In Freud's Art – Psychoanalysis Retold Janet Sayers provides a refreshing new introduction to psychoanalysis by retelling its story through art. She does this by bringing together experts from psychoanalysis, art history, and art education to show how art and psychoanalysis illuminate each other.
Freud's Art begins with major founders of psychoanalysis - Freud, Jung, Spielrein and Klein. It then details art-minded developments of their ideas by Adrian Stokes, Jacques Lacan, Marion Milner, Anton Ehrenzweig, Donald Winnicott, and Wilfred Bion before concluding with the recent theories of Jean Laplanche and Julia Kristeva. The result is a book which highlights the importance of psychoanalysis, together with painting and the visual arts, to understanding the centrality of visual imagery, fantasy, nightmares and dreams to all of us, artists and non-artists alike.
Illustrated throughout with fascinating case histories, examples of well known and amateur art, doodles, drawings, and paintings by both analysts and their patients, Freud's Art provides a compelling account of psychoanalysis for all those studying, working in, or simply intrigued by psychology, mental health and creativity today.
|Publisher:||Taylor & Francis|
|Sold by:||Barnes & Noble|
|File size:||5 MB|
About the Author
Janet Sayers (née Toulson) teaches psychoanalysis at Kent University, Canterbury, and also works as a psychotherapist, both privately and for the NHS.
Table of Contents
Introduction. Freud. Jung. Spielrein. Klein. Stokes. Lacan. Milner. Ehrenzweig. Winnicott. Bion. Laplanche. Kristeva. Conclusion.


Third-grader Gage Stray has changed his mind about reading. He has learned to like it — especially if he gets to read about rally cars.
“You know, the old-fashioned kind that people a long time ago drove down dirt roads,” he said, “like in the 19’s.”
It turns out, reading anything about cars and trucks — especially those like the ones his father restores — is fun for him. But more importantly, he really likes to read.
That change of heart is due in part to his one-on-one reading time with Sarah York, who is employed by AmeriCorps, the national service organization. In particular she works in a targeted reading tutoring program known as Michigan Reading Corps, which is administered by Hope Network.
The Art of Fluency
“The program focuses interventions on second- and third-grade students who need additional support with reading fluency,” said Kathy Arden, a district literacy coach.
Fluency issues are addressed with a technique known as “duet reading.” York and Gabe take turns reading, at first every other word, and then Gabe rereads the selected sentences by himself.
“He has already gone from about 66 words per minute to over 100,” said York. “Fluency also helps with reading comprehension.”
In Kent City, AmeriCorps services about 25 students per year. Students are chosen based on their reading scores on three different assessments, according to Arden. Selected students receive a one-on-one, 20-minute daily fluency session with the AmeriCorps tutor. Once they meet a reading benchmark, they graduate from the program and are monitored, Arden said.
That follow-up monitoring is one of the best parts of the AmeriCorps program, said Kent City Elementary Principal Pamela Thomas.
“We don’t always get to stop and see if what we are doing is working,” Thomas said. “A master coach comes in and checks progress from time to time. This is a crucial part of this program.”
This is the second year Kent City has been working with the Michigan Reading Corps, and officials are already seeing “much success,” according to Arden.
”Children who are exited from the program continue to be successful in the classroom,” she said. “We have monitored student progress into the next year and have found that these children continue to be reading at or above grade level.”
More Adults, More Options
Another plus for partnering with the Michigan Reading Corps is that the district has been able to offer reading intervention for more students than it would otherwise have been able to.
“This is one more opportunity to give our kids access to another reading intervention,” said Thomas. “And it is a very targeted intervention. It has already made a big difference for a lot of kids.”
The program enables third-graders to get additional help they often don’t get, because federally funded district reading services focus on kindergarten through second grade, Arden noted.
Adding AmeriCorps services this year with York has other benefits as well.
“Sarah has done an amazing job for us,” Thomas said. “Not only is she another adult in the building, she really connects with the kids. And she volunteers in the computer room before school so the kids can use computers and technology in the morning.”
When York graduated graduated from Central Michigan University in 2016 with an elementary education degree, she wasn’t sure she was ready to step in front of a classroom, so she opted to join AmeriCorps. “It seemed like a good stepping stone for me to see if I wanted to have a career in teaching,” she said.
This is her second year with the Michigan Reading Corps and her first at Kent City. Part of the draw is for her is the program helps pay off student loans incurred during college. But more importantly she loves what she is doing and the students that she works with.
“I am definitely still classroom-bound,” she said.


Aaron Copland composed music known for its “American” sound during a time when music in the United States was still heavily influenced by the European composers. With works like Fanfare for the Common Man, Appalachian Spring, and Rodeo, he incorporated folk music, Shaker hymn tunes, and harmonies that resembled the immense and varied landscape, as well as the patriotic and pioneer spirit.
Copland was born November 14, 1900, in Brooklyn, NY. His parents had emigrated from Lithuania and were active in the Kane Street Synagogue, founded in 1856. Copland and his four older siblings developed their interest in music from their mother who played the piano and sang. He started formal piano lessons when he was 13 and had already written some small pieces. By the time he was 15, he was studying theory and composition with Rubin Goldmark who was considered a nationalistic American composer.
In 1921, he went to Fontainebleau, France to study at the American Conservatory. While there, he spent three years studying with Nadia Boulanger, the internationally known composer, conductor, teacher, and pianist. Under her guidance, he had a thorough music education that ranged from Bach to the contemporary composers of the early 20th century.
One of those composers was Serge Koussevitsky who asked him to write something for the Boston Symphony Orchestra. That composition, Symphony for Organ and Orchestra, was premiered in 1925 and officially marked Copland’s entrance as part of the classical music scene in America. The works that immediately followed contained jazz elements. He wanted to create a distinctly American type of classical music, one that would be as easily recognized as jazz in the U.S., folk music of Mexico, or the nationalistic music of various European countries.
During the Great Depression, Copland visited Mexico several times and became friends with the composer, Carlos Chávez, whose music was influenced by native groups and instruments that made up the Mexican culture. Copland composed El Salón México (1936) to depict a fictional dance hall with both upper class and peasants musically separated by European dances and folk music. It was premiered in 1937 by the Mexico Symphony Orchestra with Chávez conducting and was the first of his signature works that used folk music in a classical composition.
His 1942 ballet, Rodeo, used square dance rhythms and American folk songs to create a setting in the American Southwest. The characters of cowhands and cowgirls exhibited classical ballet training with a flair for comedy found in Broadway musicals. The female lead, the American Cowgirl, competes with the other females to win the attentions of the Champion Roper.
The last section of Rodeo is the most famous of the ballet: Hoedown. Copland weaves various folk songs to create the scene of a social gathering filled with dancing. This ballet was originally choreographed by Agnes de Mille who also danced the role of the American Cowgirl at its world premiere, October 16, 1942, at the Metropolitan Opera House and received 22 curtain calls.
The ballet Appalachian Spring (1944) contains the familiar Shaker hymn tune, Simple Gifts. Martha Graham choreographed it and danced the lead role at its premiere at the Library of Congress, October 30, 1944. The story focuses on a group of 19th-century pioneers who have built a new farmhouse for a newly married couple. The celebration includes the local preacher and neighbors, with fiddling and square dances. This ballet earned Copland a Pulitzer Prize in Music in 1945. Also in 1945, he arranged the music into an orchestral suite. Both versions have remained very popular.
His American music was not just about folk celebrations. His work, Fanfare for the Common Man, was composed at the request of Eugene Goossens, the conductor for the Cincinnati Symphony Orchestra. In 1942, Goossens commissioned a total of 18 fanfares from various American composers in response to the U.S. officially entering World War II, but Copland’s is the only one that has remained in orchestral repertory. The world premiere was March 12, 1943, during income tax time to honor the common man.
Copland’s death, December 2, 1990, came after a long career that included teaching, writing about music, conducting, and composing. His works ranged from ballets, orchestra works, motion picture scores, and chamber music. His numerous awards included the Presidential Medal of Freedom in 1964 presented by President Lyndon Johnson.


