A campaign against bullying through music education.
ABOUT THE PROJECT
In this one of a kind residency program, WindSync uses music and poetry to enhance and develop a school-wide appreciation of Play Different Project’s core: tolerance and friendship. Participating classrooms work with WindSync to write poems which explore the value of individual and cultural differences as well as the creation of peaceful learning environments. The poems are excerpted as lyrics to compose a school anthem which WindSync sets to music. In the final assembly, students, faculty, staff, and parents join together in singing an original song written for and by the students as a symbol of unity through art and diversity.
The program utilizes our trademark, theatrical style of musical storytelling to teach kids how to identify bullying and appropriate, proactive strategies for responding. WindSync works onsite and remotely with each school in various creative classes such as writing, music, and art to encourage student expression and reflection.
CALL FOR SCHOOLS
WindSync seeks elementary schools in Houston, Texas to participate in a pilot program focused on teaching tolerance and appreciation of differences through music education during the 2012-2013 school year. If selected to participate in our Play Different Project, we will work collaboratively with teachers, administrators, and parents to structure a unique program that complements required school curricula and addresses the needs of specific school communities.
For more information please email:


Foundation Skills are the core competencies we all need in our work and daily lives.
- Language, literacy and numeracy skills (LLN)
- Work skills, such as collaboration, self management, problem solving, learning and digital literacy.
Industry and employer groups have identified the need for better foundation skills for Vocational; Education and Training (VET) learners and graduates. From the basic to the specialised, foundation skills underpin the successful achievement of vocational competencies at all levels.
Anyone can have difficulty with foundations skills – especially in a new and challenging environment. The Foundation Skills Training Package (FSK) has been developed to provide more support and deliver better outcomes for learners and trainers alike.
Foundation Skills qualifications are designed to provide the foundation skills required for entry-level vocational training and employment.
Target learners include those outside the workforce, as well as existing workers requiring core skills development to further their vocational training.
AWT offers two qualifications from the Foundation Skills Training Package:
- FSK10119- Certificate I in Access to Vocational Pathways
- FSK10219- Certificate I in Skills for Vocational Pathways
- FSK20119- Certificate II in Skills for Work and Vocational Pathways
Each qualification comprises a range of core and elective units of competency in learning, numeracy, reading, writing, oral communication and digital technology. Catering for a wide range of skills levels the units are aligned with the Australian Core Skills Framework (ACSF), from pre-level 1 to 5. The selection of FSK units should be driven by the needs of the learner and the requirement of the planned vocational outcome.
The FSK is designed to be used in conjunction with other training packages, and has the flexibility to be used in a wide variety of contexts.
Delivering better outcomes for learner, trainers and employers:
- Focusing attention on the core skills required for vocational competency in supporting the development needs of all learners
- Enabling more vocational trainers and RTOs to create programs that integrate foundation skills
- Prioritising the vocational goals of learners alongside the skilling demands of employers and industry.
The above information has been extracted from the Innovation and Business Skills Australia’s – Building strong foundations for training and work FSK Foundation Skills Training Package brochure.


September 8th, 2020
Tips for Supporting Reading Skills at Home
These tips help parents and caregivers carry out the recommended practices described in the Institute of Education Sciences Educator’s practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Each tip highlights evidence-based practices from classroom settings that could also help parents or caregivers develop their children’s reading at home. A panel of experts developed the practice guide.
Tell Congress: Pass the RISE Act
We need your help! Ask your member of Congress to support students with learning and attention issues.
Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.


There's just something about Tinker Toys, Dump Trucks, Lincoln Logs and plain ol' blocks that make learning so much fun for imaginative kids! Children often have no idea while they're busy at play they're also developing foundational skills in science and math; skills that could one day lead them to a fabulous career in engineering, architecture or construction. Now, there's a series of free downloadable workbooks that will keep your children engaged in STEM activities from Kindergarten all the way through high school.
Developed by Joeris General Contractors, which builds a lot of schools all over Texas, the workbooks follow the TEKS curriculum. Each booklet is grade level appropriate and is designed to make learning fun while helping kids connect math and science concepts to careers and professions in the real world.
Parents and educators are encouraged to share these workbooks with the children in their lives. To get started, simply download, print and share the printable workbooks below!


Music and Time|
Monthly Scientific Journal «Music and Time» themed covers a wide range of issues and publishes scientific, educational, methodical and methodological materials and reviews in the field of the history of music as an art form, history and theory of music culture in the light of various ethnic traditions, forms of musical activities (including the composer , interpretive, educational, scientific, theoretical, journalistic, etc.). Particular attention is paid to the general and special music theory, philosophy, music, psychology of music, the culture aspect of musical activities (relating to research involving human problems in the world of culture, in the social and cultural creativity), types of music in the functioning of society, etc.
The journal publishes articles in which:
- Provides a historical analysis of the formation and development of musical culture in its historical, cultural, and application context;
- Sets out the results of the author (s) survey, which showed an impact on the cultural process of previously unknown facts of music history;
- Examines the theory and practice of performing and pedagogical innovations, representing the scientific and historical value;
- Deals with the history and development of science and performing schools and trends, the role of their founders - the leading performers and theorists (musicologists, historians, culture) - in the development of world music culture, the establishment and validation of theoretical concepts in the development of new methods of applied study of musical culture;
- Provides a summary of the historical and scientific material to recreate a complete picture of the formation and development of individual and related sciences, exploring the musical aesthetics, semiotics, source, psychology, art, music cultural studies, theory and history of the musical language, the theory and practice of performance, music education, and so on. etc.;
- The questions of the history and development of music societies and organizations;
- Sets out the results of the author (s) of research in the special theory of music in the assembly of its disciplines: melody, rhythm, harmony, polyphony (counterpoint), theory and analysis of musical forms, art compositions instrumentovedeniya: orchestration and theory of orchestral styles, history of theoretical exercise;
- The results of research challenges the classification of the sciences of music, tracks the evolution of the areas of scientific knowledge;
- Developed the theory, methodology or practical guide to study the artifacts of culture, defined a set of principles, methods and techniques of research, aimed at achieving academic goals and objectives;
- Presented research results on the study of theoretical concepts of culture, certain areas of national and world science about culture;
- The results of the study of certain problems of the world music culture and ways of learning.
Categories magazine: Theory, History, Musical Cultural Studies, Performing Arts, Educational workshop, Folklore, Music archeology, conferences, concerts and festivals, music theater, new music, creative portrait, works by contemporary composers, Bookshelf, In memoriam, we write.


Music is an important and valued subject within our school. The department engages students in music education in a way that suits their needs and interests through the use of modern technology and musical instruments. The department has a contemporary approach to musical studies and remains a place where students are encouraged to find their own musical expression.
Music: Intent, Implementation and Impact
Key Stage 3
The aim for key stage 3 is to introduce students to a range of musical experiences and equip them with practical skills and knowledge of the contemporary and traditional styles and their composers. Our music department has cultivated an environment in which students are excited to engage in music education. Alongside the national curriculum, we aim to provide students with a strong foundation of musical knowledge and experience so that they are prepared for music at KS4.
KS3 schemes of work
The elements of music, rhythm and notation, music and media, the blues, songwriting, podcasting, reggae, African drumming, composition, piano, soundscapes, musical history.
Key Stage 4
Our aim at KS4 is that students gain a wealth of knowledge and experience, in both music production and in performance.
The two streams of study mean that our students can choose to focus on either of the following qualifications:
Music Performance – NCFE Level 1 Performance Skills Using Music
This qualification is based on developing musical ability and will lead students to reflect on their own progress and set themselves targets. They keep video logs to document their own progress as well as a practice diary. They will work closely with a one to one instrumental tutor to ensure they are being challenged on their own instrumental ability.
Music Technology – NCFE Level 1&2 Music Technology
Music technology students will complete units that focus on the use of digital audio workstation and software such as Logic Pro. They will learn how to record live sound, mix and master tracks, multi-track record, work with sound synthesis, sampling, drum machines and sequencers. They will learn about professional roles and career opportunities within the music industry as well as cover units on music in media.
Working alongside Herts Music Service, one to one instrumental tuition is offered to all year groups and we are currently providing lessons in guitar, piano, singing, bass, and drums. We also offer grading exams through Rock School.
We offer students the opportunity to attend after school clubs and the department is open to years 9 - 11 in break times and lunch times so that they can practice and make use of our facilities.
Students are encouraged to take part in musical performance such as the Christmas concert, talent show, and school festival.
View the music gallery for more photos


