Reading difficulties can catch up to students in middle school as the demand for more independent reading increases in most classes. A student who has trouble reading is likely to struggle not just in language arts, but also in science, social studies and any other classes that use a textbook. The sooner a struggling middle school reader learns effective reading strategies, the better his chances at keeping academically on track.
When struggling students read slowly, stumbling to sound out words and ignoring punctuation, they can't focus on understanding the ideas in the text. Reading along with a recording of a middle school-level story such as "Rikki-Tikki-Tavi" or a poem like "The Highwayman" helps improve fluency by giving students a model of proper pacing and expression. Teachers and parents can also help students work on sounding out words in books written at their reading level. The adult can challenge the student to find words with different sounds, such as long or short vowels. This strategy will give the student practice sounding out words until he can read them automatically.
Good readers process words and build meaning from the text almost simultaneously. For struggling readers, figuring out words and understanding ideas occur as separate processes that rely heavily on short-term memory for constructing meaning. Struggling middle school readers need to hear models of the way good readers think and make sense of the text. Teachers and parents should read aloud to students, from middle school-appropriate texts including news and sports articles, pausing often to share thoughts and explain the mental strategies they use to find meaning. For example, they should stop when they find an important idea and explain why it might be critical. The strategies most middle school students need to work on include summarizing, making inferences, interpreting figurative language and drawing conclusions based on text evidence.
Middle school students need plenty of practice reading relevant material written at a level they can understand. A seventh grader reading at a fifth-grade level needs to start with stacks of fifth-grade books and gradually progress to sixth- and seventh-grade texts. She might begin with the "Diary of a Wimpy Kid" books and progress to Harry Potter novels. As they read, students should consciously apply the reading strategies they have been working on. If a student has been working on visualizing events in the story, she should focus on picturing scenes in the text whenever she reads. Parents and teachers should support the reading practice by talking to struggling students, asking them to read aloud and offering suggestions for improvement.
Writing About Reading
Sometimes understanding doesn't occur until after a reader has to reflect on the text. Writing can be an effective way to show middle school students the value of reflection. Writing helps them to clarify their thoughts and put their ideas in precise language. Their writing also becomes a permanent record of their thinking. Teachers can give students questions or prompts to reflect on, but middle school students should also decide for themselves what is worth writing about. A useful prompt for a writing assignment on a novel might be something like, "Explain two or three important events that happened in the chapter." Or, for a nonfiction book, "Name three important facts you learned by reading and explain why they are important."
- BalancedReading.com: Older Students Struggling With Reading
- RTI Action Network: Classroom Reading Strategies That Support Struggling Readers -- Key Components for Effective Teaching
- Literacy Connections: Fluency as a Bridge to Comprehension
- ASCD: Educational Leadership: Phonics Instruction for Older Students? Just Say No
- Alliance for Education: Writing to Read
- Creatas Images/Creatas/Getty Images


From my experience, parents want their kids to have a great education, and most are willing to pitch in.
On a good day, it might mean helping them study for a killer algebra test. On a bad day, itâs a more thankless task: helping them reevaluate priorities, prying fingers from the high tech keypads, smartphones and controllers stashed under every pillow.
Education is a complex topic, which deserves and is getting much discussion. But as a parent, I think understanding our stake in the process is an increasingly critical conversation, one that doesnât always get air time.
Iâd like to frame the question like this:
With school districts grappling with troublesome finances and even more troublesome test scores, what roles can and should parents play in the education process?
K12 Education today functions like an âecosystemâ. Most of the many interdependent stakeholders (teachers, students, parents, administrators, legislators, policy makers, text book companies) work diligently, but not always in tandem. No one entity has full control of the process. Across the diverse stakeholder groups are multiple, often conflicting objectives. Each depends on the others in the food chain for the system to function, but there is little optimization taking place.
Across the education ecosystem, too often itâs become a challenge of survival.
You may have seen âWaiting for Supermanâ and learned that across the nation, drop out rates are accelerating. Or maybe you saw âRace to Nowhereâ about the pressure schools and parents are together putting on children, and how we must reevaluate how to define success. A more extreme example is the âParent Triggerâ where states allow parent-led coalitions to takeover problem schools.
While education leaders have much to do in sorting this out, parents have an important voice. We often forget that kids acquire language, behavior, and foundational learning skills before they set foot in a public school. Approaches will vary, but parents have the first crack at making learning a priority, and must work ever harder to sustain that. Schools, in turn, must understand what the family is experiencing, to effectively participate in an open collaboration.
Letâs tee up a few discussion topics to help us get at the core challenges of Parent Engagement.
Q1. What is the ideal role of parents in the education process?
Q2. How could we, as parents, help in a meaningful way? Here are some starter ideas, to get you thinking (do these resonate?)
- quality time on foundational skills (especially pre-K)
- finding creative ways and times to teach (story, play)
- fostering respect for knowledge and learning
- focus on resilience
- focus on mastery (deep learning) over performance (test scores)
- focus on critical thinking
- making innovation in education a priority
Q3. Who helps parents navigate these challenges, and should schools play a role in supporting them?
Q4. Can parents and teachers find the quality time required?
Education is undergoing some much needed transformation. From multiple sources, we can see innovative schools working diligently on new approaches. But time is short. And thatâs an issue on many levels.
I sense that kids today start kindergarten well behind the power curve, leaving parents with few choices and many frustrations, and often no sense of what they could be doing to help.
No silver bullets here. But thatâs all the more reason for the conversation.
As always, please share your thoughts as comments, Iâd love to discuss your perspective.


If you love music, this is your lucky day.
Those tunes you enjoy listening to so much are actually affecting your brain in pretty significant, positive ways. So do your cranium a favour by cranking your best playlist, and reading the incredible facts below.
1. Children who play instruments have better developed brains
We know you hate listening to them practice, but kids really benefit from learning to play an instrument. Thatâs because as people mature, the outer layer of their brain (called the cortex) becomes thicker. And a study published in the American Academy of Child and Adolescent Psychiatry last year found that children who play music regularly saw âmore rapid cortical thickness maturationâ in the areas of the brain associated with motor planning and coordination, visuospatial ability, as well as emotion and impulse regulation. Not bad for a drum set, eh?
2. Musicians can hear things no one else can
If you havenât already decided to take up playing an instrument, another study out of Northwestern University also found that people who learn to play at a young age will have an enhanced ability to hear and process sounds they wouldnât otherwise be able to. Itâs almost like having a sixth sense!
3. Music actually makes you happier
Have you ever gotten a chill while listening to one of your favourite songs? Thatâs just music messing with your brain chemistry. According to a study published in the journal Nature, that feeling is actually the result of your brain releasing a large amount of dopamine (which is associated with pleasure) in anticipation of the peak moment of the song. That means if youâve ever heard someone describe music as a drug, they arenât actually far off from the truth.
4. Songs can help you recall long-lost memories
In a study published in the journal Neuropsychological Rehabilitation, researchers found that music can help patients even with severe brain injuries recall personal memories. But thereâs more good news: the memories the patients recalled usually involved a person, people or a life period, but they were almost always positive.
5. Youâll be able to drown out background noises better than others
Even if you only played an instrument for a couple of years in school, the effects left on your brain will stick around for decades. One of them is the ability to drown out background noise. Typically as people age, this becomes harder and harder to do. But a study published in the Journal of Neuroscience found that those who played instruments at some point were not only better at blocking out unnecessary sounds, they were also better at honing in on the ones they actually wanted to hear.
6. It can make you smarter
A study published in 2007 found that children who attended schools with superior music education programs scored around 22 per cent higher in English and 20 per cent higher in math scores on standardized tests. The researchers added that even when children attended lower-quality music programs, they still performed better than kids who never attended at all.
7. Music can help you learn other languages
In two different Stanford University studies, researchers found that the musically-inclined found it easier than others to detect small differences in word syllables. Additionally, those with a background in music are also able to work more efficiently at distinguishing tiny differences between rapidly changing sounds, which is essential to processing language.


