Your Name and Title: Danny Fain, STEM/Design teacher
School or Organization Name: Learning Prep School; Learning Games Network, Inc.
Co-Presenter Name(s): Alex Chisholm, Executive Director, Learning Games Network, Inc.
Area of the World from Which You Will Present: Massachusetts, USA.
Language in Which You Will Present: English
Target Audience(s): educators for grades 6 – 12
Short Session Description (one line):
Deeper Learning through Game Design and Production
Full Session Description (as long as you would like):
Team-based, interdisciplinary game-design activities have been shown to promote a variety of 21st-century skills, including systems-thinking, communication, collaboration, and creative problem-solving. In this session, we will showcase a playful classroom-based approach that can be effective in a variety of settings and student populations, and yields value using either low-tech (paper-based) or high-tech (digital) resources.
First, we will introduce the Game Design Tool Kit (GDTK), an introductory framework and teaching aid, which enables educators at all levels of design experience to implement game-design exercises or projects in their classrooms, without requiring the use of digital devices.
Next we’ll present an action-research case study of a recent classroom implementation of GDTK alongside various digital design tools, in a population of high school students with moderate learning disabilities. A year-long elective course set out to develop design thinking, learn & practice the use of digital tools for visual communication, and practice language-arts skills through reflective writing & peer-sharing (along with other goals). The course methods, obstacles, and results will be shown, with conclusions intended to benefit like-minded educators who would like to try game-design activities.
Websites / URLs Associated with Your Session:
Very interested in this presentation and would like to know about applications for the art education curriculum.


Language and Literacy Development in Preschool Children
Long before a child begins to speak, he is already communicating with the world around him. From a very young age, a baby knows that a cry will draw a parent’s attention and that holding out his arms means “pick me up".
And long before a child learns to read and write, he has already embarked on the path to literacy. Playing with a book, pointing to a sign or scribbling on a piece of paper – all of these are signs of emergent literacy.
Research shows that when adults create rich language and literacy environments and respond to a preschool child’s communication in specific ways, they can boost that child’s emergent language and literacy development and increase the likelihood of future academic success. And the adults with the greatest potential to help are the most important ones in that child’s life: his parents and caregivers, including child care providers and early childhood educators (ECEs).
Whether a child is developing typically or has a language delay, there is so much that parents and educators can do to promote not only his language and early literacy development, but to encourage him to be an active, confident communicator. They can, for example, help build his vocabulary and use of language, which supports problem-solving, and the ability to use one’s imagination – all of which are fundamental to the kind of sophisticated language a child needs to succeed in school.
And the good news is that parents and educators can do this without having to carve out new time in their day. Simply by tweaking the way they interact with children during everyday conversations, routines and activities, parents and educators can foster the strong language and literacy skills that are so essential for lifelong social and academic success.
How Hanen Helps
The Hanen Centre has developed a comprehensive approach that enables parents and educators to play a primary role in promoting language development and emergent literacy skills in preschool children. Drawing on the most current research in the field of early childhood language and literacy development, Hanen has created practical, easy-to-use strategies for parents to use at home and for educators to use in a variety of early childhood settings. Every activity from snack time to playtime to story time can be infused with these strategies, making language and literacy-learning a fun and natural part of a child’s day.
Recognizing the crucial role that speech-language professionals and early childhood consultants play in influencing the quality of learning in a classroom, The Hanen Centre has also developed specialized train-the-trainer workshops for these two professional groups. This training gives them the tools to support early childhood educators in creating enriched emergent language and literacy environments for every child in their care.
By empowering the most important people in a young child’s life, Hanen ensures an impact that is both deep and far-reaching.
To learn more, click on the links below:


Last year the UK Government commissioned a pretty big survey called Skills for Life. The survey covered the two important skills that adults need – language and numeracy. The findings were pretty surprising and quite worrying for a modern nation. Here’s a clip from the infographic provided by the report -
As you can see the figures are quite surprising, in London for example 17% of respondents had a literacy level of a 9-11 year old. The same result was recorded for the North East, but throughout the country around 10% of Adults has a literacy level worse than a primary school child. The sample for this study was adults aged 16-65.
In Maths the survey found even more worrying results in many areas, 25% of adults who took part in the survey had the mathematics skills of a 9-11 year old. If these figures were transposed onto a national level that would mean 8 million UK citizens are lacking even basic numeracy skills.
This of course will cause many problems for those involved. They will be seriously disadvantaged in careers, in health and of course as parents. This latter role is likely to see these disadvantages in many cases passed down the generations through their children.
For those who may find themselves with adult literacy or numeracy problems – it’s worth checking out the BBC education site. There’s loads of online resources which can help people brush up on their skills in the basics of Maths and English. Most items are accessible internationally but some areas are restricted to UK only but you can use resources like this page http://www.theninjaproxy.org/tv/how-to-use-a-bbc-iplayer-proxy/ to show you how to change your IP address and access through a UK server very easily.


Thinking through Aesthetics
Easy-to-implement activities that build critical thinking skills
Designed to encourage your students to ask questions about art, this book features a wealth of specific activities that facilitate philosophical inquiry and develop critical thinking skills.
Available individually or as part of the Art Education in Practice Series. 128 pages, softcover.
- Activities for philisophical inquiry
- Activities for introducing and practicing skills
- Strategies on generating questions for philosophical inquiry
- Reproducible worksheets and activity pages
Table of Contents
- Philosophy, Aesthetics, and Children
- Aesthetic Theories and Philosophical Questions
- Wonder, Inquiry, and the Philosophical Dialogue
- Generating Questions for Philosophical Inquiry
- Activities for Philosophical Inquiry
- Activities for Introducing and Practicing Skills
- Philosophical Inquiry and the Art Curriculum
Learn about the digital edition of Thinking through Aesthetics.
Tags: Thinking through Aesthetics, Art Education in Practice Series, Marilyn G. Stewart, Marilyn Stewart, professional development
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ERIC Number: ED348140
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
School-Age Ideas and Activities for After School Programs.
Haas-Foletta, Karen; Cogley, Michele
This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping, communication between parents and teachers, and conflict resolution. Sections of the guide describe approximately 150 activities that relate to: (1) problem solving in general and social problem solving in particular; (2) rough-and-tumble play; (3) painting; (4) printing; (5) making cards and gifts; (6) making masks, puppets, and gifts; (7) candle making; (8) making three-dimensional artworks; (9) cooking art supplies from recipes; (10) craft projects involving nature; (11) planting and growing plants and vegetables; (12) science experiments; and (13) indoor and outdoor games. A resource list of more than 120 publications is appended. (BC)
Descriptors: After School Programs, Childrens Games, Class Activities, Cooking Instruction, Day Care, Elementary Education, Handicrafts, Horticulture, Painting (Visual Arts), Play, Printing, Problem Solving, Science Projects
School-Age NOTES, P.O. Box 40205, Nashville, TN 37204 ($16.95).
Publication Type: Guides - Classroom - Teacher; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Identifiers: Social Problem Solving


Identifying and sharing learning objectives
Having located and defined the purpose of the lesson, it is possible to plan the detailed learning that pupils will need to acquire during the lesson.
A two-step approach – in which pupils are told not only the purpose of the lesson but also what the teacher expects in terms of outcomes from tasks – leads to improved learning, particularly for pupils who tend to make slower progress or who can be challenging.
Read the section below to develop your understanding of how different categories of learning objectives can be used to clarify learning for a music lesson.
You can then undertake:
- Task 3 (Writing learning objectives) to identify learning objectives for two lessons, including the use of music-specific terms which relate to each category;
- Task 4 (Defining learning outcomes) to identify learning outcomes for the same lessons;
- Task 5 (Analysing video sequences of lesson introductions) and Task 6 (Sharing learning objectives and outcomes) to consider how best to share these objectives and outcomes with pupils.
Identifying learning objectives
The learning objective for your lesson will fit into one of the following five categories:
Acquiring and applying knowledge (learning factual information, especially about features of musical elements but also about theory or notation, performers or performance practice and historical facts)
If pupils are learning about the conventions of styles, genres and traditions, they need to know the technical aspects that contribute to them. Learning about features of musical elements (i.e. how polyrhythms work within duration) will be a critical aspect of this knowledge, along with relevant information about theory and performance or composition practice. Pupils must not just learn information, however: they need to be able to apply it within a practical context, enabling their musical understanding to flourish.
Acquiring concepts (understanding the conventions, processes and devices of different musical styles, genres and traditions)
At the heart of pupils’ musical learning is their understanding about how musical styles, genres and traditions work and convey meaning. The concepts involved require them to develop an understanding of musical conventions, processes and devices, and how these reflect the artistic or cultural context within which they operate.
Acquiring new behaviours, learning new skills (especially learning the practical skills of music: singing, performing, improvising, composing, analysing, evaluating and listening)
Musical understanding can only be firmly embedded in pupils’ learning when it is explored, applied and demonstrated through practical music making. This often requires the development of specific skills. Teaching methods will be carefully structured and involve direct interaction between teacher and pupil.
They include direction and explanation on how to improve as well as what to do.
Exploring attitudes and values, perspectives on a problem and solutions to complex issues (developing understanding through empathy, caring, sensitivity towards contexts, social issues and moral issues)
The arts are about aesthetic development, and developing an understanding of the social and cultural contexts within which music making happens is an important part of the learning process. Enabling pupils to learn respect for other views, cultures and attitudes is a fundamental aspect of music education.
Experiencing personal growth, developing creativity (creating, designing, hypothesising and exploring alternatives)
Music is a creative as well as a performing art. Pupils learn how to solve problems by exploring artistic solutions to a wide range of musical challenges.
In doing so, they gain confidence and self-esteem.
Any one lesson should have a maximum of three learning objectives and very often a lesson will only have one or two. This enables a proper focus on the learning, rather than an attempt to deliver too much activity.
Go back to where this topic is first introduced:


By Wiley Blevins
Wish there was a fun way to teach phonics? Look no further! This collection of easy phonics games will help students get practice using long and short vowels, consonant blends, silent letters, and other phonics skills. Reproducible dice, board, card, and spinner games come with complete directions, variations for playing, and resources. 80 pages.
Common Core Alignments:
Getting Families Involved: You might find it helpful to make extra games so that children can take them home to play with family members. Getting families involved in their children’s growing literacy development will have tremendous payoffs!


