.
Oh my god, Yeah, yeah, I know. It's just awesome. Yeah,
always a solution. It will be different for you, different
for me, different for for the children, but they will
get there somehow.
Speaker 3 (55:30):
Yeah. Oh I want to end show that. Yes, yah
for sure? Yes, okay, any words last words for you
from you learning for people watching us.
Speaker 5 (55:49):
This was something I got from one of my professional
development Why art. A lot of people think art is useless.
It's it's nothing, it's not even tangible. But to come
from the concrete things that you can touch, things that
you can hold, to the abstract ideas ideas that are
so difficult to describe, difficult to explain, art bridge is that.
(56:13):
So sometimes it could be a dance, it could be
a drawing, could be a song, it could be a poem.
But that moment that touches your soul, that's art. So
you can't call art useless. It will bring the abstract
ideas intangible to the concrete things that you hold, and
that understanding art, that's the human being, that's you, that
(56:34):
connects that too.
Speaker 3 (56:36):
Yeah, God very good.
Speaker 4 (56:42):
The next admin yes.
Speaker 3 (56:44):
And so with that, we want to thank our listeners
interview words, thank you very much for joining us, and
thank you Lareen, thank you so much. See you again
next week.
Speaker 1 (56:57):
Friends on the Judge is presented by Benjamina Mia Casino
Licensed Real.
Speaker 2 (57:08):
Estate Professionals since two thousand and eight, license number s
zero one sixty six nine nine nine one LC.
Speaker 6 (57:17):
Hello everyone, get ready for the twenty third UP Alumni
Association in America Grand Reunion and Convention co hosted by
the UP Alumni Association Houston. It's happening on October seventeenth
to eighteen, twenty twenty five, at the Western GALLERYA in Houston, Texas.
(57:39):
I am inviting you all to participate in this upcoming event.
It is going to be a great opportunity to reconnect
and celebrate together. We will reignite our school spirit, answered
firmly in our university's values, honor, accedence, and service. Along
(58:02):
with you, PAA in America President Winston Umali, you, PAA
Houston President Christine Suarez, ASCONA, UP President Angelo Imenez, and myself.
We look forward to welcoming you to a very memorable
weekend filled with cabaraderi and fellowship, so do please come
(58:24):
over and celebrate with us, Thank you very much, and
see you all
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