Physics/Physical Science Transfer Degree Program
This curriculum is for those students desiring to major in science on a broad level. This approach lends itself well to declaring a more specific major in the field of science at a later date. The science and math courses of the Science major will transfer to a four-year institution. A studentâs class choices should be planned with the requirements of the transfer institution in mind. See your advisor for enrollment information and transfer institution requirements.
Most students who decide to major in Physics/Physical Science at a four-year institution will plan a course of study that will lead to an Associate in Science Degree.
Recommended courses for students planning to major in Physics/Physical Science
|Course Code||Course Title||Credit Hrs.|
|MATH-115||Calculus with Analytical Geometry I||5|
|MATH-120||Calculus with Analytical Geometry II||5|
|ENGR-210||Engineering Physics I||5|
|ENGL-211||Engineering Physics II||5|
|CHEM-103||Principles of Chemistry I||5|
|CHEM-104||Principles of Chemistry II and Qualitative Analysis||5|
|PHYS-111||Introduction to Astronomy||3|
Description of Courses
ENGR-210. Engineering Physics I. 5 Hours. This is a theory and lab course which covers vectors, mechanics, wave motion, simple harmonic motion and the Laws of Thermodynamics including Kinetic Theory. Calculus is used in the problem solving. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: Calculus with Analytic Geometry I or concurrently enrolled in Calculus with Analytic Geometry I.
ENGR-211. Engineering Physics II. 5 Hours. This course is a theory and lab course which continues with heat, thermodynamics, optics, electricity and magnetism, and elements of modern physics. Calculus is used in the problem solving. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: Engineering Physics I.
PHYS-111. Introduction to Astronomy. 3 Hours. This is a course designed for the non-science major. Emphasis will be placed on fundamentals of astronomy and astrophysics, including history and methodology.
PHYS-120. Physical Geology. 5 Hours. This course is designed to provide the student with an understanding of the basic concepts of physical geology. The nature and properties of material composing the earth, the processes by which it is formed, altered, transported, and distorted, the distribution of this material, and the nature and development of landscape will be covered. The course includes three credit hours of lecture and two credit hours of lab.
PHYS-121. Historical Geology. 5 Hours. This course will focus on the history of the Earth from its formation within the Milky Way Galaxy to the evolution of Homo sapiens. It will be divided into two areas: physical development of the Earth and the biological development of the Earth. The course includes three credit hours of lecture and two credit hours of lab.
PHYS-203. College Physics I. 5 Hours. This is a theory and lab course which covers vectors, mechanics, simple harmonic motion and the Laws of Thermo-dynamics including Kinetic Theory. College algebra and trig skills are required. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: College Algebra or Trigonometry in high school or college.
PHYS-204. College Physics II. 5 Hours. This is a theory and lab course which continues with heat, thermodynamics, optics, electricity and magnetism and elements of modern physics. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: College Physics I.
PHYS-205. Physical Science. 5 Hours. This course is designed for students who need a physical science requirement, especially elementary education majors. Topics include astronomy, atmospheric science, geology and nuclear reactions.
PHYS-212. Physics Seminar. 2 Hours. This is a continuation of the introductory physics sequence in which the student will study more advanced topics of "modern" physics. Special emphasis is given to relativity, atomic and nuclear structure, and quantum mechanics. Additional topics in statistical mechanics, and solid state physics will be included as time allows
Prerequisite: College Physics I and College Physics II or Engineering Physics I and Engineering Physics II.


Date of Award
Action Research Project
Master of Arts in Education
Montessori Elementary Education, Montessori Early Childhood, Elementary Education
Abstract The purpose of the research was to find which interventions (cognitive, humanistic, behavioral, social) are most effective in decreasing off-task behaviors in an elementary classroom. The research project took place in an upper elementary classroom. The class consists of sixteen fourth through sixth grade Montessori students in a public school setting. Fifty percent of these students are new to Montessori education. Twenty-five percent of the class is special needs students. The four sources of data used in this research included observation forms, self-assessment forms, a story-evaluation form, and class revision of community rules. The results showed a decrease in off-task behaviors and an increase in on-task learning. The conclusion of this research reveals that the most successful intervention is the behavioral learning theory. Students improve the most when given direct responsibility for becoming aware of and changing their own off-task behaviors. They are able to transfer this knowledge into supporting their community's on-task learning.
Bradley, Celia. (2014). Decreasing Off-Task Behaviors in an Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/47


The Evolution of Under 8âs Week!
Under 8âs Week, which until 1984 was originally Under 5âs week, is about acknowledging the importance of learning in the early years of a childâs life. It has been running for 60 years across Queensland. Over that time the week has evolved, but the purpose to celebrate childhood and promote the importance of the early years remains strong.
Under 8âs week has seen many different themes and focuses over the years.
This year the theme is âChildren are playing Country to Coast â Inspiring learning in the early years through play.â
Embracing Play to be an important pathway for childrenâs learning is seen primarily in the Australian Curriculum where Prep and other Early Childhood learning centres focus on 5 contexts of learning through Play.
Play; Real â life situations; Investigations; Routines & transitions; Focused Learning & Teaching
Under 8âs Week also focuses on involving children in their local community with Educational events and activities.


Introduction titles for dating sites examples of metaphors
This art lesson page created by a practicing art teacher is a beautifully composed and includes an image by the artist, Andy Goldsworthy, and studentsâ works created in the style of Andy Goldsworthy.Author: Eileen van De Huvel This sample page from a preservice art teacherâs portfolio utilizes an existing template from Power Point. If you need to cite an entire website in your reference list, include some or all of the following elements, in this order: 1. Tutorial: Citing Government Publications The University of North Texas provides general guidelines for citing government publications as well as links to additional resources. You can usually refer to an entire website in running text without including it in your reference list, e.g.: "According to its website, the Financial Accounting Board requires ...". The site offers comparison citation tables with examples from examples of citing formats like films, photographs, maps and recorded sound that are accessed electronically.
This undergraduate (junior) e-portfolio page needs to be enhanced with titles and dates of works and reflections.Parenthetical references should include the author's name, the date of publication and the page number(s) to which you refer. Title (capitalize titles and subtitles using sentence style; for example: );4. Examples: Charles Hullmandel experimented with lithographic techniques throughout the early nineteenth century, patenting the "lithotint" process in 1840 (Twyman 1970, 145-146). Include some or all of the following elements for each complete bibliographic citation in your reference list, in this order: 1. Compiler, translator or editor (if listed in addition to an author);5. This example of an educational philosophy statement by a senior undergraduate art education major addresses her beliefs about what should be taught in art, student learners, technology for art education, and the importance of addressing visual culture in art education.She has identified hyperlinks of âTeachable Moments,â âComputer Applications,â and âConcepts that are challengingâ to link to art lessons and reflections on teaching.


The English language needed to fill out a form may look very different from what is taught in regular ESL classes. Perhaps you would like a job as a Customer Care representative.
In this USA Learns activity, you practice listening to this type of phone recording and choose the correct answer, depending on what the instructions are.
You will also practice speaking in medical situations. It will ask you questions and instruct you to choose different options to communicate what you are calling about.
Listen as often as you need to and then speak into the microphone.
This can be very challenging for someone just learning the English language. You need to tell the pharmacist what your problem is and what you need. There are also Life Skills listening activities that prepare you for special situations like listening on a phone call.
English Language Life Skills: Practice talking to your future customers! If you call the bank, utility company, airline or any business you normally only get an automated phone recording. Speaking activities let you practice and give you the confidence to talk when you need to do it in real life.
There are letters from school or utility companies that come in the mail. In the Life Skills activities in the 2nd English Coursethe questions are in an audio file to give you extra practice in listening comprehension.
Try to copy the voice of the native speaker. We may write down a phone number and a message, or write a note, or fill out a form.
At USA Learns, we prepare you with vocabulary words you will find on those forms. There are signs on the street. Click Playback and you can compare your recording the the native speaker. This activity will help you practice your listening comprehension skills with personal information vocabulary words.
Can you park your car here? Every day we use reading to get information about the world around us. On this page you will find a sample of some of the Life Skill activities you will practice. If you get information from someone on the phone, you need to understand what the person is saying and transfer that into writing.
Listen to a phone message and write the message for another person. Speaking for ESL Learners In most situations at work, in the community, or on the road, you will of course have to speak.a skill that is necessary or extremely useful to manage well in daily life Sharing with a brother or sister can help children learn important life skills.
life skills such as teamwork, problem-solving, literacy and numeracy skills They will be taught vital life skills, like how to prepare a meal and. Presidential Initiative (Sri Lanka) English as a Life Skill EnglishLifeSkill uploaded a video 4 years ago.
Play next; Play now. Life skills, also known as 21st century skills allow students to excel at school, work, and socially.
These skills will equip students for now, and the future. Life Skills: Language is. These examples are from external sources. Click on the icon to tell us what you think. Not for nothing is swimming sometimes referred to as a life skill.
Such activities included the emergency relief and rehabilitation, rural infrastructure development, life skill development, and local resource. English As A Life Skill. K likes. Help and Support 'English As A Life Skill' curriculum in Sri Lankan Education System which is going to be assessed.
âLife skillsâ is a broad category, because any skill that is useful in your life can be considered a life skill. Necessary life skills also vary by culture and by a person's age.Download


Some language students learn a foreign language easily, while others have to struggle to understand even just the gist, let alone the nuances of the foreign language. Although learning a foreign language is not supposed to be easy, learning a language should be challenging and yet encouraging at the ...Read More
Linguistic diversity is a common issue in the world today, and due to
the linguistic dominance of a few major languages, perhaps it is one of
the common reasons why many minor languages are threatened to die. Thus,
language changes have important implications for the people and
One of the considerations that may keep professional translators from setting up their own translation business is the need to attract funds to finance the venture. Not all translators are financial experts, and they are not usually millionaires either. For enterprising translators - and indeed for any start-up entrepreneur - ...Read More
In the world of today, translation is an important matter, whether in
simple conversation or in international affairs. However, even though
most people have noticed that translation really matters in any subject
area, not all people realize and understand the vital significance of it
in different particular settings.
Learning the alphabet of a language is a simple concept, but it is the most important stage of a human beingâs literacy development. Usually, the alphabetic principle states that there are individual letters, or combinations of letters, in order to represent the regular sounds of speech. Through human knowledge ...Read More
The idea of learning a foreign language is exhilarating and scary at the same time.
If you were forced to take a foreign language in high school you are probably haunted by memories of tests that you weren't ready for and endless grammar lessons that bored you to ...