Delmare Yasmine July 14, 2020 worksheets
So what is the concern? There are three big concerns, actually.Our teacher ”caution light” should start blinking if we are using lower-level-thinking worksheets (Example: ”Check the box next to the correct answer.”), if we are using too many worksheets or if we are using worksheets as classroom busy work.
1. Education vs Time Filler
Budgeting worksheets are made primarily for the use of budgeting.If you are quite familiar with the typical worksheets that you use for your basic computer needs, then you will surely understand how budgeting worksheets generally work. Just like the simple and ordinary version, these special worksheets are designed to contain data and information systematically and orderly. However, since these are special worksheets, they have special properties incorporated with them. And for such purpose, they have a particular array of specifications and categories to help out with making the budget work for you.
Home schooling can be expensive and difficult to implement, especially on a tight budget. If money is tight, homeschool worksheets that you can get for free can take the place of a textbook. The worksheet will be able to teach pretty much the same things that a textbook will, and yet you won’t have to spend hundreds of dollars on books. Although some worksheet resources charge a small fee, you will be able to access thousands of printable worksheets that you can use for homeschooling.
2. To Pay or Not to Pay?
If you are looking for printable worksheets for your preschool child, the array of choices can be a little intimidating. You may just be looking for a few pages to keep your child occupied with something more constructive than yet another half hour in front of the TV, or you may feel it’s time you started helping your child learn the basic skills she or he will need for school.
Tag Cloudfree printable preschool worksheet packets k worksheets for kindergarten free exercise sheets 3rd grade worksheets easy worksheet answers age 7 maths worksheets free elementary math worksheets make a worksheet free free activity sheets english worksheets for grade 4 free printable free math drill worksheets exercise worksheets for kids abc worksheets free printable math for kindergarten school worksheets to print numeracy sheets printable preschool math worksheets free printable math worksheets for kindergarten addition and subtraction math worksheets by grade level numeracy skills worksheets additional practice worksheet answers writing practice for kindergarten numeracy exercises primary 4 maths worksheets free printable worksheets simple math sheets math worksheet websites educational printouts free easy math worksheets free school worksheets math sheet generator match worksheets fun worksheets for children free math worksheets primary maths worksheets in out worksheets for kindergarten worksheets for prep students free printing worksheets for kindergarten 2nd grade worksheets learning worksheets for pre k children\'s activity sheets to print printable worksheets for elementary students extra math problems children\'s printable activity sheets math printables best worksheets 4th grade worksheets free numeracy worksheets free printable preschool math worksheets fun educational worksheets


Dr. Suzuki formulated his method from the simple observation that all healthy, hearing children learn to speak their native language at a very early age; and they learn with perfect accuracy the dialect, pronunciation and inflection used in their own environment. Suzuki observed the ease with which children learn to speak. They hear thousands of repetitions of one word and add on new words, one at a time through hearing and repetition, unencumbered by harsh criticism or fear of failure. If young children could learn something as complex as language, then why could they not learn other skills as well? And why not learn them as simply and naturally as learning to speak?
Thousands of children world-wide are developing considerable abilities in such complex areas as music, languages and mathematics, starting as early as age three. In North America, where the Suzuki Method is best known as an approach to music education, many have become familiar with the sight of young musicians, often school-age or pre-school age children, playing with an astonishing level of technique and musicianship. The Suzuki method is now used to teach bass, cello, flute, guitar, harp, organ, piano, recorder, Suzuki Early Childhood Education, Suzuki in Schools, trumpet, viola, violin and voice.
“Musical ability is not an inborn talent but an ability which can be developed. Any child who is properly trained can develop musical ability, just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited.”
Dr. Suzuki’s fundamental belief is that all children possess natural ability (Suzuki uses the word talent) that grows according to the degree to which it is nurtured (education). In Talent Education, ability is fostered by parents and teachers working together with children. Parents create a home environment conducive to learning, structured listening and practice activities. In a sense, parents are the real teachers. The professional teacher acts as a mentor to both parents and children, guiding them in learning activities and helping them to overcome obstacles.
It is never too early to begin music education using the Suzuki Method. Training may begin as early as age zero by means of exposing children to selected recordings of good music at home until the children, even as infants, begin to recognize them.
Formal training with a musical instrument may begin at age three when children learn the basics of position and posture. A step-by-step progression is followed until they can play simple songs, then major works.
Although former Suzuki students are performing on concert stages and in major orchestras world-wide, the production of professional musicians is not the primary goal of Talent Education. Rather, Talent Education seeks to develop the hearts and minds of children with results beyond music itself including increased self-discipline, higher sensitivity, improved academic skills and a sense of confidence and self-esteem.
The Talent Education movement was started shortly after World War II by Dr. Shinichi Suzuki, master educator and humanitarian, as a means of helping children in his war-torn Japan. Talent Education has since spread throughout Asia, Australia, the Americas and Europe. In 2004, Talent Education celebrated its fortieth anniversary in North America.


Integrating Video Making into Your Classroom with Public Media
From planning video production to publishing, in this 90 minute workshop, get hands on practicing video production skills to enhance learning with experts from public media stations, KQED and PBS SoCal. Participants will gain new skills for supporting video production projects that can help bring real world learning to life in TK-5 classrooms.
CCSESA Statewide Arts Initiative and Los Angeles County Office of Education’s Center for Distance and Online Learning (CDOL) are excited to collaborate to bring high quality arts integration professional learning to support Media Arts in Los Angeles County and across the state. The Media Arts for Elementary Classrooms Project will provide foundational skills and instruction in various Media Arts contents. Outstanding industry partners in the LA area will provide foundational skills and instruction along with TEAL experts.
Since the adoption of the California Arts Standards for Public Schools and the California Arts Education Framework for Public Schools, there is a need for practical introduction to Media Arts at the elementary level. Students are learning from home on devices and are consuming, creating, and sharing media online. Educators are eager to develop media skills to support student content that is both current and standards-aligned. Media Arts is a natural fit to the modern elementary classroom where students can express their voice and ideas in creative ways.


Early childhood education activities for the classroom and home. All free!
Looking for inspiration? Our resources offer a little bit of everything — from sensory activities for toddlers to math games for preschoolers, we’ve connected with the most respected names in early childhood education to bring developmentally appropriate activities and resources to your classroom and home.
Check out more early childhood educational activities and resources below:
If you’ve been puzzling over how to teach your baby math or you’re just searching for new and inspiring music activities for kids, our extensive resource library has you covered.
Teaching math to toddlers or preschoolers doesn’t have to be a daunting task. See our activities dedicated to counting principles for preschoolers, rhythm and math activities and assorted activities connecting math to science for support in making math fun to learn. Likewise, we support fledgling scientists with books, resources and activities dedicated to science for kids and other fun science activities for preschoolers.
We also offer resources to support the social-emotional development in children and art activities for kids— both topics are also critically important in addition to developing core STEM skills. Check out more early childhood educational activities and resources below:
Have you found what you’re looking for? For more early childhood education activities and resources, connect with us on Pinterest to see what’s been inspiring us or check out our robust search option to find just the right math game for preschoolers, science activity book or lesson plan.
Find practical resources to educate and nurture infants, toddlers, preschoolers and elementary students!Browse All Resources


Professionalism is extremely important in the Art Education Program at Colorado State University. Teachers in Colorado are evaluated according to performance and quality standards. Below are these standards and elements. You have many people depending on you and our expectations are high for your performance in all you do in the program. Please review the documents below. Consider…
COLORADO TEACHER QUALITY STANDARDS
I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
ELEMENT A: Teachers provide instruction that is aligned with Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of the students.
ELEMENT B: Teachers demonstrate knowledge of content, central concepts, disciplinary inquiry, appropriate evidence-based instructional practices and specialized characteristics of the disciplines being taught.
ELEMENT C: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
II. Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of students.
ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic
ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of critical thinking and problem-solving skills.
ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
ELEMENT F: Teachers model and promote effective communication.
IV. Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
ELEMENT A: Teachers demonstrate high standards for professional conduct.
ELEMENT B: Teachers link professional growth to their professional goals.
ELEMENT C: Teachers are able to respond to a complex, dynamic environment.
ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.


For some people art is just something you put on your refrigerator doors. It is something you have to do for schoolwork, or to while your time away. In truth, there truly is something beneath the surface of art that will tantalize every student and teacher. And this is the truth behind art education.
Q. What Is An Education In The Arts?
A. Art Education is the means by which a student gains an understanding of form and design. An education in the arts is typically divided into three areas – the fine arts, such as music, drama, sculpture or painting, the general arts, programs such as education, criminology, etc, and design, such as graphic design, web design, or interior design.
Q. Why Arts?
A. Art has a great power to influence people. It also has a significant effect on the history of man. Art may seem like it is just something pretty, but under the hood it boasts of a pretty powerful engine. One that has shaped the world, and indeed your very life. You can’t go one day in the span of your life without being exposed to some form of artistic design, from the
A wise man once said that an education in the arts is the absolute best education one can have because it exposes you to the most general field of studies. Over time, you will know a little about everything. If you chose a more specialized field, you would gradually learn more and more about less and less. And I’d rather know a little about everything than everything about something, don’t you agree?
1. Express Yourself
Art is by far one of the most rewarding careers because, unlike a career in the sciences or a trade, it allows you to express your creativity. And no two days are the same. The power to captivate and inspire is also very rewarding. Hasn’t the Mona Lisa drawn its share of oohs and aahs? And hasn’t many a tear been shed at the beautiful works of art around the world? Man has always expressed his deepest thoughts and desires in a tangible form. This form is Art.
Industries need artists who have had a good education in Art. Creating labels, stickers, and advertisements for their products isn’t easy. These things require plenty of thought and design. Every detail has been considered to make its effect on the consumer optimal. Have you ever been interested in a product simply because of the packaging? This is art at work.
2. Art Is Everywhere
– Design esthetics
– Television & Movies
3. Who Should Study Art?
Almost everyone has gone to art class in grade school or high school. Even those who are not artists can benefit from an Art Education. They will come to appreciate the rich history and significance of Art.
4. I Want to Learn! How do I Sign Up?
Art education is not confined to undergrad studies. It also extends to tutors, art classes, vocational classes and other learning methods. Many schools exist that teach the history, principles and appreciation of Art. These schools carry the tradition of imparting to the next generation the significance of art.
5. The Rewards Of An Art Education
You may be tempted to think you will be able to wing it through a career without any formal training. That is possible, but not likely. Industries are on the lookout for those with professional education. Even with an education from a post-secondary institution, in this field, you never stop learning and keeping up with technology.
An Art Education is clearly important to artists and laymen alike. It may not be the path everyone takes, but it is the path that richly rewards those who take it. The riches here are not only of the material kind but that of a good education and a heightened appreciation of the world around you.