Designing Engaging Experiences using Music Technology
“I have this fancy computer lab. Now what?!” This hands-on course will take you through a variety of engaging projects for the secondary general music classroom. While these projects utilize computers, the focus of the course will be on developing the skills required to create engaging projects for any general music class, regardless of available technology. Learn curricular design, practical applications of the open-source digital audio software Audacity, and how to choose affordable recording hardware for use with student projects. You’ll complete a series of projects, interspersed with technical and philosophical discussions that will inform future teaching.
Participants are required to bring a quality set of headphones (no earbuds, please) for use in the creation of their projects. It is also recommended to bring a flash drive (4GB capacity minimum) for saving your work.
Instructor: Nick Jaworski
Nick Jaworski, the author of the forthcoming book, "Teaching Music Appreciation," is a music educator, author, clinician, and editor who focuses on issues related to technology, popular music, identity, community, and relevancy. He currently serves as the statewide Secondary General Music representative on the Illinois Music Educators Association Board of Directors. Nick is also the Co-Founder and Co-Editor of Leading Notes (www.leadingnotes.org), an online magazine devoted to modern issues in music education. He has taught Music Appreciation, Music Theory, Rock and Roll Methods, and Band at the high school level, as well as introductory music education technology classes at the University of Illinois. In addition to speaking to teachers and pre-services teachers, Nick is a popular clinician and has presented at a variety of statewide and national conferences, most recently at the TI:ME National Conference and the Games, Learning, and Society Conference. As a writer, Nick has had his ideas on music education featured in USA Today and Teaching Music Magazine. He is also an educational consultant, helping teachers and districts develop new and engaging curricula for their students. His popular blog, “Moving Forward with Music,” can be found at http://teachingmusic.tumblr.com. For more information on Nick, his new book and his consultancy work, visit www.nickjaworski.com.
6953 Designing Engaging Experiences using Music Technology
1 graduate credit
Location: VCM MIDI Lab/Room 100
Tuition is due in full with registration
ENROLLMENT LIMITED TO 20
April 27 - 28
Saturday: 8:00 a.m. - 5:00 p.m.
Sunday: 8:00 a.m. - 1:00 p.m.


For the Moravians, music has always been considered as a necessity of life, not as a cultural veneer. Many Moravian clergy and lay people in the eighteenth century were trained in music by the same composers who influenced Mozart and Haydn; thus they came to the New World fully conversant with the taste and practice of European classicism.
Instruments came to America early with the Moravians; by 1742 Bethlehem had flutes, violins, violas da braccio, violas da gamba, and horns. These instruments were played not by “professionals” but by accomplished amateurs, who enjoyed orchestral and chamber music as well as accompanying vocal solos and anthems for worship. Of the music written by Moravian composers, by far the greater portion is what today is called “sacred” -- anthems and solos for liturgical use. However, they did copy and collect thousands of works, vocal and instrumental, by their contemporaries in Europe, for use in worship and in the life of the community. Visitors to the Moravian communities were consistently high in their praise of Moravian musical activities.
Hymn-singing is a large part of Moravian worship, as our hymns express and form our faith. Trombone choirs and church bands play chorales to announce special occasions and accompany singing at outdoor services; some still play from the belfry of their church for special occasions or to announce the death of a church member.
The Moravian musical heritage from our past is an important piece of musical and cultural history for several reasons:
First, because of its craftsmanship, musicality, and sincere portrayal of spiritual values. As written for capable amateurs, it avoids virtuosic display, but it is far from simplistic or condescending. Second, this music represents the finest body of music written or performed in America during the eighteenth and early nineteenth centuries. Third, the Moravians performed the best of European music, often prior to performances of the same works in larger American cities. There is no doubt that the Moravians were aficionados of the finest in contemporary music from Europe and America.
The Moravian musical heritage is alive and well in today’s Moravian Church, with lively congregational singing, church bands and trombone choirs, vocal choirs, music education, and community musical groups. Moravian composers are continuing to write music and hymns for today’s needs, and music continues to be a necessity of life.
The Moravian Music Foundation
The Moravian Music Foundation (MMF)
was founded in 1956 to preserve, study, edit and publish the music retained in the Archives of the Moravian Church in America, including some 10,000 manuscripts and early imprints of vocal and instrumental music, sacred and secular, from the sixteenth through twenty-first centuries. MMF is responsible for many first modern-day performances of music from the eighteenth and nineteenth centuries. The Foundation publishes vocal and instrumental music, produces recordings, sponsors the quadrennial Moravian Music Festivals, and serves as a resource for church musicians, scholars, performers, and students worldwide.
To learn more about the Moravian Music Foundation, visit www.moravianmusic.org.


Purpose: Combines fun activities with a reliable and valid procedure that gives meaningful results in identifying children with gross motor problems
Ages: 3-0 years through 10-11 years
Administration Time: 15 to 20 minutes
The TGMD-2, a major revision of The Test of Gross Motor Development, is a norm-referenced measure of common gross motor skills that can be used by kinesiologists, general and special educators, psychologists, and physical therapists. The TGMD-2 assists in identifying children 3-0 through 10-11 who are significantly behind their peers in gross motor skill development and who should be eligible for special education services in physical education.
The TGMD-2 is made up of 12 skills (six for each subtest):
- Locomotor: run, gallop, hop, leap, horizontal jump, slide
- Object Control: striking a stationary ball, stationary dribble, kick, catch, overhand throw, and underhand roll.
Detailed descriptions and illustrations of the gross motor skills and a simplified scoring system allow you to administer the TGMD-2 quickly and easily in 15 to 20 minutes. The TGMD-2 combines fun activities with a reliable and valid procedure that gives meaningful results in identifying children with gross motor problems. You can use the results of this assessment to develop instructional programs, monitor progress, evaluate treatment, and conduct further research in gross motor development.
Evidence related to content sampling and test-retest time sampling reliability is provided. Reliability coefficients for the Locomotor subtest average .85, the Object Control subtest average .88, and the Gross Motor composite average .91. Standard Error of Measurement (SEM) is 1 at every age interval for both subtests and 4 or 5 for the composite score at each age interval. Coefficient alpha for selected subgroups are all above .90 for the subtest and the composite. Time sampling reliability coefficients range from .84 to .96. Content-description, criterion-prediction, and construct-identification validity that further support the use of the TGMD-2 in identifying children who are significantly behind their peers in gross motor development are also provided.
Using the TGMD-2. you will obtain standard scores, percentile scores and age equivalents. The test also provides a Gross Motor Quotient if both subtests are completed.
Complete TGMD-2 Kit includes: Examiner's Manual and 50 Profile/Examiner Record Booklets in a sturdy storage box.


PRINCETON – With March marking Music in our Schools Month, area teachers recently reflected on the importance of music education.
The growing danger of state and local legislatures placing various education programs on the cutting block to make up for funding shortfalls has put school music currently at risk.
Bureau Valley School District’s music instructor Ann Lusher believes music programs are being looked upon as luxuries that can be easily eliminated.
“It disturbs me greatly,” she said. “The country, state and school districts are currently so concerned with improving test scores in math, reading and science, that they are ignoring the part of the curriculum that can help the brain’s ability to improve the learning of the core curriculum.”
Lusher, who has taught music for more than 30 years, pointed out how brain research shows studying music improves the ability of both sides of the brain, which enhances learning and comprehending.
“Music helps kids develop confidence and discipline, which helps them grow into successful people and citizens,” she said.
Princeton Elementary School District’s music instructor Vicki Holmes said music education also teaches perseverance, teamwork, patience, work ethic and respect.
“Music is a part of everybody’s life, and developing a love and appreciation for it starts at a young age,” she said. “It gives an avenue for expression and can be enjoyed for a lifetime.”
Holmes, who has 25 years of music education under her belt, also believes music trains the brain for higher forms of thinking and helps music students score higher academically.
“I try to instill a love for music in my students. Ultimately, they are the ones who will miss music if it’s taken away,” she said. “I do my best every day teaching in order to build my program because a good program with involved parents and happy kids is the best advocate for music education.”
DePue School District music instructor Dale Bartlett has been teaching music for 27 years and has seen it affect students’ lives in many ways.
“Over the years, the field trips and performances seem to be the things that the kids remember the most,” he said. “I still hear from music students who are now in their 20s and 30s.”
With the current funding crisis, Bartlett has fears for the future of music in schools.
“It frustrates and saddens me that politics have, and often have, negatively turned around to hurt what’s best for kids,” he said. “Good music programs that are good for a lot of students may be affected this time.”
Music instructor Jackie Ribas has taught private lessons for 13 years and also teaches music at Ladd Community Consolidated School District and Malden Grade School.
“I love seeing the ‘light bulb’ look on a student’s face when they were struggling with a concept and then suddenly completely understand,” she said. “The second thing that makes my job worthwhile is when students take the skills and information that I teach them and incorporate it into other subjects of their everyday lives.”
As Ribas recognizes her students as the future leaders and decision-makers, she said it’s important the best and correct education is provided to prepare them for the ever-evolving world.
“Music education is an essential part of students developing skills to be well-rounded individual and members of the society,” she said. “Music not only helps us learn new things, but we can learn new things through music.”
Comment on this story at www.bcrnews.com.