M.A. in Elementary Education
Interdisciplinary and Inclusive Education
College of Education
Mathematics--Study and teaching (Elementary); Sixth grade (Education)
Elementary Education and Teaching
This study determined if teaching science and mathematics with an integrated approach would increase students' achievement. It also determined whether males or females achieved higher in science and mathematics when taught with the integrated approach. as compared to teaching the two disciplines separately. It determined whether the attitudes of the fourth grade students improved when mathematics and science were taught with an integrated approach.
The group participating in this study consisted of one fourth grade class. The total population of the study was sixteen fourth grade, heterogeneously grouped students. The class consisted of twelve female and four male students.
For one month, mathematics and science were taught as separate disciplines. For another month, mathematics and science were taught as an integrated unit. The mean scores were calculated each month. Each student was given an attitude survey to determine how they felt about mathematics and science.
An analysis of the data was completed in order to accept or reject the four stated hypotheses. t-Tests were performed to determine if any significant differences existed between the mean scores. After analyzing the results of these tests, it was found that there were no significant differences in achievement levels, but there were significant differences in student attitudes.
Rodgers, Dori, "A study on the differences of teaching mathematics and science separately and integrated" (1997). Theses and Dissertations. 2110.


Class 4 celebrated their learning journey about the Ancient Greeks by having a Greek Day. We dressed up, had a Greek feast and made Greek clay pots
VSA Science Day
Year 5 went to Buxted School to take part in a Science Day. We were set a task to build a battery operated robot with wireless control. We worked with the students from the other village schools, as a bonding exercise, which was cool!
We were set 3 challenges. Our robot had to:
- compete in a race against other teams
- play football
- play a wrestling competition to see which robot was the strongest.
OUR ROBOT WON!
VSA Maths Trail
Year 6 went to Wilderness Wood to complete a Maths Trail. We tried a variety of different challenges to test our numeracy skills.


It is a well-documented fact that the preschool years are critical for building a sound foundation of learning in the K-12 school years. A childâs cognitive development during early childhood, which entails building pre-reading, language, vocabulary, and numeracy skills, begins from the moment the child is born. As per developmental scientists, the brain requires a tremendous amount of knowledge and information about language in the first year of an infantâs life, even before they speak.
Resultantly, there is a direct connection between the early cognitive development of a child and the levels of success they are able to achieve later in life. For instance, infants who are better at grasping the nuances of speech at 6 months of age are better at developing complex language skills at the age of 2 or 3. If a preschool in Gurgaon facilitates an environment that is rich in linguistic interactions, children can easily acquire the essential preliminary skills required for reading and comprehension. A child who enters school without these skills runs a significant risk of starting late and lagging behind, which can be a problem in the long run. Also, a test of your childâs cognitive abilities can be an integral part of the process of preschool admission in Gurgaon.
During the foundation-building process in preschool, your child begins to engage in purposeful, goal-oriented play. Preschoolers begin to acquire a whole new level of understanding, as they expand their experiences in sync with the world around them. Preschoolers are always eager to learn the way the world works, and the best way for them to learn the same is through play. Here are some activities parents and guardians can incorporate into their daily routine to promote preschool cognitive development:
1. Memory and Puzzle Games
Memory-matching games, along with other simple card games allow preschoolers to approach problems in a logical and intelligent manner. Also, puzzles provide children with opportunities to hone their memory and problem-solving skills, as they sit down and figure out whether the pieces fit together or not. Puzzles and memory games also encourage children to think creatively and out-of-the-box.
2. Sorting and Classifying Activities
Categorization plays a vital role in a preschoolerâs cognitive development. Through sorting and classifying activities, children begin to understand that certain things embody similarities, while others embody subtle or marked differences. This pattern of logical thinking forms the foundation for future mathematical concepts and complex, everyday tasks. Choose activities that stimulate sorting and classifying processes, such as sorting toys by colour, size, and type.
3. Sequencing Games
Preschoolers are typically guided by their own routines to make sense of events and recall sequences. They comprehend time in extremely rudimentary ways (for instance, âyesterdayâ could mean something that occurred at any time in the past); however, working upon and developing their sequencing skills can help them weave together a better sense of time. For instance, you could ask your child to draw a rough map for their morning routine for you, in the correct order. As an educator, it is crucial to emphasize sequencing-related words, such as, first, start, finish, next, last, then, before, after, and so on. With frequent and correct use, they will become a part of your preschoolerâs vocabulary.
4. Symbolic Activities
Parents and guardians can work in sync to support the cognitive development in preschool children, by encouraging them to play symbolic games with other children. Taking part in imaginary and creative role-plays can help them develop a sense of natural curiosity for the world around them while sharpening their problem-solving and attention-building skills in the process.
In conclusion, it is important to remember that during the preschool years, children undergo rapid and exponential brain development. You, as a parent, can help maximise this essential developmental process by supporting children via the above mentioned games and activities. These activities will also encourage children to pursue their interests and indulge in play ideas that come naturally to them.


I am fascinated by the interface between disciplines, bridging art and science, while being engaged in discourse that emphasizes cultural, socio-economic, and ethical factors. I would like to use principles developed in the performing arts to promote mental well-being, as well as using cognitive-behavioural therapy and other empirically-validated techniques to treat artists suffering from performance anxiety, depression, and other mental illnesses.
- What occurs at the cognitive and neural level when individuals engage in performance, either as a performer or an audience member?
- How does our brain plasticity alter over time in response to music education and playing a musical instrument (including voice)?
- How can clinicians, educators, and even family members effectively support artists who struggle with performance anxiety?
- How do social environments interact with and exacerbate psychopathologies such as schizophrenia and depression?
- How do trauma, memory, and vicarious experience have a basis in neuropathology?
- How can roleplay and other theatrical-based interventions be used to treat individuals with mental illness and provide coping strategies for daily stressors?
- Music Cognition Lab - L. Cuddy, Queen's University
- Neuroplasticity Lab - H. Dringenberg, Queen's University
- Biomotion Lab - N. Troje, Queen's University
- Cognitive & Psychotic Disorders Lab - C. Bowie, Queen's University
- SMART Lab - F. Russo, Ryerson University
Perception of motion capture and multimodal recording of performing violinists.
Dr. Lola Cuddy (Queen's University), Dr. Niko Troje (Queen's University); NSERC.
We recruited musicians and non-musicians to view full-light and point-light videos of violinists who were recorded in the lab wearing motion capture suits. We are investigating the extent to which visual information and performers' movements influence individuals' judgements and perceptions of musical performance and musicians' expertise.
Jump, jive, or wail: The effect of sensory mode on music-induced movement in response to jazz music
Dr. Lola Cuddy (Queen's University), Dr. Niko Troje (Queen's University).
Music-Evoked Autobiographical Memories (MEAMs) in patients with Alzheimer's disease
Dr. Lola Cuddy (Queen's University)
Assessing threat responses towards the symptoms and diagnosis of schizophrenia using visual perceptual biases
Dr. Christopher Bowie (Queen's University). see Heenan, A., et al. (2014) in Schizophrenia Research.


At Hope our Speech and Language therapy department provides assessment, treatment, and support for children with communication and swallowing difficulties.
Our Speech and Language Therapy addresses delays and disorders in expressive/receptive language, speech production, fluency, language, cognition, voice, resonance, feeding, swallowing, and hearing. Speech and Language Therapy plays a critical role in literacy development and also in the screening, diagnosis, and treatment of autism spectrum disorders.
The goal of HOPEâs Speech and Language Therapists is to optimize children's abilities to communicate and to swallow, therefore improving their quality of life.
Our Speech and Language Therapy includes a variety of Modalities to support Children:
Augmentative and Alternative Communication (AAC)
Augmentative and alternative communication (AAC) are alternative communication methods used to help children with certain speech and language challenges communicate and express themselves.
At Hope our Speech and Language therapists are experienced with a variety of Augmentative and Alternative Communication (AAC) such as picture and symbol communication boards as well as various electronic devices.
Our team is able to choose the appropriate AAC (Augmentative and alternative communication) communication method and help the child, family and school use it effectively.
Prompt Speech Therapy
PROMPT is an acronym for Prompts for Restructuring Oral Muscular Phonetic Targets. The technique is a tactile-kinesthetic approach that uses touch cues to a patientâs articulators (jaw, tongue, lips) to manually guide them through a targeted word, phrase or sentence. The technique develops motor control and the development of proper oral muscular movements, while eliminating unnecessary muscle movements, such as jaw sliding and inadequate lip rounding.
PROMPT therapy is appropriate for a wide range of patients with communication disorders. The most common patients have motor speech disorders, articulation problems or are non-verbal children. Many patients with aphasia, apraxia/dyspraxia, dysarthria, pervasive development disorders, cerebral palsy, acquired brain injuries and autism spectrum disorders have benefitted from PROMPT therapy. An evaluation by a PROMPT-trained speech therapist is the only way to find out if a patient is appropriate for the therapy.
Consult with Our Specialized Speech and Language Therapist
Pediatric Speech and Language Therapist
BSc Speech Language Therapy
Master in Clinical Linguistics
Ongoing Education in Oropharyngeal Dysphagia âAssessment and Therapy
Applying Neuromuscular Bands to Speech Therapy
AAC â Augmentative and Alternative Communication