The EYFS is a stage of children’s development from birth to the end of their first (Reception) year in school. The EYFS Framework describes how early years practitioners should work with children and their families to support their development and learning. It describes how children should be kept safe and cared for and how all concerned can make sure that children achieve the most that they can in their earliest years of life.
It is based on four important principles:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
The principles underpin all that practitioners are required to do.
The seven areas of LEARNING AND DEVELOPMENT consist of 3 prime areas and 4 specific areas.
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
- Literacy Development
- Mathematical Development
- Understanding the World
- Expressive Arts and Design
These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs.
It is widely recognised the vital role that parents have in supporting their children’s learning and development.
The ‘What to expect and when’ guide is a simple guide which takes parents through the expectations of each age band in the EYFS and how they can support their children’s learning and development.
For more information, click on the picture below.
Further information about how the EYFS is delivered at Reddish Vale Nursery School is available for parents by contacting our office on 0161 – 480 – 6713.


Format: Self-paced Course
Developed with: funding from the Institute of Museum and Library Services and OCLC
Length: Approximately 10 hours of videos, activities, readings and reflection questions
You already provide great storytimes. Supercharge your practice to make them even better!
Supercharged Storytimes is a self-paced course consisting of six modules, which include videos, readings, activities, and reflection questions. The course provides training in how to intentionally apply research-based practices to boost early literacy in young children attending library storytime.
As a result of taking the Supercharged Storytimes self-paced course, practitioners will be able to:
- Explain the impact of library storytime practices on early literacy development in children, referencing significant studies such as the VIEWS2 research. Describe the key pillars of a supercharged storytime and integrate them into their own storytimes.
- Be intentional in supporting early literacy behaviors in relation to books and storytime activities through the use of the Early Literacy Planning Tool.
- Increase interactivity with children during story times, observing children’s behaviors, and engage parents/caregivers to reinforce these behaviors at home and in other environments.
- Share early literacy information with parents/caregivers, providing them with ideas and resources they can use with their children in everyday life.
- Use assessment tools to evaluate and improve storytimes, including self-reflection and the Project Outcome Early Childhood Literacy outcome-based assessment toolkit.
- Employ strategies to reach children and families of highest needs in communities served by the library.
Confidently articulate the value of library storytimes to a variety of stakeholders and recognize how Supercharged Storytimes connects to other early literacy structures such as their state’s early learning guidelines, Every Child Ready to Read® and Head Start Child Outcomes.
Presented by: Saroj Ghoting, Early Literacy Instructor; Betha Gutsche, WebJunction Programs Manager; CiKeithia Pugh, Early Learning Program Manager at The Seattle Public Library; and Emily Plagman, Project Manager at Project Outcome, PLA.
With support from OCLC and a grant from the Institute of Museum and Library Services, RE-95-17-0085-17.


This volume examines the relationship between health literacy and health outcomes, and the role of schools in promoting health literacy through the curriculum. The volume utilizes research, literature reviews and case studies that examine how education can support health literacy development as a vital 21st century citizenship competency. The volume specifically describes the concept of health literacy, and its crucial importance to individuals and society worldwide. It examines the role of the school in fostering health literate youth and what schools can do to provide youth with the tools to become health literate citizens. Including comments from leaders in the field as well as relevant research, and directives for practice, this volume will be of value to those interested in maximising the opportunities of youth and for conceptualising how small changes implemented in the school and across curricula over the course of the formative education period are strongly recommended. The volume aims to stress the importance of the relationship between literacy and health, health literacy and academic achievement, and health literacy and overall individual and societal well-being and citizenship. How health literacy impacts us all, as well as how the school as an educational venue can help to produce health literate citizens is specifically discussed.


Challenges in Preparing Preservice Teachers to Teaching using Technology
This paper presents data from the initial offering of a technology course for preservice teachers. This course focuses on trends and issues related to technology integration. Preservice teachers learned new trends and created projects that can be used in teaching their content area. They discussed issues related to technology integration, blog about their learning experiences and review literature on the effect of technology on students’ learning. Challenges of teaching this course include (1) meeting subject specific needs of different content areas; (2) focus on technology, issues, and research vs. technology; (3) preservice teachers’ disposition towards new technology; (4) preservice teachers’ ability to handle technology problems; and (5) lack of field experience. Continuing research will be conducted to examine preservice teachers’ technology use during their field and student teaching experiences and the role of this technology course in preparing them to teach using technology. Open URL: http://www.editlib.org/p/27924
Education | Elementary Education and Teaching | Secondary Education and Teaching
Nillas, Leah, "Challenges in Preparing Preservice Teachers to Teaching using Technology" (2008). Scholarly Publications. 38.


All-Day Academic Kindergarten
We pride ourselves in providing students a challenging academic education while building their love of God and commitment to improving the world. We educate the whole student – mind, body and spirit – and encourage each child to become the person God calls him or her to be. Ultimately, our goal is to prepare children for academic and personal success in a faith-filled, nurturing environment.
Meet Our Teachers
Text: Go Math & IXL Math. Our math series and instruction uses the guidelines from the Common Core Standards to build Kindergarteners’ early math skills. Our goal is to set an early foundation for students by strengthening basic skills, which they can then expand upon. We focus on counting and identifying numerals from one to one hundred, matching sets of objects to their numerals, greater than, less than, shapes, basic addition, and subtraction concepts. We also supplement with other crucial math skills like money, time, graphing and measuring. We will use IXL daily to build foundational skills in counting, addition, subtraction, geometry and many more topics. We use Smart boards, iPads, games, and many hands on manipulatives to reinforce math lessons.
Text: Wonders Reading Series by McGraw Hill. The Diocese of Joliet sets rigorous standards for reading and writing using Common Core Standards as a base, while incorporating religious texts into our curriculum. Reading curriculum includes literature, comprehension, phonics, phonological awareness and vocabulary. Our lesson begins each week with a “big book” that is used to reinforce vocabulary, rhyming, story elements and story structure. We also incorporate literacy centers (Daily Five) into our day. This allows the teachers to take small groups for guided reading based on student level, while other students practice various reading, writing and word knowledge skills. In addition, we do weekly journals and creative writing.
Text: Finding God; Our Response To God’s Gifts by Loyola Press. Religion is incorporated into daily lessons, and the students work on developing and enhancing Christian behaviors of respect, friendship and responsibility. We also attend all-school mass once a month with 5th Grade buddies, as well as all observed Holy Days. Each morning, we pray together as a school by doing the Sign of the Cross followed by the Our Father or the Hail Mary. We use storybook Bibles to read stories from both the Old and New Testaments, and discuss the teachings of our Lord.
Our science curriculum is planned around inquiry-based learning. We use our current classroom themes to encourage children to ask questions about earth science, life science and physical science. We explore various topics such as the five senses, the way things move, living vs. nonliving, space, and the human body. Kindergarteners participate in monthly science experiment days, during which parents volunteer their time to help with simple experiments done in small groups.
Social studies units have a heavy focus on community and citizenship. We study church, school, community helpers, how we obtain and trade goods, government and diversity. We often have guest speakers join our class to teach us about their professions and how we can be safe in our community. We focus on acceptance of all people by exploring other communities and traditions in addition to our own. We explore our country’s system of obtaining and trading goods by putting together a flea market, where children are responsible for creating, selling, buying, organizing money, and donating to those in need.
Spelling & Handwriting
Our curriculum incorporates the use of songs, dances, fine motor manipulatives (Play-Doh, etc.), wood pieces, and iPad apps. Each letter is introduced to the children as being made up of big lines, little lines, big curves and little curves. The curriculum teaches all uppercase letters and lowercase letters of the alphabet according to the way they are formed. The curriculum also outlines lessons on writing, beginning with capitals, leaving spaces between words and using punctuation correctly.
We attend each enrichment class once a week for 40 minutes. These classes include Computer, Spanish, Music, Art, Library/LRC and Physical Education. Students have recess once daily for 15 minutes. We have a half hour for lunch and a small snack in the afternoon. Students also perform in the St. Joseph Christmas Concert and spring VIP Show.
- Bengston Pumpkin Farm
- Brookfield Zoo
- Halloween Parade
- Christmas Parties
- Star of the Week Project
- Polar Express Day
- Dr. Seuss’s Birthday
- 100th Day of School
- Snowman Soup
- Gingerbread Houses
- Flea Market