Convenor contact CHWE@Winchester.ac.uk
We take a broad cultural definition of Education: one which transcends schooling to encompass learning and teaching (formal and informal) at any phase of the life-cycle, in any setting or historical period, including the recent past.
As an area of research and teaching the history of women's education generates projects across disciplinary boundaries and challenges both boundaries of knowledge and ways of seeing.
The Centre aims to develop a broad portfolio of research. Current areas of work focus on women and the governance of girls' education, girls and career choice, girls and examinations, women, religion and education, Quaker women and education, gendered history of music education, life history and women's educational writings, imperalism, democracy, national identities, and education.
Image courtesy of Manchester High School for Girls Archive (www.mhsgarchive.org).
Enquiries to Dr C Joy (0161 249 2267 or email: firstname.lastname@example.org).
We aim to:
- explore the gendered nature of educational provision,practice and thought
- apply gendered and/or feminist approaches to the history of (women's) education
- provide a sound evidence base for policy and practice in respect of education for women and girls
- offer education, training and opportunities for research study in the history of women's education
- foster an active research climate promote seminars, reading groups and conferences disseminate research findings to a range of appropriate audiences, including the professional.


Music Education Liaison
NEUROMUSCULOSKELTAL HEALTH REPORT
I. A compilation should be made of epidemiological studies of neuromusculoskeletal, soft tissue, and auditory system injuries in various music education populations such as children and adolescents who play instruments and/or sing, instrumental music educators, vocal music educators, and so on. If such studies do not exist, then they need to be funded in order to justify the need for interdisciplinary studies in music education and performing arts medicine-therapy.
II. Music educators are in a position to research and develop body/mind compatible pedagogies and resources need to be found to aid them in doing so; venues for dissemination of this research need to be made available, either by existing journals or new ones. Professional music educations associations need to take an active role in this venture.
III. More work needs to be done in the development of ergonomically-designed instruments and accessories, especially for young people. For example, trombones are too large for many students that start them; chairs for young performing groups can still be improved upon. Instrument and equipment manufacturers need to be aware of musicians’ health needs.
I. Music educators, students, and parents (if students are K-12) need to be informed of the neuromusculoskeletal risks that musicmaking can present. According to research, the frequency of this type of injury is anywhere from 35 to 65% in the student population, and as high as 75% in the adult professional population. The introduction of this information needs to be optimized so that those involved in music are aware of risks but not deterred from participating by them.
II. There is need for more cross talk among pedagogues, music educators, and health professionals in this area. It seems that in research and practice, we are not always aware of and capitalizing on each others’ knowledge. For example, the research and writing of Paul Rolland, a very innovative and “body-aware” string pedagogue, is often not mentioned in medically-based writing on string players. We also need to be able to communicate across professional language barriers.


Effect of Internet Environment and Information Literacy on Teaching Will with Wireless Network: An Example of Humanities and Art Education of Junior-High Schools in Kaohsiung City
The time for WIMAX (Worldwide Interoperability for Microwave Access) is coming. Wireless network, a major trend of urban development nowadays, has become a part of modern life. In addition, all the countries have put emphasis on the application of information technology in the field of education. Thus, Ministry of Education in Taiwan actively promotes how to integrate information technology into teaching. In order to combine policies with the development of technology industry, building a wireless teaching environment in junior high schools is now a benchmark of becoming a clever mobile city for Kaohsiung City.
As the prosperity of wireless network technology, mobile learning is now the main stream of the ubiquitous society; that is, utilizing modern technology into teaching has become a trend. This research takes the teachers major in humanities and art and the executive directors in the junior high schools in Kaohsiung City as an object of study, probing into the completion of building wireless teaching environments in these schools, the application of wireless network for teaching in the field of humanities and art, and the information literacy in connection with the will to utilize such technology of these teachers.
This research bases on Davis¡¦s Technology Acceptance Model, probing into the usefulness, the ease of use and the will to use of teaching with the wireless network with the construction of the wireless environment in the campus and the information literacy of the teachers by the questionnaires. It adopts SPSS15.0 for Windows as well as Amos 7.0 systems to analyze the data and Structural Equation Modeling to proceed to the causal path analysis of the research structure, testing the causal relationship of each variable in this research. At the same time, it uses the data from the questionnaires and the interviews to mutually confirm the conclusion.
According to this research, there are five conclusions:
1¡BGender, the seniority of teaching, the function of office and the scale of the school will affect the usefulness, the ease of use, the will to use and the information literacy of teaching with the wireless network.
2¡BSo far the construction of wireless environment of the junior high schools in Kaohsiung city is still not perfect; specifically, only few schools can expand wireless access points by themselves while other schools still maintain 5 access points offered by the Education Bureau. Thus, the access points are installed only in the conference rooms or the special-function classrooms; they are insufficient for the normal classrooms.
3¡BThe teachers in the field of humanities and art generally use internet resources to teach, but many of them can not directly teach on the internet owing to the insufficiency of wireless environment.
4¡BThe information literacy of the teachers has a notably positive effect on the usefulness, the ease of use and the will to use of teaching with the wireless network.
5¡BThe effectiveness of how WIMAX influence the completion of building wireless teaching environment in junior high schools is not so obvious.
Advisor:Ling-hui Chen; Kuang-Wu Koai; Ying-Shih Chen
School:National Sun Yat-Sen University
School Location:China - Taiwan
Source Type:Master's Thesis
Keywords:integrate information technology into teaching acceptance model m learning mobile literacy blended tam
Date of Publication:02/01/2009


SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.
Issue link: http://www.schoolartsdigital.com/i/255091
@ R + TeD Talks to Teachers you can also find the SOLE toolkit for implementing the process in your own classroom. Classroom Gaming A few months ago, we took a look at Mike Skocko's gamified art cur- riculum at the Mac Lab ( maclab. guhsd.net ). Skocko has transformed his ordinary class into an interactive game in which students earn points by completing projects in the form of "quests." His idea came in large part from Jane McGonigal, whose inspir- ing TED Talk, "Gaming Can Make a Better World" ( bit.ly/IUHepA ) explains how tapping into the collective pas- sion of millions of gamers worldwide can help solve world problems. Her thesis is based on the idea that you can harness the intrinsic motivation of completing game-like challenges in a collaborative educational context. You might notice a lot of overlap in the ideas that are presented here. All are predicated on the idea that the educational system is in need of radical change. Although each offer differing solutions, many of the same ideas underlie their central principles: Teaching outside the box to create a challenging, self-paced learning envi- ronment that bridges the classroom to the world outside through technology. David Gran teaches high school art and film classes at the Shanghai American School in China and is the author of The Carrot Revolution, a blog about twenty- first-century art education. carrotrevolu- tion.blogspot.com. firstname.lastname@example.org Flipping the Artroom The notion of a "flipped classroom" might be an idea that many art teach- ers have embraced already—even before this terminology existed. Explained by Salman Kahn—founder of the free online learning organiza- tion, Kahn Academy ( khanacademy. org )—in his talk "Let's Use Video to Reinvent Education" ( bit.ly/19hMuKh ), a flipped classroom is one in which a teacher creates videos for home view- ing to cover content, and class time is used for actively engaged learning. In the artroom, active engagement is pretty much what we do, but Kahn gives us something else to think about. What if the time we devote to presenting ideas and techniques could be delivered at home on video as well? Self-Organized Learning Across the world from Kahn Acad- emy, Sugata Mitra is trying to "Build a School in the Cloud" in India ( bit. ly/1bIprhs ). In his talk, Mitra describes how his unprecedented success at leaving a computer and a question, unattended and unguided in a rural village in India resulted in remark- able learning advancements in young children. He has developed this prac- tice into what he calls the Self Orga- nized Learning Environment (SOLE) method. In the SOLE model, students work in groups to find their own solu- tions to big and challenging questions. More information is available at ted. com/pages/sole_challenge , where I n last month's column, "Ted Talks to Students," I suggested a series of TED talks that can be used to inspire students to think dif- ferently about their lives as artists and the process of art-making. This month, we'll take a look at a few inspiring TED talks that can change the way we think about our roles as teachers. The videos mentioned below can all be found in a collection at carrotrevolution.wikispaces.com/ ted+talks+to+teachers . Enacting Change in the Artroom The mission of TED (ted.com) is to spread ideas that "change attitudes, lives, and ultimately, the world". It might be no surprise then, that three of the most popular TED talks on edu- cation call for a complete revolution in the current model of education. If you've seen Ken Robinson's TED talk, "How Schools Kill Creativity," ( bit.ly/1bJSet1 ) you're not alone. It's the most popular video on their site and has been viewed more than 20 million times. Obviously, his central idea, that schools educate to only a very narrow definition of ability, is one that resonates. His talk is a clarion call to teach to multiple abilities and celebrate diversity. As art teachers we are in a unique position to be at the forefront of progressive education and do just that. The question is, what does change look like, and how can we begin to enact those changes in the artroom? David Gran 28 March 2014 SchoolArts A_pages_3_14.indd 28 1/23/14 11:49 AM


