• Bodhisattvacharyavatara
    • Introduction
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Chapter 10
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • The Boats of Vallisneria by Michael J. Redford
    • Bob 1995-2012
    • Edward Hopper: Poems at an Exhibition
    • David Bowie Movements in Suite Major
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
    • William Carlos Williams
  • poemics
  • poeviews
  • teaching matters
  • wormholes

mlewisredford

~ may the Supreme and Precious Jewel Bodhichitta take birth where it has not yet done so …

mlewisredford

Tag Archives: play

Clea

15 Saturday Oct 2016

Posted by m lewis redford in poems, poeviews

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Tags

2016, 5*, brick, circle, claim, Clea, direction, Dormammu, Dr Strange, eyebrow, fingers, fire, gaze, head, identity, looking, morality, obligation, others, path, play, rhyme, self, space, spell, stars, thought

                                                              Clea

                     she is made of circles and stars
                     but gazes only from brick-lined

                     tunnels that hang in space – portals
                     of thought – then eyebrows frown

                     to look, and fingers splay in fanned
                     direction; she will dispel the tiresome

                     play of self and other – claim to
                     claim, rhyme to spell – and obliged

                     a morality to stand firm on its
                     own two feet, despite paths that

                     lead in ribbons and head of open fire

 

through the portals hung in space from Strange Tales #s 126 & 127, by Lee & Ditko

 

 

————w(O)rmholes________________________________|—–

Dr Strange wormhole: “The Lady from Nowhere”
identity wormhole: just one, open, nerve,
looking wormhole: let it all go
obligation wormhole: true nature
others wormhole: even / a second
path wormhole: Lapping Reflections [Deep Within Waters] – … as the new town marches in
play wormhole: Jericho
space wormhole: The Boats of Vallisneria by Michael J Redford – Simon Upon The Downs
thought wormhole: time

 

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Jericho

09 Monday May 2016

Posted by m lewis redford in poems

≈ 2 Comments

Tags

2011, being, defining, emptiness, groundlessness, Have, identity, letting go, life, living, non-doing, play, pointlessness, practice, quiet, realisation, reality, relaxing, seeing, sitting, walls

                                Jericho

                                pointless
                everything is pointless
                                I can see it
                everywhere like a needless wall

                                I don’t chose to
                it just seeps through everything
                                quietly
                makes me feel dank;
                                makes me crumble
                just when I thought I was getting footing

                never anything I can feel good about nothing
                                by which
                I can define myself
                                nothing
                I can’t see through
                                nothing that won’t show me up

                                this is my reality:
                no intrinsic reality
                                to play to, to play in;
                this is my reality

                                this is me; I
                should exploit it fully by not hoping
                                that here
                is where I can find myself at last

                                the point is
                that there is no point
                                to HAVE

                                the struggle
                is in worrying that the point
                                cannot be found

                                the salvation is
                in the relaxing with there being
                                no point

                                really
                really and truly there is nothing
                                to do

                                but to sit
                still in the reality of there being
                                no point

 

 

 

————w(O)rmholes________________________________|—–

being & emptiness & life & pointlessness & sitting wormhole: the both passive and transitive / non-presumptive pre-conceptualist attenuation of being
groundlessness & letting go & seeing & walls wormhole: the writing’s on the wall
Have wormhole: B le tch l ey P ark
identity wormhole: aghh – we’ve been infected / it’s spreading through the system / we’re losing our files … / it’s taken out the processor … / I, I can’t open with this program anymore … / it’s scanning me – / I’ve got to buy a Virus Protection Program / from it …
living & realisation wormhole: Michael Redford: triptych
play wormhole: teached / in the ass
practice wormhole: what I am about to say is true / what I just said was a lie
quiet wormhole: the breath of London
reality wormhole: Doctor Strange I – the trashcan tilted the better to see now the street

 

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teached / in the ass

27 Saturday Feb 2016

Posted by m lewis redford in poems, teaching

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2011, cognitive hierarchy, communication, conformity, curriculum, expertise, giving, infrastructure, management, managerialism, money, perception, play, politics, power, powerlessness, Principal, public service cuts, results-led education, seeing, value-bled education

 

 

 

                                          teached
                                          in the ass

                      whatever happened to that
                                public service
                      premised on creating and giving to
                                the ways to let one see
                      that its management ends by saying
                                we cannot all do
                                what we want?

                      whatever happened to that
                                public service
                      that proclaimed its strength of body through
                                pool of expertise
                      that its management ends by saying
                                we have no money
                                to do it?

