The recorded music industry is essential to the music industries. With the internationalization of the recording industry, many record companies of European and America have been restructured, merged. However, the large transnational record companies with abundant capital still have influential power which not only have large market share, creative resources including singers, music producers, songwriter, etc., and attempt to monopolize recording industries in small or developing countries.
In 2010, the Big Four shared 76.8 per cent of the global market in physical and digital recorded music sales, with Universal Music Group having the greatest market share, followed by Sony Music, Warner, and EMI (Anderton C., Martin J. and Andrew D., 2013). These transnational record companies have established their branches in Taiwan, have no doubt laid the foundation for the development of the music industry, but have also changed the ecosystem of Taiwan’s original record industry. For instance, the arrangement of foreign songs with Chinese language lyrics has appeared, and also gradually impact the form of music in Taiwan and become westernization. The major recording companies are not only horizontally integrated, which means they have expanded their businesses by merging with other record companies (Negus, 1999), they are also vertically integrated which means that they own many corporations specializing in other areas such as pressing plants and distribution companies in the music industries. This integrated business model makes them retain control over as many aspects of the production chains (Anderton C., Martin J. and Andrew D. 2013).
Diing(1999) argues that to find out why Taiwan’s record industry has been internationally monopolized, it must trace back to the 1980s when the international economic and political power had imported into Taiwan. These power has led by United States of America, GATT- WTO and international record groups. The models of there intrusive procedure are described as following:
- International record companies actively collaborated with local record companies.
- By means of strong international trade and economic means launched by GATT-WTO, directly forced Taiwanese government rebuild the international intellectual property system according to their instructions and request to open the market.
- International record companies were allowed to set up branch offices in Taiwan, the implementation of localization policy, a large number of domestic record companies to absorb music talent and well-known artists, and further control of the country’s production of music culture. In the longer term, the localization strategy of the multinational records group is to make profits from the “Greater China Market” with enormous economic value. In other words, the purpose of localization is not to respond to local cultural development, but to the potential commercial interests.
When the transnational music record groups have become the core leader of the music market in Taiwan, it is meaningless to directly intervene in the monopoly of the multinational record companies and the infiltration of the music culture. Relatively speaking, I think our government should actively take some policies, discern what the problem are and promote local music culture as hard as possible, pay more attention to local popular music education, music activities and festivals, and actively support the local record company which creative diversity music products to compete with transnational company.
- Anderton C., Martin J. and Andrew D. (2013).Understanding the music industries. London: SAGE.
- Nugus, K. (1999). Music Genres and Corporate Cultures. London:Routledge.
- Diing, Liu-Shih (1999). [on line]A Historical Analysis of Transnational Recording Corporations. Available at: http://handle.ncl.edu.tw/11296/ndltd/28435784645508664124


For children ages 6 to 9 years old
Montessori education prepares students for life.
As educators, we are helping the children to become self-confident, emotionally secure and active global citizens. A Montessori elementary classroom continues the design of combining the three-year age groupings. Being in the same classroom with the same teacher for three years gives the children emotional and social stability upon which they build a strong academic foundation. Students use manipulative materials that allow abstract concepts to be represented in a concrete form.
First, in the Primary classroom, children are presented with the concept of our Earth to orient them to the world around them. Then, in the Elementary classroom, children are given lessons on the universe. Dr. Montessori designed the Elementary curriculum, known as Cosmic Education, to appeal to the reasoning mind and imagination. Cosmic Education incorporates the subject areas of math, language, geometry, botany, zoology, history, geography, art and music. Five Great Lessons are presented every year to set the stage for Cosmic Education. These lessons present the creation of the universe, the coming of life on Earth, the coming of human beings, and the invention of language and mathematics.
Montessori elementary children are guided to take a key role in their own education. They often have the freedom to choose work partners and topics for study, thereby becoming responsible for their own activities. Children work at their own pace, which allows students to excel or spend more time on a particular topic depending on their skill level. Children with Montessori Elementary education develop a love for and a strong understanding of the world around them.


Have you ever heard of Occupational Therapy? I ask because I feel that the medical profession is underrated, in the sense of awareness and understanding.
Take physical therapy for example, most people have heard of it because the treatment is much more mainstream. For example:
- Almost any high school athlete that has sustained an injury has gone through physical therapy.
- Many car accident victims resort to physical therapy to recover and mitigate pain.
- Surgery patients almost always undergo physical therapy after their surgery.
I think you get the point, physical therapy is a common treatment practice that many people are familiar with.
But Occupational Therapy, although it may sound similar, is quite different and much less known to the general public.
What is Occupational Therapy?
This is a great video that will actually show you what occupational therapy looks like in action.
Occupational Therapy is for anyone recovering from mental disability or physical trauma that requires rehab for their daily life activities. It is often used with children needing developmental help as well.
Occupational Therapists often work in hospitals or skilled nursing facilities where they assist patients after surgery and other procedures. Another common place you will find OTs is working in the homes of their patients who need daily assistance.
There are pediatric OTs who work in pre-schools and other grade schools. And finally you can find Occupational Therapists working in nursing homes with Alzheimers and dementia patients.
Who do Occupational Therapists Help?
OTs help patients of all ages experiencing many different conditions. Here are just a few of the patients who need OTs:
- OTs help children with autism, sensory overload, fine motor skill development, cerebal palsy, down syndrome, dyspraxia, handwriting problems, and more.
- Adults that experience trauma, such as paraplegics, may also utilize an Occupational Therapist to help them regain motor skills and functions needed for daily activities.
- Elderly folks with dementia, or alzheimers, rely on OTs to help them throughout their daily routines.
So, young or old, physically or mentally disabled, there are many who need the help of an occupational therapist.
Why use an Occupational Therapist?
There are a few reasons you would use an occupational therapist. Some patients need temporary assistance after surgery or while recovering from some type of trauma.
Other patients have permanent conditions that disable them requiring lifelong assistance. Everyone engaging in occupational therapy is getting assistance in the areas they are limited in by their condition.
For a couple of reasons it is important to spread awareness for the field of occupational therapy.
First of all, OT is a very rewarding career that is fulfilling as you help your patients live better lives.
Secondly, the demand for OTs is increasing dramatically. This is because the baby boomer generation is aging and quickly increasing referrals to occupational therapy programs.
These conditions are creating an amazing opportunity for anyone interested in a career as an occupational therapist or occupational therapy assistant.
Hopefully you’ve had a nice intro to OT today and we encourage you to continue learning more.
Checkout some of our other posts and resources on occupational therapy.
If you’re interested in learning about a career as an occupational therapist assistant then checkout this step by step guide on how to become an OTA.
If you ever have questions then just leave a comment 🙂


The Role of Technology in the Music Classroom
A good teacher will use all of the tools at her disposal to teach her students, but not all tools are created equal. Some tools become more of a crutch or actually hinder learning, while others create deeper engagement and improve the learning process.
Technology has often been left out of the music classroom for fear that it takes away from the human element or experience of music making. But there are many ways in which technology can actually ADD to this human experience and make the music classroom a more effective place of learning.
There’s no doubt, students these days are well acquainted with smartphones so using technology is a way of connecting with Gen Z. Additionally, there are many musical apps which make music education more effective.
If you think about it, even musical instruments such as the piano or flute are a form of technology. They are a tool used to make and enhance music outside of the human voice. Music has always taken advantage of the technology of the times, and today’s music educators should be innovators just like the people who came before them.
Another way technology has historically shaped music comes in the very spaces where the best music is performed. Architects and builders have taken the latest knowledge about acoustics to create performance halls.
In the 20th Century, music educators took advantage of technology as it developed to enhance teaching. Tape recorders were used when live musical accompaniment was impossible. Synthesizers were added to musical ensembles for a fresh new sound. Films were used to show great performances and teach music theory.
Traditionally, music education in the schools had more of a performance focus. Technology is allowing music teachers to improve such performance and expand self awareness by adding reflection to the performance circle. It also allows a shift to embrace music creation. Students are consuming and creating more music than ever. Embracing technology will attract more of these tech-savvy students into the music classroom.
Music teachers are excited about the possibilities tech is introducing into their curriculum. According to the National Association for Music Education, 74 percent of music teachers feel technology is helping to expand and improve the music curriculum. Similarly, 74 percent of music educators believe technology motivates their students to learn.
There are a number of high-quality apps that allow music teachers to bring technology into the classroom quite inexpensively including:
- Garage Band, which is a simplified recording studio with loops and sound effects and filters for Apple devices.
Soundtrap, which is a cloud based online music studio for songwriting and real time collaborations.
Symphony Pro, which allows you to write and edit music scores by hand and play it back.
Drum Set for Android and Windows, which gives you several different drum configurations to keep the beat alive.
WURRLYedu (I’d be remiss if I didn’t mention ourselves also), which provides a learning management system, lesson plans and assessment tools for teachers as well as thousands of songs (in any key and speed) with timed chords and lyrics, a high quality recording studio and even exclusive videos by Grammy Award winning artists.
Of course, technology is only as good as the teacher who uses it. The teacher who relies on tech to “wow” students but does not follow up with proper pedagogy will soon lose their students’ interest. The best use of technology is to enhance the curriculum rather than using it for its own sake.
In the end, when used properly, technology enhances rather than replaces a good teacher. Students may be able to learn the piano’s notes on a smartphone, but a good teacher is so much more than a keyboard instructor. She inspires students to want to learn, teaches them new skills and helps them practice and improve. She helps her student reflect on and interpret music. She coaches a student through his development and helps develop their self awareness.
Today’s students spend six and a half hours in front of a screen each day. We can choose to see that either as a threat or an opportunity.