Help your child build a foundation for reading.
This video helps parents of beginning readers understand how a child learns to read, from letters and letter sounds to understanding a story. It explains the five foundational skills of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also offers tips on how parents can help their kids practice these skills, and become a better reader. The video is most appropriate for parents of children in preschool and kindergarten.
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ERIC Number: ED322284
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: N/A
Teaching Mathematics with Understanding to Limited English Proficient Students. Urban Diversity Series No. 101.
Secada, Walter G.; Carey, Deborah A.
This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional programs for effectively teaching mathematics to LEP students, Active Mathematics Teaching (AMT) and Cognitively Guided Instruction (CGI), are discussed in detail. Examples, using addition and subtraction problems, illustrate each program. Since teaching math in a student's native language may be more effective than limiting instruction to English, Spanish translations of examples are also included to demonstrate how simple presentation of problems can facilitate their solving. Recommendations are woven throughout the text and each section ends with a list of additional recommendations for teaching mathematics to LEP students. The following final recommendations are suggested: (1) choose and use manipulatives carefully; (2) manipulatives should support discussion about mathematics, not replace it; (3) activities should emphasize the mathematics content; (4) the National Council of Teachers of Mathematics' document, "Curriculum and Evaluation Standards," provides specific recommendations for content that should be emphasized as well as deemphasized; (5) AMT has been proven effective for conveying large amounts of basic information that is well organized; (6) CGI shows promise for developing problem solving skills, higher order thinking, and enhancing student confidence; and (7) mathematics is too important for students' futures to be reduced to computations or omitted entirely. Five figures are included. A list of 72 references is appended. (FMW)
Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Education, Elementary School Mathematics, Limited English Speaking, Literature Reviews, Mathematics Curriculum, Mathematics Instruction, Teaching Methods
ERIC Clearinghouse on Urban Education, Box 40, Teachers College, Columbia University, New York, NY 10027.
Publication Type: Reports - Research; ERIC Publications
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Sponsor: Wisconsin Center for Education Research, Madison.; Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.; Columbia Univ., New York, NY. Inst. for Urban and Minority Education.
Identifiers: Active Mathematics Teaching


Music, Gender, Education
Cambridge University Press, 28 mrt. 1997 - 282 pagina's
This is the first book to focus on the role of education in relation to music and gender. Invoking a concept of musical patriarchy and a theory of the social construction of musical meaning, Lucy Green shows how women's musical practices and gendered musical meanings have been reproduced, hand-in-hand, through history. Dr. Green views the contemporary school music classroom as a microcosm of the wider society, and reveals the participation of music education in the continued production and reproduction of gendered musical practices and meanings.
Wat mensen zeggen - Een recensie schrijven
MUSICAL MEANING AND WOMENS MUSICAL
women playing instruments
Towards a model of gendered musical meaning
Affirming femininity in the music classroom
From affirmation to interruption of femininity in the music
JSTOR: Music, Gender, Education
Music, Gender, Education. By Lucy Green. Cambridge: Cambridge Uni- versity Press, 1997. [xii, 282 p. ISBN 0-521-55517-5. $59.95. ...
Music, Gender, Education - Cambridge University Press
Music, Gender, Education. Google Book Search. Search this book ... Music, Gender, Education. Lucy Green. University of London ...
www.cambridge.org/ catalogue/ catalogue.asp?isbn=9780521555227
Lucy GREEN, Music, Gender, Education , Cambridge, Cambridge ...
Catherine MONNOT, « Lucy GREEN, Music, Gender, Education, Cambridge, Cambridge University Press, 1997, 289 p. », Clio, numéro 25/2007, Musiciennes, ...
I. Exposing the Gendered Discourse of Music Education -- Green 12 ...
Green, L. (1997) Music, Gender, Education. Cambridge and New York: Cambridge University Press. Lees, S. (1986) Losing Out: Sexuality and Adolescent Girls. ...
fap.sagepub.com/ cgi/ content/ refs/ 12/ 2/ 137
sonages', which Goehr aims to embrace rather than reject 'and ...
Music, Gender, Education. By Lucy Green, pp. xii +. 282. (Cambridge University Press, 1997, £35/ .... Overall, in Music, Gender, Education Lucy Green ...
ml.oxfordjournals.org/ cgi/ reprint/ 79/ 3/ 459-b.pdf
A ction, C riticism & T heory for Music Education
This argument is made in more detail in my book Music, Gender, Education ... Ideology and Education (1988), Music, Gender, Education (1997), and How Popular ...
act.maydaygroup.org/ articles/ Green2_2.pdf
Tmecca : Music, Gender, Education by Green, Lucy ( Cambridge ...
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Green L. (1997) Music, Gender, Education. Cambridge University Press. Notes:. Women in Music BAC, Lavender Hill, London, SW11 5TF. ...
post.queensu.ca/ ~grime/ v6n2.html
Challenging Gender Segregation in Music Technology:
Lucy Green, Music, Gender, Education, (Cambridge: Cambridge University Press, 1997) ...... Green, Music, Gender, Education, 175. ...
Music, Gender, Education - Matrix
Pesquisa e compara precos de livros music gender education.


Reading Recovery Bites the Dust in Columbus, Ohio
When Education Theories Go Bad
Reading Recovery Bites the Dust in Columbus, OhioInvestors Business Daily
Reality has a funny way of intruding on theory especially when it comes to educators. The failure of another education fad known as Reading Recovery has embarrassed educrats. They've been forced to turn to, gulp, the private sector for help.
Columbus, Ohio, is home to the Reading Recovery movement, one of America's hottest education fads. But the city has learned a costly lesson. It has turned to phonics instruction to make up for another failed product of modern education philosophy.
The Columbus Board of Education has announced it will spend $282,240 to hire Sylvan Learning Systems to train public school teachers to teach reading using phonics.
The surprising move should shock American education. Columbus is home to Ohio State University. And OSU is the U.S. headquarters for Reading Recovery, a remedial reading program that packages an old, failed education theory as a new, expensive failed education theory.
Reading Recovery is big business. It's used in 49 states and Canada and has spread to more than 2,500 districts in North America. The U.S. Department of Education touted the program as one of the top 12 in the nation for reading instruction in 1987.
Columbus' public schools were one of the first to turn to Reading Recovery to help ailing test scores in the mids. New Zealand researcher Marie Clay invented Reading Recovery because the country's reading instruction the infamous whole language theory was failing. Clay found intensive tutoring could accelerate learning if problems were identified early.
Whole language theory posits that kids learn to read in the same way they learn to speak through context and ''psycholinguistic guessing.'' Spelling and grammar rules are immaterial.
Whole language advocates, like most of the education establishment, said direct instruction teaching kids how to decode and sound out words was cruel and ineffective.
Clay found that in whole language ''30 to 50% (of kids) . . . will not be making good progress at the end of their first year of instruction.''
Yet despite Reading Recovery's implicit critique of whole language, the program draws from the same pool of education dogma. There's the trouble.
Many districts began to tap Reading Recovery. But they tipped the instruction, once again, in favor of whole language over phonics in these one-on-one tutorials.
It's an incredibly expensive program. If you include the cost of all the students who enter the program not just those who graduate the cost of every long-term success comes to about $9,211 a student, says the Wake County Public School System in North Carolina.
Schools often import education ideas with a hefty price tag, but without a strong research backing.
An April 1998 study funded by the New Zealand Ministry of Education declared Reading Recovery ''an ineffective intervention program for transforming early failing readers into independent readers.''
Fully 96% of children who completed the program were not ''recovered'' and were about a year behind their fellow students.
The study said Reading Recovery's failures are ''not surprising because systematic instruction in word-level strategies is not a component of the RR program.''
These problems can fester for years. Just look at Columbus' schools. Reading Recovery first came to Columbus public schools in the 1984-1985 school year. So kids have suffered for 15 years as teachers and researchers experiment on Johnny's brain. And even now, the district is refusing to completely reject the failed theory.
Still, the story has a positive side.
Columbus isn't the first city to turn to Sylvan to right modern educationist wrongs.
Detroit, Chicago and St. Louis have all done the same. So we applaud any district that has the courage to find real solutions in the ailing system.
Sylvan knows that phonics direct instruction is the best way to help kids. The private education market has figured that out. We only hope that more public educrats do the same.
© Copyright 1999 Investors Business Daily, Inc.
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The National Right to Read Foundation
P.O. Box 560
Strasburg, VA 22657
Unless otherwise noted, you may copy and distribute any information on this site as long as The National Right to Read Foundation at www.nrrf.org is given credit. The National Right to Read Foundation is a 501(c)(3) publicly supported organization.