                      whatever happened to that
                                public service
                      host and guardian of the humble exchange of idea
                                in every classroom
                      that its management ends by saying it’s not that simple
                                we have to jump
                                through hoops?

                      whatever happened to that
                                public service
                      that grew its own high-windowed
                                infrastructure
                      that its management ends by saying
                                it’s just not
                                what was needed?

                      whatever happened to that
                                public service
                      that plots a child’s cognitive development through
                                each and every curriculum
                      that its management ends by saying
                                it’s all about parents’
                                perception?

                      whatever happened to that
                                public service
                      that took the tumblings of a child’s play to measure
                                their trajectory
                      that its management ends by saying
                                does it improve
                                results?

                      whatever happened to that
                                public service
                      that pivots on the craft and poetry of
                                communication
                      that its management ends by saying
                                I am the Principal
                                I can do what I want?

                                          there is no good rejoinder
                                          to this song
                                          there is just no end
                                          to lost

 

 

 

————w(O)rmholes________________________________|—–

communication & management wormhole: the MagOO Effect Effect
giving wormhole: plop!
managerialism wormhole: portrait
money wormhole: 1959 –– MANHATTAN –– 2012
play & results-led education wormhole: the Apple
politics wormhole: … anymore
power wormhole: sit
seeing wormhole: gentle

 

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the Apple

26 Thursday Mar 2015

Posted by m lewis redford in teaching

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analysis, cognitive, connection, creativity, educational behaviourism, evaluation, feedback, function, growth, knowledge, learning, learning objective, lesson planning, measure, organic education, play, preparation, pupils, questioning, resource, results-led education, task, understanding, value-bled education

 

AfL apple

 

Teaching and learning can ONLY happen organically – when infused, before, during and after, with an understanding of how a mind builds its cognitive structure.   It’s simple: Knowledge >>> Understanding >>> Evaluation (KUE; actually I wonder if ‘Exploration’ is a better word than ‘Evaluation’, less preclusive, more open).   You can teach unorganically, reductively, intensively (as in, farming), results-led (value-bled).   It is much easier to measure (and therefore be used as political manure) like this.   But the learning becomes Pavlovian – set stimulae, set responses to get the grade – pupils are given the knowledge, and they learn (= remember) it, or not.   Pupils are also given the Understanding and the Evaluation/Exploration, and they learn/remember that as well, or not.   They are not taught, as such, but are Educationally Behaved.   Organic education is … the teacher’s apple (look at the shape of the diagram).

 

Preparing: teaching is the unpacking of (already established and recognised) knowledge.   Unpacking happens every lesson, beginning with the identification of the Learning Objective (Learning Horizon) from the curriculum.   Having focussed on the horizon, the map to it is opened-out by the teacher.   The map is the structure/template through which to unpack knowledge – the components of Knowledge, Understanding and Evaluation (KUE) which are the structure and levels of cognitive learning – and this map is the PLANNED lesson.   The way to write the map is to start with the learning objective and ask three sets of questions which deconstruct it into its constituent cognitive components – what are the facts (K), how do they work (U), what are the issues (E)?   The answers to these questions yield the raw ingredients of the lesson.   This level of analysis is conceptual and learned and requires a mastery of the subject in order to achieve it, clearly and efficiently.

Tasking: then comes the creativity in the lesson planning.   Working from the raw ingredients you ask: how could the pupil find, identify, collect, collate etc. the facts of the topic (knowledge), how could the pupil connect the facts together to see how the topic functions (understanding), how might the connections be tested to evaluate the functionality of the topic (evaluation)?   What is different about this stage of questioning is that you are thinking of questions that enable pupils to make the discovery themselves – the creativity is in the enabling, thinking of tasks that let them work the cognitive way back to the learning objective from discovery (of facts features – knowledge) through linking (the knowledge – understanding) to playing (with the links – evaluation).   If the tasks do not allow discovery/linking/playing then they have lost reference to what they were trying to achieve (the Way to the learning objective) and they become directionless and pointless – there is activity, but it is not clear why it is being done even though it may have some related or recognisable association with the learning objective.   The key, therefore, to this stage of lesson planning, is to build not any-old tasks that keep them occupied for a lesson, but tasks which ‘window’ the discovery, ‘thread’ the linking and ‘allow’ the play: growth.   If you ask the right questions in the lesson, the learning will grow itself.   Once you have got the questions right, only then do you think about resources and delivery – a mere formality after the main work of questioning has been done.