Purpose of Study/Rationale
We study music in our school because it is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians. This will increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop critical engagement with music, allowing them to compose and to listen with discrimination to the best in the musical canon.
At Crossacres, the subject is delivered through implementing the Charanga music scheme.
The Charanga scheme covers the National Curriculum through three strands:
- Listen and Appraise
- Musical Activities (including games, singing, playing, improvising and composing)
By the end of KS2 Pupils should be taught to:
- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music
National Curriculum Aims
At Crossacres, we ensure that our music curriculum fulfils the aims of:
- Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great composers and musicians. This is covered by the Listen and Appraise strand in the scheme of work.
- Learn to sing and use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. This is covered in the Musical Activities strand in the scheme of work. This includes games, singing, playing, improvising and composing.
- Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. This is covered in the Perform/Share strand in the scheme of work and also in the Musical Activities strand in KS2.
You can download the National Curriculum for music here.
Our Music Provision:
Whole School Singing Assembly – Wednesday 9.00 – 9.30 “Sing Like No One is Listening!” (Year 1 – Year 6)
Recorders – Year 4 (4C Autumn Term/4P Spring Term)
Brass Tuition – Children from Year 4, 5, 6 with Mr Storey
African Drumming – Year 5


How I Use It
This product is useful as an extra piece of practice and reiteration of a skill. We have been trying to rely on this product as our core language arts resource and it has fallen short in this capacity. It is comprised of excerpts and actually has a disclaimer that the texts in the program "are intended as touchstones to generate interest in an author's work." It then goes on to recommend using one of the many links to Amazon to order the complete texts. In addition, the skills associated with each text are not printed in the student edition and must be assigned by the teacher so students can access them online. For example, if you are to teach the skill of theme with a text, you need to assign that lesson from the website and students have to be able to access it on a device. No where in the print materials is the core lesson about what theme is and how to find it. The questions that are printed in the student text rely on the student knowing these skills in order to answer them, so they are not optional. Most of the texts and skills are written in language far above most students reading level and cannot be accessed without considerable scaffolding. We use the "access pages" that are provided for each lesson. This requires them to be printed and copied (and often cut and pasted together). Also, there are many errors; such as an ELD lesson where a text which was written by Studysync is listed as "Fiction" but has a lesson for informational text elements tied to it.
In my opinion the product should be used as an extra piece that allows practice for a particular skill. As the core teaching resource for language arts it falls short in both the texts used and the access and depth of the skills taught. They have videos for the texts and skills which can be useful (although they often aren't able to load in a timely manner). These videos are engaging to students who are on grade level, but can leave our below grade level and English learners confused because of the vocabulary used and rapid nature of the conversations portrayed. If you are a student reading at grade-level or above this resource could offer some learning, however with more than half of our students coming to us reading below to far below grade level, and over a third as English learners, I only see this product as widening that gap. In addition, the materials do not feel high quality. There is little color and a lot of the print and online materials are in gray-scale that is hard to read. The paper is very thin and notes written in ink bleed through to the other side of text. This is my take in a lower-middle school grade level trying to make this product work to teach foundational skills to young students. It may work differently at high school where students are more self-directed and resourceful. I think it is important for real teachers in the classroom who are using this product as their core resource to weigh in.


“Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.
Music education encourages active involvement in different forms of music-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context.
Music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgements about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfilment.”
National Curriculum, QCA, 2009
Music is at the heart of Sacred Heart to engage and inspire pupils to develop a love of music, foster a range of skills as musicians through appreciating a range of styles of music, composing and performing music. Every child from Nursery to Year 6 engages in quality music education taught by specialist teacher, Mrs Morgan. Each year group has a weekly lesson which follows the National Curriculum, enabling children to acquire and build on their musical skills and knowledge as they progress through the school.
The National Curriculum aims for music are to ensure that all pupils:
Music and Young Minds - Why is music important?
(Text quoted from childrensmusicworkshop.com)
There is an enormous range of musical resources and activities that can be accessed from home to help to develop your musical skills. Don't worry if you don't have instruments at home, you can always use your body or household items or make your own. Don't forget - you all have an instrument - your voices!
Do send in photos and videos of your music making at home!
The Music badge is part of a company called BBC and is one of the badges from the collection of Blue Peter badges. It is designed by the one and only Ed Sheeran who designed this to inspire people to give music a go. It is the best badge there is and I recommend that you apply for one! They are free and all you need to do is print off the form, fill it in (with the help of an adult) and post it, with a photo, to the address on the form.
There are three main sections it asks you to complete on the form -
1. What music you enjoy/play
2. To find out about music that your family loves and what it means to them
3. What are your top 3 favourite songs and why
Easy! Apply for yours today and let's build a Sacred Heart collection to celebrate our love of music.
You'll feel so proud to wear this! A few children have already received their badges and are so happy! Here's what Esther (Year 6 Music Captain) had to say...
' I was really excited to get my Blue Peter Music Badge. All you need to do is download the form and answer a few simple questions and send a photo of you playing a musical instrument; it could even be your voice! You should get one too!'
Well, I would agree with her. We should all have a shot at this badge. I look forward to seeing your badges in school!
A big congratulations to those that have already applied for and received their badges!!!
Noel, Year 6 Music Captain
Merton Catholic School Deanery Virtual Choir Project
The Merton Catholic School Deanery has created a very exciting virtual choir project and Sacred Heart has been chosen to take part! This project will be launched at the end of the academic year in July on YouTube and in our Church communities and parishes. We are so privileged to be collaborating in such a wonderful project. A selection of Year 5 singers were chosen to represent the school and they had such a fantastic afternoon with Ms Christian-John, the choir director, recording all of the different audio and visual parts to accompany singers from other Merton primary and secondary schools. We cannot wait to share this with you once it is launched – it is going to be amazing! Well done to all Year 5 children who represented the school so brilliantly. We are so proud of you all!


The Danville Museum of Fine Arts and History, established in 1974, is a non-profit educational organization whose mission is to promote art, history, and culture in the Dan River Region. Its Board of Directors’ vision is to be the Dan River Region’s leader for integrated awareness of history, culture, and community. Located on Main Street in the heart of Danville, Virginia with its beautiful Sutherlin Mansion and grounds, the Museum serves as a hub of learning and celebrations, connecting area colleges, medical campuses, schools, historic districts, and a thriving Downtown River District.
The Danville Museum campus includes the Sutherlin Mansion, Swanson Studios, a Research Center, the Perkinson Rose Garden, and park-like grounds. The Mansion includes the historic home, a grand auditorium, two art galleries, three collections galleries, a Civil Rights exhibition and a permanent Civil War exhibit. The Museum leases the property from the City of Danville. The site has been designated as a Virginia Historic Landmark and a Garden Club of Virginia Historic Restoration Project, and it is listed on the National Register of Historic Places. The Museum is a partner of the Virginia Museum of Fine Arts in Richmond and is a designated site of the Virginia Civil War Trails and Time Travelers programs.
At the top of Millionaires' Row, the Sutherlin Mansion was built in 1859 for a tobacco baron and industrialist, Major William T. Sutherlin. The house has become well known as the temporary residence (April 3 to 10, 1865) of Confederate President Jefferson Davis. In this house Davis authored his last official proclamation as president of the Confederacy, making the mansion popularly known as the "Last Capital of the Confederacy." After being sold to the City, the house was used for multiple purposes, including the Danville Public Library from 1928 to 1972. The library added wings to the main building in 1934 and 1950. A firehouse next to the Mansion was converted to art studios in the late 1970’s and is still a bustling ceramic studio with both ceramic and glass slumping capabilities. The studio is divided into two spaces – one is the ceramic studio area and the other is a painting and life drawing area.
Danville Museum of Fine Arts and History is the primary fine arts and historical institution in the region and is valued as a major cultural resource for regional educators, artists, students, and researchers. The Museum collaborates with cultural organizations to promote and develop art education and programs for the general public, both residents and visitors. Partnering organizations include the Garden Club of Virginia local chapters, Danville Historical Society, Danville Science Center, the Danville Art League, the city and county school systems, the City Parks and Recreation Department, Danville Community College, and Averett University. The Museum space serves as a social and networking meeting center for local businesses, families, and organizations, including space to exhibit their artwork and collections. The Museum offers a variety of membership opportunities and is open to the public with a small admission fee, which is waived for regional residents on one Saturday and Sunday each month and during special events.
An average of twelve exhibits change throughout the year in the five art galleries (Less in 2020 during the COVID-19 shut down). The Sutherlin Mansion features paintings and decorative arts from the Museum’s collection and on private loan. The Museum Gift Shop provides opportunity for local artists to exhibit and sell their work. Multi-disciplinary education programs are offered year-long for all ages in the Swanson Studios, galleries, auditorium, and off-site in classrooms. Juried art shows, archives, collections, library, lectures, internships, and volunteer roles provide for continuing education and lifelong learning.
The geographic community surrounding the Museum is largely rural and underserved communities. The area has a rich agricultural history, mainly providing resources for the tobacco and textile mill industries. In Pittsylvania County, the largest county in Virginia, the county population can be graphically represented as 76.20% White, 21.50% Black or African American, 0.30% Native American, 0.50% Asian, 0.37% from other races, and 1.40% from two or more races. 2.70% of the population are Hispanic or Latino, while the City of Danville is nearly evenly split. Over 80% of Museum paid membership is city residents, though museum and program attendance is not exclusive to members. 25% of city residents live below the poverty level, compared to 10% statewide. The Danville Museum strives to include everyone in its curricula offerings by seeking grant and sponsor support for tuition to classes. Exhibits, classes, and programs are varied in scope and topic to provide something for everyone. The Board actively seeks Directors that reflect the area’s diversity and embraces and celebrates a wide range of perspectives and history.