“When I hear people asking how do we fix the education system, I tell them we need to do the opposite of what is happening, cutting budgets by cutting music programs…. Nothing could be stupider than removing the ability for the left and right brains to function. Ask a CEO what they are looking for in an employee and they say they need people who understand teamwork, people who are disciplined, people who understand the big picture. You know what they need? They need musicians.”
— Former Arkansas Governor Mike Huckabee, MENC Centennial Congress, Orlando, Florida, June 2007
All students should have access to quality music instruction. The benefits of having such an education are outlined below in information collected from the National Association of Music Education.
Success in Society
Teamwork. Studying music in band, in the classroom or ensemble settings, requires students to work together. Not unlike sports, music challenges the individual and provides many new learning opportunities.
Success in School
Studies find a link between the practice of music and advanced test scores and grade point averages. Learning music equals academic success.
Success in Developing Intelligence
Left and right brain activity is increased with learning music, which has proven to increase retention, focus and memory.
Success in Life
Self-discipline and focus are two by-products of music study. These essential skills, particularly if developed early, foster success in all areas of life.
Visit menc.org for more information.


Focus Area: Early Literacy
Working along a developmental continuum from pre-kindergarten to grade 3, we seek to increase the percentage of successful third grade readers in the Twin Cities.
To achieve our goal, McKnight has outlined a three-part strategy:
|Establish high-quality systems for literacy development from pre-kindergarten through grade 3.|
|Gather, analyze, and share useful field data and diagnostics.|
|Undertake field-building and advocacy statewide to support a broad range of stakeholders and field leaders.|
Building on more than a decade of support for early childhood and
kindergarten-readiness in Minnesota, McKnight began a targeted and strategic investment in a new early literacy goal to increase the percentage of Twin Cities students reading at grade level by the end of third grade.
McKnight's Education and Learning National Advisory Committee is composed of national experts in early literacy and representatives from McKnight's board and staff, and provides oversight and funding recommendations to the Foundation's board of directors. The University of Chicago's Urban Education Institute leads and manages McKnight's grants to Twin Cities school districts, including coordination of technical assistance and knowledge sharing.
Closed application process
McKnight's Education and Learning program uses a closed application process; proposals for funding are accepted only from selected organizations that are invited by Foundation staff to apply.
- Resource Library: Early Literacy
- Education & Learning Fact Sheet (PDF, 231 KB)
- Case Study: Into the Fray (PDF, 650 KB)


With higher education undergoing profound change – reflecting among other things how to meet global challenges from environmental degradation and food security to new technologies and emerging diseases – La Trobe University Chancellor, Adrienne E Clarke AC, has called for urgent action to boost Australia’s scientific understanding and awareness.
Professor Clarke’s comments came while delivering the University’s Science, Technology and Engineering Dean’s Public Lecture titled ‘Science and its role in solving global problems’ at the University’s Bendigo campus.
The former CSIRO Chairman says this needs to apply to the education of professionals like lawyers, regulators and bankers as well as farmers and manufacturers. ‘It is particularly important for politicians and their advisors who make the decisions, on behalf of society, regarding the use of technology,’ Professor Clarke said.
‘We also need the social scientists, the psychologists, the people who study the behaviour of humans and human societies and how governments work to understand the scientific advances.’
Two of the most important drivers of global change, she said, were population growth and the rate of discovery in science and technology. The ‘explosion of knowledge’ has been extraordinary.
We have moved in one lifetime from ‘a world in which there were no antibiotics, television or international air travel’ to a scientific and technological age which will see an estimated doubling of knowledge every 15-20 years – and another two billion people on earth within the next 35 years.
‘This has many consequences and presents many really tough challenges,’ Professor Clarke said.
Discovery and application
‘The solution to many of these large-scale problems will be through science and technology, both discovery and application, and it will take years of persistent work.
‘We will see continuations of the basic disciplines such as mathematics, physics, biology, geology but we now have whole new disciplines emerging at their interfaces – for example molecular genetics, bioinformatics, environmental management, and neurobiology.
‘We cannot predict what will emerge from the emerging new knowledge. We should do our best to understand how to use it wisely.
Professor Clarke said that in recognising the critical importance of science to future societies, La Trobe University has developed a focus on ‘teaching the teachers’ of science.
‘This goal of teaching exciting innovative science and maths teachers is now urgent. Australia’s numeracy skills at school level (15 year olds) have declined in the international rankings to the 11th place. China, Finland and South Korea are well ahead of us.’
Leadership in biochemistry
Apart from La Trobe’s focus on science and technology education, she said the University was also a scientific leader in Australia in biochemistry.
‘La Trobe Biochemistry was the only school in Australia to be given a top five ranking (“Outstanding performance, well above world standard”) in the recent ERA (excellence in research assessment) by the Commonwealth government.’
A world-class $94 million La Trobe Institute of Molecular Science building will be opened later this year.
Professor Clarke also provided personal insights into how important new plant biotechnology has been developed in Australia to enhance global food supplies.
Working with colleague Professor Marilyn Anderson, La Trobe University and the University of Melbourne, this endeavour led to the formation of a company called Hexima Ltd – and the development of molecules to control fungal diseases of crop plants.
These diseases globally cause annual losses of more than 10 per cent of key food crops.
‘From humble beginnings and chance discoveries, the company now employs 40 people, has ten graduate students and is located both at La Trobe and Melbourne universities and in a city office,’ Professor Clarke concluded.
Professor Clarke’s five tips for up and coming innovative researchers:
1: Ask a good question. It should be answerable with the tools of the time, have a big impact if answered and it should not be in a very crowded ‘me too’ field.
2: Understand other fields. This can be an invaluable adjunct to being an expert in your own field.
3: Have imagination when looking at data. See what it could mean and form a testable hypothesis.
4: Be flexible. When developing new technology the original product goal is often modified as technology, markets and opportunities change.
5: Take risks. ‘Best in class’ science and good friends are characteristics of successful innovative companies.


Below is a selection of World Bank projects which focus on gender equality through specific girl's education intervention.
Bangladesh: Secondary Education for All
In order to improve secondary education completion rates and provide more opportunities for girls, the Bangladesh Female Secondary School Assistance Program, launched in 1993 and financed by the International Development Association (IDA), has provided tuition stipends, aiming to increase girls’ access to secondary education. In the past two decades, Bangladesh has experienced significant poverty reduction and profound social transformation with the widespread entry of girls into the education system and women into the labor force. The country is on track to meet the MDGs for infant and child mortality and has already met the goal for attaining gender parity in education. Ninety-eight percent of girls are enrolled in primary school today. Enrollment of girls in secondary schools has also risen to over 6 million from 1.1 million in 1991.
India: Delivering on the Promise of Education for All
Since 2001, the Sarva Shiksha Abhiyan project has supported Government efforts to bring 20 million out-of-school children into elementary school. This includes girls, first-generation learners from long-deprived communities and minority communities, and children with special needs. In 2002, India unveiled its national flagship program, the Elementary Education Project (Sarva Shiksha Abhiyan or SSA), financed by the International Development Association (IDA). Universal access is now almost achieved. Across the country, 99 percent of households now have physical access to a primary school within one kilometer of home, and 93 percent to an upper primary school.India is now very close to achieving gender parity in primary education. By 2009, 94 girls were enrolled for every 100 boys in primary school compared to 90 in the early 2000s. Moreover, the gap between girls and boys in terms of primary completion is narrowing. With this, the primary completion rate is expected to achieve gender parity by 2013.
Malawi: The Power of Conditional Cash Transfers
Between 2006 and 2010, the Bank increased the use of Cash Transfer (CT) schemes (conditional and unconditional) to address gender inequalities. This partly stemmed from evidence that conditional cash transfer programs increase the demand for girls’ schooling in poor countries and thus reduce gender disparities. In Malawi, one of the poorest countries in the world, a pilot experiment provided cash transfers to adolescent girls (aged 13-22) to encourage them to enroll in primary schools and to reduce their drop-out rates in primary and secondary schools. The two-year intervention led to a significant improvement in girls’ enrollment, attendance rates and grades. The program also provided other benefits as, after one year alone, the cash transfers also resulted in a 40% drop in the probability of girls getting married while in school and a 30% drop in the chances of them getting pregnant while in school. The project in Malawi serves as a model for initiatives which seek to better the lives of adolescent girls and young women.
Pakistan: Increasing Access and Quality through Education Reforms in Punjab
The Punjab Education Sector Project (PESP) for Pakistan is supporting the Government of Punjab’s education reforms, which since 2003 have aimed to improve access, quality, and governance in education. Together with a combination of critical supply and demand-side interventions to enhance access, the PESP has focused on deepening sector wide reforms to improve accountability and transparency in service delivery in the public sector, which caters to 12 million children, and a large low-cost private sector (accounts for 40 percent of total enrollments in the province). 62% of girls now attend school in Punjab and 400,000 girls received stipends to go to school.
Yemen: Advocating for Girls' Education
Several IDA projects have contributed to Yemen’s impressive gains in enrolment. Gains in girls’ enrolment were even higher with an increase to 78% in 2008-09 from 49% in 1998-99, reducing by half the gap with male enrolment. Starting in 2007, authorities committed to contract and train female teachers over a three-year period. According to the Minister of Education, as quoted in Yemen Times, 1,000 new female teachers were contracted in 2008. Anecdotal evidence suggests the contracting of female teachers is indeed attracting girls to school by making girls’ education more culturally acceptable. Conditional cash transfer schemes were introduced in two governorates in 2008 and 2009 to support girls’ attendance in school. More than 30,000 girls have received the transfers so far.
|World Bank Education Projects Database|
The World Bank maintains a searchable database of Bank projects with education components. Through this database you can access projects that include Girl's Education (female education) components approved between 1998 and 2010:
Also, note that you can access all World Bank projects and related information at the World Bank's Project Portal.