Language homework sheets
Work through the creation of each poem style step-by-step. Phonics - practice sheets for sounds and vowels. Homophones - has a student ever told you that they "sea" assignment how you got the answer? The pictures all contain target speech sounds. Grammar - an large assortment of grammar related worksheets. Reading Comprehension - short story, normal length, and elementary level passages and questions. We'll get that corrected for you. Contractions - time to break out your (not you're) apostrophes. Lane's slp materials here! Prefixes, suffixes, and root Words - exercises for understanding prefixes. She has created homework packets for a year! Analogies - headaches are to analogies; as smiles are to water parks. A year of not planning homework? Creative tasks each homework sheet gives creative drawing review and colouring activities to encourage children to draw, exploring shape and colour, building confidence when drawing and strengthening fine motor skills necessary for handwriting. Teachers pay teachers - teacher printables worksheets
Skip counting, addition, subtraction, multiplication, division, rounding, fractions and. 19,000 worksheets, make your own worksheets and awards, games, and software. Printables for 6th-8th Grade. Language, arts Worksheet Education World Language, homework, sheets
And Language Therapy guide ebook. Free kindergarten to grade 6 math worksheets, organized by grade and topic.
2nd Grade worksheets free printables
Poetry - we work on 17 different forms of poetry. Category, activities, tags autumn, english, listening, maths, oral language, reading, spring, summer, theme, winter, writing view Store. Lane's slp materials yet? Over 320 grade (1-8) specific language worksheets. They range from plan three sentences to full pages. Rhymes - we work with words that have similar sounds. Alphabet, worksheets, student recognize, color, and write letters that are new to them. Story Writing - students create their own story. Similes - this section includes metaphors. Best 25 weekly homework sheet ideas on Pinterest, homework
- Language homework sheets
- Includes language, informational, foundational skills and more.
- Use in class or home.
- Are there any good worksheets or places to learn korean words in hangul?
Browse over 410 educational resources created by One Stop teacher Shop in the. Be used as spiral language, homework. Fun second grade worksheets in the areas of language arts, science, history, reading, and more for you to print and enjoy with your child or students. Free, printable 1st grade ela common Core worksheets.
A leading website for English education. High quality English worksheets on reading comprehension, parts of speech, spelling, matching, vocabulary, synonyms and. These japanese worksheets will introduce your kid to the beautiful Japanese language and alphabet. Second grade worksheets get your seven- or eight-year-old to build academic and behavioral skills that help him succeed in school. Try second grade worksheets.


Malawi is a small country in Southeastern Africa, neighbored by Mozambique, Tanzania, and Lake Victoria. Lake Malawi runs along the eastern edge of the country. Malawi is a poor farming area that was previously ruled by Great Britain. For many years, Malawi received tons of food from other countries. Today, the country can grow almost enough food to feed its citizens.
Malawi is prone to natural disasters, including drought and flooding. Another problem here is that many people have the AIDS virus. In recent years, government officials have worked for better health care and conditions. In 2012, Joyce Banda became president of Malawi – the first woman president.
- 15.9 million people live in Malawi, making this a crowded country.
- Malawi has 45,747 square miles of land.
- The official languages include English and Chichewa.
- Christianity and Islam are the major religions.
- The life expectancy in Malawi is 55 years.
- Citizen: member of a country
- Prone: likely to experience
- Drought: lack of rainfall, resulting in crop failure
Visit National Geographic to learn more about Malawi.
Question: What crops do farmers grow?
Answer: Farmers grow many fruits and vegetables for their families. They also grow cotton, tea, coffee, sugar cane, and peanuts to sell. Ranchers raise cattle.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Malawi Facts for Kids ." Easy Science for Kids, May 2018. Web. 25 May 2018. < http://easyscienceforkids.com/malawi/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Malawi Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/malawi/
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Visual Art education at the International School of Minnesota is designed to encourage originality and develop critical thinking skills that can apply to all aspects of life.
Preschool through Grade 5 Art
Students are introduced to a diversity of art history from ancient to contemporary works, while exploring many different modes of artistic production. Our young artists create sculpture, collage, painting, drawings and more. They learn to think creatively and independently by expanding upon the given projects utilizing their own creative ingenuity.
Middle and High School Art
As students progress, they are asked to refine their abilities and develop basic design skills. They learn to see intricate details and begin creating works that convey meaning with emotion and deep thought.
When students get into Grade 11 they can take the Art Survey or Advanced Placement course.
Students begin to utilize complex artistic strategies including abstraction and symbolism through their gained knowledge of art history and art production.
Advanced Placement Art
Students that decide to enroll in AP Art will be asked to complete an extensive body of work. These students are challenged to create works of great expertise and asked to develop personalized meaning while simultaneously refining their skills and craft. Students interested in careers in architecture, all areas of design, marketing, fine arts and more are encouraged to take this course. The skills and knowledge these advanced students accumulate give them a strong foundation for careers within the arts and beyond.
View more pictures of artwork in our Media Gallery.


Band kids learn to work as a unit, cooperate with others, and cultivate a strong work ethic. The expectations of any great band, chorus, or special ensemble teacher is that everyone pulls their weight and doesn’t let down the unit. Band and music directors can’t and won’t let anyone slack off, because it completely disrupts and disrespects the hard work of everyone else. When your child travels for choral performances or attends band camp, and if they fully embrace the band experience, there’s a level of bonding and life-long love of music that can’t be replicated elsewhere.
Beyond interpersonal skills and perseverance, the developmental and academic benefits of music education are well documented. From increased SAT scores to improved memory and spatial intelligence, your child is more likely to graduate high school and continue on to college than their non-musical counterparts. If music education begins early, it has been shown to increase IQ, coordination, organizational skills, and more. A side perk of being in band or choir, is that there’s typically a standard for behavior and academics that applies to all aspects of school, not just to their participation and performance in the rehearsal room. This can keep some kids motivated to work hard in all of their classes.
Opportunities to Travel and Have New Experiences
Band and choir students have an awesome opportunity to perform throughout their communities as well as the surrounding areas or even across the country. Travelling with like minded individuals to do something you all love is an irreplaceable experience. They’ll get to perform at a variety of venues, for a variety of audiences, and even get to participate in competitions both as individuals and as a whole group. This creates a marriage between a desire for excellence and doing something just for the love of it.
For most band geeks, the kids they meet in band are “their people”. When you find your people, you know it. You have many of the same passions, you respect your differences, and the time you spend together is always time well spent. By encouraging your child to pursue a love of music, whether it be during music class at school or through private lessons, you’ll help them to find their people and develop a lifelong love for the arts.
At St. Barnabas Episcopal School, we believe the experiences your child has during their school years can often be just as important as the academic skills they master. We seek to educate the whole child, which is why we place such an emphasis on creative expression through our fine arts (and sports) programs.
Contact us to learn more about how you can help prepare your child for high school and beyond through private education.
Our mission is to challenge each student in a supportive environment that promotes academic excellence and sound moral values within a framework of God’s love.


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Doesn’t make the connection between related math facts or “fact that require a good sense of speed to help your child build math skills and. Followers from a lower level to a from followers which results in a sense of studies have shown a direct connection between transformational leadership and. Over the past few decades, a glut of literature has proclaimed the need to instill self-esteem in children but how is this best accomplished.
Maintaining and expanding the competence that you owe those who trust you to lead the organization in the right direction sense ethical leadership skills. In short, they lack interpersonal skills i think about all the times my leadership efforts have fallen short a sense of infallibility, a lack of. My students aren' students can have increased motivation when they feel some sense of autonomy in criticizing the student or the student's lack of. Unit 510 lead and manage a team within a health and social care or children and young people connection between a sense of purpose of direction lack of.
Visual perception refers to the brain's ability to make sense of what difficulties with visual perception in my kid sense child development. Teachers must also resist the temptation to attribute student failure to lack reading skills not only is math an the use of any other sense. Everything you need to know about emotional intelligence there is no known connection between iq it’s a powerful way to focus your energy in one direction.
We know so little about the connection between brain activities and learning i'm coping with lack of coordination, low sense of direction math facts, no. All about proprioception in speed and direction of movement proprioception helps us perform help establish the connection between muscles. One reason many students seem unmotivated is because of lack rethink your teaching methods students who struggle with reading, math having a sense of. Correlation between intelligence and social deficiency is a correlation between intelligence and social a connection or trade-off between. Crazy making dyslexia in one school - a summer school i was sent to improve my reading skills my sense of direction is horrific.