I have had the privilege of helping people attain their educational/learning goals. The opportunities have ranged from ESL students who were able to get their GED to a student who had received her Master's degree but couldn't pass the comprehensive exam. After we spent some time determining the areas of weakness in her educational/learning foundation and pursued a disciplined course of study, she gained the ability to comprehend what she read and assimilate it into content. We followed a pres... [more]
I am a certified Sylvan Reading instructor and past Sylvan director and Raymond Road Learning Center Education director. I use Project Light reading program to complement my education and experience. I am trained to make an assessment for reading difficulties so that 1. we can target deficiencies 2. we can do prescription remediation 3. the student is encouraged
I need a Reading Specialist Sylvan Learning Center. Presently, I need a tutor for reading from beginning readers to college level.
I have taught advanced level piano and voice training. Reading of music on the staff and learning the associated pitch and value of notes as regards the timing of music is just the beginning of general music. An appreciation for rhythm, tempo, style and the cultural aspects must be studied. Music is a vital part of life, whether is is organized or presented by nature in the call of a bird, harmonies of horns blowing, the percussive beat of rain upon the concrete or the howl of the wind. A study of various instruments and their particular characteristics increases appreication for those who perform and the intergration of harmonies in performance.
Beginner students learn theory, practical keyboard and sight reading, at a level the will provide a firm foundation for learning more advanced skills. As a student progresses more difficult music skills are taught until the student reaches a level of learning advanced skills such as improvisation and beginner level composition. There are numerous course for teaching piano, I prefer Gail Smith's Piano Course with appropriate sheet music to give well rounded music foundational skills.
I was a study skills instructor for Sylvan Learning Center, Jackson, MS and taught Developmental Skills classes at Hinds Community College. Effective study skills can bring academic success to even marginal students. Knowing how to organize your time, material, subjects, and prioritize gives student a competitive edge. Once a study habit is learned a student must discipline themselves to use it. Personality, environment and resources influence personal study habits but these factors can be used in a manner that makes them more effective and helps to achieve positive results.
I have participated in all levels of choirs for over 40 years and have limited experience teaching voice. Voice production includes not only proper pitch and an ability to read the music but breath control is vital. Voice production requires discipline, vocal exercise and a trained ear. A good voice coach can provide the same elements required of anyone who coaches atheletes and/or other activities. Encouragement, materials selected for the proper level of competency and an environment conducsive to proper study and exercise of learned skills are essential for success.


A magical harmonic connection between all humans.
Music is a means of expression â it is a language. Anyone whoâs seen a toddler dance at a wedding knows that we are born with an innate basic feel for music, just as we are sympathetic to the soothing tone of a lullaby, or can sense excitement or anxiety in a tone of voice alone. Music is universal.
Here, a group of Amazon tribesmen are watching Maria Callas sing Casta Diva:
The young warrior says:
âThis music is not our culture. We do not know what it means. We can only watch and listen. But it is touching.â
Just like Modern Foreign Language teachers, music educatorsâ main goals are to help students to develop their listening and expressive abilities.
What is a tone, if not a word? What is a musical phrase, if not a sentence? By composing pieces with multiple sections, we are creating arguments, expressing more complex thoughts. A change from major to minor key is a twist in the plot â creative writing in a foreign language.
This post is supposed to ask the question âIs media-rich technology the answer for music education?â
Well, I will ask the question: âIs it the answer for teaching a foreign language?â
Letâs suppose Iâm teaching Italian in a British high school. I want to do some listening exercises, so I play a CD so my students hear authentic accents. Is it appropriate?
I want to show my class the wonderful architecture of Rome, but we donât have the budget for a school trip. So we watch a video on YouTube. Is it any less informative?
We have a writing assignment, but instead of using pen and paper, I take the class to the computer room so they can type it up instead. Is this any less educational?
If the teacher has a learning goal in mind, and technology is used appropriately to reach that goal, then I donât believe it can possibly be detrimental.
I think that through the lens of a Western Art-Music based curriculum, the use of GarageBand to compose could be seen as somewhat flimsy.
But consider two students:
- one composes a dubstep track, builds the tension carefully, and creates an exhilarating âdropâ at just the right time.
- another composes a simple melody on paper, puts chords under it and ends in a final perfect V-I cadence.
Is either of these a more valid expression than the other? Is one more difficult than the other? The second is more intellectually rigorous through a traditionalist lens.
But will that student go home and spend hours writing 2 bar melodies? I think the first student is more engaged and excited, and she may even go on to learn about chord progressions and cadences of her own accord.
Carlisle (2013) found that the use of handheld technology in the Music room can:
- scaffold studentsâ musical learning â through haptic and visual feedback on pulse, pitch etc
- enhance self expression â for example by bringing exotic instruments into the classroom
- enhance timbral relationships â providing a wide range of instrumental timbres with which to practise listening and composition
I believe that the appropriate use of technology in Music education is undeniably a good thing. Currently, 95% of students quit music education at their first opportunity. I believe this is a symptom of a backwards-looking, exclusive system, and that itâs our duty to serve these students better.
As audiovisual technologies improve, I hope they will be incorporated more widely to inspire these students to continue to speak the language of Music, and make that universal, magical connection more harmonious.
Carlisle (2013) Handheld Technology as a Supplemental Tool for Elementary General Music Education. General Music Today. Vol. 27 Issue 2, 2014.


Basketball promotes basic and specific motor skill development. The objective is initiation and perfecting of the sport.
Sports activity designed for adults. It combines aerobic and swimming benefits.
We develop our players focusing on, and teaching, the values related to a team sport such as this.
Swimming contributes to physical, mental and social health since it improves the cardiovascular and respiratory systems.
Benefits of judo are diverse both motor skills wise and psychologically: it develops basic motor skills, promotes locomotor system development, students learn to know and master their own body.
Table tennis is an ideal initiation racket sport since it needs limited space and small groups of students.
We develop individual and group coordination, special and temporal memory as well as socio-emotional intelligence. All of it through self-control, creativity, effort and commitment.
Chess develops skills and abilities such as concentration, memory, logical mathematic reasoning, problem solving, decision making, self-esteem, self-improvement, reflection, planning and prevention.


Year 2 Demonstrate their Dinosaur Drawing Skills
Another day and another school visit, this time to Rode Heath Primary School in Cheshire. The year two children under the tutelage of Mrs Woollam the class teacher, have been studying dinosaurs this term. There was lots of artwork on display including a very colourful wall mural showing, in the foreground, a bright orange Tyrannosaurus rex chomping on a bone.
Rode Heath Primary with their own âWalking with Dinosaursâ Wall Display
Picture Credit: Everything Dinosaur
The T. rex is heading towards a group of herbivorous dinosaurs. There are horned dinosaurs (Ceratopsians), and an Ankylosaurus whilst amongst the trees two Titanosaurs lurk. It is certainly a very impressive mural. Forming a border around the picture there are some cut-out Tridactyl (three-toed) dinosaur footprints intermingled with footprints made by the school children.
Year two have been busy making exhibits for their very own dinosaur museum. Teaching Assistant Mrs Hulse was busy taking photographs of the fossils that we brought so that they too could be included in the class museum. Some of the pupils are going to be tour guides for the museum so they will have to âbone upâ on lots of dinosaur facts and figures.
Dinosaurs and fossils make an excellent subject for a term topic. Lots and lots of extension activities can be employed to help children develop writing and numeracy skills. For example, Mrs Woollamâs class have been working on their own dinosaur âpop-upâ books, showcasing some of the artwork they have produced as well as providing a great platform for creative writing.
Chloe Thompson (aged 7), decided to include a very fierce looking meat-eating dinosaur in her pop-up book. Team members at Everything Dinosaur were very impressed with the big teeth.
Pink and Blue Meat-eating Dinosaur by Chloe Thompson
Picture Credit: Chloe Thompson
If you look carefully you can see that Chloe has added some dinosaur bones in the foreground. Part of the lesson covered the different types of dinosaur, herbivore, carnivore and even omnivores.
Millie and her Herbivorous Dinosaur
Picture Credit: Millie
Millie chose to depict a plant-eating dinosaur in her pop-up book. The Sauropod is painted with blues, greens and even a little bit of pink â nice one Millie.
The pupils have had the chance to explore dinosaur footprints, we showed some bones and the children had guess which part of the dinosaur they were. Jonny (aged 6) depicted a set of dinosaur tracks in his special dinosaur book.
Jonny Illustrates a Set of Dinosaur Footprints
Picture Credit: Jonny (aged 6)
The children had prepared lots of questions, including one about Giganotosaurus. We did our best to answer them all and to explain about flying reptiles, dinosaurs and other prehistoric animals. The team members at Everything Dinosaur were most impressed with the creative writing, the artwork and the knowledge demonstrated by the children.