|1879||Maryland Institute transforms the Great Hall into classrooms for the renamed Schools of Art and Design and adopts a new mission: “diffusing a knowledge of art … fostering original talent…and laying a permanent foundation for a genuine school of high art in Baltimore.” New facilities are modeled on those in the most advanced art and design schools of the time (Pennsylvania Academy of Fine Arts, Pennsylvania Museum & School of Industrial Arts, Franklin Institute, Philadelphia School of Design for Females, National Academy of Design, New York Art League, Cooper Union, Boston Museum of Fine Arts). All non-art offerings (chemistry, music) phased out.
|1880s||Maryland Institute becomes leading advocate of art education, urges the Maryland State Legislature to mandate the teaching of drawing in public schools. Teacher training expanded and the first continuing education classes (Saturday School) for children and adults offered.|
|1884||Otto Fuchs becomes Principal of the Schools of Art and Design. Under Fuchs and board president Joseph M. Cushing, who serve concurrently for nearly 20 years, the Maryland Institute grows into a first-rate art school, offering instruction in all branches of drawing, painting, designing and sculpture. Time-sketching and courses in life-drawing are introduced. Fourth year of study added along with the first post-graduate classes.|
|1885||Goucher College founded. Baltimore Watercolor Club founded by five alumnae of the Maryland Institute.|
|1886||Enoch Pratt Free Library opens; original library building designed by Maryland Institute graduate Charles Carson.|
|1887||A set of 100 plates of Eadweard Muybridge’s “Animal Locomotion” is donated to the Institute’s library and exhibited there in 1888.|
|1890||Maryland Institute becomes a collecting institution, with the goal of adding an art museum. More than 700 objects are collected including antique casts donated by the Peabody Institute; designs in stained glass, ceramics, and textiles; models of machinery and architecture; plus, an exceptional collection of Japanese, Chinese, and Zuni pottery.|
|1891-92||Board members visit sister institutions in the Northeast and newly established art schools in the Midwest (Cincinnati, Chicago, Columbus, St. Louis) to research the latest methods of study and promote “the interchange of views and experiences in Art Education.” Otto Fuchs travels to Berlin, Paris, and London to visit schools and to gather artwork for the museum.
William T. Walters opens his famous private art collection to Maryland Institute students, an annual tradition carried on by his son and former Institute board member, Henry Walters, until The Walters Art Gallery opens to the public in 1909.
|1895-96||Alumni Association established; first reunion held January 1896, followed by life drawing classes which inaugurated the Alumni Studio Night tradition that continues to this day.|
|1896||Rinehart School of Sculpture established—the first graduate-level art program of its kind in America—through a bequest from sculptor and former student William Henry Rinehart, administered by trustees of the Peabody Institute. First class included Edward Berge, J. Maxwell Miller, Hans Schuler, Grace Rinehart (niece of the founder), Mabel Carpenter, Helen Warner and Rachel Marshall (Hawks).
Mount Royal Station opens as the flagship station for B&O’s Royal Blue Line and will later become part of MICA's campus.
|1899||Municipal Art Society of Baltimore established to beautify the City’s public buildings, streets, and open spaces.|
|1900||Enrollment passes 1000 students.|
|1904||The Great Baltimore Fire destroys the Center Market building on February 7, along with 1,500 other structures. Classes resume in temporary quarters above two other city markets (Richmond and Hollins). Local businesses, the Alumni Association, and faculty offer aid and supplies. Preparation begins to rebuild a campus on two sites: land donated by Michael Jenkins for the School of Art and Design next to Bolton Hill's Corpus Christi Church, and a new market building funded by the city on the old site, offering the upper stories for the use of the Maryland Institute's drafting programs.
The History of MICA continues in Part IV: 1905–1960.
Credits: Photo of Fuchs bust by Jonathan Trundle; other images MICA Archives.


As soon as the review copies of these books arrived, I was smitten. This is the finest implementation of the Charlotte Mason method of instruction I have ever seen. If you are new to home education, the Charlotte Mason (1842-1923) name may not be familiar to you. Charlotte Mason was a British educator who devoted her life to improving the quality of children's education. To her, language arts skills consisted of narration, the child telling back a story; copywork, the transcribing of a well-written piece of literature as handwriting practice; and dictation, which is spelling and grammar taught within the context of rich language instead of static lists.
Sandi Queen has done an excellent job of combining those lesson essentials, and even if she had stopped there it would have been a fine program. But instead, she takes the series from satisfactory to exceptional by adding delightful flourishes that include picture studies with full-color paintings, basic phonics instruction, poetry appreciation and writing, creative writing, and much more.
It is the gorgeous reproduction of notable paintings that will first catch your eye. True to Charlotte Mason's philosophy, the picture studies are based on classic works of art, introducing the child to the paintings of great artists, encouraging him to study them by asking pertinent questions, and then asking for a narration of what he has observed.
Likewise characteristic of the Charlotte Mason approach, each lesson takes a scant five to fifteen minutes a day. This increases a bit with age, but is never as time-consuming as you will find in the more staid programs typical of government schools. And Language Lessons doesn't try to do everything everyday, which alleviates the tedium associated with other language arts programs. I know many mothers who struggle under the multiple pressures of parenting and educating, to say nothing of their responsibilities as wives and Christ followers. But I don't know any mother who is too busy to use this program. Each book is a large, consumable, perfectbound paperback, containing 180 lessons, and in full color.


Liechtenstein, or Principality of Liechtenstein, a country in central Europe. It lies between Switzerland and Austria where the Rhine River emerges from the Alps. Liechtenstein is about 15 miles (24 km) long and up to 6 miles (10 km) wide. It has an area of nearly 61 square miles (160 km 2 ). There are two sections: the Rhine Valley and an Alpine part, with mountain peaks rising to about 8,400 feet (2,560 m) above sea level. Summers are warm to cool, depending on elevation; winters are rather cold and snowy.
The economy of Liechtenstein is linked with that of Switzerland and is based mainly on light manufacturing, trade, tourism, the issuing of finely engraved postage stamps (largely for collectors), and farming. Farmers produce grain, fruits, vegetables, and dairy and beef cattle. Also important are revenues from foreign firms that have nominal headquarters here to take advantage of banking and tax laws advantageous to business. Roads link all the cities and towns and form the chief arteries of transportation.
A prince and a parliament, called the Landtag, of 25 elected members rule the country. Their Prime minister heads a five-member collegial board that operates the government.
German is the official language; the local dialect is Alemannic. Elementary education is free and compulsory. There is no university in Liechtenstein.
Liechtenstein became an independent principality within the Holy Roman Empire in 1719. It became a member of the Confederation of the Rhine in 1806 during the Napoleonic era and later a part of the German confederation, which was dissolved in 1866. Close ties with Austria were maintained from 1852 until 1918; a much closer affiliation with Switzerland began with a customs union treaty in 1923. Liechtenstein remained neutral during both World Wars. During the 1990's, conflict between the monarchy and the legislature arose over several issues, one of which (Prince Hans-Adam's refusal to reappoint a judge as directed by the legislature) resulted in the filing of a formal complaint against the reigning prince with the European Commission of Human Rights.
|Facts in brief about Liechtenstein|
|Official language: German.|
|Area: 62 mi2 (160 km2). Greatest length—17.4 mi (28 km). Greatest width—7 mi. (11 km).|
|Elevation: Highest—8,527 ft (2,599 m). Lowest—1,411 ft (430 m).|
|Population: Current estimate—36,000; density, 581 persons per mi2 (225 per km2); distribution, 79 percent rural, 21 percent urban. 2004 official government estimate—34,600.|
|Chief products: Agriculture—beef and dairy cattle, fruits and vegetables, wheat. Manufacturing—ceramics, electronic equipment, fabricated metal products, food products, pharmaceutical products.|
|Flag: Liechtenstein's flag has two horizontal stripes, the upper one blue (for the sky), and the lower one red (for the glow of evening fires). A crown representing the prince appears in the upper-left corner.|
|Money: Basic unit—Swiss franc. One hundred centimes equal one franc.|