A liberal arts education offers students a wide range of real-world applicable skills and also serves as a great tool for graduate school admission.
Given today’s economic situation, some analysts and experts express skepticism and doubt about the value of a college education, particularly a liberal arts education. Many argue that blue-collar jobs and associate-level degrees are more practical than incurring student loan debt in a cluttered job market. On the contrary, a liberal arts college education can actually be more valuable now than ever.
For starters, liberal arts undergraduates have an array of options available to them if they wish to further their studies in graduate school. By casting a wide net in undergraduate studies, students leave more options open to focus their learning later, once they’ve determined their academic and professional interests. Undergraduate liberal arts students go on to find success in many industries, including business, health care and advertising.
Due to the job shortage, American workers are experiencing a phenomenon known as “push down.” Graduates who have earned a bachelor’s degree are not always able to find work in the field for which they trained. Therefore, they take positions that may only require an associate degree or high school diploma, essentially increasing the competition for these entry-level and less skilled positions.
Furthermore, unskilled American labor is no longer the driving economic force it used to be, as factory and customer service jobs are increasingly outsourced to China and India. Computers and machines have cut into these job markets as well. In fact, with the rate at which technology advances, vocational job skills can become outdated in as little as five years. American companies need strong minds, not able bodies, to compete.
In a shifting job market, liberal arts graduates have the upper hand. Liberal arts students receive a broad education that emphasizes creativity and critical thinking skills. A liberal arts education hones foundational skills that are important in every work environment, such as decision making, analytical thinking, written and oral communication skills, teamwork skills and leadership ability. Graduates are trained to solve problems, not perform a job function.
A liberal arts education prepares graduates to be flexible in the workplace and adapt to changing job roles and technology. According to the U.S. Bureau of Labor Statistics (BLS), the average American spends four years at any given job. With this kind of flux in job stability, a liberal arts education is ideal.
Liberal arts courses produce well-rounded individuals who are capable of facing increasingly complex issues in a global, interconnected marketplace. A study conducted by Hardwick-Day, a strategic consulting firm, found that liberal arts students feel more prepared for the workforce than other recent graduates they have encountered. Liberal arts students are also more likely to graduate in four years or less and are more likely to highly rate their schooling experience.
It is a common misconception that all liberal arts majors are “starving artists.” While it is true that starting salaries may not be as high for liberal arts graduates, a long-term analysis shows that liberal arts graduates have comparable lifetime earnings to that of their left-brain counterparts. The BLS reports that salaries may start low, but they often catch up.
This is not to say that STEM (science, technology, engineering, mathematics) skills aren’t valuable. The best advice is to acquaint oneself with the sciences while pursuing a liberal arts degree. It is not difficult to incorporate technical classes into a liberal arts curriculum.
An associates degree in liberal arts will prepare you for whatever is ahead. Brescia University Online offers several associate, bachelor’s and master’s degree programs, including an Associate of Arts in Liberal Arts, Bachelor of Arts in Integrated Studies and a Master of Science in Management.
Established in 1950, Brescia University is a Catholic, liberal arts institution founded in the Ursuline tradition of personal and social transformation through education. With the advent of BUonline, Brescia brings accredited undergraduate and graduate programs to students across the nation. Brescia’s commitment to a student-centered environment rewards students who seek success through meaningful careers and service to others.


Gamifying Foundational STEM Skills
Source of Publication
Proceedings - Asia-Pacific World Congress on Computer Science and Engineering 2016 and Asia-Pacific World Congress on Engineering 2016, APWC on CSE/APWCE 2016
© 2016 IEEE. University education has always required numeracy and literacy to underpin development of higher-level knowledge and skills. In many countries, education policies have often followed transitory fashions, both in mathematics and language education, enfeebling potentially generations of their youth. The use of technological innovations can amplify or hinder the development of foundation skills, and for digital natives this is their norm. In this paper we address this issue by describing the development of a gamified approach to learning, aimed at reinforcing and developing the fundamental knowledge of basic elements, whilst enhancing more conceptual skills, such as pattern recognition and hyper search strategies. These latter are increasingly important in the digital world. We focus here on numeracy skills, illustrating both how rote learning is practiced 'incidentally' as strategic pattern recognition is developed in a game context. We detail how the application can be used diagnostically and normatively as it is mapped to outcome based educational levels and standards. We then discuss the extension of the approach to language development, and show implications for educational information systems design.
Morey, Jim; Gammack, John; and Thornquist, Erik, "Gamifying Foundational STEM Skills" (2017). Scopus Indexed Articles. 1318.


6 benefits of music lessons for kids
Learning to play an instrument at a young age has an astounding range of benefits that can last a lifetime. Here are six reasons to say yes to those sax lessons…
You’d love for your little one to learn to play the piano or the guitar, but you don’t want to be one of those pushy parents who signs their child up for every class under the sun before they’re even crawling. Put those niggly doubts out of your mind, mama, because learning a musical instrument can boost your child’s development in so many areas. And no one says you have to be a stage mom!
The music lesson benefits we will review in this article are:
- language skills
- academic results
- increased IQ
- improved motor skills
- improved social skills
- increased self esteem and happiness
Here are 6 benefits of learning to play an instrument.
It builds language skills
There’s a large body of research to indicate that music lessons have a positive impact on language development. A recent study conducted at the Massachusetts Institute of Technology (MIT) found that musical training around the age of five enhanced kindergarteners’ speech perception and language skills.
Researchers from Northwestern University also found that children who received regular music lessons had better reading skills and were faster and more precise in hearing speech in background noise than children who had no musical training.
It improves academic results
If your child’s not doing that well in school, music lessons could help. Numerous studies have linked musical training with higher scores on standardized tests (including the SAT), as well as better academic results in math and English.
A recent longitudinal analysis at the University of Amsterdam found a strong positive link between music education and academic success. Elementary school students who studied music received higher scores on tests measuring cognitive abilities involved in academic achievement (such as planning, inhibition and verbal intelligence) than those who didn’t.
It increases IQ
The Mozart effect – or the idea that listening to Mozart will make young children smarter – has come under fire in recent years because there’s simply no solid evidence to back it up. It seems that listening to music isn’t enough – you need to learn how to play an instrument to reap the intelligence-boosting rewards.
A landmark Canadian study found that six-year-olds who were given a year of voice or piano lessons saw their IQs rise by nearly three points more than their peers who didn’t receive musical training. A follow-up study by the same researcher discovered that the longer children took lessons, the higher their IQs and the better their performance in school.
It develops motor skills
Playing an instrument can help children develop their muscle strength, balance, coordination, and fine and gross motor skills. Instruments such as the trombone and drums develop gross motor skills because they require players to use and coordinate their arms, legs and other large body parts. The violin and piano require strong fine motor skills to hold the bow, pluck the strings and tickle the ivories.
A University of Texas at Austin study found that kids who received two years of formal piano training had significantly better fine motor skills than those who didn’t have lessons.
It enhances social skills
Group music lessons can have a positive impact on children’s social and emotional skills. A Canadian study found that eight- and nine-year-olds with poor social skills showed a marked increase in sympathetic attitudes and prosocial skills (helping others, conflict resolution and sharing) after 10 months of group musical training. For kids who had strong social skills to begin with, music lessons didn’t make a difference.
It boosts self-esteem and happiness
A high IQ and strong tests results are great, but most parents want their kids to be happy and well-adjusted above all else. Great news: music lessons can help with that too! McMaster University researchers found that one-year-olds who participated in interactive music classes with their parents smiled more and communicated better. This was the first study to investigate the benefits of very early musical training on children.
Music lessons also have a positive effect on older children’s sense of self-worth. A University of Texas at Austin study discovered that children who received three years of piano lessons had a significant increase in self-esteem compared to a control group.
Now that you’re convinced of the benefits, all you have to do is help your child decide which instrument they might enjoy playing. Make sure you like the sound of it too because you’ll be hearing it for hours on end!


