Teacher Barbara Schoenk tossed a birthday party for Pablo Picasso last October in the cafeteria of Ritter Elementary School in Allentown. Students and staffers celebrated the late artist's blue and pink phases by dressing in similar tones, eating an ice-cream dessert in similar tones, and observing children's art works and reproductions of the birthday boy's pieces in similar tones.
Three months later Schoenk was discussing another artist's cityscape with blue hues. A Ritter first grader claimed that the spare, lonely painting reminded him of Picasso's blues. Out of the blue, a concept had been seized, a connection made, a teacher's lesson fulfilled and justified.
This circuit would have been unlikely in 1987-'88, admits Schoenk. At Ritter and Cleveland elementary schools she would have spent most of her time teaching how to create blue paintings. Her first grader would not have heard as many stories about Picasso, witnessed elementary Cubism through a cracked mirror, described the emotions behind his own Picasso-esque creation. He probably would not have telegrammed his flash as quickly, if at all.
Why did Schoenk try a new approach? In 1988-'89 she and 10 teachers in the Allentown School District (ASD) tested a new, more rigorous art curriculum. Customized in forums over the last two years, finalized by three art educators at Kutztown University, the system integrates sequentially the production of art objects and the study of art history, criticism and philosophy. Advocates of Discipline-Based Art Education (DBAE) claim that students should no longer learn to create works primarily or exclusively. They should also be able to place, describe, and value them - methodically rather than accidentally, from kindergarten through 12th grade.
"Kids have been conditioned to expect art class to be party time," explains Todd Bleckley, who adopted the DBAE model at Roosevelt and Jackson elementary schools. "You have to present the seriousness of the subject and teach them respect for the subject . . . They don't develop relationships very easily. Anything that relates to what you're talking about builds relationships."
The highs, mediums and lows of the local DBAE pilot will be summarized today at the Allentown Art Museum. Open to individuals inside and outside the ASD community, the seminar is one of many recent public displays of the Allentown version. It has become one of the more visible DBAE programs in the United States, thanks largely to the unusual team of university, museum and school-district figures and the zeal of Barbara J. Weinstein, ASD's supervisor of fine arts.
Cindy Canfield did not use a world map or an art-history timeline in 1987-'88. This year, when her K-5 students at Dodd Elementary School were struggling to remember or describe, they could hold a bright posterboard arrow and point to dates and places in the lives of artists. "Children do not always have a concept of distance," Canfield indicates. "They don't know that a European country can be smaller than one of our states."
These were some of Canfield's most rudimentary DBAE aids. To help promote independent thinking, she directed pupils to place postcard duplications of art works in categories. Children determined, for example, whether an artistic creation belonged more squarely in natural, human or hybrid worlds. Informal debates often continued, inside and outside periods. In more formal evaluations, mass-produced and homemade goods were compared. "Is it good if it's real?" was a key issue.
Canfield did not forget the studio end. "Let's face it," she says, "without the object no one would have anything to talk about: not the critic, not the historian, not the aesthetician." The teacher simply made production easier to grasp. Real old paintings - not copies - helped demonstrate the thickness of layered oils and the effects of age and climate. Students could feel textures, an opportunity they usually miss in museums. When they were ready to make their own painted postcard facsimiles, Canfield notes, they knew more about whats, whens, wherefores and whys.
The lowdown on Canfield's first DBAE year: Use of a revolving rack of postcards was up; magazine clipping was up; independent scavenging was up. Dodd Principal Robert Bennett reports that she led investigations into the shapes and textures of words and images. "They felt very knowledgeable about art and much more involved in the process," says Canfield. "Before, I would teach projects and then content. Now, I start with content and create a lesson."