School-based early childhood education and age-28 well-being
Policy decisions concerning education programming and early interventions are increasingly driven by documented results from long-term academic studies. The Chicago Longitudinal Study (CLS) has now tracked the education and post-education experiences of 1,539 families, most of which participated in the Child-Parent Center (CPC) Education Program (the second-oldest federally funded preschool program, behind Head Start).
A 2011 report by the University of Minnesota and University of Missouri published in Science, “School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage and Subgroups,” analyzed CLS data and investigated the links between CPC participation and an individual’s well-being at a subsequent point, in early adult life.
The report’s findings include:
- Children who participated in CPC programs achieved a higher level of education, income, socioeconomic status and health coverage than comparable non-participant children.
- Overall, CPC participants had 22% lower rates of felony arrest, 28% lower rates of incarceration or substance abuse, and were 20% more likely to enjoy increased socioeconomic status.
- Participation in an extended CPC program (4-6 years) led to a 55% higher rate of on-time high school graduation (than for those in a 3-year CPC program), and was associated with an 18% increased chance of moderate or better socioeconomic status.
The researchers state that the results were not uniform, and the most impressive outcomes were for male preschool participants who started in a CPC at ages 3 or 4 and for children of parents who had dropped out of high school. The report’s authors conclude that “while there are limits to the effects of the CPC program for particular outcomes and groups, impacts which endured provide a strong foundation for the investment in and promotion of early childhood learning.”
Tags: children, poverty, crime, drugs, parenting
Read the study-related U.S. News and World Report article "Preschool’s Benefits Linger Into Adulthood, Study Finds."
- Reporter's use of the study: Evaluate what the reporter chose to include and exclude from the study. Are there any improvements you would make?
- Reporter's use of other material: Assess the material in the article that is not derived from the study. (for example: Does the reporter place the study in the context of other research and to what effect? Does the reporter include reactions to the study from other researchers or interested parties [e.g., political groups business leaders, or community members] and are their credentials or possible biases made clear?)
Read the full University of Minnesota and University of Missouri study "School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups."
- Summarize the study in fewer than 40 words.
- Express the study's key term(s) in language a lay audience can understand.
- Evaluate the study's limitations. (For example: Do the results conflict with those of other reliable studies? Are there weaknesses in the study's data or research design?)
- Write a lead (or headline or nut graph) based on the study.
- Spend 60 minutes exploring the issue by accessing sources of information other than the study. Write a lead (or headline or nut graph) based on the study but informed by the new information. Does the new information significantly change what one would write based on the study alone?
- Interview two sources with a stake in or knowledge of the issue. Be prepared to provide them with a short summary of the study in order to get their response to it. Write a 400-word article about the study incorporating material from the interviews.
- Spend additional time exploring the issue and then write a 1,200-word background article, focusing on major aspects of the issue.


Let's face it: anything that a human can do a robot can do better. Whether it's teaching our youngsters, giving physical therapy to our oldsters, or reading bedtime stories, robots are coming out on top. Researchers at Osaka University have developed two new devices recently called M3-neony and M3-synchy ("M3″ stands for "man-made man," while "neony" refers to the word neonate, and "synchy" to synchronized communication). The former is essentially a baby simulator that will be used to test machine learning software designed to shed some light on fine motor skill development. It is equipped with a pair of CMOS cameras for sight and microphones for hearing, gyro and accelerometer sensors, and tactile sensors. And it can crawl! The latter robot was developed to study communication through use with object recognition, speech recognition, and speech synthesis software. On the hardware end, this guy sports a head-mounted CCD camera, two microphones, a speaker, and fifteen LEDs (for making the robot blush). Needless to say, these are both very adorable -- so much so, in fact, that we might not even notice if they weaponize themselves. Let's just say the future just got a little cuter. And a little deadlier. Video after the break.


- slide 1 of 3
The Importance of Music Education
The arts in education campaign has been ongoing for some years now and will always be a controversial topic for many. Should we or should we not provide our students with an opportunity to explore the arts in school? Should we include the arts in the school day or make them extracurricular? Should we incorporate arts education lessons and activities in the general classroom? Will the arts have a great effect on academic excellence?
These are all questions that have crossed several great minds in the past, but the real question I have is, "why the controversy?" After all of the scientific research that has been collected, is it not proof enough that the arts and music in the classroom has a tremendous effect on world-wide academic achievement and cultural value?
Here is a list of the 5 most important reasons why music education is so beneficial to our students:
- A Music Education program provides an aesthetic experience for its students. Often times, students will utilize music as an outlet for expression that is sometimes unavailable to them in other academic areas.
- Musical experiences will provide the students with opportunities for emotional response, which often encourages the cognitive processes.
- Music Education instills “life values” in students. Some of these include; discipline, cooperation, social skills, and building good character. Knowledge of music technology, music history, music theory, and music culture will reinforce knowledge in other academic subjects as well.
- Music will often create a sense of school spirit, which will in turn provide the students with a sense of self-worth which will almost always reflect a positive attitude.
- A good Music program will aid any school district in the direction to obtain the highest level of achievement and excellence deemed possible.
- slide 2 of 3
The facts are in! Here is some research-based data taken from http://www.tmea.org/025_Advocacy/musicquotes.htm, that further explains the necessity and importance of Music Education in our schools.·
- Students who were exposed to music-based lessons scored a full 100% higher on fractions tests than those who learned in the conventional manner. -Neurological Research, March 15, 1999
- High school music students have been shown to hold higher grade point averages (GPA) than non-musicians in the same school. -National Educational Longitudinal Study of 1988
- Middle school and high school students who participated in instrumental music performances scored significantly higher than their non-band peers in standardized tests. -University of Sarasota Study, Jeffrey Lynn Kluball; East Texas State University Study, Daryl Erick Trent
- The College Entrance Examination Board found that students in music appreciation scored 63 points higher on verbal and 44 points higher on math than students with no arts participation. -College-Bound Seniors National Report. "Profile of SAT Program Test Takers. Princeton, NJ." The College Entrance Examination Board, 2001
- Music integrated into seventh- and eighth-grade social studies results in better subject performance and better social behaviors and attitudes. -National Educational Longitudinal Study, 1988
For more information and research, you can visit the website above or do some arts in education or Music education research of your own at the following sites:
As a Music teacher, I have spent all of my working and non-working days, through both instruction and action, striving to discover a solution to this controversial battle. It should not have to come to a budget vote every year to see if we get to keep our jobs. I hope that as a new Music teacher, you will fight for arts advocacy in your schools and community and have the courage to say, "Enough is enough. Arts advocacy is what our students need to become the best they can be in all aspects of life."
Please spread the word of the importance of Music Education and vote for arts integration in our schools!


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
>>"The real problem that worrys me a lot is about acessing the art works
students , it is easy to acess certains criteria: as interest,
vocabulary, organisation and methode. But what about creative work?There
many possible answers in art communication, for instance a still life ,
say a drawing about a chair What are your criteria to acess it?"
This ties in to the notion that objective standards CAN become obsolete by
the time they are institutionalized. It's one thing if we assign projects
which fall within an established context such as Impressionism. We can
write a rubric which covers the essential criteria.
I think the major thrust of Art Education today is education "about art"
passing on of date to enhance art appreciation and to qualify the art
consumer. It's not my cuppa tea, but that's neither here nor there. In
that context however it makes a great deal of sense to work to a rubric:
The students work will receive a superior grade if it incorporates
qualities w, x, y, and z. If only three of those qualities are present the
assessment comes down a level. Only 2? Another level. Only one? Again, it
drops a level.
Maybe you are studying an artist. Seurat, if the student uses pointillist
dots and avoids using lines, that's good, if those dots mix color a/la
Seurat that's better, if the imagery incorporates Seurat's other theories
about upturned and downturned forms even better! You could ad to that or
revise as needed.
The thing of it is you assess the qualities you can specify and that both
you and the student can identify. Everyone knows whats expected.
A problem may only arise when you confront a student like I was who is
more immediately concerned with their own personal expression in and
through art than in their ability to understand what has gone before or in
replicating something already achieved. Objectively the student will fail
because they won't fulfill the rubric with any interest or intention.
Maybe you will get some of it back or not.... Sadly the student is deeply
involved in art and doing everything the way some 'real' artists would in
confronting Seurat. Maybe the student uses something other than dots
consciously or unconsciously anticipating Close. What do you do? Maybe she
restricts the palette or the imagery using a more Okeefe subject. Maybe
the student is interested in some other psychological theory than Seurat
in the upturned line.
Very quickly the divergent student coopts the project making it their own
and making the rubric, as a result, useless. What to do? Usually the
teacher had to give me a "c" or a "d". Some just left me alone. :)
(Of course if you were a divergent teacher you'd have the opposite set of
problems. You REALLY want all your students to diverge and become
independently and creaticely engaged in the process of art and many of
your students (depending on your situation of course) would simply want to
complete the assignment, demonstrate their competence, and move on to the
next assignment; either with the goal of graduating or of learning things
in the proper way.
National standards and examinations provide a procrustean filter cutting
off the best just as surely as they identify "the worst". A good
proportion of your "intelligent and creative set" are likely to crash and
burn unless someone gets them on a track that understands and accepts
their divergencies. Other will be gifted enough to be able to get through
the system unaided.
There really SAD thing is that the arts are perhaps the best suited to
accomodate such students and to bring the greatest advantage out of their
gifts but, no matter where I look, something in the institution seems bent
on eliminating the divergent independent individual or bending her closer
to the norm. It is the administrator unwilling to adapt to the student who
argues that the student needs to learn how to adapt because the world
demands it. "The world" does not demand it is the individual who
religiously believes in the importance of conformity and who also finds
conformity of greater convenience and requiring less effort.
A "Genius" (someone "intelligent and creative", at least) can always be
hired but they are notoriously unstable and therefore "throwaway people"
if at all inconvenient.
(time to get off my soap box!)