Introduction to 6th ELA
Words are power. They have the ability to lift others up or tear them down. In a society that is constantly changing and moving ever closer to digital communication over personal, we need to learn how to choose the right words and how to determine meaning in reading text. We must become critical thinkers with what we read, and be able to analyze various media sources to determine the facts and develop our own informed opinions. We also must be conscious to actively engage with each other and build relationships, even though we are seeing each other through a screen instead of face to face.
These are ideas I will work very hard to help instill with my students this year. We will work closely with a Social Emotional curriculum that helps to reinforce our ability to adapt to change and build resilience during the first month of school. Each month after will have a different topic, and will continue to build on our personal and relational skills. Our curriculum is called Collections, and is standard-based instruction to ensure every student masters the skills they will need before they move into middle school.
Whats the Beginning of the Year Going to Look Like?
We will focus on collaboration and personal discipline as we learn how to work exclusively online. We will become EXPERTS in digital class content with Canvas, Flipgrid, Zoom, and other great resources available to us. We will think critically about the world around us, how it's changing, and how we can maintain balanced relationships with others while prioritizing our investment in education. We will do this with a balanced approach of whole-class instruction, small group engagement, and individual learning time. Students will rotate classrooms and subjects, so they will have a different teacher for each subject. The 6th grade team at Sunrise works very closely together to help provide a unified experience for students.
How Do I Run My Class?
I agree with The Cat in the Hat, "It is fun to have fun, but you have to know how." I encourage the class to work together as a team to earn incentives. The students determine their own goals and incentives, so they are invested in meeting expectations and often help regulate each other. We make sure to think critically about the words we use, how they affect others, and what would be the most beneficial way to treat each situation based on the outcome desired. I believe children are brilliant thinkers, forces for positivity, and creative souls. My goal is to equip them with the tools they need to hone their focus and fuel their drive to succeed.
A little More About Me:
I am a first year teacher, and I consider myself extremely lucky to begin my teaching career with Sunrise. This is a special place to be, your students are very lucky! I was a long term sub in 5th grade at Sunrise last year during Home Learning, so some of my students this year will recognize me. I am currently studying for my Master's Degree in Secondary Education with Teaching Credential at ASU. This will require some extra observers to my classroom throughout the year, and also means I have a lot of extra support in my first year from some truly excellent, seasoned professional educators. I earned my Bachelor's Degree in Music Education at Azusa Pacific University in 2005. My family lived in the Los Angeles area for 30 years, then my husband and I had the opportunity to move to Phoenix 6 years ago. We love it here! I have 3 children who also attend DVUSD schools. They are in 4th grade, 2nd grade, and Kindergarten. So I definitely understand the challenge to work full time and have kids learning online! We have two dogs, two cats, and a Betta fish class pet named Quarantina. My family likes to watch Marvel movies and play video games together. We love to camp, though we don't get to do it often, and I am a huge Starbucks fan (easiest drink ever, just coffee with cream). I am here to support not only the students, but you as a parent as well. We are teammates in making sure your child has what they need to succeed, and feel accomplished.
How to Contact Me:
The quickest option is through the Parent Canvas app. Make sure to download the app and pair it with your student account so you don't miss out on announcements and assignments.
You can also email me at firstname.lastname@example.org My office hours are Monday - Friday from 8am-4pm. I will respond to your email within 24 hours, during that time frame. I may not be able to respond right away if I am engaged in instruction or small groups, so I appreciate your patience.
If you would like to have a face to face meeting, please follow this link to my signupgenius to select a time for us to meet via Zoom.
THANK YOU For everything you do to ensure your student has a great school year.


Canada's most populous province will ban mobile phones in classrooms next year.
Ontario's education Minister Lisa Thompson announced the new policy on Tuesday, after a year of consultations.
The ban would apply during LL instructional time, but there would be exceptions for teachers who want to use them as part of a lesson plan, students with special needs and medical reasons.
Many districts have already instituted bans, but this edict would apply to all public schools across the province.
"Ontario's students need to be able to focus on their learning," Ms Thompson wrote.
"By banning cell phone use that distracts from learning, we are helping students to focus on acquiring the foundational skills they need like reading, writing and math. We will be making a formal announcement in the near future."
Ms Thomson said their consultations revealed 97% of parents, educators and stakeholders were in favour of a ban on the distracting devices.
The move was praised by many, but some say the ban is antiquated and a missed opportunity to teach children about responsible technology use.
Being in a middle school and high school that allowed technology use literally changed my life, and allowed me to change the lives of others and further spread my message across the world. The cellphone ban is literally the most backwards progress thing I’ve heard in so long😪— Loizza Aquino🇨🇦🇵🇭 (@loizzaaquino) March 12, 2019
Nick Gibb, the minister for school standards in England, told the BBC he believes schools should ban their pupils from bringing in smartphones.


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Music reference sources
Analecta hymnica medii aevi digitalia
The Analecta hymnica medii aevi contains texts of hymns of the Catholic Church, 500-1400. This complete digital edition allows for searching the full text of the hymns, including the bibliographic references to manuscripts and prints.
A-R Music Anthology
A database of music scores containing representative vocal and instrumental compositions from antiquity through the nineteenth century.
Garland Encyclopedia of World Music
A comprehensive online resource devoted to music research of all the world's peoples. Each volume contains an overview of a geographic region, a survey of its musical heritage, and a description of specific musical genres, practices, and performances. Articles include detailed photographs that show musicians, musical instruments, and the cultural context of dances, rituals, and ceremonies.
Index of Printed Music: Collections & Series (IPM)
Combines the Index Database, the Bibliography Database and the Names Database into the only electronic title for finding individual pieces of music printed in standard scholarly editions. It provides access for scholars, performers, teachers, and other researchers.
MGG Online (Musik Geschichte und Gegenwart)
A general encyclopedia of music, offering in-depth articles on every aspect of music as well as many related areas such as literature, philosophy, and visual arts.
RISM: International Inventory of Musical Sources
Annotated index and guide to manuscripts produced after 1600.
RISM: OPAC Search
RISM is an international, non-profit joint venture with the aim of comprehensively documenting the sources of music handed down worldwide.
Oxford music reference sources
Encyclopedia of Popular Music (Oxford Reference Online)
This encyclopedia's 30,000 entries cover all genres and periods of popular music from 1900 to the present day, including jazz, country, folk, rap, reggae, techno, musicals, and world music.
Grove Dictionary of American Music, 2nd ed.
The largest, most comprehensive reference publication on American Music. Articles of the dictionary range from small definitions of dance styles and musical terms to mid-length biographies of important performers, composers and music patrons, to longer examinations of larger subjects such as the history of jazz, musical instruments, music education in the United States, and the American history of the orchestra.
Oxford Bibliographies Online: Music
Combines the best features of a high-level encyclopedia and a traditional bibliography in a style tailored to meet the needs of today’s online researchers. Each article is rich with citations and annotations, expert recommendations, and narrative pathways to the most important works for virtually all areas of music.
Oxford Handbooks Online: Music
A network of reference articles on current scholarship in all areas of music research including historical musicology, ethnomusicology, theory, pedagogy, dance, and technology.
Oxford History of Western Music
Offers an account of the evolution of Western classical music by one of the most prominent and provocative musicologists of our time, Richard Taruskin.
Oxford Music Online (Grove Music Online)
A gateway offering users the ability to search multiple music reference resources in one location, including the Oxford Companion to Music, the Oxford Dictionary of Music, and full text articles on Oxford Reference.


Posted May 25, 2016:
Education students at Bishop’s University’s recently opened their hearts and minds to learning about the Indian Residential Schools. What you are about to see is Professor Lisa Taylor’s class fully engaging in visual design, art education, and the history of the Indian Residential Schools era. Ena Greyeyes, Plains Cree artist and Elder (an IRS survivor from the St. Michael’s Indian Residential School in Duck Lake, Saskatchewan) spoke to them about the arduous but inspiring process of healing the intergenerational trauma that is part and parcel of the IRS legacy. Students in the course had already studied the impact of ongoing settler-colonial policies in Canada and personal family histories of implication.
Charlene Bearhead, Education Lead at the National Research Centre for Truth and Reconciliation, launched the project in October by introducing Project of Heart to all levels of teacher-education candidates in the Bishop’s programme, and from the beginning, they were hooked.
Dr. Lisa Taylor’s students have put together an incredible slide-show that tells the story behind each decorated tile. You may even click on parts to hear students speaking. Several Aboriginal students joined the class and painted tiles in response to the Project. Click the link to see, hear, and feel!
How to post:
BCATML's Executive members can add news items here. Please email BCATML president at firstname.lastname@example.org or your Language Rep with a news item or pro-d opportunity that you would like to share.