All sites in this category are geared toward children ages 3-18 and provide information or activities related to biology, the study of life.
Related categories 4
[ Kids/Teens/Mature Teens ] Includes guidelines for incubating and candling eggs, photos, movies, egg cam, and resources. Sponsored by the University of Nebraska Cooperative Extension.
Activities in Biology
[ Teens/Mature Teens ] Provides interactive quizzes on topics such as cell biology, organ systems, ecology, and photosynthesis.
Biology In Motion
[ Teens/Mature Teens ] Online activities for learning biology, including animated cartoons, an evolution simulation laboratory, and drag-and-drop quizzes.
[ Teens/Mature Teens ] Online activities, labs and tutorials. Site available in Spanish.
The Biology Project
[ Mature Teens ] Has tutorials and problem sets for learning biochemistry, cell, developmental, human, and molecular biology, Mendelian genetics, and immunology.
Cool Science For Curious Kids
[ Kids ] Fun and interactive site to help kids appreciate science. Why are snakes like lizards, and monkeys like moose? Find out here.
Discover the History of Life
[ Teens/Mature Teens ] Provides an introduction to phylogeny, geologic time, and evolution.
[ Kids/Teens ] Introduces the natural history of the sea through a fun game.
The Guardians of the Millennium
[ Kids/Teens ] Describes microbiology, the rain forest and the possibility of extraterrestrial life. Also in French, German, and Spanish.
Just for Kids Wildlife Page
[ Kids/Teens ] Read about moose, wild turkeys, mosquitos, hummingbirds, and bears. Learn about habitat and wildlife biology. Color a bat, falcon, warbler, or eagle.
Online Biology Book
[ Mature Teens ] Provides concise information on all aspects of biology, from biochemistry and body systems to plants and history.
The Open Door Web Site
[ Teens ] A Natural Science reference site for middle school students. Includes topic chapters, facts and figures, questions and quizzes. Quick search and index search available, as well as an Internet guide.
[ Teens/Mature Teens ] Cells, microbiology, the scientific method, invertebrates, plants, and vertebrates. There is also an extensive section with examples of different species. Offers downloads and online activities.
Science For Kids
[ Kids/Teens/Mature Teens ] Offers news about plants, animals, and other life science issues. Also includes pop quizzes, and pictures. Site is available in Spanish.
[ Kids ] Enter the world of Science Bob to try home experiments, visit his on-line lab and get answers to your science questions.
SeaWorld: Animal Information
[ Teens/Mature Teens ] Contains information books, quick fact sheets, and the small wonders that are born at SeaWorld.
[ Kids/Teens ] Play an adventure game to learn about Louisiana wetlands and the plants and animals that live there. Includes questions from easy to advanced levels.
Tree of Life Web Project
[ Teens/Mature Teens ] Classification of organisms. Has diagrams showing where all organisms fit into the evolutionary tree.
The Visible Embryo
[ Kids/Teens/Mature Teens ] Provides a visual journey through the stages of human development from conception to birth.
Other languages 11
Sports and Hobbies
People and Society


These are quick checks - delivered to all students in a class. These assessments provide information to see if the children are where they should be at a given time in the school year. Perfect for the beginning of the school year or end of the school year.
At the foundation of aimsweb is general outcome measurement, a form of curriculum-based measurement (CBM), used for universal screening and progress monitoring. This form of brief assessment measures overall performance of key foundational skills at each grade level and draws upon over thirty years of scientific research that demonstrates both its versatility to provide accurate prediction of reading and math achievement as well as its sensitivity to growth.


By Aneta Pavlenko
Do bi- and multilinguals understand themselves another way of their respective languages? Do they event assorted feelings? How do they exhibit feelings and have they got a favorite language for emotional expression? How are emotion phrases and ideas represented within the bi- and multilingual lexicons? This ground-breaking booklet opens up a brand new box of analysis, bilingualism and feelings, and gives fascinating solutions to those and lots of similar questions.
Read or Download Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism) PDF
Best education theory books
Caroline Norton (1808-1877) was once a Victorian writer and campaigner for social reform, specially reform of women's criminal rights. during this lucidly written account Norton describes how upon marriage in 1855 girls grew to become legally 'non-existent': they can no longer convey situations to courtroom; they can no longer input right into a agreement; they can now not instigate a divorce and their possessions, gains and any bequests made to them instantly grew to become their husband's estate.
Do bi- and multilinguals understand themselves otherwise of their respective languages? Do they event varied feelings? How do they show feelings and have they got a favorite language for emotional expression? How are emotion phrases and ideas represented within the bi- and multilingual lexicons?
"Although bell hooks has lengthy challenged the dominant paradigms of race, class,and gender, there hasn't ever been a entire publication seriously reflecting upon this seminal scholar's physique of labor. Her written works goal to transgress and disrupt these codes that exclude others as intellectually mediocre, and hooks's problem to numerous hegemonic practices has seriously encouraged students in several parts of inquiry, this significant source thematically examines hooks's works throughout numerous disciplinary divides, together with her critique on academic concept and perform, theorization of racial building, dynamics of gender, and spirituality and love as correctives in postmodern existence.
- The Threads of Reading: Strategies for Literacy Development
- Economics, Aid and Education: Implications for Development
- Bilingual Competence and Bilingual Proficiency in Child Development
- One parent, one language : an interactional approach
- The Evolution of Teaching: A Guidebook to the Advancement of Teaching, Teacher Education, and Happier Careers for Early Career Teachers
Additional resources for Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism)
This work also proclaims that âthe distress of being double and somewhat homeless is overshadowed by the glory of being hybrid and openâ (Dorfman, in De Courtivron, 2003b: 33). I read the dialogue between the discourses in the present corpus in a very similar manner. The discourse of bilingualism as linguistic schizophrenia is still present in the corpus but mostly in the form of a voice from âelsewhereâ that is being mocked and resisted. The respondents engage in a number of counter-discourses, including the discourse of integrated identities and that of personae.
It is a good feeling tho. (Fiona, 27, English âFrench âGerman) We can see that Marylin emphatically denies seeing her selves as different. She also presents herself as lucky because of that, thus implicitly agreeing with the view of double selves as a misfortune. Fiona, on the other hand, responds in the afï¬rmative and evaluates the experience as a positive one. Then, however, she appeals to the subordinating conjunction âthoughâ, which signals opposition and frames her evaluative comment as a hidden polemic with the negative assessment of duality.
Journal of Memory and Language 51, 190 â201. Marian, V. and Neisser, U. (2000) Language-dependent recall of autobiographical memories. Journal of Experimental Psychology: General 129(3), 361 â 68. Novakovich, J. and Shapard, R. (2000) Stories in the Stepmother Tongue. Buffalo, NY: White Pine Press. Panayiotou, A. (2004) Switching codes, switching code: Bilingualsâ emotional responses in English and Greek. Journal of Multilingual and Multicultural Development 25(2/3), 124â39. Pavlenko, A. (1998) Second language learning by adults: Testimonies of bilingual writers.
Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism) by Aneta Pavlenko


Whether or not youâre seeking to study a fresh hobby or are thinking what It might be love to Engage in, youâll learn how to Engage in piano swiftly and efficiently in only 21 days.
WHAT Does one Find out In the PIANO LESSONS? That problem is usually asked by prospective college students. Piano is our hottest instrument and a terrific foundation for Studying music. Our teachers make it a priority for getting to find out you on a private amount and to be informed about your personal musical requires and targets. We do not address every single pupil the exact same when it comes to what And just how we instruct. A seven 12 months previous getting their initial piano esson may have quite distinct desires than the usual fifty seven calendar year outdated taking on piano to the 2nd time following possessing experienced lessons as a toddler.
Many of my learners take NYSSMA examinations and successfully pass them. What on earth is most significant, I want my college students to like and fully grasp music.
As a beginner, you'll need an experienced music teacher who will make an effort to listen and possess the tolerance to information you every move of the way in which. When you have some expertise, we usually takes you to definitely another degree. Preserving development even though tackling technique and repertoire in your lessons is one thing weâve mastered.
Appreciate private a single-on-one lessons from the consolation of your very own home or in a single of our teacher's studios. Lesson's are available for college students of any age and talent concentrations.
I have constructed a training method which ensures that Every single of my college students will learn how to become proficient at taking part in acoustic guitar, electric guitar, or bass having a curriculum shaped close to the person wants and goals of each and every college student.
Private music instruction may perhaps entail singing courses or educating the best way to Engage in any musical instrument on one-on-a single foundation. A teacher might also choose to teach students in a gaggle.
The kids way of learning guitar! In this entertaining-filled system, students will check out how the guitar is effective then learn to Participate in easy melodies. ++ Convey your own guitar.
I'm also a composition teacher. I do the job with composition learners from beginner to advance. more tips here My composition students, over time, vary from all ages starting off at 7. My learners, following the main calendar year, are actually capable to jot down string quartets and piano trios.
In the event you have an interest in Mastering ways to Engage in click reference an instrument or sing the correct way, Ny Music Emporium is exactly where you want to be! At NYME, we fully grasp the importance of music education and learning and so are devoted to supplying our pupils with the highest good quality Visit Your URL lesson applications.
Texting as Weierbach, Based on court documents, the musical maestro feared the "girl" could possibly be a cop.
Your teacher will welcome you with a personalised curriculum to meet your unique plans and you'll be able to control your total schedule as a result of our free online account.
Studying piano inversions doesnât ought to be dull, even in an internet based piano study course. Youâll find out how to play uncomplicated music about the piano, not only repeat sheet music.
I target on how to play the piano (without hurting one's hand), Finding out distinct sorts of notes, looking through music, and dynamics. I seek to ingrain into students ways to practice to generally be one of the most successful in obtaining superior results.


We have designed and developed a curriculum which reflects the values of our school, develops the wellbeing of the whole child, provides challenge and raises aspirations, and promotes high levels of academic and intellectual achievement and progress.
We send letters home to parents and carers with information about the curriculum in each year group every term. Click here to find out more.
Values are things we believe in, that help us to make decisions about how to behave. They are the principles that guide our lives. The curriculum at Fairholme nurtures and promotes many values including respect, honesty, responsibility, kindness, self-belief and aspiration. Through these values, our curriculum develops each child's uniqueness, ambition and self-worth as an individual.
The Fairholme Primary School curriculum consists of:
Click here for an overview of the curriculum topics in each year group.