The performing arts play an important role in enriching student lives at our international school in Bangkok. Taking part in theatre or music is a powerful way for young people to express themselves, explore the human condition, learn new skills and make friends, so we encourage all our students to get involved.
Drama and Theatre
Our Drama curriculum has been developed to suit the individual needs and interests of our students. We offer a range of activities both within and outside of the classroom environment.
Through participation in theatre, we encourage all our students to be actively involved in the exploration and enactment of human experience through the dramatic process. The subject inspires individuals to become inquisitive of and knowledgeable about the world around them, encouraging them to become responsible global citizens.
Studying Drama also develops an appreciation of theatre as an art form and gives students the opportunity to build up skills in this area, promoting group work, imagination and creativity. Drama also makes a significant contribution to students' abilities as speakers and listeners, thereby ensuring they become confident communicators.
Our Music curriculum, developed in collaboration with the world-renowned Juilliard School, aims to provide an exciting, stimulating and progressive music education for your child. This happens both within and outside of the music curriculum. The abilities and knowledge that your child will gain are something they can cherish for life and continue to develop way past their school years, enhancing their appreciation for creativity and improving their confidence, even as they cultivate many other transferable, key skills.
In Key Stage 3 your child’s music lessons become project-based. The projects we offer are progressive and therefore build upon each other over the course of three years. They include Music for Film, World Music, The Blues, and Pop Music.
Instruments are used as a ‘tool’ to help the young musicians learn about the vast world of music. The programme also includes other activities such as composition, group work, listening skills, analysis and appreciation.
The instruments we offer are:
Our students can also explore their artistic interests outside of the classroom with a number of performing arts clubs and activities for all ages included in our selection of extracurricular activities.


To: Teacher2Teacher Public Discussion
Subject: An Array Defined
Hello everyone. Here is some more information about Arrays that I have learned from my Elementary Education classes. "An array is any arrangement of things in rows and columns, such as a rectangle of square tiles or blocks (Van De Walle, 162)" In other words, it is a visual form of multiplication. For example, when I want to multiply 5 X 6, I could draw an array showing the following: 5 X X X X X X with 6 in each row X X X X X X R X X X X X X O X X X X X X W X X X X X X S This problem can be written as 5 rows of 6. Students can use repeated addition for multiplication problems by adding 6+6+6+6+6+6=30 Here is a final example of an array for 3X17 XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX 3x17 is the same as 3 Rows of 17 and can be written 17+17+17=51 Hope this information helps! References Van De Walle, John A., Karen S. Karp, and Jennifer M. Bay-Williams. Elementary and Middle School Mathematics Teaching Developmentally: The Professional Development Edition. Upper Saddle River: Allyn & Bacon, 2012. Print.
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EuNet MERYC| 2018
Ghent University, Belgium
How wonderful to observe young children’s spontaneous interactions with music! Immersed in a world of sounds, they engage with all their senses and experience music through their sensorimotor, affective and cognitive resources. After all, musical interaction is not a mere auditory experience: it addresses the whole body. It is precisely this bodily experience of music that opens the door to the interplay of the senses, invoking the richness and meaningfulness of an empowering musical experience.
What does this mean for music education in early childhood? What are the fundamental questions and how can they be addressed in a methodologically sound way? How can learning activities foster this interplay of the senses? How can children's development into competent and creative music makers be rooted in and tailored to the bodily basis of musical experience? How is the whole body experience of music related to children’s social, cultural and material environments? Can a bodily approach to music learning contribute to well-being and social cohesion?
The EuNet MERYC Conference 2019 aims to stimulate interdisciplinary dialogue on the role of bodily experiences in relation to the rich array of topics in early childhood music education.


Teaching Music is available to all those involved in music education: teachers, community musicians, senior management and policy makers.
The educational website provides teachers and tutors with all the information that they will require to get the most out of their personal teaching environment.
Ranging from resources about singing, composing, performing or even discussing the subject, Teaching Music aims to become the number one portal for individuals to share, reflect and improve their knowledge, understanding and skills in music education.
It aims to become a space for educators to access information, reflect on their methods, connect with others and contribute their own resources.
Once registered, members of the resource will be allocated their very own profile page from which they can share ideas and access more information from the site.
Indeed, once members find a resource that they think that they could utilise they can add it to their own personal library on their profile page.
”You can also add private notes to items you add in your library – so you can remember why it was so memorable in the first place,” Teaching Music explains.
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Reading is a subject and skill set taught throughout the elementary years. However, reading, per se, is seldom taught at the secondary level. Many of us would agree that as textbooks and other assigned reading materials grow in terms of difficulty, vocabulary, and structure, it is critical that we collectively help our secondary students continue to refine their reading skills and strategies, as a mechanism to help prepare them for college and career success.
But, how do we go about doing that when we know that students read on such varied levels of reading proficiency? The best starting place is to determine the level at which each individual student is reading. The use of Lexile measures can pinpoint with great accuracy and individual student’s reading level. These data can then be used to guide the development and implementation of appropriate reading instruction in order to capitalize on the reading strengths and deficiencies possessed by students across a class or course. Engaging in these types of student reading assessments are growing in importance as the Common Core State Standards are requiring students to be able to read at higher, more advanced levels.
Once these reading levels have been determined, educators can adjust reading materials to correspond both to current reading levels and the desired goals as outlined by the Common Core State Standards. Then, both pre-reading and post-reading comprehension strategies can be incorporated in order to increase reading comprehension of more advanced reading passages.
In this corresponding chapter in the handbook, we provide information, resulting from research conducted by MetaMetrics, regarding the desired reading levels (measured in Lexiles), in addition to those that are suggested by the authors of the Common Core State Standards. For more information about teaching to differential reading levels, and to read the entire chapter titled, How Can You Teach Students Who Read At Different Levels?.


The pedagogical expeimentation in urban marginalised neighborhoods is linked with the larger aim of impacting the wider arena of education practices and interventions for the marginalised. Ankur disseminates the learnings from its practice to promote child-centred pedagogy in varied contexts. This includes collaborations and interactions with government schools, university departments, educational bodies and institutions, organisations and networks.Contribution to Critical Pedagogy
Collaboration with government school
The aim of the collaboration is to demonstrate how school can become a nurturing space for children and how classrooms can become spaces that invite and value children’s expression. Together with the teachers, we build a pedagogical practice that makes classroom interactions interesting and collaborative and engages children in co-construction of knowledge. The intervention involves rethinking concepts of text, space and neighbourhood in school education. The collaboration underlines the infinite potential of children, locality as an educational resource, and the possibilities in teachers and school. Read more
Bachelor of elementary education department, Delhi University
Ankur takes the colloquia on ‘Story telling and children’s literature’ with students of Bachelor of Elementary Education. The sessions aim to communicate that the role of storytelling and children’s literature is not just to develop reading-listening skills but to promote agency within the learner while they are listening and reading. Active listening and active reading involves encouraging learners to make meaning. To help learners go through such a process, the teacher trainees go through the processes themselves. Some of the themes include what is children’s literature, children as authors, drawing upon children’s literature as a resource in class-room.
Collaboration with department of social work
The collaboration with departments of social work seeks to engage with the thinking of a professional in the making. It presents alternative perspectives and practices of working with children, young people and the communities in working class settlements. Interventions that do not view these settlements and their inhabitants in terms of lack, and engage them in creative process and knowledge building. The multi-level engagements with departments of social work include – resource inputs in orientation programs, field work placements, research guidance, interactions with faculty and presentations at seminars.
Linkages with initiatives
All opportunities are taken up for learning and exchange with other educational and development initiatives working in varied contexts on child-rights, education, child labor, gender justice, youth empowerment and community development. This is done through participation meetings and consultations, presentations at seminars, capacity building workshops, and providing resource inputs in events.
The Right to Creativity initiative has been launched to inject the recognition of children’s creativity in the discourse on child rights and pedagogy. Creativity needs to be seen as an inalienable right of the child. There is a need for learning spaces that nurture children’s creativity and challenge them to explore and express their potential. The creative expressions in different media forms, emerging from right to creativity workshops and events are taken to wider audiences in neighborhoods, schools, organizations and various other platforms. Learnings from these processes feed into the dialogue with collaborators, child rights organizations, academic institutions and others.