Lesson: then comes the magic of the lesson.   The pupil works as far as s/he can through the lesson (K > U > E) and checks their progress through feedback which is phrased in the same KUE references.   The journey is made naturally if the lesson has been constructed right ( // the questions have been posed organically).   There is no chore here (in the sense of work for a deferred or prospective outcome), there is the momentum of: what-is-it, how-does-it-work, let’s-play-with-it?   The learning should develop through stages of integration: having found things (discovery), you see how those things fit together (how they work, function), then you test how they fit together (practise their use if the subject is a skill, develop their use if the subject is a study).   There should be no sense of having to lead-the-horse-to-water, the only thing holding back the pupil will be h/er current cognitive development.*

*There are some pupils with a measured low cognitive ability (i.e. CAT score), or low ability to develop (SEN), who, indeed, are ‘stuck’, lesson after lesson, year after year, because – I would argue – they have inexorable experience of task-for-no-immediately-discernable-gain which emphasises the frustration that their diagnosis identifies.   Organically grown lessons should enable practice, lesson after lesson, year after year, of meeting the limit of their cognitive and learning ability and then pushing that limit a little further, rather than confirming their limit.   In this way their education would truly be a transformative experience of growth rather than a consignment to limitation.

Feedback: after the journey has been made, the product of the lesson is given to the teacher who measures how far the pupil got and puts a level/grade on it.   Every lesson.   Is this onerous?   No, because the breakdown of the lesson by the teacher should be clear and organic enough that the measure of the progress through it will be one of recognition, of mere identification: does it have those facts, does it show the connections between the facts, does it use/test the connections?   The only ‘new ground’ that might be developed in the pupil’s work (and will therefore need more than cursory viewing) will be the higher explorations in evaluation; but these will be new findings, new applications, and the teacher will want to read them in full.   Will the teacher need to give summative and formative analysis for each piece of work?   Once there is a shared assimilation of cognitive development (K > U > E through teaching, K > U > E in learning) between teacher and pupil, borne through lesson-after-lesson, year-after-year of organic experience … no.   Until then, yes, but make it a learning experience: single-word summations, prods, suggestions, questions, directions related directly to the level they have brought their work to and the next step beyond it.   Again, if the cognitive road-map of the lesson has been constructed clearly and organically then the summative and progressive feedback to be given is clear.

 

 

 

————w(O)rmholes________________________________|—–

creativity wwormhole: relapse
evaluation & knowledge & understanding wormhole: Structure & d y n a m i c
learning wormhole: no biggie:
results-led education: what I am about to say is true / what I just said was a lie

 

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time

13 Thursday Mar 2014

Posted by m lewis redford in poems

≈ 1 Comment

Tags

2012, 6*, air, blue, childhood, emergence, image, life, light, play, silence, time, toes, white

                                                                                 (to be read with a Miranda – Richardson – playing – Queenie voice)

 

 

 

                                   time

                                   wriggle
                      said the curly toes oh
                      what a day we’ve had
                      fine-enough we spent it
                      wearing filmy-whitey stockings –
                      for we are young and
                      although we are cramped and
                      although we sweat just a little
                      we still press against the image
                      and slightly bend at the knuckle and we are
                      always upturned at the end but

                                   then
                      we were dropped in a tank
                      all filled with swirling air and
                      furnished as a Louis XIV ante-room, we think,
                      where we hung inquisitive and silent
                      for an exquisite epoch while the
                      bluelight held no time of the day

                                   shush
                      my little ones said the model you’ve had a busy day
                      settle down now for we have more time to play
                                   tomorrow

 

first published in the comments of poojycat if you want to see the original …

 

 

————w(O)rmholes________________________________|—–

air wormhole: tag cloud poem II – acceptance
blue wormhole: 25% scaffolding & rope
childhood & life wormhole: the edges of my reach
emergence & play wormhole: the sounds the difficulty and the long long strands of liquorice
light wormhole: transition
silence wormhole: practising
time wormhole: still there?
white wormhole: star / through the kitchen / window

 

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the sounds the difficulty and the long long strands of liquorice

02 Sunday Mar 2014

Posted by m lewis redford in poems

≈ 4 Comments

Tags

2012, 6*, abandonment, ageing, being, belonging, childhood, comics, Dad, difficulty, doing, duty, emergence, growth, life, liquorice, living, looking, others, play, reading, settling, society, sound, talking to myself, values

 

 

 

                                                                      young –
                I don’t know how things are done I just stare wonderingly and act inexplicably
                                                   sometimes
                                but I had the perfect cover – I was a child