Q2. What Canadian award is considered an international symbol of creative excellence? (P33)
The Musical Genius of Glenn Gould
Celebrating one of our own great musicians of the 20th centuryBy Beth Parker
Glenn Gould (1932-1982), pianist, composer, musician, performer, conductor and recording artist, is hailed internationally as one of the great musicians of the 20th century. When you consider that musicians such as Beethoven, Brahms and Liszt were among the great musicians of the 18th century, it puts in perspective the extraordinary talent of our own, Toronto-born and Beaches-raised, Glenn Gould.
Growing up in the Beaches
Glenn Gould's childhood house was 32 Southwood Drive. This is where Gould lived with his father, Herbert (Bert), a furrier and amateur violinist and his mother, Florence. Today the house bears a plaque indicating its heritage and is designated an historical site. His distinguished neighbour next door was Canadian author, Robert Fulford.
From an early age, those around Gould could tell he had musical talent and interests unlike anyone else. Like many kids however, Gould had several pets named after famous composers. His goldfish were Bach, Beethoven, Chopin and Haydn, and his bird, Mozart. He also had dogs, rabbits, turtles and a non-deodorized skunk!
By the time he was 3, it was apparent that Gould was one of the few people born with perfect pitch. Perfect pitch is the ability to identify tones in your head without externally having to hear them on an instrument like a piano. About 1 in 10,000 people have perfect pitch, although many lose it over time if it is not developed at a young age. By the age of five, Gould was composing his own music. He made modest public performance at church events, schools and even his own home in August of 1938. His first concert, however, took place at the former Eaton Auditorium when he was 13 where he played pieces on the organ and the piano.
Going to School
There were no special "arts" schools for Gould to attend, like we have today. Gould went to Williamson Road Public School up to grade eight. It was a short walk from his house, half a block down the hill, a right turn, and another half block. According to Geoffrey Payzant, Gould's biographer, Gould wasn't that fond of school, describing the experience this way:
'I found going to school a most unhappy experience and got along miserably with most of my teachers and all my fellow students.'
Gould also attended Malvern Collegiate from 1945 to 1951, but he didn't matriculate. By the time he was part way through high school, Gould was already becoming known as an exceptional musician and on a special program of musical studies through the Royal Conservatory of Music.
Music Education of a Child Prodigy
Glenn Gould's music education also took place in Toronto. At first his mother taught him piano, but his first formal teacher was Chilean-born pianist and conductor Alberto Guerrero. Guerrero was part of the Toronto Conservatory of Music (renamed later the Royal Conservatory of Music or RCM). Gould steadily worked his way through the grades and exams at the RCM, winning medals for his achievements.
A Legend is Born
At 15, Gould had his professional debut as a concert pianist, playing with the Toronto Symphony Orchestra. He became firmly established internationally when he recorded his signature piece: Bach's Goldberg Variations when he was 23.
Now a celebrity performer, Gould toured Europe, the United States, Israel and the USSR, playing at the great concert halls. His performance in Moscow in May 1957, for example, made him the first North American pianist and the first Canadian musician to appear in the Soviet Union after the Second World War.
Gould, however, found that performing was extremely stressful. He stopped giving public concerts two years later in 1964 and reinvented his career as a recording artist with CBS Records, now Sony Classical. He later also worked on documentaries and as a conductor.
On October 4, 1982 just days after his 50th birthday, Gould died of a massive stroke. His legend as a true musical master is undisputed. His work has influenced every performer since because of the illuminating manner in which he interpreted the music of a variety of composers, in particular, of Bach. In January 1997, the Professional School section at RCM was renamed the Glenn Gould Professional School of Music after its most famous student. The Glenn Gould Foundation was established September 19, 1983, as a collective effort by Gould's friends and colleagues to memorialize a great artist and make sure that his extraordinary contributions to our culture would never be forgotten.
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Junior School Academic Program
FOSTER a Love for Learning
Our Kindergarten Program
Intellectual curiosity, confidence and leadership are nurtured at this early academic threshold. This full and enriched program blends growing literacy and numeracy skills, French and Japanese, physical education, music and technology balanced with supervised play.
Our Primary Years (Grades 1-3)
Primary grades cultivate important foundational skills while providing a sense of belonging in a busy weekly routine. World issues, cultural understanding, environmental stewardship and service to others are explored. Social and emotional skills are modeled and positive relationships are celebrated.
Our Intermediate Years (Grades 4-7)
Intermediate grades build upon our character during these important confidence-building years. Public speaking, technology and leadership are integrated into the rigorous academic programming. Students are encouraged to express their ideas demonstrating critical thinking, effective research and presentation skills.
Daily homework is assigned at all grade levels. Skills such as good study habits, organization, decision making, leadership and independence allow students to enter their high school years with confidence.


state the purpose of the experiment and should include the research problem. Create a clipboard You just clipped your first slide! Register, login m home Â» Parts Of A Scientific Research Paper. Parts of a, research, paper, parts of a, research, paper. Music performance also inspires students to conquer fear and take risks. The third part should give the reader a quick summary of the form that the parts of the research paper is going to take and should include a condensed version of the discussion. Scientific research articles provide a method for scientists to communicate with other scientists Parts of a Research Paper - Kansas State University Parts of a Research Paper It is usually one of the last parts of the paper to be written. Introduction, for many students, writing the introduction is the first part of the process, setting down the direction of the paper and laying out exactly what the research paper is trying to achieve. Parts, oF, theresearch, paper.
5 parts to a research paper
TilleryAP Literature15 November 2011 Music Education Music is the universal language of mankind. The Discussion Organizing Your Social Sciences Research Paper. In keeping with the hourglass principle, you can expand on the topic later in the conclusion. Music therapy is one of the most widely used and most applicable forms of treatment. Flower song carmen analysis essay lashley s research papers easy essay about my best friend. What are the Parts of a development of ebay essay in tamil Research Paper Essay Tips what are the parts of a research paper ; parts of a research ; enjoyed this post? A good introduction generally consists of three distinct parts: You should first give a general presentation of the research problem. Copyright and Intended Use The Six Parts of the Argumentative Research Paper This is the stage where you register each of the sources you made use of for your research paper. Cooperation Agency In Asia. Music education opens doorsthat help children pass from school into the world around them a world of work, culture, intellectual activity, and human involvement. Learning Objectives Parts of the Scientific Article - NC State University Parts of the Scientific Article Title briefly states what the article is about. Breathing patterns, heart rate, and blood pressure are all responsive to musicand auditory stimulus (Turner 2270).
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ece507 | Graduate
Early Childhood Assessment
This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.
topic title goes here
Role and Purpose of Assessment
- Analyze the influences of technological advancements, medical advancements, and educational research on early childhood education.
- Explain the purpose and role of assessment through a social-historical perspective.
- Describe the role of assessments in an early childhood learning environment.
- Identify the roles of family, medical professionals, and educators in the early childhood assessment process.
- Define assessment in the use of curriculum and intentional teaching.
Types of Assessments in an Early Childhood Setting
- Examine the theoretical models or types of assessment tools.
- Define assessment goals and key elements of assessment with regard to developmentally appropriate practice in early childhood.
- Explore the purpose of individual assessment tools.
- Define relevant components in selecting an appropriate assessment tool.
- Examine the format of assessment tools in regard to relevance of areas of assessment interest.
- Describe the essential characteristics of a good measurement instrument for evaluating childrenâs learning.
Designing Quality Assessments
- Define the purpose of a systematic assessment practice and setting goals for instructional design.
- Examine multiple developmental domains interrelated to the assessment goals.
- Identify the importance of selecting a variety of assessment tools to achieve assessment goals.
- Analyze the importance of evaluating assessment tools to influence effective instructional activities, enhance curriculum, and modify the learning environment to achieve learning goals.
- Understand the multiple influences of culture, family, technology, and language in the design and implementation of assessments.
- Develop documentation, recording, and evaluation techniques.
Interpretation and Application of Assessments; Record Keeping
- Understand the role of learning models and learning theories in the interpretation and application of assessments.
- Interpret differences in assessment tools and outcomes.
- Evaluate strengths, learning potentials, and differences in assessment outcomes.
- Apply assessment results to instructional strategies including curriculum development, materials, learning activities, and classroom environment.
Communication of Assessment Process with Stakeholders
- Identify stakeholders to include in the communication of assessment.
- Examine the benefits, effectiveness and appropriateness of community and family collaboration.
- Develop appropriate and mutually beneficial venues for communication.
- Identify additional community, school, or district resources for children and families based on assessments.
- Explain the role of government funding and mandates in the assessment process.
- Identify barriers in a collaborative process.
- All objectives apply.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the studentâs responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the studentâs choice.