Home Learning and Revision Resources
We appreciate that working at home is very different and a bit strange so we hope some of the suggested activities on the websites provided offer you some good ideas, a bit of an escape from lockdown and help keep developing your maths skills.
Work packs have been sent home for you to complete. When you have completed the work please contact the school and we can arrange for more work to be sent home.
Try and spend about 45 minutes per day completing some maths tasks.
Take care and we look forward to seeing you all soon.
Daily lessons for Year 1 through to Year 10 from Bitesize covering English, Maths, Science and History
Free home learning resource packs from Twinkl, for all ages:
Access Mr Barton Maths for useful KS3 and KS4 maths resources and revision tasks.
Access a wide variety of maths resources aimed at KS1 through to KS4 with Maths 4 Everyone.
KS3 Maths projects
Maths at Tor School is a flexible and adaptable programme of study that can be tailored to meet the specific needs of each individual student. The main aims are that students will develop an enjoyment of learning and leave the centre with a Maths qualification.
KS3 and Outreach
At KS3 students will follow a scheme of work linked to the KS3 resources supplied by Pearson which follow a pathway into Edexcel GCSE. There is a framework of textbooks and a KS3 baseline assessment will help to determine at which level within this framework a student should begin. We will also establish that basic numeracy skills are in place. Within this framework we encourage the use of practical work, games and investigative/problem solving type work as well as show the relevance of Maths where appropriate. Sometimes schools will supply work for students on outreach so that they can continue to follow the pathway of their peers with a view to them returning to school where possible.
At KS4 we will aim for every student to leave Tor School with a Maths qualification. A KS4 baseline assessment on entry will point to the appropriate qualification and we will also establish that basic numeracy skills are in place.
The qualifications on offer are;
AQA Entry Level: This is a single qualification within which students can achieve an Entry Level 1, 2 or 3. Entry Level 3 is just below a level 1 qualification. It consists of 8 components, of which at least 4 must be sat as external tests. The components cover basic and relevant Maths skills; properties of number, four operations, ratio, money, calendar and time, measures, geometry and statistics. We can use the qualification as a stepping stone to GCSE or as a stand-alone. It can help build confidence especially where students have missed a lot of school or for those who have found Maths a struggle.
Edexcel Functional Skills Levels 1 and 2: These are assessed in a single 1 and a half hour external test, either paper based or online. They can suit students who have a restricted amount of time to achieve a qualification at these levels and who are able to solve problems and interpret and apply numerical skills to worded questions based on real life situations
Edexcel GCSE Foundation and Higher Level: This is assessed with three 1 and a half hour papers. Paper 1 is non-calculator while use of a calculator is allowed in Papers 2 and 3. Grades 1 to 5 are achievable at Foundation with grades 5 to 9 at Higher. There is a two year scheme of work covering all topics at both levels and we would aim to cover as much of this within the time we have so that students can go into exams feeling confident and prepared.


With a 92 percent poverty rate, the 2,000 Native American students who attend Minneapolis Public Schools face significant hurdles on their road to academic and personal success. An example of these hurdles comes from Anishinabe Academy, the district’s city-wide Native American magnet school: more than 30 percent of the students at this school are homeless at any given time during the school year.
This is one of a three-part series on the Indian Education program in Minneapolis Public Schools. Part one and part two focus on elementary education. Part three focuses on the All Nations program at South High School.
The district’s Indian Education program works on behalf of these students and their families. The program was created in 1972, as part of the Federal Indian Education Act’s mandate to “meet the unique needs of American Indian and Alaskan Native students.” Danielle Grant, the current director of the program, brings both a forward-looking and a historical perspective to her work, which focuses on the “integration of academic rigor with cultural responsiveness” for all Native kids in the Minneapolis Public Schools.
Grant acknowledges that many Native families lack trust in school and government systems. Grant calls this “historical trauma,” and connects it to the time when Native children were removed from their tribal communities and sent to boarding schools in an attempt to destroy indigenous ways of life. Grant said it is important to help families face this traumatic past, and attempt to “begin to heal.”
The district’s citywide Title 7 Committee for Native American parents has what Grant said is a “competitive” election process.
Minneapolis parent Comanche Fairbanks has been the co-chair of this committee for the last two years, and he credits the committee, and program director Grant, with greatly improving Native parents’ access to, and understanding of their rights within the Minneapolis public schools.
Fairbanks said Indian Education parent engagement coordinator Deanna Standingcloud also has done a good job of directly informing and engaging parents in the district, thereby providing not only a forum for the voices of Native parents, but also greater transparency regarding district processes.
As a parent, though, Fairbanks expresses some dismay with the educational options for his children. While his younger children have done well at the elementary school level, Fairbanks is educating his oldest child, who would be in ninth grade, at home this year. Fairbanks is discouraged with the high rate of Special Education diagnoses for Native children, saying that this is done because these children are “misunderstood.”
Instead, Fairbanks wishes teachers were “more aware of the learning styles” of Native children, which he said would involve “experiential, practical,” and “hands-on learning.” Fairbanks sees this as a contrast to the focus on “standards” at the high school level, where the teacher is the authority figure and the students are expected to be passive in the classroom.
Fairbanks’ concern, in fact, for high school age Native students is that, at a time when they are ready to dig deep, explore, and find a passion of their own, they are being “force-fed” about what they need to know and what it means to be good students. In Fairbanks’ experience as a parent and an education consultant, this causes many Native students to become “resistant” learners.
Indian Education program director Grant is also aware of this issue, and she considers teacher training to be a very important part of her program’s mission. Grant said that, while many other Indian Education programs focus on students, the Minneapolis program includes a heavy emphasis on educating teachers about “best practices for teaching Native students.”
This means working with teachers across the district who choose to participate in the program’s training sessions. In these sessions, they learn how to make their lessons more “experiential, applicable,” and “relevant,” which matches well with what parent Comanche Fairbanks says he would like to see in the schools.
Related: COMMUNITY VOICES | New charter school Bdote Learning Center will offer Ojibwe and Dakota language immersion (Laura Waterman Wittstock, 2013)
Reporting for this article supported in part by Bush Foundation.


Scoil Mhuire teaches the Primary School Curriculum as outlined by the Department of Education and Science. Teachers use a variety of resources and methodologies to teach subjects. The core activity books and schemes used for classes are outlined below. Déis funding enables us to provide additional learning opportunities for children including tin whistle, recorder, swimming, theatre visits, dance lessons, and a variety of sports. Book lists will be sent with children's Report cards in June.
Click on the links to download our curricular policies.
Infants to Second: Bua na Cainte
Third to sixth:Bun Go Barr
S.E.S.E- History, Geography, Science, SPHE
Junior Infants-Second: What a Wonderful World
Third - Sixth: History Quest; Windows on the World;
Where on Earth.
SPHE: Walk Tall; Stay Safe
Infants: Magic Emerald; Sounds in action.
First & Second: Treasury; Sounds in Action.
Third To Sixth: Reading Zone; Read At Home;
Exercise Your English; Better English.
Infants To Second: Planet Maths
Third to Sixth: Maths Matters
The Arts- Music, Art and Drama
Songs, drama and poetry are taught across the curriculum. The children learn to play the tin whistle up to 4th class, and then progress to the recorder. Scoil Mhuire encourages visits from Theatre productions and also visit Theatres as part of School Tours and Outings. We put on a Christmas concert every second year. This year our children will participate in the community Christmas Carol Service
This year PE lessons will be supplied by teachers as well as the following sports instructors:
John Campbell - Finn Harps
Donie McCole - Gaeilic
David Tierney - Basketball
Swimming Lessons are schedulled in 2 year cycles. This year 5th and 6th classes will attend swimming lessons in the final term.


In English Language Arts, students develop much more than the ability to read and write. Students learn to use language to create meaning. They do this through the study of language and development of a wide variety of skills and strategies.
Sharing and listening to stories is a uniquely human and joyful experience. When students hear, watch, read and share stories, they develop empathy and a greater appreciation of themselves and their communities.
From kindergarten to grade 12, students develop their ability to listen, speak, read, write, view and represent. Students interpret and create texts for a variety of purposes and audiences. In English Language Arts, students develop their oral language skills, written language skills and ability to understand and generate images.
Students’ communication needs are rapidly changing in today’s world, and learning in English Language Arts supports students to develop multiple literacies. Success in English Language Arts supports success in all other areas of learning. English Language Arts provides the foundational skills for life-long learning.
In English Language Arts students are provided with opportunities to develop the competencies required of engaged thinkers and ethical citizens with an entrepreneurial spirit.