Most children like to sing and dance. What’s more enjoyable than watching a small child moving without inhibition to the rhythm of a song, all the while singing the words at the top of their voice? What you may not realize, however, is that not only will your child reap enjoyment from music, but the child who is privileged to receive a solid musical education will be positively influenced in a number of other ways.
With schools everywhere cutting funding for their music programs, many reports have surfaced touting the advantages of music education and the reasons to save these programs.
How Music Affects Your Child
Most obviously, those exposed to weekly general music classes or private instrumental or vocal lessons will find an outlet for their creativity and self-expression. However, a closer, more-scientific look at music will show that the advantages are indeed much greater than just increased creativity.
Research has showed that learning a musical instrument or merely learning how to read music assists a child in developing higher thinking skills, such as problem-solving and problem-finding, analysis, and evaluation. A child who learns to understand the aspects of reading music, including notation, key signatures, and other items found on a piece of music as well as the child who develops the ability to follow the sequence of notes, is using the same portion of the brain that’s used in mathematical thinking. Gifted musicians, it’s reported, are often gifted mathematicians as well.
Those who study music diligently also develop self-discipline. The serious music student who sets aside time to practice each day will develop similar positive habits in other subjects. Organizational skills are better, grades are higher, and children learn what it takes to excel at something.
Participation in group musical activities builds teamwork, and students learn that working together as a group is essential to the production of a good finished product. They learn to rely on others and to be relied upon. Teamwork also promotes responsibility; i.e. if you’re the only trumpet in the band, you need to show up for rehearsals no matter what!
They’ll also come to understand that music is the thread that binds them together with the world, as cliché as it may sound. Music is indeed the universal language but it also helps children to learn about cultural heritage, their own as well as others, and gives them an insight into history.
The inclusion of a music program in the life of a child who may suffer academically but excel musically is essential. Often, such children will find that music/arts classes are the only time during the day when they feel comfortable and stress-free. It’s so important for a child to know that they’re good at something. If math is a challenge but singing is a breeze, that child should have the opportunity to sing.
A recent study published by Chorus America notes that choral singing and other musical activities enjoy by adults build strong communities, even in later years. The participants in the study noted that the requirements for participation in such a musical experience, like discipline, teamwork, and attention to detail, continue to improve their daily lives, both at work or in their family relationships.


A game-changing program
fostering elementary STEAM education.
FuturePLAY is a sustainable and scalable educational program aimed at fostering and increasing digital and STEAM literacy in grades 4 to 7 students. We are supporting our elementary students by providing all resources needed to engage and participate in fun, well-crafted STEAM experiences that build critical employability skills, leadership, and confidence. We have served 12 of our most vulnerable elementary schools so far and aiming to serve 12 more in the Vancouver District, impacting between 6,000-8,000 students and around 200 teachers.
FuturePLAY is providing:
Technology: Tablets, laptops, projectors and tech carts
Flexible modular furniture
Makerspace tools and supplies
Supporting STEAM Professional development opportunities for teachers
Our world is changing fast. By 2037 there will be more jobs in technology than the industry's local talent can support. Necessary skills in technology are not limited to specialized knowledge like coding. They also require fundamental disciplines like art, design, and science, as well as critical thinking, strong communication, problem-solving, teamwork, decision making, resilience, and others. We know that foundational skills in Science, Technology, Engineering, Math, and Art (STEAM) will help prepare youth for any career path they choose to pursue.


Before each lesson begins, I start with a mini-lesson of some sort. This past week, we have been learning about the six signposts from Notice & Note: Strategies for Close Reading. I taught my students the importance of noticing these "signposts" whenever we read, and how they can really help us understand the text better when we think about or discuss them. If you look at the picture above, the red bulletin board that is empty in the picture now contains small versions of the posters cycling through at the top of this post (see slideshow below). My students have been taught to identify these signposts, share them with the class while we read, and stick a Post-It Note to the correct signpost describing the event in the story that connects. This has led to some excellent discussions!
Although I haven't done it yet this year, there are some excellent parts of the book that I like to Xerox in order to have my students highlight their evidence when answering a specific question. This is great practice for upcoming assignments and upcoming assessments. I can model this by highlighting the text on the screen in Kindle for Mac and then adding a note to the highlighting explaining how it is evidence of the question I posed.
I feel that reading Wonder to start the year is a great way to introduce common core skills like close reading to my students, improve our reading comprehension strategies, learn tolerance and kindness, and build our classroom community. Although it takes us a while to get through the 300+ pages, there is so much that we gain from it! I highly encourage you to try out this model with your favorite book, or if you'd like, start with Wonder, by R.J. Palacio! Good luck! Please let us know below how it goes for you!


Characteristics of effective phonics instruction. In linguistic phonics beginning instruction usually focuses on the word patterns found in words like cat rat mat and bat these selected words are presented to the students.
Systematic and explicit phonics instruction when you teach phonics to your children follow this reliable six part lesson structure.
Characteristics of good phonics instruction. Various primary classrooms are also briefly shown where some of those characteristics are illustrated. Children need to make generalizations about the short a sound by learning these words in print. In the video linked below dr.
The sequence allows for many words to be formed as early as possible and focuses. Characteristics of effective spelling instruction randall r. Fill out the form to download your copy of blevins research based ebook now.
A good phonics lesson. However phonics should not be the entire reading program but should be integrated with other elements such as language activities story time and small group tutoring to create a balanced reading program. Phonics instruction provides key knowledge and skills needed for beginning reading.
Provides explicit instruction in blending and practice using word lists. Seven key characteristics of strong phonics instruction a strong scope and sequence builds from the simple to the complex in a way that takes advantage of previous learning. Phonics instruction is not an entire reading program for beginning readers.
Phonics instruction with english learners emergent bilingual readers and writers use what they know in one language to learn other languages. In seven characteristics of strong phonics instruction blevins explains each of these characteristics and how best to incorporate them in your daily phonics instruction. Missouri state university the author s experience with helping his granddaughters learn their spelling words led to a review of the literature on spelling theory and instruction.
Consequently linguistic phonics lessons are based on decodable books that present repetitions of a single pattern mat. Connects phonics to decodable text. For example many synthetic phonics approaches use direct instruction in teaching phonics components and provide opportunities for applying these skills in decodable text formats characterized by a controlled vocabulary.
Given the variety of languages among students researching the characteristics and phonics of students first languages and orthographies and finding out about their reading and writing experiences in. Connie juel explain the characteristics of effective phonics instruction. Along with phonics instruction young children should be solidifying their knowledge of the alphabet engaging in phonemic awareness activities and listening to stories and informational texts read aloud to them.
Phonics instruction can also vary with respect to the explicitness by which the phonic elements are taught and practiced in the reading of text. Tim shanahan and dr. The purpose of this review was to answer the following.
Links phonemic awareness to phonics. States a sound spelling relationship.


Preschool children with language disorders may have trouble understanding what others say or difficulty sharing their thoughts. Most children develop adult-like conversational language by the age of five years, and enter kindergarten with a "language toolbox" that allows them to access the curriculum and compete with their peers. A child without these necessary skills may struggle with social and emotional development and with academic skills.
How Does Your Child Hear and Talk?
School-aged children with language difficulties are likely to experience academic problems, especially with literacy development. This type of difficulty is not about how smart a person is... most children with language-based learning problems have average to superior intelligence.
Most children make some mistakes as they learn to say new words. Every sound has a different range of ages when the child should make the sound correctly. In young children learning to speak, speech sound errors are quite common. In fact, very few children develop speech without producing errors early on. A speech sound disorder occurs when mistakes continue past a certain age.
Many speech sound disorders occur without a known cause. A child may not learn how to produce sounds correctly or may not learn the rules of speech sounds. These children may have a problem with speech development, which does not always mean that they will simply outgrow it by themselves. Many children do develop speech sounds over time but those who do not often need intervention to learn correct speech sounds.