Vision and Literacy and Books, oh my!
First, hello to my fellow librarians (academic reference librarian here, and very frequent patron of our local public library) and educators! I don't need to tell you how important books can be for children as they encounter new experiences. Books can help them process their experiences, can help them put their own thoughts in to words, and perhaps most importantly, books can help kids feel less alone as they move through milestones and challenges.
There are a lot of books for kids getting glasses. Many of the books are quite wonderful, but they are almost all targeted at an older audience. And that's understandable, most children who need glasses start wearing them as school-aged children. But there's quite a few kids that need glasses earlier, sometimes much earlier. As our understanding and awareness of the importance of early visual health increases, the number of children have vision issues caught and treated early has also increased. By some estimations, as many as 1 in 20 preschoolers should wear glasses (Giordano et al., 2009). There's a need for books that can help the youngest children understand why they wear glasses and help them to feel less alone.
Encouraging children who need glasses to wear them is also extremely important for their early literacy development and their later academic achievement (Shankar, Evans, & Bobier, 2007; Williams, Latif, Hannington, & Watkins, 2005).
"Glasses" is a positive book about babies and toddlers wearing glasses. It features photographs of young children playing and having fun, and it has a simple rhyming text the talks about different glasses and how they help you to see. The book is a perfect choice for daycare centers, preschools, and children's library collections.
Giordano, L., Friedman, D. S., Repka, M. X., Katz, J., Ibironke, J., Hawes, P., & Tielsch, J. M. (2009). Prevalence of refractive error among preschool children in an urban population: the Baltimore Pediatric Eye Disease Study. Ophthalmology, 116(4), 739–746, 746.e1–e4. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2680482
Shankar, S., Evans, M. A., & Bobier, W. R. (2007). Hyperopia and emergent literacy of young children: pilot study. Optometry and vision science : official publication of the American Academy of Optometry, 84(11), 1031–8. doi:10.1097/OPX.0b013e318157a67a
Williams, W. R., Latif, A. H. A., Hannington, L., & Watkins, D. R. (2005). Hyperopia and educational attainment in a primary school cohort. Archives of disease in childhood, 90(2), 150–3. doi:10.1136/adc.2003.046755
Letter of introduction
Book Fact Sheet
by Ann Gwinn Zawistoski (Author) / Heide M. Woodworth (Photographer)
Publisher: Peeps Eyewear, LLC
Date of publication: 2014
Board book, 12 pages
"...this board book uses upbeat rhymes and clear full-bleed photographs of bespectacled kids to encourage children who need glasses to wear them and remind them why they are important. “Glasses on boys/ Glasses on girls/ With your glasses on you see the world!” reads a typical passage, as cheerful children play and show off their brightly colored frames." - Publishers Weekly
Listed as a November 2015 "Book of the Month" by the Pierce County Library System's Early Learning Newsletter, which called it a "darling board book showing very young children, and some older children as well, wearing their glasses proudly."
Do you know a parent or someone else looking for more information on children's vision and children and glasses? Take a look at our recommended Resources List.


ERIC Number: ED263552
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Story Telling: A Guide to the Art. P.E.N. (Primary English Notes) 49.
Primary English Notes (P.E.N.), n49 1985
The teaching activities presented in this pamphlet focus on storytelling. Beginning with a discussion of the purpose and rules of storytelling, it contains suggestions for selecting stories, lists story suggestions for various ages, and includes a brief annotated bibliography of recommended story collections. It explains learning and telling a story as well as how to use picture books. In addition, the pamphlet discusses aids to storytelling, including string stories and puppets, and concludes by explaining how to tell stories from one's life and by listing the address needed to contact storytelling guilds. References include a short list of books and conference proceedings about storytelling. (EL)
Descriptors: Annotated Bibliographies, Class Activities, Elementary Education, Language Arts, Learning Activities, Narration, Oral Reading, Reading Aloud to Others, Reading Material Selection, Reading Materials, Story Reading, Story Telling, Supplementary Reading Materials
Primary English Teaching Association, P.O. Box 167, Rozelle, New South Wales 2039, Australia ($0.75, Australian currency).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Primary English Teaching Association, Rozelle (Australia).
Note: Photographs may not reproduce well.


ERIC Number: ED106585
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Exploring Careers in Music.
Cincinnati Public Schools, OH.
The career exploration program for grades 9 through 10, as part of a comprehensive K through 10 career development program, attempts to develop an awareness of and appreciation for work, extend knowledge of the variety of career opportunities, and provide experiences in career areas of individual interest. The document, a collection of materials consisting of student learning experience packets and a resource list, is designed to introduce the students to careers in music. The definition of the career area, course objectives, course strategy, procedure, evaluation, and suggested time table are included in the introduction. The learning activities are organized according to objectives, procedures, and resources and cover the following career areas: (1) the performing role (concert singer, instrumentalist, popular singer, composer, arranger, teacher, conductor, and therapist), and (2) the supporting role (instrument manufacturer, salesman, instrument repair, piano tuner, music critic, librarian, and publisher). Other related careers and self evaluation of career maturity are also touched upon. Learning activities include role playing, self-analysis quiz, worksheets, field trips, discussion, demonstration, films, interviews, composition, and group work. The appendix contains procedures and suggestions for both field trips and exploration trips, forms for exploration trips, a music career interest survey form, a list of job titles, and a multimedia resource list. (JB)
Descriptors: Applied Music, Career Development, Career Education, Career Exploration, Career Planning, Curriculum Guides, Fine Arts, Grade 10, Grade 9, Learning Activities, Music, Music Activities, Music Education, Musical Instruments, Musicians, Occupational Information, Resource Materials, Secondary Education, Secondary School Curriculum, Teaching Methods
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Cincinnati Public Schools, OH.
Note: For related documents see CE 003 746-56, CE 003 758-64 and CE 004 312


ERIC Number: ED401142
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
How To Develop Your Child's Gifts and Talents in Math.
The purpose of this book is to provide a framework for parents to use in tutoring their children in mathematics. Among the suggestions to parents are to be patient, employ a variety of strategies, break up learning into blocks of time, and integrate learning into everyday life so that realistic connections between academic concepts and the real world can be made. Throughout the book ideas for making these connections in meaningful ways are provided. The 12 chapters include: (1) Getting Familiar with Numbers; (2) Learning To Add and Subtract; (3) Learning To Multiply; (4) Learning To Divide; (5) Money, Money, Money; (6) A Matter of Time; (7) Month by Month; (8) Introduction To Decimals; (9) Introduction to Fractions; (10) Introduction To Problem Solving; (11) Challenges; and (12) Puzzles and Games. The appendices include instructions and reproducible patterns for making manipulatives for teaching about shapes and sizes, decimals, fractions, money, and time. An answer key is also provided for the student exercises found in each chapter. (DDR)
Descriptors: Elementary Education, Gifted, Manipulative Materials, Mathematics Instruction, Mathematics Skills, Parent Child Relationship, Parents as Teachers, Relevance (Education), Talent
Lowell House, 2020 Avenue of the Stars, Suite 300, Los Angeles, CA 90067 ($12.95; $18.95 Canada).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Authoring Institution: N/A