                                                                                    Dad left –
I still don’t know how things happen so I sit and explore the wonder in comics
                                most of the time
                under cover of being – ‘the man of the house now’

                                                                      teenager –
                I still don’t know how to be with others
but I am finding an ethic and aesthetic wonderful within the things I don’t understand and beginning to see
                                                   that others do not
                while reading and being a student – that’s what students do

                                                   and adult –
I do all the things I’m supposed to do
                but still do not understand them and even try to take them seriously
                                all the while slowly becoming old and left alone
                                                                      politely – I’m past understanding now

                                was it me –
                or was there really nothing to understand all along
or did I just go wrong looking for the sparkle elsewhere than where I’d find it …

                                                   …

                                                                      …?   – play play play
                                with everything – the sounds the difficulty and the long long strands of liquorice

 

 

 

————w(O)rmholes________________________________|—–

abandonment wormhole: I don’t know what to do …
being wormhole: the empty page:
childhood wormhole: transition
comics wormhole: Knapps
Dad wormhole: … still waving!
doing wormhole: the Big Stage
emergence wormhole: still there // above the / Dallin Road / allotments / looking high over the river and the city
life wormhole: lost self
living wormhole: Have what, now?
looking wormhole: let
others wormhole: as they wish
play wormhole: NOW!!!
reading & talking to myself wormhole: tag cloud poem III – the journey to BEING and back again
settling wormhole: 25% scaffolding & rope
society wormhole: shared anxiety
sound wormhole: tired

 

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NOW!!!

10 Thursday Oct 2013

Posted by m lewis redford in poems

≈ 2 Comments

Tags

2012, 7*, age, awareness, being, creativity, doing, identity, letting go, life, play, pointlessness, sitting, spontaneity, superhero, talking to myself, teaching, the Atom, waves, writing, zazen

 

 

 

                                   I don’t play
                           enough now I’m fifty two
                                   spent forty four years
                           being super-heroic in a hundred
                                   secret ways to prove my
                                   authenticity

                                   way too serious
                           leaves me vulnerable – aghh
                                   someone caught a glimpse of me
                                   without my costume
                           weakening … me … can’t … uhh
                                   stand up
                                   must get … away
                           grit teeth r-treet
                                   mst bebyemslf

                                   and I don’t play
                                              spon
                                   I am not eous
           tan
                                                  c       r       e
                                                e    I am not   a
                                                  v       i       t

                 anywhere

 

 

                                                                                                            near
                                   as much
                                   or as often
                                   as I should
                                              be

                                                      when I sit I get all Ray Palmer-ish
                                   or hypnagogic
                           when I write I get all sizeist or structuralist
                                   or intimidated into block
                           when I teach I am locked down in the tragedy
                                   EVEN WHILE I SLEEP

                           I should sit
                           I should write
                           I should teach but

                                   nowhere near
                                   asuptightlyasIdo

                                              … so
                                   what do we want?

                           spontaneity creativity happiness relaxed alert sharp skipping smiley persistent retiring accommodating attention

                                              in what I am doing

                                   when do we want it?

                   NOW!!!

                                              all the time
                                   as it waves and troughs
                                              throughout the day

                                   not thrilled by bits
                                              not resentful of pieces
                                   holding all with attention

                                   holding all with attention
                                   and write something fucking
                                              happy for a change

                                                              start
                                   taking notice of everything
                                              you aware

                                                              start
                                   luxuriating and moving on
                                              simultaneously

                                              look at wood
                                              smell the air
                                              and always
                                              always move on

                                              don’t dwell
                                              anywhere
                                              making it
                                              superheroic

                                              and even when you do
                                   don’t make it a biggie
                                   give yourself
                                              a slightly exaggerated ‘tut’
                                   and look at the thing
                                              you are looking at and …

                                              drop

 

 

 

————w(O)rmholes________________________________|—–

awareness & identity & teaching wormhole: dream / career
being & doing & writing wormhole: grey sky
creativity wormhole: Apologia
letting go wormhole: it is knowing what to drop once / everything has been collected together / that makes everything fit
life wormhole: the Schmuck and the Facilitators
play wormhole: at hand
pointlessness wormhole: snow
sitting wormhole: every time ambition / breathes
superhero wormhole: anatta
talking to myself & zazen wormhole: my job
waves wormhole: in the gem shop / on the pier

 

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at hand

19 Wednesday Jun 2013

Posted by m lewis redford in poems

≈ 5 Comments

Tags

2011, 3*, being, letting go, play, writing

 