Kelly Stomps 2016 Louisiana Teacher of the Year
I have just embarked on my nineteenth year of teaching music. During this time, I have taught over 5,000 students. I have taught students of different races, religions, backgrounds, and abilities. I have taught students that have experienced poverty and/or extreme trauma. I have also had students that come from financially secure and/or supportive homes. Over these years, I have come to realize that there are three undeniable truths regarding music education. While you may find a multitude of research that can support these truths, I only need the evidence that has been before my eyes the past eighteen years. Here are my teacher truths.
Every child is musical.
Out of the 5,000 plus students I have taught, all have had musical ability. The variations only occur within how that ability is demonstrated. Many students have been talented vocally. Others have had an amazing sense of beat and rhythm while others seem drawn to understanding the structure of music. Beyond all having some form of musical talent, all have been able to respond to music with emotional expression. This includes my students with severe special needs that limit their ability to move and communicate. I still remember with great joy the giggle-like sounds a boy with special needs would emit whenever I sang the folk song, “I Bought Me a Cat.”
As I have been able to witness this universal musical ability, I consider it a great honor and responsibility to help my students uncover these abilities. It is my job to nurture this natural talent and help their abilities grow. I am not teaching students to make music for one year. I am teaching students to make music for a lifetime.
Music is a natural way for students to learn.
From their earliest stages, children are naturally drawn to music. Babies vocalize sounds, shake rattles, and bang on all manner of things. With these musical explorations, the babies are learning about the world around them. Parents and caregivers expand a child’s knowledge through singing lullabies, modeling finger-plays, speaking rhymes, and singing the ABCs. Thanks to School House Rock, I am still able to sing the words of the Preamble of the Constitution. Our brains are hard-wired to learn through music.
With the knowledge that my student’s brains are innately designed to learn through music, it is my responsibility to design lessons that connect across the curriculum. We dance to life cycles. We sing about the states of matter. We use body percussion to solve multiplication problems. English Language Arts skills are interwoven into every lesson. I love it when teachers express how much our musical lessons have helped their students grow academically. I teach about music, and I teach through music. This helps every child grow. In addition, not every child does well with pencil and paper assessments. Being able to demonstrate learning through music enables all of my students to feel academic success.
Music is a time-machine to the past, mirror for the present, and inspiration for the future.
Music is a gateway. It gives students the ability to travel through time. Not every child has the background experiences to connect with the things they study in history. I am able to build that connection and make history come to life through musical experiences. One of my favorite moments last year was when my third graders made the connections between Funga Alafia, a folk song from Nigeria, to Eliza Jane, a folk song from Virginia, to our New Orleans Brass Bands. Our history can be uncovered in the music of today.
The world around us is also reflected in our present day music. My students are able to gain a greater perspective of the world while learning how to safely express their points of view through music. It is breathtaking for me to hear the world through my students’ musical creations.
As for the future, music is a way to instill hope in all kids. This feeling of hope is a key ingredient for a successful future. I will forever find ways to wield the power of hope through music.
As the 2019-2020 school year progresses, I will carry these teacher truths close to my heart. They give me hope, purpose, and are at the heart of why I am a music teacher. As “the truth will set you free”, these truths give my students the wings to fly.


Date of Conferral
Patricia N. Anderson
Literature that depicts females in restrictive roles may limit girls' aspirations and success. Previous studies of award-winning books for young children have found gender-stereotypical role portrayal to be common. The purpose of this qualitative content analysis was to identify the archetypal roles assigned to female characters in picture books read aloud by teachers in the preschool classroom. The conceptual framework for this study was derived from feminist theory and Jungian archetypes. Data were collected in the form of teachers' logs of books they read aloud over a 2-week period. Data were analyzed by employing the 3-read method developed by Madsen, which was revised to assign Jungian archetypes to each female character in a sample of 20 books. According to study results, female characters were portrayed as passive and often silent. Most of the female characters in these books were assigned archetypes typified by low personal agency, passivity, and service to others (orphan, innocent, and caretaker) and none were assigned archetypes associated with innovation (magician, jester, and creator). Of the 106 female characters portrayed in this sample, only 26% were verbal, and of those who spoke, 46% were limited to the one or two words needed to ask for assistance or to offer to serve. Female characters who did advance the plot through dialogue were often in animal form. Gender stereotypes still exist in children's picture books, as evidenced by objectification of females, female servitude, and lack of positive agentic female roles. This study has potential to elicit positive social change, benefiting both boys and girls, through increased awareness of archetypal role portrayal of female characters in picture books and teachers' increased care in selecting read-aloud books with regard to the gender-based messages they send.
Ellefsen, Karen Lynn, "Content Analysis of Archetypal Portrayal of Females in Picture Books Read in Preschool Classrooms" (2015). Walden Dissertations and Doctoral Studies. 881.
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Feminist, Gender, and Sexuality Studies Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


“Yo homes, It’s gotta be the algorithm!”
I don’t think anyone ever said that.
But, I do know Spike Lee’s character Mars Blackmon said something similar about shoes.
Spike Lee’s fictional character Mars Blackmon from his film She’s Gotta Have It.
We have seen an explosion in the use of this word, mostly related to computers and technology.
So what is an algorithm?
Here’s what my Apple Dictionary says,
A process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer: a basic algorithm for division.
Even though it’s usually associated with math, it’s really just a set of rules or steps to accomplish something. It’s a recipe.
We don’t normally say we have a great algorithm for fried chicken, but it’s the same thing.
In the last few years, I’ve been codifying my thinking and principles as applied to teaching young children music. I’ve realized that it’s basically creating an algorithm.
An algorithm to transfer knowledge about music and life skills to children – in a simple, intuitive and fun way. And it’s continuously being refined.
The 7 Core Principles of the Musicolor Method® provoke a new mindset for thinking about each and every student and their lesson plans.
But learning these principles and consistently practicing and applying them is where it gets tough. As with learning an instrument, a language, cooking, anything, we need to practice.
One of the simplest and most effective tools of practice is a humble checklist.
As a music teacher, you probably give your students a list of things to work on after the lesson. For some, it’s a Post-It note with a short checklist. Others use an entire notebook dedicated to this. Or an email after the lesson spells out what to focus and work on.
As educators, we too can apply the use of a checklist to improving the practice of teaching.
Last year, I read a short fascinating book called The Checklist Manifesto by Atul Gawande. The Checklist Manifesto
Gawande is a medical doctor who brought the idea of using a checklist into hospital emergency rooms. Even though doctors are some of the most highly trained professionals in the world, they are human. And humans are fallible.
We’ve all heard stories of surgeries ending badly with tools left inside the patient. It’s not because surgeons were untrained or inexperienced. It’s usually they forgot to follow a step in the process. They didn’t follow the algorithm.
The book reveals his research of the development of checklists across many industries. I never realized how complicated it is to organize building a skyscraper in New York City with multiple teams!
Today, checklists are being used in medicine, pharmaceuticals, science, engineering, financial markets, on battlefields and more. Of course, your shopping list and todo list are prime examples.
Gawande also discusses the principles behind designing an effective checklist. It requires deep thought and multiple iterations and revisions to discover the best version. How much to include? How much to leave out? How to graphically represent it?
I’ve recently created a first iteration checklist for my own music teachers at Park Slope Music Lessons as well as the teaching fellows in the Musicolor Masterclass. I’m sure it will change over time. So I would like to offer it to you too. I would appreciate your feedback after you’ve tried using it for a few days or weeks.
I believe music education is ripe for new thinking and hopefully, a simple checklist can spark some useful results. I’ll also send you some useful ideas about curriculum, frameworks and more via email.


The study on the strategies of choosing music schools from the viewpoint of Kansei engineering
This research is to apply the kansei engineering to the study of choosing music schools. The purpose is to help parents select the perceptual characteristics and priorities of environment elements which are suitable for children to learn music. In this study, the combinations of Nagai method (5W1H), AHP (Analytical Hierarchy Process), ISM (Interpretive Structural Modeling) and GRA (Grey Relational Analysis) are used to clarify the development characteristics of music schools, and establish feasible options and assessment models. It is hoped to provide good references for the parents who wish to let their children engaged in music education.
D. Yamaguchi, G. D. Li and M. Nagai., “New grey relational analysis for finding the invariable structure and its applications,” Journal of Grey System, vol. 8, no. 2, pp. 167-178, 2005.
D. Yamaguchi, G. D. Li and M. Nagai., “Verification of effectiveness for grey relational analysis models,” Journal of Grey System, vol. 10, no. 3, pp. 169-182, 2007.
J. C. Liang, J. R. Wang and L. H. Wang, “Kansei product design based on the personal’s hair image,” International Journal of Gray system, vol. 14, no. 1, pp. 29-40, 2011.
J. C. Liang, T. W. Sheu, B. T. Wang, J. W. Tzeng and N. Masatake, “The study of product structure integrates kansei design evaluation identification on creation of new products,” International Journal of Taiwan Kansei Information, vol. 2, no. 1, pp. 27-38, 2011.
J. C. Liang, Y. L. Lee and H. J. Weng, “Design strate-gies of household tea tables with glass based on GRA,” International Journal of Gray system, vol. 13, no. 3, pp. 91-96, 2010.
J. C. Liang, Y. L. Lee and S. F. Liu, “Strategic kansei design for a nice doorplate based on GRA,” Interna-tional Journal of Gray System, vol. 12, no.4, pp. 177-184, 2009.
J. L. Deng., “Introduction of grey system theory,” Journal of G rey System Theory, vol. 1, no. 1, pp. 1-24, 1989.
T. L. Saaty, The analytic hierarchy process, New York: McGraw-Hill, 1980.
Warfield J. N., Interpretive structural modeling (ISM) Group Planning & Problem Solving Methods in En-gineering, New York: Wiley, 1982.
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Schools For Teaching Art Education
An art teacher is someone who is creative, fun, energetic and likes to test the standards of normalcy. Thinking outside the box in every aspect is just the beginning. Children are a bonus as they have yet to allow societal views to filter their imaginations. Earning a bachelors or masters degree will allow freedom within the classroom while forming future art students and thinkers. As an art teacher, one will learn to use numerous materials, textures, as well as a strong understanding of art history.
The highly accredited schools below offer several diverse programs in Art Education. Focusing on earning a bachelor’s degree or master’s degree will foster knowledge needed to teach in traditional education environments but also in settings such as hospitals, counselor settings, or homes for elderly. Whatever the destination, an Art degree is the only way to turn dreams into reality. Begin learning what the programs can offer you today! Ready. Set. Paint!