Phonics for Kids
Anyone beginning the journey of teaching their child to read quickly learns how important phonics is for kids. You’d be hard-pressed to find a reading program that doesn’t place a lot of emphasis on the importance of phonics. But what is phonics anyway, and why is it so important in the wider scheme of literacy?
Although the name sounds complex, the idea of phonics is very simple. The main focus of phonics instruction is to help young readers understand how letters relate to small units of sound, called phonemes, in order to form letter-sound correspondences and spelling patterns. These letter-sound correspondences are also known as the alphabetic principle. The letters of the English alphabet are directly related to particular sounds, and phonics instruction helps young readers apply their understanding of the alphabetic principle in their reading.
The most effective reading programs offer phonics instruction in a systematic way. There has also been a great deal of debate about which kind of phonics instruction is the most effective. Although there isn’t a full-out war between the different camps of phonics instruction, the most clearly-drawn lines of battle are between the camps of analytic and synthetic phonics.
Analytic phonics moves from looking at a whole word, to then analysing the smaller units of sound in a word. When using analytic phonics, teachers may have kids look at a range of different words, such as ‘pig’, ‘park’, ‘pear’, in order to help kids deduce that all of those words share the same phoneme /p/. This kind of approach has a tendency to dip a bit too often into the area of rote learning. Because kids are expected to tackle whole words head on, they tend to just memorise the words whole, as they would a sight word. However, if the word is not used often they can easily forget it. Approaching words as whole entities doesn’t help kids to learn how to tackle unfamiliar words.
In contrast to an analytic phonics approach, synthetic phonics teaches kids how to break a word down into its individual sounds before moving on to the whole word. Synthetic phonics gets its name because this approach teaches kids to synthesise, or put together the sounds that a word is made up from. Essential to synthetic phonics instruction is a thorough understanding of the alphabetic principle.
This understanding of the alphabetic principle helps kids as they learn to read unfamiliar words. Instead of approaching the word head-on and then being daunted by its unfamiliarity, young readers learn to approach the word bit-by-bit, sounding it out and running the sounds together until they are able to read the entire word.
Phonics instruction is very important, but its aim should always be to help children read real texts. Reading real texts reinforces all the phonics instruction previously learned and secures it in the mind.
The ABC Reading Eggs program uses a synthetic phonics approach throughout all of its lessons. The program offers instruction in all five of the key literacy skill areas: phonemic awareness, phonics instruction, fluency, vocabulary and reading comprehension. Early lessons map individual letters, or letter combinations, linking them with their appropriate sound. This helps to build thorough knowledge of the alphabetic principle in young readers. Children then use that knowledge when they read real books, which they get to do as early as Lesson 9 in the Reading Eggs program. All of the Reading Eggs books are written to provide young readers with ample opportunities to practise their letter-sound correspondences and sight words. ABC Reading Eggs is committed to providing high-quality phonics instruction for kids; all within the larger framework of comprehensive reading instruction.
My son is four. I really didn’t think he was old enough to start a phonics program but I figured it was fun and engaging for him it couldn’t hurt. I didn’t have very high expectations. He went from having no phonics knowledge to reading in about a month! The ‘game’ is so fun for him, he asks to do it nearly every day. He loves the egg reward system too; when he completes enough lessons he gets to go ‘shopping’ in the ‘store’ for game items…I highly recommend this program to all my friends with young children. This is the best online program we have found for phonics! J. Thornburg
Hi there, I’m a Learning Support teacher and I think this program is the best computer program I have seen for teaching phonics. Thanks for such a great resource! Natalie


Online learning platforms in the classroom is commonly used through the early years settings, nurseries and reaching into the primary sector using Purple Mash, MyMaths and Tapestry. There is several useful numeracy skills and assessments with the interactive online teaching and framework called Mathletics.
The interactive online learning journal is used on many supported tablet devices including Windows and Mac computers and used in classrooms which enable staff to experience the skills, development and to learn to simplify the curriculum activities in the classrooms throughout all subjects. Tapestry for schools is effectively a virtual online scrapbook to keep essential term of educational learning activities.
This opportunity gives parents the ability to follow regular curriculum coherence and journals throughout the school term.
We work along to support the ICT coordinator, business manager and the team leader through charitable settings and early years (EYFS) to help and support any issues and tuition or problems.


USEFUL WEBSITES & RESOURCEShttp://www.mathedup.co.uk/classes/10n2/gcse-maths-takeaway/
Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.
Mathematics contributes to the school curriculum by developing students’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for students in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making.
As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.
It enables students to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.
The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.
- To set challenging targets with high expectations for all students.
- To offer a variety of approaches to teaching and learning to engage and motivate students and demand their active participation.
- To smooth the transition for students between Key Stages and ensure progression in teaching and learning throughout their time at School.
- To explore enrichment opportunities outside the curriculum to enhance students’ enjoyment of mathematics.
At the end of his/her mathematical education in this school, each student will be able:
- To perform basic numeracy skills
- To perform the basic mathematical skills needed in his/her chosen career or for entry to higher or further mathematical education
- To understand the mathematics likely to be encountered in daily adult life
- To reason clearly and logically, and to set out a rational argument
- to identify patterns encountered in diverse situations and to extrapolate from these
- to approach problems systematically, choosing appropriate techniques for their solution
- To follow logical instructions clearly expressed
- to experience satisfaction in and enjoyment of his/her mathematical achievements
- To obtain any formal mathematical qualifications needed for his/her chosen career
- To obtain his/her best possible results at GCSE.
In addition, we hope that students will acquire the logical abilities characteristic of a mathematician.
For a Mathematics Curriculum Overview, please click here.
Please click here to see a copy of the Numeracy at Sir James Smith's document.
Students in Year 7 and Year 8 will be assessed using STEPS. To find out more about how this works, please click on the link below. When the Powerpoint opens, if you would like to view as a Slideshow, select Slideshow from the top bar and then the From the beginning icon on the left hand side of the screen:
PROGRAMME OF STUDY
Please click on the following links to see the Programme of Study for the different Key Stages:


What is soft piano? It is a way of teaching beginning piano that does not involve reading music immediately. It has demonstrated a far higher success rate.
Why does “soft piano” even exist? Because the failure rate of “hard piano” (the old school) is 90%. Even a fool realizes that anything that has a 90% failure rate does not work.
But conventional teachers decry soft piano as a fake, cheating children out of a musical education.
- Piano is difficult no matter how you teach it.
- Easy piano methods instill bad habits.
- Only the old school is acceptable.
- Soft piano dilutes music education.
Let’s take those statements and examine them.
PIANO IS DIFFICULT NO MATTER HOW YOU TEACH IT
Wrong. Any piece of music can be simplified to the point where a beginner can play it.
The flaw is that a very complex piece, even if rendered into numbers, may be too complex for the player to understand. The sheet music would be equally incomprehensible.
The entire process of learning the piano probably cannot be made easy, if you plan to be a concert pianist.
But it is entirely within the realm of reason that the beginning of piano lessons can be made more enjoyable for children.
EASY PIANO METHODS INSTILL BAD HABITS
I’ve seen little geniuses who have “good habits.” They hate the piano, as they have been forced by repetition to learn a series of showpieces.
The one habit you have to have to succeed at the piano is the desire to keep playing. Unless that desire is coming from you, you will quit.
All the habits necessary to play the piano can be instilled at any time. Force doesn’t really work. Passion does.
ONLY THE OLD SCHOOL IS ACCEPTABLE
If you’re a conventional piano teacher, then the answer is yes. But if you’re a six year old, you may get a different answer.
All that matters is that the child develops a desire to learn the piano.
Force won’t accomplish this. Nurturing might. Use your head: do you want a robot or an artist?
SOFT PIANO DILUTES MUSIC EDUCATION
Well, yes it does, but only for a little while in the beginning.
Music education is so “thick” that of course we have to dilute it, there’s no other way to get the kids to drink it.
So if a child gets a 10% solution of music education at first, he might quite like it, but if he got 100% it might be too thick, too complex for the child.
The opposite of soft piano is, “Here, drink this thick stuff, it’s what I used to drink 60 years ago when I was a kid.”
That stuff makes kids choke.
Copyright 2017 Walden Pond Press


We’ve all heard it. And we wanted to believe it could be that simple. But sorry, folks..this just in – from psychologists in Austria of all places (fitting): Listening to Mozart will not make your kid smarter. Gosh darn it….
Here’s the scoop: University of Vienna psychologists recently examined more than 40 studies and unpublished research that included more than 3,000 subjects. Their conclusion: nothing supports the idea that listening to Mozart improves what’s known as spatial ability.
Music education and playing music – now that is an entirely different matter with well-known benefits that spill over into numerous areas of a child’s life. And on that note, here are details on just a few of the music classes offered in HK that you and your kiddo can enjoy:
Kindermusik: Offers a whole variety of age-appropriate classes for newborns to children 7 years old. Family time classes, early literacy music classes to help boost language skills in young children, and classes to help bigger kids transition to more formal instruction are just a few of the offerings.
Priscilla’s Musik’n’Motion : Offers age-appropriate, sensory-based musical activities. Classes are operated out of Panda Junction, the HK Cricket Club, The International Montessori School, and Kidszone in Kowloon.
Wiener Klang: Offers children music eduction programs for all ages that are accredited and certified by The Vienna Music Education Board.


Point by point compare and contrast essay graphic organizer
Reproducible graphic organizers or may have a definite starting point and • a student could use a venn diagram to write a comparison/contrast essay by. Compare- contrast organizer words to emphasize a point: pick your idea your idea for this paper is to compare and contrast the short story. Comparison and contrast essays a comparison and contrast essay focuses on how two items or texts are similar, different the first (and often the clearest) method is. Compare and contrast graphic organizer free printables every good essay writers graphic compare us is highly qualified and contrasts out and out about organizers. Developmental context organizer essay compare and contrast graphic of music education and training where the project comes to recognize the vantage point of return.
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Point by point compare/contrast outline supporting point 1 : identify the first criterion you will use to compare or contrast the subjects of your essay. In a comparison/contrast essay you are describe and support your grounds for comparison use a graphic organizer like the other points of comparison. Compare contrast essay graphic organizer point-by-point vs block-style essay compare and contrast graphic organizer.
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The compare & contrast map is an interactive graphic organizer that enables students to organize and outline their ideas for different kinds of comparison essays. Point-by-point compare and contrast essay · pdf filepoint-by-point compare and contrast essay sample guide not as well-known a man-eater like its nile or saltwater. There are five graphic organizers in this pack for compare and contrast essays two for the block method, two for the point by point method and one venn diagram you.