In 2009, a House of Commons Select Committee concluded that Systematic Synthetic Phonics can teach virtually every child to read.
Children who have difficulty learning to read, including those diagnosed with dyslexia, are often given additional instruction that differs from their mainstream teaching. However, there is compelling evidence that children donât need differentiated instruction. In fact, in many cases, an alternative route to literacy can complicate the whole process, with some strategies doing more harm than good. Diagnosing why some pupils find learning to read such a struggle is virtually irrelevant, given that the first step for all concerned is simply the mastery of foundational skills.
In any Reception or Year 1 class, there will be children who urgently need time to practice their basic skills and get to grips with how reading works: recognising the patterns formed by matching letter/s to their sound and learning to decode fluently. There will always be a few struggling readers who need an awesome amount of practice. And when instruction takes place with meticulously structured decodable stories including BRI: Beginning Reading Instruction, there are multiple benefits. BRI stories, for instance, not only provide that much-needed additional practice for weak readers but also increase motivation by drawing children into the narrative and engaging them with the antics of loveable animal characters. In parallel with the booksâ emphasis on âhow reading worksâ, they focus on good reading habits while providing essential varied practice and over-learning.
Evidence-based Systematic Synthetic Phonics instruction and additional practice with good decodable books â and no fussy extra materials â enables all children, with rare exceptions, to learn to read.
âBRI forces children to read the code and confront it over and over in real text, forcing the strategies of context and comprehension to come into play.â Literacy Tutor
BRI stories require a Teaching Assistant or volunteer parent to undertake reading practice, ideally for 5-15 minutes daily, with each struggling child. âGetting Started with BRIâ provides short, foolproof instruction that takes only a few minutes to digest. Bullet-point directions are included in every book, along with each new sound-letter/s correspondence. Free online resources (see free reading resources) enable teachers to map the progress of each pupil.
You may also be interested in:
20 reasons to teach children to read with BRI decodables
Early intervention closing the reading gap in Reception Class and Year 1
Reviews from teachers, tutors and parents


The Importance of Arts Education
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My son had just about every opportunity afforded to a child growing up in a middle-class family, including privileges at home and during school to sing, dance, paint, and express himself creatively. My spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, that there was nothing equal about it.
According to the Indianapolis Star, "Indiana ranks 25th for education, its best ranking to date," and they reported that the Indianapolis Public Schools graduation rates are among the worst in the state. At the same time, we know that students who are involved in the arts are 4 times more likely to participate in math and science fairs; 3 times more likely to win an award for school attendance; 4 times more likely to recognized for academic achievement; 3 times more likely to be elected to class office; and even have a drop-out rate that is 5-times lower than their peers. Shocking, though, is the discrepancy of art opportunities available to minority versus white students. According to Americans for the Arts, African American and Hispanic students have less than half the access to arts education than their white peers.
We are at a crossroad, and unless we act boldly and collectively, access to art education will likely get worse for these children and young adults. The question then is whether Indianapolis is ready for an approach and shared vision to dramatically increase arts access and school engagement. Are we ready to leverage the benefits of the arts for our children and to agree on a set of shared measures that we will track together for years to come? Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high-achieving lives?
On September 5th, the local community saw a different kind of response to these issues and opportunities in the news headlines. The front-page of the Indianapolis Star read: "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. This effort is not just about educators and artists working together (although that's a great thing!), but rather, this collective impact approach is an "all hands on deck" approach. Itâs driven by a shared vision, a collective will to improve a set of shared outcomes. The program is run through the adoption of a data-driven, continuous improvement mindset and work, and a real commitment by all to invest time and money in only pragmatic, attainable solutions.
Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more, please visit www.indyarts.org and sign-up for updates.
Want to learn more about arts education, and how Central Indiana is working to ensure arts education for all students?
Join WFYI, The Indianapolis Public Library, Indianapolis Public Schools, the Arts Council of Indianapolis, and Any Given Child for "A Conversation About Education: Ensuring the Arts for Any Given Child" at the Central Library on Monday, March 14th at 6:00 pm. More information is available on WFYI's events page. Follow along with this event and other American Graduate conversations on social media, using #AmGradIndy.
Ernest Disney-Britton is the Director of Grant Services & Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Councilâs Kennedy Center's âAny Given Child Indianapolisâ program.


In a creative and artistic attempt to clean beaches and bring awareness, the nonprofit group Washed Ashore creates traveling exhibits of enormous sea life sculptures constructed entirely of garbage gleaned from shorelines.
The larger than life sculptures travel to various zoos and aquariums, where the displays have proven so popular that they even increase the attendance wherever they exhibit. Itâs no wonder! They are stunning replicas of the real things that, true to the nature of art, offer a reflection on our human perspective.
Washed Ashore calls the creatures âAmbassadors.â They sport names such as Sebastian James the Puffin, Herman the Sea Turtle, Lidia the Seal, Octavia the Octopus, and Flash the Marlin. There are about 65 of the sculptures on tour, with new ones being created all the time. Exhibits are currently displayed at the Smithsonian National Zoo and Atlantaâs Georgia Aquarium until September 5th, 2016.
The exhibits vary in size from eight to 30 pieces and can consist of both indoor and outdoor sculptures of various shapes and sizes. Some are stand-alone while others can hang. The displays come equipped with an educational team to incorporate art, science, and ecology into the program.
These sculptures are a shocking reminder of the effect of our human consumption and waste. They are crafted using the garbage collected by volunteers during beach clean-ups, who have removed more than 18 tons from Oregonâs shores. âApproximately 80% of marine debris comes from land-based sources; from streets to streams to oceans.â
The process of collecting, sorting, cleaning, and finally reusing, is detailed and lengthy, requiring many hours of human collectivism, from professional artists to students and volunteers. A wire frame is shaped and then begins the artistic decision-making process of selecting the perfect piece of trash for a particular spot. Some of the debris collected is typical, such as flip flops, plastic bottles, fishing nets, lighters, combs, toys, and, of course, plastic bags. But, some of the displays have more unusual items incorporated into the design. Flash the Marlin is comprised of oddities including three fishing poles for the pointed mouth, sunglasses, a deflated beach ball for eye sockets, and even a toilet seat.
The organization was founded by former arts educator Angela Haseltine Pozzi. She used her Masters in Art Education, and her international renown as an exhibiting artist, to found an organization in 1990 that used recycled materials to make 3-D art kits. Then, in 2008 she initiated an art retreat and residency site that, in 2010, morphed into the Artula Institute for Arts and Environmental Education, which creates the Washed Ashore exhibits and runs the daily operations. Angela is certain that this is her âcallingâ and she claims that âuntil we run out of plastic on the beach, we will keep doing our work.â
The projectâs philosophy is a testament to Margaret Meadâs quote, âNever underestimate the ability of a small group of dedicated individuals to bring about change. Indeed, itâs the only thing that ever really has.â Washed Ashore has proudly logged more than 14,000 hours contributed by some 10,000 volunteers in their six years of cleaning 300+ miles of beaches. Ninety-five percent of what was collected has been incorporated into the sculptures. They also observed that â90% of marine debris is petroleum based.â
The website (www.washedashore.org) offers a wealth of environmental information about the creatures represented and the devastating effects of plastics in the oceans. They point out that 300 million tons of garbage is produced globally per year with only 10% of that being recycled. But, the message of Washed Ashore is not about guilt and despair; it is all about hope and working together to keep trash out of the oceans. âIt takes a village to save a beach.â


Usworth Colliery Primary School Curriculum
During this academic year (2018 â 2019) all year groups will be taught the programmes of study set out in the National Curriculum (2014) for Mathematics, English, Science and Foundation Subjects.
Each year group are also taught the non-National Curriculum subject of Religious Education and we follow our Local Authorityâs agreed syllabus.
EYFS Autumn Term
Year 1 Autumn Term
Year 2 Autumn Term
Year 3 Autumn Term
Year 3 Learning Challenge Topic Autumn Term 1 2018-2019
Year 4 Autumn Term
Year 4 English Homework Autumn Term 1
Year 5 Autumn Term
Year 5 Learning Challenge Autumn Term 1 2018-2019
Year 6 Autumn Term
Year 6 English Homework Autumn Term 1 2018
The BASE Autumn Term
All About Me and Egyptians 2018
Further Curriculum Information
Here is the presentation we gave to parents last year on the new National Curriculum.
Our Approach to the National Curriculum.
At Usworth Colliery Primary School we believe that children learn best when they are actively engaged in their own learning and this is the main principle as to why we have adopted âThe Learning Challenge Curriculumâ. This applies a cross curricular approach and the concept is built around the principle of greater learner involvement in their work. It requires deep thinking, and encourages learners to work using a question as the starting point.
A prime learning challenge is communicated as a question and is used as a starting point for designing the curriculum. Subsidiary challenges are then planned and again expressed as a question. Each Learning Challenge needs to make sense to our children and is something which is within their immediate understanding and interest.
Key skills for each subject in the National Curriculum are broken down into year group expectations. They ensure our children develop the essential skills to succeed in their education.
Reflection is central to the whole process of âThe Learning Challenge Curriculumâ. Our children present their learning to the rest of the class through both oracy and ICT. A question may be presented to the children in order to help them reflect upon their learning.
Outdoor Learning at Usworth Colliery Primary School.
Through Outdoor Learning children learn through what they do, through what they encounter and through what they discover. Participants learn about the outdoors, themselves and each other, while also learning outdoor skills. Active learning readily develops the learning skills of enquiry, experiment, feedback, reflection, review and cooperative learning. It is also essential for accelerated learning and development.
PSHE Coverage at Usworth Colliery Primary School.