How can you make a difference in your school?
35 Ways To Make A Difference, Student EditionVolunteer with a nonprofit organization. Teach children at church, elementary school, or secular programs (i.e. Boys & Girls Club). Organize a canned food drive. Give away your childhood toys. Take on a reading day at the library. Donate books. Donate hair to cancer patients.
How you believe you can make a difference in teaching?
Teachers make a difference by accompanying students in everything. Teachers are sharers of wisdom more than knowledge, because knowledge can be obtained by reading and experimenting, but wisdom comes only through living.
What is the new education system?
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on , outlines the vision of India’s new education system. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India.
What is the purpose of new education policy?
Benefits of New Education Policy 2020 It will help students to develop scientific temper from a young age. The NEP aims to make it easier to set up new quality of higher educational institutes which will be at par with the global standards.
What are the disadvantages of New Education Policy 2020?
Negatives of NEP 2020 India has the problem of a disturbing teacher and student ratio. So introducing mother languages in academic institutions for each subject is a problem. And India has 22 active languages and not one national language like in the other countries.
Is NEP 2020 Good?
One of the merits of NEP 2020 is the formation of National Book promotion Policy in India. Appropriate authorities will conduct the school examinations for grades 3, 5 and 8. The board exams for grades 10 and 12 will continue but the NEP 2020 aims to re-design the structure with holistic development.
What are the main features of new education policy?
Some of the Major Highlights of the National Education Policy 2020 are: Schooling to begin from the age of 3 years: The revised policy expands the age group of mandatory schooling from 6-14 years to 3-18 years. This new system will include 12 years of schooling with three years of Anganwadi/ pre-schooling.
What are the key features of NEP 2020?
Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic.
What is the main goal of NEP 2020?
NEP aims to ensure equity and inclusion in and through education by addressing all forms of exclusion and marginalization, disparity, vulnerability and inequality in education access, participation, retention and completion and in learning outcomes.
What is the main aim of NEP 2020?
The NEP 2020 aims at making “India a global knowledge superpower”. The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education. The NEP cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
What is new in education policy?
The NEP proposes sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the All India Council for Technical Education (AICTE), introduction of a four-year multidisciplinary undergraduate programme with multiple exit options, and discontinuation of the M Phil …
Which age group will be included under right to education in NEP 2020?
NEP 2020, however, is silent on the Right to Education and its relation to Article 21A of the Indian Constitution which provide free and compulsory education of all children in the age group of six to 14 as a Fundamental Right.
What change in RTE right to education has been proposed in NEP 2020?
The National Education Policy, 2020, unveiled by the Narendra Modi-led union government on Wednesday proposed increasing the ambit of Right to Education Act (Right of Children to Free and Compulsory Education Act) from three to 18 years.
Will the new education policy be implemented from 2020?
The Union cabinet in July 2020 approved the New Education Policy (NEP), which aims at universalization of education from pre-school to secondary level. The Union cabinet in July 2020 approved the New Education Policy (NEP), which aims at universalization of education from pre-school to secondary level.
Will NEP be implemented in 2021?
The task force that was constituted for the implementation of the National Education Policy (NEP) has recommended that it be introduced across schools in Karnataka from the next 2021-22 academic year in a phased manner. The task force, formed in March 2020, is headed by former Chief Secretary S.V. Ranganath.


Art and Technology in Education
Lenore Shoults, Ph.D., Arkansans for the Arts Creative Economy Sub Committee Chair
The Art & Technology Boot Camps will bring together the people and organizations working in the disciplines of art and technology. One goal is to learn what assets are on the ground in each of Arkansas’ eight Arts Districts and explore how to incorporate art and technology to grow and retain the state workforce while enhancing the quality-of-life that attracts people to Arkansas.
Another goal is to use the arts to ignite creative thinking and problem solving. Art and technology use intertwined skills: patience, practice, and learning how to fail and try again. Taking something from the imagination to reality is foundational in art and technology—and a skill that can be cultivated for growing the creative economy.
Growing tomorrow’s workforce begins with education. Governor Hutchinson saw the need to build computer science skills and his coding initiative is now a national model. Computer science and the arts are generally separate silos that can be cross-pollinated to grow tomorrow’s creative economy. Both art and technology already utilize a sprinkling of each other’s skills and these seeds can be deliberately grown.
Traditional art classes teach drawing and painting. The iPad is commonly used in the classroom and free, or low cost, software introduces digital drawing and painting. While using art and technology students learn three languages: traditional art, digital art, and computer science. Going one step further, students can add text to drawings to create books, comic books, or animation storyboards thereby incorporating language arts. In no way does the addition of technology diminish the importance of pencil and paint—they are elemental—but the expanded skill set does resonate with youngsters and will become a second language necessary for the workforce of tomorrow.
Growing music in both the traditional and digital realms will, as in visual art, build computer science skills. Singing and learning an instrument are favorite group activities for youngsters but, during the pandemic, in-person classes were not possible for some students. Online music education made possible the continuation of this important facet of learning. Digital music programs include drag-and-drop elements that allow youngsters to experience basic compositions that can be kept and played-back. The delight as they listen to and, inevitably, dance to their music brings a smile to the observer.
Public education is a starting place for incorporating art and technology but other venues exist as well. Museums have long served as destinations for field trips, summer camps, and now, online education. Recreation departments often include crafts which develop the skills of patience and perseverance. Maker Fairs and Special Events at Innovation Hubs are often free of low cost and are designed to spark interest in art and technology as well as introducing entrepreneurship.
Retaining talent in Arkansas begins with post-high school education. Whether college or trade school, students with greater technical familiarity will be better prepared for success while in school and upon entering the workforce. Arts experience is now sought after as employers seek the creative thinking that has often been drummed out of the workforce in the last decades of teach-for-the-test.
To retain the creative talent necessary to expand Arkansas’ creative economy we need to provide paid opportunities or we will lose graduates to another state. Paid internships during summers and after graduation will give students both job experience and a paycheck. If internships are not paid, only wealthier students can participate as most students must find summer employment. The financial reality of student loans, rent, car payments and the myriad expenses of life means that young people must obtain a job ASAP. Internships are also beneficial for employers as they can ascertain candidate’s skills and whether or not the intern makes a good fit in their company.
An entrepreneurial mindset from an early age will launch small businesses and both art and technology attract this independent mindset. Often not seeking the standard 9-to-5 workday and often desirous of working outside the traditional office, these folks often find their own path. Many of the largest corporations were started by people who were thinking outside of the box. We have an opportunity to grow and retain talent by leaping across art and technology silos and nurturing the future participants in Arkansas’ creative economy.
For more information please contact Erin Holliday, Executive Director of Arkansans for the Arts, Creative Economy Co-Chair Dr. Lenore Shoults, or Board Chair Sandy Martin.


Are you excited about music education for your child?
I am too! In fact, I strongly believe that music education is the right of every human being. I am so passionate about music education for the young child, that I want to make sure all parents get research based tools, activities, and success stories into their hands.
When you teach a child in their early years, when their minds and ears are primed to learn music they will "develop" musical talent. So, I hope you'll use these newsletters as a resource to begin a musical journey with your own child... let's begin!
Keep a steady beat & hear sounds!
Children must learn how to keep a steady beat before they can read musical rhythms. So, let's make some fun homemade musical instruments and teach them to keep a steady beat. You can also teach them to hear low and high sounds by playing instruments that make noise.
These 20 DIY music instrument crafts will be fun to make together and they will develop musical talent. It's a win-win.
Have you heard about this?
There's a new way of teaching music that looks different from the mainstream music lessons you, your parents, or your grandparents took. Instead of traditional piano lesson, your child can get complete musicianship classes. They do piano lessons, voice lessons, and theory lessons all in one! The results are these students become well-rounded complete musicians. A complete musician has a surprising array of powers. Click the image on the left to read and learn what musical powers are being mastered and how they are taught.
Sharing student success!
It's SO exciting to watch children develop their musical talent that I want to share some of the magic they are learning in Let's Play Music classes this month:
4-6 year olds
I'm teaching voice lessons to my 1st year Red Balloons. I'm excited to see my students making progress with hearing and matching pitches. A few more years of this ear-training and they may all achieve perfect pitch.
5-7 year olds
This month, 2nd Year Green Turtles are loving to play the piano, and just learned to play a spooky Halloween song in the key of C minor.
6-8 year olds
3rd Year Purple Magic students are starting to transpose between the key of C and F this week.
Want a spot on my classes?
You're in luck! I'm currently enrolling 4-6 year olds right now for my 1st year class starting October 15th. If you would like to wait a year, I already have a waiting list for next fall and anticipate filling those classes completely. Email me if you are ready to grab a remaining spot on the list!
I am also enrolling for our Sound Beginnings program (2-4 year olds.) I will starting a new Black Spiders class also on October 15th. My current students and parents are getting more and more confident singing with a strong voice and matching the beats to music. Please contact me to see a full lesson video so you can see what we do in class each week!