If you’re a teacher working with students who are struggling to read, you know it can be a very frustrating experience for both you and the student. And if you’re the parent of a struggling reader, you’re frustrated as well. You realize how important it is to develop a strong foundation in reading early on, but you may not know what to do to help.
Though there isn’t a definitive explanation as to why some children struggle to read while others find it easy, part of the reason is the brain in a child who has difficulty reading is different than the brain of a proficient reader. These children may have reading disabilities (though that isn’t always the case) and will need extra support to catch up.
However, all children will benefit from the following strategies.
What Parents Can Do
One of the most important things a parent can do is to read to their child. But simply reading to them isn’t enough. When a child is struggling to read other strategies are needed.
If comprehension is a problem, make sure you ask plenty of questions as you read the story. “How do you think the boy feels right now? Look at his face. Does he look sad or happy?” This can help with understanding that pictures often give clues to what is going on in a story.
When shopping point out words to your child. Pick up a carton of orange juice and say, “What word do you think says juice?”
Give your child magazines and have them circle certain words like “and” and “the” every time they appear on a page.
Remember patience and understanding is critical. If children feel you’re disappointed or think they aren’t trying hard enough, they’re likely to stop trying in your presence. This can carry on to the classroom as well.
A Teacher Strategy –Working With Phonemes
It’s now widely accepted that proper phonics instruction is crucial to reading. Here is a fun activity that involves manipulating phonemes.
Review with students that all words are composed of letters and these letters make individual sounds (phonemes.) Explain to students they will be playing a listening game and the goal is to change a word by taking out or adding different phonemes to parts of the word.
Call out a word. For example, take.
- Ask students to remove one sound (the k sound, for example) and add another sound (like the l sound) to what’s left over creating the word tail.
- Say the new word tail together and ask students to remove and add another phoneme sound (change the t to j and create the word jail.)
- Continue playing until all the letter sounds have been replaced.
This game allows children to “hear it for themselves” and recognize that changing letters in the word not only creates a brand new word but creates a brand new meaning as well. The word take not only looks different than the word jail, the two have entirely different meanings. Just another way to reinforce the core principle of the written language – that letters have sounds, that sounds make words, and that words make meaning.


Teaching Guide. Edited by Linda Christensen, Mark Hansen, and Bob Peterson. 2012. 360 pages. Collection of writing about elementary school life and learning from the Rethinking Schools magazine.
Rethinking Elementary Education collects writing about elementary school life and learning from 25 years of the Rethinking Schools magazine. The articles in this volume offer practical insights about how to integrate the teaching of content with a social justice lens, how to seek wisdom from students and their families, and how to navigate stifling tests and mandates. The articles and lessons are divided into six sections:
Part 1: Building Classroom Community
Part 2: Reading and Writing Toward a More Just World
Part 3: Minding Media
Part 4: Math is More than Numbers
Part 5: Laboratory for Justice: Science Across the Curriculum
Part 6: The Classroom, The School, The World
ISBN: 9780942961522 | Published by Rethinking Schools.


September 1, 2008
Michael Maya Charles
“I never expected to be writing history...teaching it, maybe, but not recording and writing it.” Yet that’s exactly what this lucky lady does as curator of general aviation for the Smithsonian’s National Air and Space Museum in Washington, D.C.
Dorothy Cochrane’s rise to curator began when she moved to Washington in the late 1970s with her husband, a contract engineer. Initially she took a job in the Treasury Department, “fortunately in the personnel office, where I could watch all the job openings at the Smithsonian.” She applied for one of those jobs, a clerk position, and was hired. But brains, good work, great timing—and an undergraduate degree in history with a master’s in elementary education—moved her up quickly to museum technician, where she assisted in collections, correspondence, and anything else that needed to be done. In a few years, she was promoted to museum specialist, where she was in charge of smaller exhibits and artifact collections, and, in 1991, she became curator of general aviation, in charge of production aircraft.
Her coveted job is an inside seat to aviation history and the people who make it. The historic aircraft are often unique and awesome, but Cochrane is quick to point out, “...it’s all about the story.” Standing close to these time machines “or walking through exhibits with the person who made history, a family member or friend, and getting the inside details and stories is just marvelous.”
Cochrane tells of escorting Betty Skelton, the Feminine Aerobatic Champion in 1948, 1949, and 1950 in her Pitts Special S-1C Little Stinker, to the opening events of the Udvar-Hazy Center at Washington Dulles International Airport in 2003. Skelton became misty-eyed when she saw her red-and-white aircraft with its distinctive sunburst paint scheme on its wings displayed inverted in the museum’s entrance. CBS’s Sunday Morning film crew was on hand to film Skelton and Cochrane’s arrival. Cochrane says Skelton, now a dear friend, was responsible for “superbly demonstrating and thus bringing to prominence the exceptional Pitts aerobatic aircraft.”
Cochrane calls herself “a weekend pilot” and flies a Citabria 7KCAB when she’s not out looking for new additions to the museum’s 376 aircraft. “I enjoy this job very, very much and learn more each day,” she says. As for the headiness of “writing” history through her exhibits and ever-expanding collection, she admits, “If I think about it too much, it’s overwhelming.”
March 7, 2014 ePilot Training Tip: 'Arrival or through flight'
The GAO released its report “Aviation Workforce: Current and Future Availability of Airline Pilots,” and general aviation has a strong interest in its findings.
A documentary film tells the story of the “first to fly and the first to die for the United States in the Great War.”
AOPA thanks our members for their continued support in protecting the freedom to fly.


Eye Level is
An Eye Level education starts with seeing things from student's eye level
Setting a new standard in supplemental education…
EyeLevel is based on the educational principle that students learn at their own pace. When a teacher understands the educational needs of a student, learning is most effective.
EyeLevel is a systematic, individualized program that caters to students of all abilities utilizing a unique and proven learning method. This allows each child to have a customized starting point depending on their ability, regardless of his/her age and/or school grade. Each child's study progression will depend on the student's pace of learning.
Develop Critical Thinking Ability
EyeLevel focuses of building each student’s foundation in Math and English, as well as helping students to gain self-confidence, interest in learning, and develops a child’s critical thinking and analytical skills.
Small Step to Success
All concepts and skills in the EyeLevel program are interrelated. Mastery of basic foundational skills is necessary before advancing to more complex skills, resulting in improvement of a child’s accuracy and speed when completing more complex questions.
Teaching & Learning Materials
EyeLevel makes learning interesting and fun. Students are taught by professional educators with teaching tools such as colorful worksheets, workbooks, audio CDs, colored blocks, wooden shapes, and more.
Interested in learning more about our programs?
Low Student : Teacher Ratios
2:1 Pre-K to Grade 1
4:1 Grade 2 to Grade 12
No group level instruction
Degreed teachers specializing in early childhood education. Advance level teachers specializing in writing and upper level math.
Keeping pace with the World
Eye Level Math and Critical Thinking is the only supplemental program offered in the U.S. that is aligned to international math standards.
Sugarloaf Learning Center
The No.1 supplemental program for Math, Reading and Writing. And the only program that teaches Critical Thinking!


Online exploration a must for kids' learning
Ewing, Bronwyn F. (2008) Online exploration a must for kids' learning. QUT Media.
The use of Information Communications and Technology (ICT) to support teaching in early childhood learning contexts could easily be wasted if not used in the right way, according to a QUT academic.
Ms Bronwyn Ewing, a lecturer in the School of Early Childhood in the Faculty of Education, has had an ongoing interest in the area of ICTs for young children and said that the vast capabilities of ICTs posed as many challenges as they did opportunities.
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These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
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TSP Food Program
Children bring their own lunches to school each day (with the exception of Pizza Day on Tuesdays). TSP follows a Kosher-style food policy, so we ask that children do not bring pork or shellfish products to school. Since we are unable to heat up or refrigerate lunches, we recommend thermos lunch bags if needed. TSP does not permit soda, hard candies or lollipops. While nutrition education and making healthy food choices is a part of our curriculum, we do not interfere with the children's food choices, and they may eat their lunch items in any order they choose.
TSP Snack Program:
TSP provides healthy, low-sugar morning and afternoon snacks consisting of two food groups. Snack menus are posted in each classroom. We do not serve anything containing trans fats or high fructose corn syrup.
Classroom Cooking Projects:
Our program uses cooking projects to help children with fine motor skill development, basic measuring concepts as well as learning about the pleasure of making their own food. The children make challah every Friday as part of our children’s Shabbat ritual.


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Elementary Curriculum Overview
The elementary school experience provides a foundation for learning for all students. From the beginning of kindergarten, students learn the wide variety of skills necessary for success in school and out of school. There is a focus on foundational skills in reading, math, science, and social studies. We recognize the importance of the arts, fitness and health, Spanish and technology on our students' ability to think creatively, globally, and in a healthy manner. The integration of technology assists in the personalization of education, creating more interactive lessons, and building skills that are becoming increasingly important for success, such as digital literacy, communication and collaboration. Our staff works with all students to help them excel. To accomplish this, they use ongoing formative assessments and work in Professional Learning Teams to analyze student data to address individual needs.