 

 

                writing breeds when played at hand
                                never when choreographed afore-hand

 

 

 

————w(O)rmholes________________________________|—–

being wormhole: only
letting go wormhole: a bit painful this
play wormhole: dance
writing wormhole: just what

 

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dance

07 Friday Jun 2013

Posted by m lewis redford in poems

≈ 6 Comments

Tags

2010, 5*, career, dancing, doing, play, sitting, talking to myself, teaching, writing

 

 

 

                                              – want
                                to lift my foot up and step
                                out of this bog, want
                                to stop being stuck, want
                                to free my words, want to free
                                my thoughts, want to play,
                                want to find my mind

                                and not be so damned serious

                                play while teaching
                                play while writing
                                play when meditating

                                and not cul-de-sac-ing
                                into some principle or virtue

                step out of them

                                                                      dodge them

                                dance with them

 

 

 

————w(O)rmholes________________________________|—–
career & teaching wormhole: there was a call and far from no response
dancing & doing & play wormholes: pep talk
sitting wormhole: I will
talking to myself & writing wormhole: waiting

 

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pep talk

21 Tuesday May 2013

Posted by m lewis redford in poems

≈ 6 Comments

Tags

2011, 5*, AfL, being, breakdown, career, dancing, doing, identity, lesson planning, markbook, performance management, play, poetry, recognition, talking to myself, teaching

 

 

 

            pep talk

            use the markbook
            construct the lessons
                but not solely
                not all the time
                not relentlessly
                not as a speciality
            make lessons up as I walk into the room
                plan lessons and abandon them
                           change
                           your
                           mind
                                     be the teacher
                                              you want to be
                mercurial suggestive seed-planting messy unpredictable unreliable
            be the teacher
                that knows nothing about teaching
            and when anyone tells you you are good
                do not trust them
            create your art through teaching little occasional poems
                scattered here and there across lessons and minds
            be changeable variable multiple
                creatively suggestively peeringly wonderingly

            all that allow me to teach using my natural powers
            not confined in desperation to be recognised
            not confined within a Managed Performance

 

 

 

————w(O)rmholes________________________________|—–

being & career & markbook & teaching wormhole: for the good of all
breakdown & doing & play & dancing wormhole: a bit painful this
identity wormhole: is Koestler important // ?
performance management wormhole: really?
poetry wormhole: ‘I wanted to write a poem’
recognition wormhole: brilliance
talking to myself wormhole: the / pyrrhic / play

 

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… Mark; remember …

"... the impulse to keep to yourself what you have learned is not only shameful; it is destructive. Anything you do not give freely and abundantly becomes lost to you. You open your safe to find ashes." ~ Annie Dillard

pages coagulating like yogurt

  • Bodhisattvacharyavatara
    • Chapter 1
    • Chapter 10
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Introduction
  • collected works
    • 25th August 1981 – count Up
    • askance From Hell
    • Batman
    • Bob 1995-2012
    • David Bowie Movements in Suite Major
    • Edward Hopper: Poems at an Exhibition
    • Eglinton Hill
    • FLOORBOARDS
    • Granada
    • in and out / the Avebury stones / can’t seem to get / a signal …
    • Lapping Reflections [Deep Within Waters]
    • Miller’s Batman
    • mum
    • nan
    • Portsmouth – Southsea
    • Spring Warwick breezes / over Bacharach fieldwork and boroughs with / the occasional shift and chirp of David / in the pastel-long morning of the sixties
    • The Boats of Vallisneria by Michael J. Redford
    • through the crash
  • index
    • #A-E see!
    • F–K, wha’ th’
    • L-P 33 1/3 rpm
    • Q-T pie
    • U-Z together forever
  • me
  • others
  • poemics
  • poeviews
  • teaching matters
  • William Carlos Williams
  • wormholes

recent leaks …

  • “…and may the great elements…”
  • paisley // implicitly
  • this pocketed being
  • the inevitable tock // when we close our eyes
  • time
  • the simple prayer // the tattered poem // the bitter lament
  • taking birth
  • mirror
  • long / road
  • ‘in my car I pass…’

Uncanny Tops

  • me
  • Moebius strip
  • YOUNG WOMAN AT A WINDOW by William Carlos Williams
  • 'in my car I pass...'
  • 'the practice ...'
  • 'I can write ...'
  • like butterflies on / buddleia
  • meanwhile
  • 'hello old friend ...'
  • under the blue and blue sky

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