We can’t stress enough the benefits of children working inside the kitchen. The Kitchen work helps the child as well as the whole family. Food is quintessential to forming strong bonds with all members of the family, hence the learning takes centre stage. Lets look at learning that happens in the Kitchen
Kitchen is the Mecca of sensory learning. Because food gives textures, colors, tastes, smells – the sensory inputs are fantastic. Just open the masala cabinet and we have 20 different colours for children to identify. Also mashing potatoes or chopping some cucumber can give children tactile experiences with different textures.
The names of fruits, vegetables, utensils, tools and kitchen equipment can be an entire language course for children. The advantage is that rather than just looking at the pictures children can work with the kitchen utensils and tools and improving their vocabulary with the actual experience.
Since food preparation involves measuring, arranging and working in a sequence, it gives children good experience to these mathematical concepts. When we sort vegetables, fruits, etc children learn to classify, a useful tool to early mathematics.
With so much activity happening, the kitchen is nothing short of awesome for motor skill development. Just filling a glass of water requires poise and control for children. Kitchen provides so many activities be it cutting, chopping, washing, wiping, cleaning or stirring all require motor skills that help children in a big way.
Activities Toddlers can do in the kitchen
- Sorting Vegetables/Fruits
- Washing Vegetables/fruits
- Mixing Ingredients
- Peeling Oranges, boiled potatoes
- Peeling and Chopping cucumber
- Spreading cheese, butter, jam
Activities Preschoolers can do in the kitchen
- Squeezing lemon/orange to get juice
- Pounding chana or spices
- Peeling & slicing vegetables with knife
- Churning buttermilk
- Grating Cheese
- Making a salad
- Measuring ingredients & nixing for baking
- Apple slicing
Tips to get the children inside the kitchen
- Invite your child when you have time
- Do not expect perfection
- Keep a wipe handy for the inevitable spills
- Prepare before inviting your child
- Provide child sized tools at their height
Some tools / materials you can in India (click to get the amazon link)


|Title of Presentation(s)||Grade Range|
|From Gregorian Chant to Lady GaGa Students spend a significant portion of every waking hour engaged with music. Music historian Walter Stutzman will give students the opportunity to hear the evolution of Western music (both classical and popular) while exploring such questions as "What is music?" and "Why can't I get that tune out of my head?"||9-12|
|Preparing for the Tour or Festival: A Masterclass for the Large Instrumental Ensemble
Is your band or orchestra preparing for a festival or international tour? Conductor Craig Hlavac can help to prepare your ensemble! Students will have the opportunity to perform under the baton of Dr. Hlavac, who will provide comments and suggestions to the ensemble in a clinic-style format. This type of feedback can drastically improve the likelihood of a successful festival performance.
|Careers in Music: What Do Professional Musicians Do?
Considering music as a career? Professional musician, educator, and conductor Craig Hlavac will discuss the many job opportunities available to students who complete a degree in music. Music education, music therapy, music business, music performance, and many non-traditional career paths will be discussed. Students will leave with a better understanding of what it takes to work in the competitive music industry.
NOTE: Teacher must be present in class during visiting scholar presentation. Presentations are subject to scholar availability. Any specific needs (media projectors, open tables, sink, etc.) for presentations must be available in the classroom. Specific needs will be provided to teachers prior to scheduling. Redundant presentation in a morning or afternoon are possible if there is an interest from the school and faculty time is available.


This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.
- access to general education contexts
- hierarchical linear modeling
- special education
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health


Attempt following quiz to check your understanding regarding ASER report. You are encourage to attempt the quiz first then go through the article.
ASER (Annual Status of Education Report) is an annual survey that aims to provide reliable annual estimates of children’s schooling status and basic learning levels for each state and rural district in India. It is the largest citizen-led survey in India, and is also the only annual source of information on children’s learning outcomes available in India today. It came in 2005 for the first time.
13th Annual Status of Education Report (ASER) by Pratham NGO was published which focuses on status of primary education in rural India.
Parameters of the Report
- School enrollment and attendance among children aged 3-16 years.
- Basic reading and math abilities among children aged 5-16 years.
- School infrastructure with sports infrastructure.
- Overall enrollment (age 6-14): The enrollment of children for the age group 6 to 14 has been above 95%, since 2017. Children not enrolled in school has fallen below3% at 2.8% in 2018.
- Improvement in school infrastructure:
- Private school enrollment:In 2016, proportion of children (age 6-14) enrolled in private school stood at 30.6% and is almost unchanged at 30.9% in 2018.
- Dropout of school girls has declined significantly
- Indian students, especially those in elementary school (Classes I-VIII), are not learning enough. To cite a metric, only half (50.3%) of all students in Class V can read texts meant for Class II students.
- The deficit is across government and private schools.
- No Improvement in Mathematical Ability
- Basic reading and math in early grades showing improvement in many states. Need to build on this momentum and sustain improvements.
- Many children completing Std VIII are unprepared for higher studies or for the labour market. Preparation for school, work, and life is needed by this stage.
- State-wise Disparities
- Regardless of age and grade, it is important to focus immediately on building foundational skills. Without foundations in place, children cannot meaningfully benefit from additional years in school.
- Helping children acquire skills of reading and basic math by the end of Std II or beginning of Std III will significantly reduce learning gaps in later stages.
+ve Impact of ASER on education policy in India
- ASER findings have been quoted in Chapter 20: Education and Skill Development(page 131) of Niti Aaayog’s draft Three Year Action Agenda, 2017-18 to 2019-20
- The Economic Survey 2015-16, presented in the Parliament on February 25, 2016 quotes ASER data to state that the social infrastructure scenario in the country reflects gaps in access to education. ASER findings have been extensively cited in the chapter.
- International Impact: The ‘citizen-led assessment’ (CLA) model, as it has come to be known, is currently implemented in 13 countries across 3 continents.
- Codifying Learning Assessment: At The 64th Meeting of the Central Advisory Board of Education (CABE) one of the agreements reached was that learning outcomes should be codified and be made a part of rules of Right to Education Act (RTE).
Difference between NAS report and ASER report.
- NAS (National Achievement Survey) is a school based survey where as ASER is a household survey.
- NAS is a Pen and Paper test but ASER is an oral assessment.
- ASER looks upon the foundational skills but NAS looks at wider range of skills.
- ASER is a citizen led survey where NAS is conducted by NCERT.
On basis of above article attempt following Descriptive Question
- What are the concerning issues in the ASER report? What Government is doing to resolve the issues?
To download detail article click here.


Musical Focus: Wolfgang Amadeus Mozart (1756 – 1791, Austria)
Mozart was born in Salzburg, Austria. His father was a violinist in the Archbishop’s orchestra. Mozart began his formal music education at age four. By age six he was ready to tour Europe as a "boy-wonder” on the harpsichord, organ, and violin. During his travels he absorbed the musical cultures and traditions found throughout Europe. In England he met J.S. Bach’s youngest son, Johann Christian Bach. During his trip to England he wrote his first of forty-one symphonies. In Italy he was very well received and decorated by the Pope.
Unfortunately, his talent in music did not always extend to his social or professional relationships. He worked hard to find employment beyond Salzburg, which was not appreciated by the local Archbishop, who fired him.
He traveled throughout Europe and at times made substantial amounts of money, which he and his wife, Constanze, spent rather freely. He and Constanze had six children, but only two survived. He died at the age of 35 after enduring a great deal of financial stress. He had established himself as an outstanding musician and composer, but had failed to sustain an income proportionate to his talent or his popularity.
During his short life he composed 18 operas (including The Magic Flute, The Marriage of Figaro, Don Giovanni, etc.), forty-one symphonies, six violin concertos, the very famous Clarinet Concerto K622, twenty-five piano concertos, dance tunes (which were a continuing source of income), and more.
While Bach composed Baroque music for the Protestant Reformation, Mozart composed beautiful music for the Catholic Church, including the Mass in C minor, whose performance included Contanze as a soloist. He composed nineteen masses. The piano had just been invented, and he embraced this new technology in his work as a marvelous musical advance. He also championed the Classical Period’s musical style. He was praised and appreciated by Beethoven, Haydn, and an adoring public.
He died very young, and was buried in an unmarked grave, the location of which is still unknown.
Mozart’s Life and American History
- Portola led a land expedition up the California coast
- Junipero Serra established the San Diego Mission, and other missions throughout California
- French and Indian Wars
- Boston Massacre: British soldiers, legally defended by John Adams, fired on an angry crowd and killed five colonists.
- Boston Tea Party
- Declaration of Independence
- Revolutionary War
- Washington became President
- Handel’s Messiah is performed in New York
- "Yankee Doodle” adopted by the colonists as a fighting song
- First music store opened in the U.S.
- First piano is built in the U.S.
Five Recommended CDs
1. Mozart: Eine Kleine Nachtmusik, by Bruno Walter and the Columbia Orchestra, CBS Great Performances recordings
2. Mozart: Clarinet Concerto and Oboe Concerto, by Christopher Hogwood and The Academy of Ancient Music
3. Mozart: Piano Concertos Nos. 23 and 24 by Jeno Jondo, Concentus Hungaricus, Antal conductor, on Naxos
4. Mozart: Symphony No. 41 "Jupiter,” and Nos 25 and 32 Symphonies, by Naxos
5. Violin Concerto No. 5 with Heifets and the Chamber Orchestra, by BMG/RCA
My students were quite captivated by the thought of someone being so good at such a young age, and dying so young. I used the Mozart’s piano concerto as an introduction to that form of classical music and the children had no problem identifying it as a type of music in which the piano and the orchestra "talk” to each other. They also enjoyed his Eine Kleine Nachtmusik ("A Little Night Music”.) They were able to differentiate between Mozart’s symphonies and Beethoven’s by noticing the somewhat lighter orchestration (Mozart’s orchestra’s were smaller than Beethoven’s) and its pure ornamental melodic beauty.