It's time for a new week and a new phonics skill. You are going to love the Phonics Instruction Products. Each week, you can keep things engaging, CONSISTENT and extremely BENEFICIAL for students learning. Provide kids with CRITICAL thinking opportunities that are age appropriate.
Iâve developed the Phonics Instruction Program Â© based on years of trying to find the most effective ways to teach phonics skills to my first grade students. I have included everything I use each week in my own classroom. The activities are consistent, but provide critical thinking opportunities for the students. Iâve found giving students the opportunities to piece words together, read them, chant them and sort them works best. I hope your students show as much growth as mine have from this Phonics Instruction Program Â©. Thank you for joining us!
I've used this series of activities in my own classroom and the growth that is made throughout the year is unbelievable. Each week, the instruction is consistent and fun. The stations are fun and can be completed independently by students. They LOVE them! Trust me!
Here is what you'll find in this Phonics Instruction Product.
-Lesson Plans for Whole Group for the WEEK
-Teacher Helper Pages with additional ideas
-Kinesthetic Spelling Activity
-Whole Group Phonics Lesson Activity
-Context Clues Fill in the Blank Task Cards
-Word Cards/Picture Cards
-Shared Reading Phonics Book
-ABC Order Printable
-Color Code Printable
Peek in the preview to see everything you'll get!


LetterSchool by Boreaal is an ideal tool for young children to learn about letters, their shapes and sounds, and how to use them, as well as learning the basics of numeracy and practicing counting to 10. It was updated on January 24, 2013.
There are tons of features in Letter School to help kids grasp the basics of reading, writing, and math.
User Experience This app has a great-looking interface which is bold and clear without being dull to childrenâs eyes. The touch screen support makes it a lot of fun for kids to practice writing letters and numbers, and the graphics and animated elements keep things lively and interesting so children remain interested and attentive.
This app teaches kids how to identify and write letters and numbers. It also teaches the names and sounds of each letter. Using your deviceâs touch screen, kids can practice their handwriting and learn the difference between uppercase and lowercase letters. Writing like this is also a great way for kids to build their motor skills and coordination.
LetterSchool also teaches kids some basic math skills, such as counting to ten and the essentials of numeracy.
The app is laid out in the manner of a series of games that are designed to make learning fun for kids, and the content is presented in a very visually-appealing way that will have kids wide-eyed and eager to keep playing.
LetterSchool is currently running on Version 1.0.1. The latest update included a few minor fixes, including an improvement to sound management.
Customer Ratings and Feedback Comments
LetterSchool has 261 customer ratings with an average rating of 4.5 out of five stars. Feedback comments have generally been exceptional, with users commenting on how engaging and easy to learn the app is, and how it is a great way of motivating very young children to learn letters and numbers, and practice their handwriting.
Personal Comments by Reviewer I donât really have anything negative to say about this app; it is absolutely perfect for parents wanting to teach their kids basic numeracy, literacy, and handwriting skills.
The best thing about an app like this is that the content is presented in a fun, friendly, and approachable way that feels more like a game to the child than something educational. This balance definitely encourages kids more and keeps them interested in a way that plain paper, a pen, and a list of math problems never could.
Fun and engaging way for kids to learn basic literacy and numeracy skills
Entertaining games help kids to build their motor skills and hand-eye coordination
Audio-visual elements are presented in an exciting way to keep kids amused and interested
Uses the device's touch screen to enable children to practice their handwriting
Only covers up to the age of seven years old
It would be nice to see the concept of this app expanded upon, perhaps by introducing a shape and pattern recognition element like writing down the names of animals or objects
For: iPhone, iPod touch, and iPad with iOS 4.2 or later.
Rebecca, a former police officer, is an experienced writer and editor. She has used all kinds of different tech and prefers Apple products and apps. Her areas of expertise are in all things Apple, health and fitness, the Paleo lifestyle, and legal topics.


Book: 110 pages
The book is divided into three sections:
- fine motor skill development (32 activities)
- gross motor skill development (50 activities)
- outdoor motor skills (18 activities)
The activity ideas from Play â Move â Develop encourage:
- fine motor skills
- gross motor skills
- coordination skills
- proprioceptive input
- tactile input
- balance skills
- muscle strengthening
This is an excellent resource for parents, teachers, pediatric occupational, physical and speech therapists, and physical educators. This book provides you with a great assortment of creative activities that are easy to set up and play. Children will be entertained and motivated to participate while working on their motor skill development.
Each activity idea includes the purpose of the activity, materials needed and how to play. In addition, many activities include modifications and additional ideas to vary the difficulty of the activity based on a childâs abilities. Almost all of the activities can be played with one child or a group using materials from around the house or school.
Download some free sample pages from Play â Move â Develop.


The melodica, also known as the "blow-organ" or "key-flute", is a free-reed instrument similar to the melodeon and harmonica. It has a musical keyboard on top, and is played by blowing air through a mouthpiece that fits into a hole in the side of the instrument. Pressing a key opens a hole, allowing air to flow through a reed. The keyboard is usually two or three octaves long. Melodicas are small, light, and portable. They are popular in music education, especially in Asia.
The modern form of the instrument was invented by Hohner in the 1950s or 1960s, though some claim the Brooklyn musician Joseph Lederfine invented it to teach music fundamentals to children, and similar instruments have been known in Italy since the 19th century.
The melodica was probably first used as a serious musical instrument by jazz musician Phil Moore Jr. on his 1969 Atlantic Records album Right On. It is associated with Jamaican dub and reggae musician Augustus Pablo who popularized it in the 1970s.
Types of melodicas
Melodicas are classified primarily by the range of the instrument. Melodicas with different ranges have slightly different shapes.
- Soprano and alto melodicas are higher-pitched and thinner sounding than tenors. Some are designed to be played with both hands at once; the left hand plays the black keys, and the right hand plays the white keys. Others are played like the tenor melodica.
- Tenor melodicas are a lower-pitched type of melodica. The left hand holds a handle on the bottom, and the right hand plays the keyboard. Tenor melodicas can be played with two hands by inserting a tube into the mouthpiece hole and placing the melodica on a flat surface.
- Bass melodicas (lower-pitched than the tenor type) also exist, but are less common than other types.
- The accordina uses the same mechanism, but with accordion-like buttons instead of keys.
Although the majority of melodicas are made of plastic, some are made primarily of wood. The Sound Electra corporation makes the MyLodica, a wooden melodica designed "to produce a warmer richer sound than that of its plastic relatives". The Victoria Accordion company, based in Castelfidardo, Italy, produces a range of wooden melodicas and accordinas they market under the name Vibrandoneon.
Full article â¸


Fun Outdoor OT Activities
Now that spring is around the corner, itâs time to enjoy the beautiful weather and get outside! There are many activities you can do outside that will be not only fun but also helpful to your childâs development. Below is a list of some outdoor activity suggestions and their many benefits!
- Break out the Sidewalk chalk
- Practice drawing pictures, lines, shapes or letters. Use a spray bottle filled with water to spritz-away and start over
Developmental benefits: fine motor, prewriting skills, sensori motor development, midline crossing
- Go on a Nature Walk!
â collect leaves, branches, small rocks to make a collage
Developmental benefits: fine motor, sensory processing, bilateral coordination and visual perceptual motor skill development
- Wash the Car!
â break out the soap, sponges and hoses
Developmental benefits: upper body/wrist/hand strengthening, midline crossing, bilateral coordination, sensory processing skill development
- Go to the Beach & Play in the Sand!
â draw lines & shapes in the sand with fingers; build sand castles
Developmental benefits: visual motor integration, visual perception, hand strengthening, bilateral coordination, midline crossing and sensory processing
- Paint with Water!
- use large brushes, or small sponge pieces to paint with and use the side of the house, a fence or sidewalk as your âcanvasâ
Developmental benefits: hand and wrist strengthening, grasp development, proximal stability, visual motor integration and midline crossing
- Dig For Treasures!
â using small kitchen tongs or strawberry hullers, pick up small toys or âtreasuresâ hiding in the sandbox
Developmental benefits: grasp development, hand strengthening, bilateral coordination, eye hand coordination, visual motor control


The Tent and its Contents: a Study of the Traditional Arts of Weaving by the Otaibah Tribe in Saudi Arabia
Description: This was an ethnographic study of the woven tent objects produced by the Bedouin Otaibah tribe in Najd, central Saudi Arabia; the study examines origin, techniques, character and significance of their weavings. A major objective of the researcher was to discern the relationship between the weavers' development of traditions and the factors of technique, medium and perceived meaning. The method used was investigative fieldwork that included techniques of face to face interviews and participant observation. Interviews with 50 Bedouin female weavers in Najd were conducted for 8 months. Background information on the Otaibah tribe and their traditional way of life was provided. The review of the literature of traditional arts, folk arts and art education illustrates that there is limited accessible information concerning the general history of traditional arts in Saudi Arabia. A discussion of the aesthetic value, definitions and roles of traditional art, tribal art and the differences between art and crafts was included. Analysis of data answered the study's questions through a presentation of the findings of the fieldwork. The Otaibah tribe has its own unique style of weaving. Information gathered from participant observation and documents from the Haifa Faisal Collection of Saudi Arabian Traditional Arts in Chicago supplements information obtained by interview. The findings indicate that as a result of modernization and settlement, traditional Bedouin weavings are gradually being replaced. Weavers find themselves forced to compete with a deluge of imported machine-made goods, a development changing structure of the culture from nomadic to semi--modernized creating a new foundation of social and economic life for the society. The.results of the study provide a curriculum base for art education in Saudi Arabia. Suggestions for further studies, recommendations and the implications for art education are included.
Date: December 1998
Creator: Alruwais, Bader A.
Partner: UNT Libraries