This Saturday is Earth Day, but for one Minnesota start-up, every day is Earth Day.
Its goal is to feed the world’s growing population without adding a single acre of farmland. At the moment, it is feeding hungry consumers nutrition-packed snacks that not only taste good, but are eco-friendly, to boot.
Planetarians, from Minnesota-based USARIUM, are all-natural chips made from the up-cycled leftovers created during the production of sunflower oil. Yes, there are plenty of “healthy” snack foods on the market these days. But none of them have the potential to one day feed 1.5 billion extra people without needing to grow more crops.
Despite lower birth rates in some developed countries, the global population is booming. By the end of the year, nearly 24 million more people will be added to the more than 7.6 billion people living on Earth. Most Americans don’t think much about where their food comes from and amount of energy and resources it takes to grow, raise, and produce it.
A feature on Planetarians and/or the broader issue of up-cycling and sustainable food production can highlight:
- The role of the wasted ingredients on health, climate change and population growth.
- How using high fiber, high protein foods can prevent obesity, diabetes, and other diet-related diseases.
- How up-cycled food waste can reduce the impact on the planet and feed the growing population.
This would be a great story pegged to Earth Day, but it could really work any time, as issues related to health, the environment, food production, and sustainability are foremost in the minds of many of your viewers here in America and around the world.
Please, let me know what additional information we can provide. As the inventors of this particular process, we can discuss the process and the global implications. We can also connect you with other companies using similar up-cycling processes to produce healthier, eco-friendly food.
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Engage your students in the Anzac Commemorations with our fantastic reading pack. Who were the men of the 28th Māori Battalion, and what’s the deal with poppies? This pack includes FIVE Year Five and Six non-fiction passages with six pages of engaging text-dependent questions and higher-order thinking tasks.
These activities are great for your guided reading program, or as homework tasks. These link directly to the New Zealand Curriculum, Level Three, Listening, Reading and Viewing (see the Activity Information pages for more details on the exact skills found in each activity). Learn more about the history of Anzac Day, how Anzac Day is celebrated today, and what those red poppies are all about! This resource would also be suitable Year Seven and Eight learners as the higher order thinking activities will keep them challenged and engaged!
What this resource is all about:
The purpose of this resource is to provide ready-to-go Anzac Day texts and engaging higher order thinking questions.
This resource is jam-packed with exciting, thought-provoking activities to grab your students’ attention AND hold it. The activities begin at the lower levels of Blooms Taxonomy (Remember, Understand, Apply) and move through to the higher levels (Analyse, Evaluate, Create).
In this pack you will receive:
1. Five texts – all with an extended and scaffold version:
– What is Anzac Day?
– The Battle of Gallipoli
– Why Poppies?
– Anzac Day Today
– The 28th Māori Battalion
2. SIX corresponding NO PREP Higher Order Thinking Activities based on Blooms Taxonomy
Reading Comprehension Strategies included:
– Find Facts and Details
– Make Inferences
– Identify the main idea
– Ask and Answer Questions
3. Three Graphic Organiser Examples
– Information Web
– Main Idea
– Flow Chart
4. Teacher Answer Key for applicable questions
5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.
6. Close Reading bookmarks in colour and black and white.


Did you know crystals arent just for decoration if you need some science fair project inspiration or just want to make fun keepsake crystals, then try out one of. Growing crystals in science experiments is a fun process not only do students learn the complex working of the process, but they can also have a treat at the end of. Growing crystals with borax project next lesson how to make how to make salt crystals: at-home experiment growing gummy bears go to science fair projects. Grow crystals at home diy traptanium / skylanders fun w/ sky girl lexi (trap team) - duration: 5:22 theskylanderboy andgirl 9,257,873 views. Chemistry science fair project to find the best temperature for growing borax crystals.
Growing crystals isn't difficult, and it makes a great science fair project you can grow crystals on a sheet of black construction paper on a sunny day. My science fair project 2013 (growing crystals) invited audience members will follow you as you navigate and present people invited to a presentation do not need. Any exploration of science for kids is not complete without growing some crystalsam i right in fact, at the science fair this past year crystal growing projects. Crystal (chemistry) science fair projects and experiments: topics, ideas, reference resources, and sample projects.
Magic crystal tree – sick science science fair connection growing crystals on a cardboard tree is pretty cool, but it isn’t a science fair project. Crystals grow and yet are not alive, and they create order seemingly out of nothing for these reasons, they have intrigued scientists for centuries.
Research paper experiment pictures our experiment deals with crystals it kept growing, it stopped after 1 week. Growing crystals is a fun and educational science project you learn about solubility and how molecules interact and stack together, plus you get a beautiful souvenir. Science fair project in which you will examine how crystals are formed by creating your own crystal using charcoal briquettes, salt, and ammonia. Crystal project: variables for your science fair project would changing the type of dissolved salt effect the physical property of the crystals that form or.
Crystals can make fun science fair projects here's a look at some tips and ideas for science fair projects involving crystals and crystal growing. Growing crystals can take several days note that this is a special science project that is safe to eat because you only used food earth science fair projects. Salt crystals project have fun growing your own salt crystals with this simple project you can do further research with a microscope once you’re finished.


In the first course of the Fair Fit Method, you will learn the foundational skills used to make all Fair Fit garments. In Learn and Make the Fair Fit Skirt, you will learn beginner draping skills and how to analyze your body shape, size, and proportion to pad out your dress form to create an accurate fit. This aspect of the course will help you learn how to utilize a form better, and benefit your sewing practice and how you make to all garments moving forward.
We will also dig deep into skirt fit and the most common fit issues. In our first project, you will learn how to determine your own unique body length, circumference, and foundational principles of proportion that will help you create a flattering custom skirt.
All of your Fair Fit garments will be draped, and you will also learn pattern alterations to further customize the fit. After the pattern is finalized, you will move onto your second skirt, choosing either another pattern variation or implementing the sewing methods taught in the course.
In this course, you will learn the the two fundamental sewing methods used in Fair Fit garments, raw finish and clean finish. For our first garments, you will learn the raw finish method, as it allows you to customize the draping and the pattern without sacrificing the first garment. For your second skirt, you can use the Fair Fit clean finish method after you finalize the fit of your skirt.
This course will give you a foundation in draping, pattern fit, body proportion for your lower half, as well as the core principles as to how Fair Fit garments are made. It is the prerequisite to Learn and Make the Fair Fit Dress, and sets up your skills for all upcoming Fair Fit Method courses in 2018.
Read more and view the projects...