On this day in 1842 was born in Liverpool the watercolour painter Edith Martineau. She was the daughter of an eminent Unitarian minister and her sister Gertrude Martineau was a painter of animals.
She started her art education at the Liverpool School of Art, but then she moved with her family to London, there she studied at Leigh’s School of Art. And by 1862 Martineau was already exhibiting her work, she continued to do it regularly in a variety of exhibitions that included from the Royal Society of Painters in Watercolours to the Royal Academy in London.
Martineau remained true to watercolour painting even becoming a member of various societies of watercolour artists. In the beginning of her career she dedicated especially to portraits and the classical subjects, but among her later works we can also find landscapes and flower paintings. However nowadays she is best remembered for her portraits of children.
Her works are considered as graceful transcripts of nature which reflected her own taste and personality and as part of the Pre-Raphaelite movement by many art historians.
She exhibited her work at the Palace of Fine Arts at the 1893 World’s Columbian Exposition that took place in Chicago. Martineau also exhibited at the Royal Society of painters in Watercolours, the New Water-colour Society and at the Grosvenor Gallery.
Edith Martineau died in Hampstead aged 66.
- Her painting Potato Harvest was included in the 1905 book Women Painters of the World edited by art writer Walter Shaw Sparrow.
- In 1888 Martineau was elected associate of the Royal Society of Painters in Watercolour.


What does a Paediatric Occupational Therapist do?
Paediatric Occupational Therapists work with children, parents, teachers and other professionals on developing a range of individualised skills for a child in order to allow that child to meet their full potential and thrive in the environments in which they live.
What skills do Paediatric Occupational Therapists (OT) work on with kids in intervention?
Fine Motor Skills i.e drawing, writing, fastening buttons, closing zips, tying shoe-laces, cutting & buttering a slice of bread, threading a needle… the list is very long. It can sometimes be hard to motivate kids to practice their fine motor skills if they are struggling in this area. I have created interactive & fun motor skill programs for Preschooler's (3-6) & School-Aged Kids (5-9); to view these just click on the age group that suits your child or student.
Gross Motor Skills i.e. hand-eye coordination, ball skills, balance, body awareness, sporting activities, strength and endurance. If you are looking to develop your child's gross motor skills- you can access some of my fun 'Let's Get Moving' gross motor classes by clicking here.
Oral Motor Skills i.e chewing foods or using a straw or cup.
Attention & Concentration
Visual Perceptual & Visual Motor Skills which can affect drawing, writing, sequencing, organisational skills, studying, speed reading and memory. There are tons of resources that work on these skills available through my Free Resource Kit. You can access it by clicking here.
Emotional Regulation & Social Skills: turn-taking, sharing, assertiveness, coping with failure and change, problem solving in social situations, learning to understand and cope with our emotions etc..
Independence in Activities of Daily Living (ADL’s)- play (being the no.1 ), toileting, feeding, washing, grooming and dressing.
Processing of sensory input which can affect a child’s ability to try new foods, regulate their emotions & cope with criticism, tolerate changes in temperature/clothing/tone of voice, seeking of movement & pressure etc. & the severity of the impact can vary between kids.
If you are looking for more information on areas relating to OT like motor skill development, developmental milestones & sensory processing; I have completed educational & interactive videos which are available by clicking here.
How do I find an Occupational Therapist?
Every country will have their own association for Occupational Therapists which will normally have a search engine where you can find registered OT's in private practice. In Ireland, you can search the AOTI website to find registered OT's that are working in your area. You can also access public services by contacting your local health office or asking your G.P/Family Physician for a referral.
Let me know if you have any questions by commenting below,
Offering Home-Based Occupational Therapy & Telehealth in Ireland.
CONTENT DISCLAIMER: Jessica Kennedy is a Certified CORU Registered Occupational Therapist. All information on the website is for informational purposes only and is not a replacement for medical advice from your physician. Please consult with a medical professional if you suspect any medical or developmental issues with your child. Do not rely on the information on the website as an alternative to advice from your medical professional or healthcare provider. You should never delay seeking medical advice, disregard medical advice, or discontinue medical treatment as a result of any information provided on the website. All medical information on the website is for informational purposes only. All activities outlined on the website are designed for completion with adult supervision. Please use your own judgment with your child and do not provide objects that could pose a choking hazard to young children. Never leave a child unattended during these activities. Please be aware of and follow all age recommendations on all products used in these activities. My OT & Me is not liable for any injury when replicating any of the activities found on this blog or website


by Rachel Marie-Crane Williams
A lyrical and haunting depiction of American racial violence and lynching, evoked through stunning full-color artwork.
In late May 1918 in Valdosta, Georgia, ten Black men and one Black woman--Mary Turner, eight months pregnant at the time--were lynched and tortured by mobs of white citizens.Through hauntingly detailed full-color artwork and collage, Elegy for Mary Turner names those who were killed, identifies the killers, and evokes a landscape in which the NAACP investigated the crimes when the state would not and a time when white citizens baked pies and flocked to see Black corpses while Black people fought to make their lives--and their mourning--matter.
Included are contributions from C. Tyrone Forehand, great-grandnephew of Mary and Hayes Turner, whose family has long campaigned for the deaths to be remembered; abolitionist activist and educator Mariame Kaba, reflecting on the violence visited on Black women's bodies; and historian Julie Buckner Armstrong, who opens a window onto the broader scale of lynching's terror in American history.
"In this particular historical moment when young Black people are engaged in a renewed struggle against state violence, Mary Turner's story resonates. She insists that we #SayHerName too." --Mariame Kaba, founder and director of Project NIA, from the introduction
"Retells the story [of Mary Turner's murder] in a manner at once unflinching, and, at turns, delicate. The delicacy is owed to Williams' rendering." --Rosalind Bentley, Atlanta Journal-Constitution
About the Author:
Rachel Marie-Crane Williams is an artist and teacher, currently an Associate Professor at the University of Iowa in Art and Gender, Women's, and Sexuality Studies. Her work as a researcher and creative scholar has always been focused on women's issues, community, art, and people who are incarcerated. She has worked with incarcerated women since 1994. Her scholarship--both graphic and textual--has been published by the Jane Addams Hull House Museum, The Journal of Cultural Research in Art Education, and The International Journal of Comic Art, The Journal of Correctional Education, The Journal of Arts Management, Law, and Society, The Journal of Art Education, and Visual Arts Research.


Saint Mary’s prepares those pursuing careers in education to become ethical and thoughtful leaders for today’s changing and complex world.
Saint Mary’s School of Education meets that challenge by modeling the Lasallian mission and training future educators who empower learners, encouraging them to ethical lives of service and leadership. Skilled faculty help guide students to become educators who create a challenging and positive learning environment for all learners — educators who respect the potential, capabilities, and needs of every student.
Our programs will give you the support, technology, knowledge, and resources needed to become an effective educational leader and meet the changing dynamics of education.
Preparing Teachers for Licensure
The School of Education prepares students for licensure in the following certification areas: elementary education and secondary education. All programs meet the licensure requirements of the State of Minnesota.
Why Study Education at Saint Mary’s?
- Learn to be an effective teacher, through the 12 Lasallian Virtues of a Good Teacher. Saint John Baptist De La Salle was an educational innovator, being an early adopter of differentiating instruction.
- Participate in small classes that emphasize active learning and focuses on individual student needs and goals
- Complete field experiences with practicing teachers every semester beginning sophomore year
- Receive instruction and mentoring from veteran instructors who have years of experience in teaching and who are current teachers in the field
- Develop an awareness and understanding of diverse and rapidly changing settings in education and educational settings
Goals for Our Students
- Have the ability to perform at a highly qualified level of teaching as defined by the Professional Educators Licensing and Standards Board (PELSB) standards
- Display the knowledge, skills, and dispositions necessary to effectively teach and lead a diverse population of students and work with parents, colleagues, administrators, and community members in support of a child’s or young adult’s education
- Demonstrate a commitment to and understanding of teaching in the spirit of the Lasallian mission
- Hold a strong foundation in disciplinary knowledge and content