This search engine searches all of the sites below to quickly help you find a problem-based lesson (also called 3-Act Task, mathematical modeling, or application problem): The links below are the pages that are being searched by the search engine.
QuickMath allows students to get instant solutions to all kinds of math problems, from algebra and equation solving right through to calculus and matrices.
Worksheets give children a way to improve their math skills by introducing them to a wide variety of problems. Math Game Time’s free math worksheets provide children with plenty of opportunities to practice applying their math skills. Some worksheets include standard equations, while others bring in word problems and real-life scenarios.
Need help solving math word problems? This section will illustrate how word problems can be solved using block diagrams. Students, who have not yet learn algebra, can use the block diagrams or tape diagrams to help them visualize the problems in terms of the information given and the data to be found. This allows the student to decide which operators to use: Addition, Subtraction.
Math Worksheets Listed By Specific Topic and Skill Area. We feature over 2,000 free math printables that range in skill from grades K-12. Many teachers are looking for common core aligned math work.Please use all of our printables to make your day easier.
Free math problem solver answers your algebra homework questions with step-by-step explanations.
Links to Problem Solving sites. These links provide additional problem-solving activities for students in all grades. Max's Math Adventures; Math Maven's Mysteries.
The Internet Math Library is our best resource for teachers, students and parents looking for web sites across the Internet on math topics. Sites are gathered from our own explorations and submissions from users like yourself.
Adaptive math learning website currently offering a free 90 day trial. National Library of Virtual Manipulatives. Digital version of math tools that are helpful for visualizing and solving problems. Geogebra. Online math tools for graphing and problem solving. Illustrative Mathematics practice tasks.
Free Lesson Plans. Teacher Created Resources is pleased to offer free lesson plans for students in Pre-K through Grade 8! Quickly and easily search our database of over 400 lesson plans by keyword, subject, and grade level. Each lesson plan includes the objective of the lesson, directions, and a list of resources.
Please click the following links to get math printable math worksheets for grade 9. Worksheet no.1.. Apart from the stuff given in this section, if you need any other stuff in math, please use our google custom search here. HTML. Solving linear equations using elimination method. Solving linear equations using substitution method.
Read Lynne's article which discusses the place of problem solving in the new curriculum and sets the scene. In the second article, Jennie offers you practical ways to investigate aspects of your classroom culture and in the third article, she suggests three ways in which we can support children in becoming competent problem solvers.
Welcome to The Problem Site, a site fueled by a passion to provide interesting, informative, and valuable content to educators and students. We have an enormous collection of math problems, physics problems, brain teasers, and puzzles written by educators. We also have a fine collection of educational games.
Math Lesson Plans From Other Web Sites. Big Sky Math- 30 lessons.. The- Search and browse the library for math ideas and lessons.. MathStories.com- The goal of this web site is to help grade school children improve their math problem-solving and critical thinking skills. It has 4000 math word problems for children to enjoy.Maths Problems, Questions and Online Tests. Free online maths problems, questions and self tests on precalculus topics. Answers and detailed solutions are provided. Maths Tests Practice Free ACT Maths Test Practice Questions with Answers. 60 Maths questions, with answers, similar to the questions in the ACT maths test. The answers are at the.Beast Academy Online includes over 700 instructional videos featuring Art of Problem Solving founder, olympiad winner, and math beast extraordinaire, Richard Rusczyk. Like having a world-class tutor for your child, these videos model the skills and problem-solving strategies needed to excel in BA Online.


Young children love music and movement, as we’re sure you already know. But did you know that you can increase musical aptitude and help your child fall in love with singing, drums, the keyboard, or other instruments through structured learning? Our music classes for toddlers and babies in Greenville bring children and their caretakers together in a fun group environment to lay a foundation for a life of music making. Keep reading to learn more about our classes, or get in touch to sign up.
We use a structured curriculum developed for babies through preschoolers. Children aged 0-3 (along with a caretaker) will sit in a circle, sing along with a pre recorded soundtrack, play rhythm instruments, dance, and learn introductory musical concepts. This kinesthetic learning approach allows children to do what they want to do -- sing, play, move around, etc. -- while also absorbing knowledge that will get them ahead when it comes to music education. We have four different groups for children in this age bracket, and each class has its own age-appropriate curriculum: Seeds, Seedlings, Sprouts, and Shoots.
Children between the ages of 3-5 will still participate in class alongside a caregiver, but they will enjoy slightly more independent music making built on the foundation of our earlier classes. For this track, see the Roots program.
Our Blooms and Blossoms programs are for kids in K4-2nd grade, and your child will learn rhythm and get hands-on experience with instruments. It’s the final step before private instruction.
Rhythm, while it seems simple, is often the most difficult musical element to master. Music is nothing without a steady beat (regardless of genre!), and as a result, we want to instill rhythm in children as early as possible to set them up for musical success. We use a kinesthetic approach to learning rhythm, and children have so much fun that don’t even realize they are learning something important!
We place an emphasis on singing, and for many reasons, the ability to sing is foundational to successful music making. Whether your child grows up to be a pianist, drummer, violinist (or of course, a singer), the ability to sing well will give them a significant head start.
Ear training is a side effect of our singing emphasis -- you can’t hold a tune with your voice if you can’t first hear it in your head, or your “ear.” Children will sing along with pre recorded audio, repeat tunes that they hear, and learn to match their voice to pitches. This will go a long way to promote success at the piano or another instrument in the future.
Learning by discovery is often the best way for a child to internalize new information, and rather than handing a child an instrument and telling them how to play it, Musikgarten allows them to experience a number of different instruments, techniques, and genres. From there, kids can figure out what they like about music, and they will enter more formal education from a place of curiosity -- this is more effective than viewing music as a chore or task. We want kids to love music right from the beginning, and our curriculum is built that way.
Children with a background in music classes are more prepared than their peers for private or group piano lessons, and the same applies to other instruments as well. They will have a strong rhythmic foundation, they will have a concept of high and low pitches, they will be familiar with different instruments, and above all, they will have a strong ear from the singing emphasis.
If you’re ready to get started, please contact us to find a good time for your child. Our music classes for children and babies are offered in the mornings at Noteability, and we do ask that a caretaker be present with your child. We can’t wait to meet you and get your kid enrolled in our fun music classes for kids!


This is a guest post by Richard Giso that originally ran in June 2014. You can also check out his blog, called Mr. Giso's Room to Read, in which he writes about fun classroom activities, behavior management, and classroom management.
Hello all. I’m Rich from Mr. Giso's Room to Read, and this is my second guest blog post specifically featuring a favorite genre of mine—the biography. This year in particular, I find that my second graders are overly enthusiastic about learning all they can about past presidents, explorers, athletes, heroes from all around the world, inventors, scientists and famous Americans. The Hameray Biography Series has been a huge hit in my multi-age classroom. With such captivating titles as Cesar Chavez: Fighter for Worker’s Rights, Eleanor Roosevelt: A Modern First Lady, Steve Jobs: Apple and Beyond, and Muhammad Ali: Heavyweight Champion of the World, how can one resist?
I have always looked forward to celebrating all that my students have learned in a biography unit with my culminating project called “Biography Day.” This fun-filled day consists of students coming to school dressed as their biography person, ready to present to parents and families a biography poster. The poster includes a timeline of ten events presented in the shape of a symbol that represents their person and a “How to Be” poem explaining all the important things needed to “be” their person.
Let’s start with an example. Above is a former student’s poster of the Beatles. His timeline is done on a guitar—perfect for these well-known musical legends. Here is his “How to Be" poem:
“How to be a Beatle”
Be born between 1940 and 1943.
Have a hard, sad childhood.
Admire Elvis, Lonnie Donegan or Little Richard.
Start a band called the Quarrymen and soon change the name to the Beatles.
Have some songs that you made reach the number one spot on the charts.
Be one of the best rock and roll groups ever.
As you can see, here are the requirements of the “How to Be” poem:
1. The poem should have a title "How to Be [the person you have selected]." For example, “How to be Dr. Martin Luther King.”
2. Your poem should have at least 6 lines that begin with an action word (verb) and cover important things the person has done as well as interesting biographical information.
From there, the students place their poem onto a poster that features a timeline selecting the top ten most important events in their researched person’s life. As a tool, they can utilize the timeline placed at the end of each Hameray biography. Lastly, the poster must incorporate a symbol that means something in the person’s life. For example, a diary can be used for Anne Frank, an early scuba mask for Jacques Cousteau, or the White House for presidents.
Check out this Jackie Robinson timeline done in a bat shape. It unrolls!
For Biography Day, the students dress up as their person and share their posters with the timeline and the poem. I invite parents, friends, family, and school staff. I beam with pride as I sit back and watch my students celebrate their learning! I hope you can add this idea to your plans for next school year.
I'm a proud teacher with over 15 years of teaching experience. I began my teaching career as a fourth grade teacher at the Bates Elementary School in Salem, Massachusetts. Since then, I have taught fourth grade for eight years. From there, I moved to a job as a reading coach under the Reading First grant. Having missed my true passion—having a classroom of my own—I returned to teaching as a first grade teacher for the next five years.
Now I've moved to the Carlton Innovation School, also in Salem, Massachusetts, where I am ready to begin my first year as a member of a team of four teachers that teach grades one and two. In addition, I teach undergraduate and graduate students at Salem State University. My courses involve literacy, children's literature, and elementary education. My educational interests include early literacy, effective reading interventions, and positive classroom climates.
For more information on the Biography series, which was used in this activity, click here to visit our website, or click the series highlights image below to download an information sheet with key features.


Since 1998, every April 15th has been cause to celebrate World Art Day.
It’s a day devoted to the many roles the fine arts have played in history and culture and in providing boundless opportunities for healthy creative expression.
The day serves as a wonderful reminder to join in celebrating the importance of arts education, which is packed with benefits to offer our children.
In fact, kids with ADD and ADHD may find special benefits in art education, which can play a therapeutic role in managing some of their symptoms. (Source)
It’s certainly no surprise to parents that a classic symptom of both ADD and ADHD is difficulty remaining focused.
One study of the effects of arts education on critical thinking abilities demonstrated that kids who participated in a school visit program on art analysis showed stronger critical thinking skills, utilizing improved focus. (Source)
Helps Encourage Good Decisions
The heart of good decision making is careful consideration and critical thinking, which can be difficult for kids with ADD or ADHD who may find impulses tough to control.
Studies show that when children are given the opportunity to freely express themselves through art, they learn to think outside the box and may be able devise more thoughtful, original, and productive plans when making decisions than those without that opportunity. (Source)
Strengthens Resilience to Criticism
Nobody loves to be criticized, but it can be especially tough on kids dealing with ADD or ADHD.
Managing their symptoms can come with some scholastic and personal difficulties, and they may find themselves on the receiving end of constructive criticism that’s tough to process when they feel like they’re doing their best.
Arts education is a place where positive and critical feedback can both be safely received and processed, and children can begin to see criticism as an important feedback tool rather than feeling attacked.
Wondering how to get started on arts education at home?
- Encourage time spent regularly in creative pursuit, whether it’s painting, drawing, sculpting, photography, dance, singing, theatre, or something else entirely — this can be self-directed or educationally-driven
- For ADD or ADHD kids, provide gear that helps them stay organized, like easels with plenty of storage and stacking boxes that keep supplies consolidated and easy to access
- Though this arts education day isn’t suitable for museum visits, virtual tours of many art-centric institutions worldwide are available online and can serve as a tool for exploring art history
The advantages mentioned are only a handful of the ways that arts education can benefit our kids.
The experts over at We The Parents put together a useful infographic detailing 51 study-backed benefits of arts education, and it’s definitely worth a read.


Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument. But despite this almost universal interest, many schools are having to do away with their music education programs. This is a mistake, with schools losing not only an enjoyable subject but a subject that can enrich students’ lives and education. Read on to learn why music education is so important, and how it offers benefits even beyond itself.
Music is a viable alternative to sedative medications in reducing anxiety prior to a peripheral nerve block procedure, claim researchers.
Patients commonly take sedative medications, like midazolam, prior to the procedure to reduce anxiety. In this study, researchers found relaxing music to be similarly effective to the intravenous form of midazolam in reducing a patient’s anxiety prior to the nerve block procedure.
A peripheral nerve block procedure is a type of regional anesthesia done in the preoperative area under ultrasound guidance that blocks sensations of pain from a specific area of the body. The procedure is routinely performed for a variety of outpatient orthopedic surgeries, such as hip and knee arthroscopies and elbow or hand surgeries.
The study’s lead author Veena Graff said, “Our findings show that there are drug-free alternatives to help calm a patient before certain procedures, like nerve blocks. We’ve rolled out a new process at our ambulatory surgical center to provide patients who want to listen to music with access to disposable headphones. Ultimately, our goal is to offer music as an alternative to help patients relax during their perioperative period.”
Moreover, repeated elements of rhythm and melody help our brains form patterns that enhance memory. Students who study music can improve the development of spatial intelligence, which allows them to perceive the world accurately and form mental pictures. Spatial intelligence is helpful for advanced mathematics and more.
//www.instagram.com/embed.jsView this post on Instagram
Happy fn’ b-day @slash 🎩 Main inspiration and reason why i picked up the guitar back in 2008 🤘🏼 • • • #slash #birthday #smkc #gunsnroses #gnr #gnfnr #2019 #guitar #gibson #gibsonlespaul #lespaul #afd #appetitefordestruction #seymourduncanpickups #elixirstrings #funkopop #tophat #newyork #autograph #signature #marshallamps #music #inspiration #rock #hardrock #blues #rnfnr #happybirthdayslash
Performing a musical piece can bring fear and anxiety. Doing so teaches kids how to take risks and deal with fear, which will help them become successful and reach their potential.
A report says students who have early musical training will develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds.


We're considering the nature of 'openness' in education as part of this new Master of Arts in Open and Distance Education (MAODE) module.
This is increasingly about ease of access to information, all of it, uncensored.
Often for ease of access and to gain a qualification with a marketable value, information that is packaged in books, journals and lectures, though increasingly in 'sexier' interactive and multimedia forms with the related 'scaffolding' that comes with learning design and planning. The natural tendency is to consider the hectic last decade of the Internet at the expense of the history of openness in access to information and an education over the last century.
A hundred years ago all but the most privileged were in the dark: leaving school after an elementary education, with reliance on biased newspapers, magazines and part works. Libraries, BBC radio and affordable paperbacks, secondary then tertiary education, cinema and TV have each had a role to play, as has the Open University.
Does enlightenment come with access?
What does it say of power of information and ideas where access is controlled, as in China? Does connectedness within openness lead to even greater coalescing of likeminds in cliques, reinforcing stereotypical biases rather than exposing them to valid alternative views?
Nothing is straightforward when it comes to people - heterogenous by design, homogenous by inclination.


A comprehensive approach to art education in Fulton County Schools integrates four areas of study: art history, art criticism, aesthetics and art production. Art education, as a subject in our elementary, middle and high schools, is based on the belief that looking at, talking about and studying art is as important as making art.
- Art education is embedded within contexts and culture across and time. We not only incorporate issues and concerns of cultural diversity, we celebrate, and support them with hundreds of multicultural resources.
- An interdisciplinary approach to learning benefits all subjects. Art teachers are encouraged to work with interdisciplinary subject area teachers as well as other exploratory teachers to integrate curriculum content into art and art content into curriculum.
- In keeping with a system-wide focus on reading, both reading and writing across the curriculum are essential components of art education from elementary through high school.
- As hardware and software become increasingly accessible in middle school art labs, art teachers are guiding students to use technology in art education as a “medium” for art production, as well as for research and reporting.
Locally adopted textbooks and text resources, including software, support the middle school art education curriculum. Fine art reproductions, slides, videos, books, art games and other resources are readily available. The curriculum is fully consistent with the Georgia Performance Standards for Arts by the Georgia Department of Education.
As scheduling configurations of middle schools vary, so do art offerings: some middle schools have one art teacher, some two; some include art teachers in interdisciplinary teams and some schools maintain a schedule of nine week connections courses developing specialized courses such as Photography, World Art and Art and Technology.
Curriculum and instruction for middle school art education courses are tailored to meet the variety of experience levels within art classes at grades 6, 7 and 8. Art textbooks designated as primary texts by grade level are often used interchangeably at all three grade levels, based on needs of individual classes.
Visual Arts 6
Emphasis is on art to communicate personal meaning and developing skills in two dimensional and three-dimensional techniques such as: drawing, design, painting, and three-dimensional art. Students work to create art and study artworks, with information and activities integrated from art production, art criticism, art history and aesthetics.
Visual Arts 7
Emphasis is on communication through visual art. Students work in a variety of materials and approaches to create art and study artworks. Information and activities are integrated within this emphasis from art production, art criticism, art history and aesthetics.
Visual Arts 8
Emphasis is on art production and developing skills in drawing, painting and sculpture or ceramics. Information and activities are integrated from art history and aesthetics, as well.


International literacy Day
UNESCO marked September 8 as International Literacy Day in 1965. Since then, this annual occasion sees schools, organisations and communities working to nurture literacy around the world. The objective of the day is to raise awareness about increasing accessibility to literacy for those most disadvantaged. In celebration, 3D Printworks would like to discuss how our industry, the 3D printing industry, could be mobilised in aid of this cause.
3D Printed Learning Aids
A research project which features 3D printing and literacy development took place at the Seoul National School for the Blind in 2016. After observing that many visually impaired students aged 3-5 lacked fundamental literacy skills, the faculty at the school began to experiment with 3D printed resources.
One of the learning aids printed is this Hangul writing stencil. This item uses braille to help students identify Korean characters. These items being 3D printed is important as it allows customisable learning aids to be cheap and accessible.
Removing obstacles for disadvantaged children is always positive and this project has helped conceptualise how 3D printing could help meet the educational needs of such individuals. The results were promising, improvements in "grip power" were observed in students using the aids. This is essential for literacy, being practiced in gripping a pencil improves students ability to communicate and express themselves.
Inspired by these efforts, 3DPrintworks have decided to print our own learning aid. We want to demonstrate how simple and useful 3D printing can be for this application. The tool we printed is a braille version of a phonetic literacy cube. We found this design on Thingyverse from user Sauer. The cube is a simple puzzle used to teach visually impaired children aged 4-8 literacy skills. The aid features 3 cubes connected by a twistable join. Each face of each cube has a different braille pattern which correlates to a letter in the alphabet. By twisting the cubes into sequence, you can create 16 real and nonsense 3 letter words in a CVC (consonant vowel consonant) combinations.
In the office we have had a lot of fun solving the puzzle and learning braille as we do so. It is great to see 3D printing’s potential for interactive education first hand. We printed the cube using our "Dark Grey PLA". It is easy to customise the letters, If you look on the Thingyverse page you should see an app on the right marked “open in customizer”.
This will take you to an extension which allows users to easily input the letters you would like to appear in braille on the cube. This extension directly alter the CAD design to do so. This feature demonstrates why 3D printing is essential to the advancement of special needs education. The ability to customise these learning aids in such a user friendly way enables carers and educations to cater to the specific needs of students easily and quickly.
As pointed out in the afore mentioned research article
“customized learning materials are often difficult, time-consuming, and expensive to produce”.
Additive manufacturing technology allows for relatively cheap manufacturing of small, specific items and in doing so enables more people to get tailored support. We have exampled literacy, however almost all subjects can benefit from 3D printed visualizations. Biology and 3D printed enzymes or Maths and this 3D printed “parabola manipulative” for instance.
All these manifestations highlight the world changing usefulness of 3D printing. A whole new dimension of interactive teaching is being opened for young people, just imagine how different education would have been for you if technology like this was accessible during your time at school. The possibilities for 3D printing in education seem endless. The way it can make education more inclusive by enabling disadvantaged students is particularly promising and we would love to see more applications of 3D Printing within schools.
Information about how you can make this happen in your local school institution can be found here.
In the spirit of international literacy day, I would like to conclude this article with a shout out to the fantastic work Scottish Libraries have done to increase access to 3D printing in communities across the nation. Since 2016 every Scottish library service now offers 3D printing . Dundee Central Library was the first UK public library to offer the service, which has been used to print book characters which are used to support creative writing and storytelling for people with learning disabilities.
3D Printworks offers professional printing services to make your projects a reality. If you work in education or have a business or project you think may benefit from 3D printing then please contact us here and a member of our team will guide you through the processes from concept to creation.
If you enjoyed this article then please support our content by liking and sharing on social media.