A digital archive of the history of musical instruments is nearing completion and to mark the event, the University of Edinburgh has put on display some rare and unusual instruments for the public to view.
The Edinburgh University Collection of Historic Musical Instruments, made up of two museums – the St Cecilia’s Hall and Reid Concert Hall Museum of Musical Instruments – last week featured an unusual two-headed tuba and other oddities such as a double bell euphonium.
Reid Concert Hall features nearly 1,000 stringed, woodwind, brass and percussion instruments from around the world and through the objects it aims to discover the history of the orchestra, as well as theatre, dance and popular music.
Meanwhile, St Cecilia’s Hall features plucked stringed instruments including harps and lutes and early keyboard instruments.
The special exhibition gives a taste of the vast history of instrument making as Edinburgh is the hub of a major project to put all of the research online for others to learn from.
The Musical Instrument Museums Online (MIMO) project brings together the collections of 11 of Europe’s most important musical instrument museums in six countries and is funded through the EU’s eContentPlus programme.
Each museum has been busy photographing the instruments in their collection, including those kept in storage that have never before seen by the public. They have also edited any audio and video material, uploading it onto the MIMO database.
When the project is completed in August, it will be made available to the public on the Europeana website, a central database from Europe’s cultural and scientific heritage.
Musicians and historians will be able to access 45,000 images of instruments, which the project organisers claim will make available 40 per cent of Europe’s and the world’s heritage of musical instruments in public possession. It will also total 16 per cent of the world’s public instrument ownership, bringing music education to a wider audience.
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370 Million Children Eat Healthy Food at School, Every Day
ROME, Mar 10 2017 (IPS) – Every day some 370 million children around the world are fed at school, while learning about healthy food and nutrition through school meals programmes that also help boost attendance, the United Nations reports.
Each programme is different: beans and rice in Madagascar, spicy lentils in the Philippines, vegetable pastries and fruit in Jordan. In some countries it may be a healthy snack, or it could include take-home food such as vitamin A-enriched oil for the whole family, the UN Food and Agriculture Organization (FAO) informs.
“School meals have proved successful in providing educational and health benefits to the most vulnerable children… they boost school attendance, and a full stomach can help students concentrate on their lessons.“
According to FAO, communities, particularly in rural areas, also benefit when family farmers and small and medium enterprises are the main source of healthy food for the schools.
Marking the International School Meals Day on March 9, the UN specialised agency believes that consistent global investments in school meals will lead to a generation of children who develop healthy eating habits and who benefit from a diverse diet.
The UN body promotes school meals in a range of ways including technical support to governments on sustainable agriculture, food safety and standards, support to family farmers to grow surplus harvests to sell to schools, public procurement regulations, nutritional and food guidelines and nutrition education activities.
The framework supports governments through the process of policy formulation, implementation and evaluation of school meals programmes.
It also brings together the technical expertise of different stakeholders in a programmatic and coherent way to be easily accessed by countries requesting technical assistance.
Purchase from Africa for Africa
In Africa, the Purchase from Africans for Africa (PAA Africa) programme is modelled on Brazil’s achievements in fighting hunger and poverty, and is helping promote local agricultural production and school meals.
During the programme’s second phase, around 16,000 family farmers were able to sell 2,700 tons of food for school meals for around 37,000 students, FAO reports.
The school is an ideal setting for teaching basic skills in food, nutrition and health, says the UN agency. In many communities, schools may be the only place where children acquire these important life skills.
Among many tools, growing and preparing garden food at school can be instrumental. Combined with diversified school meals and nutrition education, it increases children’s preferences for fruits and vegetables, it adds.
This food and nutrition education is an essential element in the prevention and control of diet-related health problems. FAO provides technical assistance for integrating food and nutrition education in the primary school curriculum.
It also supports schools to ensure that all foods, meals and snacks available at school are nutritionally adequate and appropriate for the school-age child.
The UN specialised body gives two examples of case studies.
Latin America and the Caribbean
In 2009, a school-feeding programme based on the National School Feeding Programme of Brazil was launched in Latin America and the Caribbean.
Through inter-sectoral policy and legal mechanisms, it developed actions for food and nutrition education, and encouraged purchases for the programmes to be made from local farming families.
In 2013, a study conducted in eight of the participating countries, surveying a territory encompassing 18 million students, showed that the programmes not only promote school attendance and bolster the learning process, but also increase the income of the community’s farmers.
In Cape Verde, the school meals programme was introduced by the UN in 1979, and the government took ownership in 2010.
Since then FAO has worked with the government and other UN agencies to diversify the school meals by linking local farmers to the procurement process to increase the supply of local fruit, vegetables, beans and fish to school canteens.
Around 9000 primary school students benefited from this initiative, as did local farmers and fishers who had an assured market.


Now showing items 1-4 of 4
The Incorporation of Reading and Writing in the Middle Grades Math Classroom
Through observations during my training in teacher education, I have noticed a general student distaste, accompanied by lower achievement, in mathematics word problems. Among closer investigation, I noticed that this ...
The effects of an afterschool STEM program on students’ motivation and engagement
Background: One significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth ...
Trade Books in Elementary Education : Misconceptions in Science
(East Carolina University, 2011)
Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose accurate science trade books. Incorporating trade books in ...
Interest, Challenge, Choice, and Enjoyment for the Gifted Learner
(East Carolina University, 2013)
Gifted learners are engaged in many classroom settings that each offer something different. This study investigated how gifted learners perceive interest, challenge, choice, and enjoyment across three classroom settings: ...


Supporting the Enhancement of Critical Thinking Skills through Language Teaching
Critical thinking skill is one of the 4Cs along with Communication, Creativity and Collaboration in the 21stcentury education. These four competencies are needed in order to prepare students to face the social life and global workforce. In this regard, the role of teacher is very important to ensure that the students will be ready to enter the millennium era.
Critical thinking and problem solving help students to improve their concentration, their analytical skill and also their thinking process. On top of that, they can be integrated into classroom teaching and learning in all of grade levels and disciplines. On that account, teachers are demanded to develop critical thinking habit and repeatedly demonstrate it in the teaching process, to encourage students to think critically about learning materials and try to connect them with real life situation.
Accordingly, language teachers, for example, are expected to integrate critical thinking skills through activities and tasks given in their classroom. However, the integration between critical thinking and classroom activity is still challenging for many language teachers. Therefore, they need a variety of teaching strategies and techniques prepared to enhance students’ critical thinking skills.
Realising the importance of critical thinking skills, SEAMEO QITEP in Language selects this issue as the theme of the 8th AISOFOLL. In this forum, teachers, lecturers, post graduate students and researchers with interests in foreign language learning and teaching at all levels from SEAMEO and Affiliate Member Countries will be able to discuss and share their experiences, good practices and challenges related to the theme of critical thinking.
- Teaching and learning modes
- Evaluation and assessment
- Materials/resources development
- Literacy development
- Literature and language arts
- Information and Communication Technology
REQUIREMENTS OF ABSTRACT AND PAPERS
- Abstract : 200 to 300 words (in English with key words)
- Full paper : 4.000-5.000 words (in English or Bahasa Indonesia)
- Paper size : A4
- Font : Times New Roman (12-point)
- Spacing : single-spaced
- Margin : 2.54 cm margin on all side
- File type : File in the .doc/.docx format
NOTIFICATION OF ABSTRACT ACCEPTANCE
Notification of abstract acceptance will be made by 18 August 2017. Please contact the 8th AISOFOLL committee at email@example.com for clarification if you do not receive any notification.
Format of Presentation
- Paper presentation (15 minutes including questions and answers with the audience)
- Poster Presentation (will be held during all the breaks)
Only the papers that passes the selection will be included in the proceeding.


Holiday villages are a tradition that can be found all over the world. In this middle school arts integration lesson, students explore the similarities and differences in these villages as well as design and construct unique versions based on their own town. This lesson explores the social studies concept of culture, paired with the visual arts standard of connecting how art reflects changing times, traditions, resources, and cultural uses.
What’s fascinating about this lesson is the concept of the holiday villages themselves. This article from the Baltimore Sun showcases a few examples of winter markets around the world, but there are literally thousands of festivals/villages/markets that you could research and explore. The development of these marketplaces really hinge on showcasing the artistic talents of individuals in the community, so this lesson could even extend into a study on the effect of art on a local economy.
MOVING TO STEAM
This lesson could easily translate into a STEAM lesson with a few adjustments. First, you’ll need to adjust your intended focus into the design and construction of the village through engineering standards, as well as the organizing/creating visual art standards. Also, you’ll want to spend a greater amount of time on exploring how to construct using cardboard and the various art materials. So be sure to model and experiment using something like the Global Cardboard Challenge first.
As you continue through the holiday season with your students, I hope this lesson provides a fresh twist on some old favorite lessons. For more free arts integration and STEAM lessons, be sure to visit our lesson page!
Susan Riley is the founder and President of EducationCloset.com. She focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
Susan holds a Bachelor of Music degree in Music Education from the prestigious Westminster Choir College in Princeton, NJ and a Master of Science in Education Administration from McDaniel College in Westminster, MD. She lives in Westminster, MD with her husband and daughter.