What is Title IV, Part A?
ESSA, Title IV, Part A, Student Support and Academic Enrichment (SSAE) Program
The Every Student Succeeds Act (ESSA) was signed into law in December 2015. It reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Newly authorized under subpart 1 of Title IV, Part A of the ESEA is the Student Support and Academic Enrichment (SSAE) program. The SSAE program is intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology to improve the academic achievement and digital literacy of all students.
Well-Rounded Educational Opportunities
- Improving access to foreign language instruction, arts and music education
- Supporting college and career counseling, including providing information on opportunities for financial aid through the early FAFSA.
- Providing programming to improve instruction and student engagement in science, technology, engineering and mathematics (STEM), including access to these subjects for underrepresented groups.
- Promoting access to accelerated learning opportunities including Advanced Placement (AP) and International Baccalaureate (IB) programs, dual or concurrent enrollment programs and early college high schools.
- Strengthening instruction in American history, civics, economics, geography, government education, and environmental education.
Safe and Healthy Schools
- Promoting community and parental involvement in schools.
- Providing school-based mental health services and counseling.
- Promoting supportive school climates to reduce the use of exclusionary discipline and promoting supportive school discipline.
- Establishing or improving dropout prevention.
- Supporting the re-entry programs and transition services for justice-involved youth.
- Implementing programs that support a healthy, active lifestyle (nutritional and physical education).
- Implementing systems and practices to prevent bullying and harassment.
- Developing relationship building to help improve safety through the recognition and prevention of coercion, violence, or abuse.
- Establishing community partnerships.
Effective Use of Technology:
- Supporting high-quality professional development for educators, school leaders, and administrators to personalize learning and improve academic achievement.
- Building technological capacity and infrastructure.
- Carrying out innovative blended learning projects.
- Providing students in rural, remote and underserved areas with the resources to benefit from high-quality digital learning opportunities.
- Delivering specialized or rigorous academic courses and curricula using technology, including digital learning technologies and assistive technology.


Kits contain 12 copies of a single title and related discussion questions.
Kits contain 4 games designed to keep or build brain power.
Fitness Kits promote health and wellness by offering the opportunity to learn how to use portable exercise equipment. An instructional DVD or guide is included in each kit.
Kits offer young children an avenue to practice their logical thinking, problem-solving and gross and fine motor skills by using one of the five basic literacy skills – play.
Kits contain themed items that can be used by caregivers to converse with individuals affected by Alzheimer’s or dementia.
Kits are theme-based and contain items to present a storytime program to children ages 3-5. They may be used by any Head Start teacher, preschool teacher, elementary school teacher or licensed daycare provider with a current East Central Regional Library card.
Kits are theme-based and contain items to promote early literacy development.


Music two-point-zero: music, technology and digital independence
Internet technologies have enabled a participatory culture which is transforming value systems and opening new pathways for autonomous creativity and innovation. In this web 2.0 phenomenon, social networks continue to define the information society and, in turn, redefine music career opportunities quite differently from traditional preconceptions. In parallel, higher education ideology is consumed by a preoccupation with branding, where universities control websites as information delivery tools, while classroom timetables and e-learning systems systematize pedagogical models which limit students' professional potential. This paper examines this disconnect and frames a praxis intervention project to address the need for dynamic ontologies that can be maintained in a training environment reminiscent of social networking. The project details the outcomes of a longitudinal action research project and makes the case for music 2.0 education, that is, for independent musical craft and technological expertise set in authentic learning contexts.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Affiliations: Queensland Conservatorium Griffith University.
Publication date: November 26, 2008
More about this publication?
- The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
- Editorial Board
- Information for Authors
- Subscribe to this Title
- Intellect Books page
- Ingenta Connect is not responsible for the content or availability of external websites


Music History: Composers, Eras and More
People sometimes hear the word "history" and then run away. But history can be far from boring! Music history is filled with colorful characters, interesting scenarios and great music.
I consider music history a fundamental component of music education. Without the context of knowing who composers were or where the music you're learning fits into the grand scheme of things, you'll never fully appreciate your pieces.
The first section in our music history discussion is on composers. This page will lead you to discussions on important composers, as well as videos of the music they composed. You'll also find tutorials written by them that are available on this website.
Say you're learning a sonata - what's a sonata? Where did it originate? Who wrote them? What's its form? These are all vital questions to understanding the mechanics of your pieces. In this section, we detail a variety of common musical dances and song forms.
Listening to music is an art in and of itself. It's easy to appreciate simple modern music - it's so familiar to us. It can be more of a challenge to appreciate Classical music simply because it's different, and we don't have a natural understanding of it.
This section is full of listen-throughs and analysis videos to help you understand and appreciate compositions across a broad spectrum of eras.
There are four main eras in music we consider as pianists (there are more beyond that, but that's a discussion for another day). They are the baroque (1600-1750), classical (1750-1820), romantic (1820-1910) and modern (1900-) period.
In each of these sections, you'll find a breakdown of the main composers, info about the era, and tutorials from those time periods.


Dragonflies | Ages 4 – 5yo
Each 4-5-year-old child enters the Dragonfly Classroom at an important and exciting stage of personal development. It is a time when children are becoming more independent and nurturing their natural, creative enthusiasm for learning while rapidly developing skills in social relations, communication, literacy, numeracy, and fine and gross motor skills. Our students in this transitional K class are excited to spend their time learning outdoors (in Collaboration with UT Austin for our Science Creek Lessons, or our Educational Garden spaces), and feel inspired by our Lead Teacher Karina Ortega, to learn the skills necessary for our Kindergarten – Grade 1 Class.
As a Reggio inspired, progressive school that promotes Holistic beliefs and values, WG has adopted the Reggio Emilia approach to enable early learners to reach their individual potential in all areas of development. The Reggio Emilia approach to early childhood education is based on the principle that children should be given opportunities to collaborate with teachers and peers to “co-construct” their learning through the experiences of touching, moving, listening, seeing, and hearing. These learning relationships are of central importance to the development and learning of the student. While we follow this enriching Philosophy, our Students all have a incoming and mid-year Assessments with Individual Learning plans and portfolios, to show their development and milestones.
This co-constructive approach to early childhood learning fully involves teachers in supporting the varied interests of students and allows them to be able to respond to spontaneous learning moments. Through co-constructive learning, teachers can support the development of cognitive skills in all students, helping to build self-esteem and setting them on a path towards becoming independent, life-long learners. By observing students closely, teachers are empowered to make decision that guide the next steps in each child’s learning and, in so doing, establish a collaborative partnership with the child.
The Reggio approach is based on the belief that children have many languages through which they speak – the spoken language being only one of the ways children express themselves. Consequently the learning environment – and everything in it – becomes important additional “teachers” for students. The indoor and outdoor classroom environment assumes huge significance in a Reggio program and WG is proud of a safe and comforting environment in which each student is respected and their beliefs are valued. A wide range of defined areas – both inside and outside – are designed to inspire children to explore with imaginative play, art, construction, reading, writing, science, and technology.
The student is encouraged to see him or herself as an important member of classroom and school community, making choices that will enhance the experience of all students. Students participate in collaborative, experiential, hands-on activities daily.
Documentation of student learning and making learning visible are important benchmarks of a Reggio-inspired program. Similar to the portfolio approach, documentation of children’s work in progress is viewed as an important tool in the learning process for children, teachers and parents. Pictures of children engaged in learning experiences, documentation of their words as they discuss what they are doing, feeling and thinking, and the children’s interpretation of experience through the visual media are displayed as a graphic presentation of the dynamics of learning.
Building a strong connection with parents and our community is integral in our Reggio-inspired classroom. Opportunities for children to extend their inquiry-based explorations to the home are provided. Parents have numerous opportunities throughout the school year to experience their children engaged in Reggio-inspired activities and outside Educators (UT Austin, ACC, Texas State, other) are providing enriching opportunities for youth to grow and flourish into their Kindergarten year.
We include organic [or local, whenever possible] lunches and snacks and are able to accommodate most diet-plans and allergies.