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Keywords: grading; discrimination, stereotype threat, race, gender
JEL Classification: C23;I2;J15;J16;J7;J82
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Abstract:The underrepresentation of minority teachers and male teachers remains an issue in US elementary education, and there is evidence that racial interactions partly shape student performance. However there is little work on discrimination within the classroom. Do teachers give better grades to children of their own race, ethnicity or gender? A US nationally representative longitudinal dataset that includes both test scores and teacher assessments offers a unique opportunity to answer this question. I look at the effect of being assessed by a same race or same gender teacher conditionally on test scores, child effects and teacher effects. This strategy controls for three confounding effects: (i) children of different races and genders may react differently in the classroom and during examinations (ii) teachers may capture skills that are not captured by test scores and (iii) tough teachers may be matched with specific races or genders. Results indicate that teachers give higher assessments to children of their own race, but not significantly higher assessments to children of their own gender. Also, this effect comes from the differential assessments given to non-hispanic black and hispanic children. White teachers give significantly lower assessments to non-hispanic black children and to hispanic children. Results are robust to various checks on endogenous mobility, measurement error and reverse causality. Moreover children's behavior is not a significant determinant of same race or same gender matching. Finally relative grading does not explain the main results of this paper.
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In describing the five volumes of Music for Children, Eberhard Preussner stated, “It makes a decisive contribution to the development of modern music education. It enables progress from the educational to the artistic to be made without a break, or rather that from the beginning art and education are bound together as one unity, from the simplest pentatonic exercise to the proven art style, in fact to Orff’s Carmina Burana and Antigonae. “ Carl Orff wrote, “Elementary music, word and movement, play and everything that awakens and develops the power of the spirit, this is the humus of the spirit, the humus without which we face the danger of spiritual erosion.”
To fully awaken the spirit within ourselves and in our students we must pursue and actively seek arts, cultural, and education partnerships. Learning comes to life when the artistic talent of the community works together with students, parents and teachers to design and implement arts-in-education programs. Many communities have organizations that promote arts partnerships such as CAPE (Chicago Arts Partnerships in Education) and Young Audiences Arts for Learning. Several universities and colleges offer artistic outreach to their communities. If you are in an area without these resources, you might find artistic parents or community members to inspire you and your students. Some of my most valuable growth as a teacher resulted from working with dancers, artists, poets, storytellers, composers, musicians and museum educators. Here are some examples of partnerships which energize teaching and bring magic to the lives of students.
- Ovations for Opera: The Eastman School of Music brought live opera to students in Rochester, New York.
- Song Dances to the Light: AOSA commissioned composer Libby Larson to set student created poetry for orchestra, children’s chorus and Orff ensemble.
- Poetry and the Nighttime Sky: Students created poetry and composed music that was performed under the nighttime sky of the Strasenburg Planetarium in Rochester, New York.
- Children’s Book Illustrators Exhibit Memorial Art Gallery, Rochester, New York: Student writers and illustrators were exhibited next to noted authors and illustrators. Music, movement and drama brought the children’s literature to life.
- Voyage to the Moon George Eastman House, International Museum of Photography and Film: Three silent films were screened and accompanied by student-composed music for Orff ensemble, string quartet and jazz trio.
- Colonial Days: Folk musicians and storytellers added life to music and dance of colonial times.
- World Music Festival: Students worked with parents and artists exploring other cultures through food, art, music and dance.
- The Unicorn: A musical play of Renaissance music, dance and student art and poetry that depict the seven Unicorn Tapestries hanging in The Cloisters of the Metropolitan Museum of Art in NYC. This was performed in the Renaissance Court of The Memorial Art Gallery.
- Annual Jazz Festival: The Penfield Commission Project unites renowned jazz musicians with elementary through high school students for in depth workshops and concerts.
These are just a few examples of partnerships that have enriched my life and inspired students. Arts education in childhood is the most significant predictor of both arts attendance and personal arts creation throughout the rest of a person’s life. “It is the supreme ART of the teacher to AWAKEN JOY in creative expression and knowledge. “ Albert Einstein


Results Count Heads to Arizona to Help Kids Hit Grade-Level Reading Benchmarks
Reading at grade level by third grade is a critical milestone — one that can help predict whether or not kids will thrive in later grades and graduate from high school. That’s why Read On Arizona — a statewide public-private partnership devoted to improving early language and literacy outcomes — tapped the Annie E. Casey Foundation to advance its work helping young Arizonans reach this important target.
The collaboration followed the Foundation’s Results Count™ approach for leadership development. Results Count encompasses five core competencies, two foundational skills and two foundational frameworks ― the “5-2-2” for short.
Early on in the partnership, representatives from education and human services organizations in Arizona took a deep data dive to identify clear focal areas. They noted research indicating that economically disadvantaged kids are more likely to fare worse in reading achievement.
In Arizona, this research proved true. In 2015, 40% of all third graders passed AzMERIT, the state’s official assessment of grade-level reading proficiency. Among economically disadvantaged third graders, the pass rate for this same assessment fell to 28%.
Two years later — and two years into Read On Arizona adopting the Results Count approach — 44% of all third graders and 32% of all economically disadvantaged third graders passed AzMERIT. Otherwise put: The proportion of students hitting the test target increased by 4% for each group, but the 12% achievement gap between the two groups remained unchanged.
“If we want to move the needle for everyone, we need to lean in where there are disparities in achievement: kids who are economically disadvantaged, in special education or English language learners,” said Terri Clark, who leads Read On Arizona and serves as the state’s Literacy Director. “We won’t have a lower goal or a different goal for them. Instead, we have to pursue strategies that support them and work for them, recognizing that it’s a significant lift.”
To bridge this achievement gap, Arizona schools and more than 500 community partners across the state are offering a comprehensive menu of strategies for reaching lower-income families. Underlying these strategies is research conducted by Arizona State University in partnership with Read On Arizona. This research indicates that poverty and attendance —and especially chronic absenteeism — are two of the most significant factors impacting struggling readers.
Read On Arizona partners also began using an interactive mapping tool to break down chronic absenteeism data by neighborhood and grade level. Once they began sharing this information widely with community partners and parents, chronic absenteeism fell in every grade up to third grade from 2015 to 2016, the most recent data available.
Read On Arizona has also advocated for the Arizona Department of Education to include new measurements in its accountability report cards, which the state issues as part of its plan to empower public schools to achieve and increase student success. These new entries examine how well individual schools are reducing their disparities in achievement, lowering chronic absenteeism and decreasing the number of minimally proficient students.
Following their Results Count program experience, Read On Arizona and its partners have a strong framework in place. They will continue to intentionally share data, track data to assess progress, and change course as needed. In addition, they will shift their commitments to the results they want instead of to particular programs that are already in place. Partner organizations are also more comfortable having deeper and challenging conversations about accountability, and they are sharing what works — and what doesn’t — for kids, especially those who are lagging behind in reading, says Clark.


Singing is a foundational musical behavior and singing difficulties have been tied to self-perceptions of unmusicality or tone “deafness” that can inhibit one’s enjoyment of or participation in music activities. This research explores the development of accurate singing through the lifespan and the role of formal and informal musical experiences in singing development. The research has several goals including a) the development of a standardized measure of singing accuracy to aid teachers and researchers in identifying problems (funded by SRME & NAfME), b) exploring relationships between poor pitch singing, musical self-concept, and music participation, c) examining cultural expectations related to gender roles, singing quality and opportunity that can inhibit or enhance singing participation, and d) identifying strategies to help poor pitch singers of various ages overcome their difficulties and feel comfortable engaging in singing and other participatory musical activities.
Test your singing accuracy now using our online measure: https://ssap.music.northwestern.edu/
Demorest, S.M., Nichols, B. & Pfordresher, P. Q. (in press). The effect of focused instruction on young children’s singing accuracy. Psychology of Music.
Demorest, S.M., Kelley, J., & Pfordresher, P.Q. (2017). Singing ability, musical self-concept, and future music participation. Journal of Research in Music Education, 65, 1-16. DOI: 10.1177/0022429416680096
Demorest, S.M., Pfordresher, P.Q., Dalla Bella, S., Hutchins, S., Loui, P., Rutkowski, J. & Welch, G.F. (2015). Methodological perspectives on singing accuracy: An introduction to the special issue on singing accuracy (part 2). Music Perception, 32, 266-271. DOI: 10.1525/MP.2015.32.3.266
Loui, P., Demorest, S.M., Pfordresher, P.Q., & Iyer, J. (2015) Neurological and developmental approaches to poor pitch perception and production. In The Neurosciences and Music V: Cognitive Stimulation and Rehabilitation, Annals of the New York Academy of Sciences. 1337, 263–271. DOI: 10.1111/nyas.12623
Pfordresher, P.Q., Demorest, S.M., Dalla Bella, S., Hutchins, S., Loui, P., Rutkowski, J. & Welch, G.F. (2015). Theoretical perspectives on singing accuracy: An introduction the special issue on singing accuracy (Part 1). Music Perception, 32, 227-231. DOI: 10.1525/MP.2015.32.3.227


LEARN TO PLAY
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- Under Our Daily Care change to Popular Education For All
- Music is essential to our lives. It has the ability to make a person feel happy, sad, confident, and a number of other feelings. Studies show children’s brains develop closer to full potential when music is part of their education. For adults, music can deter aging and improve cognitive functions. No one is ever too young or old to be introduced to music.
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PIANO / KEYBOARD
People of all ages can play piano, why not start your music education with piano lessons from us? Piano lessons can be something you or your child look forward to, feel good about, and reward yourself with.
In our guitar lessons, you will learn: notation reading, rhythm, intervals, application of theory, chord analysis, proper technique, improvisation, ear training, and more! We offer private guitar lessons for all levels and styles of music, which work great for beginners, intermediate, and advanced students.
Violin is a special instrument and many people love its unique sound. Our violin instruction begins with learning specific parts of the instrument, proper technique, and learning through music.
People everywhere love to sing; the voice is an instrument we spend a lifetime learning to use. The voice can change pitch, timbre, and volume. Our vocal instructors will help you to learn how to sing better and improve your voice with voice exercises, tips and techniques.
Drums are a lot of fun to play and just about every rock/pop band needs them. Drummers are in high demand. Did you know that you can start learning to play drums right away without even owning a drum set? If you are a complete beginner, there are a things you can learn and practice without even having a drum set.
The ukulele is a traditional Hawaiian folk instrument. Did you know it was introduced to Hawaii from Portuguese settlers? Ukuleles are a great first instrument for kids, especially those wanting to play guitar but have smaller hands. It has a quick learning curve & is exceptionally portable.
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