GLG 202: Earth Science for Elementary Teachers
This course utilizes laboratory activities, lecture and projects to present the content and methodology necessary for success in teaching Earth science in the elementary classroom. Various geology topics will be covered such as the geosphere, hydrosphere, atmosphere, environmental issues and space. Teaching methodology includes developing a portfolio of activity plans, presenting an activity from those plans and creating a bulletin board pertaining to an Earth science concept. This course is intended for early childhood and elementary education students only.
Level I Prereq: Academic Reading and Writing Levels of 6
- Lecture Hours
- Clinical Hours
- Lab Hours
- Other Hours
- Total Hours
Some classes are not offered every term. To see if this class is currently available, check the schedule.
Save a trip to campus. Just fire up your computer webcam and microphone to talk to an advisor online.more »
Save time and gas: Get your books online through WCC’s Barnes & Noble Bookstore.more »
What Students Say About Online Classes
“When I took an online class for the first time I was amazed at how organized it was. It was so easy to navigate and provided me with all the links and tools I needed to complete my course.”—Mary Beth H., 30


Family literacy begins on the day that your child is born! Here are some links to websites that will help you raise a reader from the very beginning.
Reading Rockets is a national multimedia project offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help.
National Center for Family Literacy:
Creating a literate nation by leveraging the power of the family
Tips for Parents
This page describes tips for parents about reading and helping your child be successful with reading. An excellent resource!
Born to Read: How to raise a reader
This site includes information about early literacy, tips for sharing books and literacy activities at home, and a list of favorite books.
Includes lyrics and some sound clips of traditional lullabies to help parents establish a bedtime routine that fosters literacy development.
Traditional Songs, Rhymes, Fingerplays, and Games in Spanish and English
Zero to Three
Here you’ll find science-based information and tools designed to help parents and caregivers nurture their young children’s development.
United Through Reading
United Through Reading's mission is to facilitate supportive relationships for children through families and friends reading aloud with them.
Public Television Parenting Information
Here you'll find information about your child's development from birth through the early school years. And you'll find lots of fun educational activities for your children to help get them ready for school.
A Resource Guide for Young Readers and Writers
A variety of useful information to help encourage reading and writing. Special thanks to Ms. Walters class at Amorita Charter School for the tip.


Studies show arts education not only decreases feelings of anxiety, depression, and isolation but also positively impacts all-around academic performance. As students struggle through incredible loss this year, the arts are not a luxury, they are a tool for recovery.
California's Education code promises visual art, music, dance, theater and media arts classes to each K-12 student. "Section 51220" California Education Code 2020
Students with an arts education are 5 times more likely to stay in school, 3 times more likely to get a bachelor’s degree, and 4 times more likely to be recognized for academic achievement. "Arts and Achievement in at Risk Youth..." NEA 2012
Especially important during this time of trauma and upheaval, students need to develop self-management and self-discipline, interpersonal and relationship skills, and self-expression. Numerous studies show the arts support the development of all of these essential skills. "The Connection Between Art, Healing..." APHA 2010
Send a letter
to our district and/or board of education in support of art education either from your family or in collaboration with your PTA or organization. Here is a template to draw from but remember to always add your own story to make it more personal and persuasive.
Share your SVUSD art story
and inspire others! We’d love to connect and hear your story. Fill out the submission form.
and support California’s movement for arts education at www.createca.org
your local community theatres, county arts commissions, and museums for more events near you...
California Department of Education: www.cde.ca.gov
California Arts Council: www.arts.ca.gov
List of California art museums: www.caea-arteducation.org/california-art-museums
List of California museums:www.seecalifornia.com/museums/directory.html
SF Arts: www.sfarts.org


Teachers, Museums Partner for Better Students
Mizzou researcher finds new way to capture students' attention toward art
Feb. 3, 2009
Story Contact: Jeffrey Beeson, (573) 882-9144, BeesonJ@missouri.edu
COLUMBIA, Mo. – With many school districts working to balance their budgets in tough economic times, school art programs can often be hit the hardest. This leaves teachers struggling for new ideas when supplies may be lacking. In a new publication, Kathy Unrath, assistant professor of art education at the University of Missouri, has found that partnerships between schools and museums create a new appreciation for art and opportunities for students and teachers.
“Partnering schools with museums allows students to experience the world of art beyond textbooks and expand the walls of their classrooms. In return, museums are laying the foundation for future visitors and patrons,” said Unrath, who teaches in the Department of Learning, Teaching and Curriculum in the MU College of Education. “The world we live in today has become so visual, that it is important to help students decode and understand their worlds. Having access to museums at an early age sets the tone for further exploration of one’s visual world by developing skills to interpret visual language.”
In her study, Unrath worked with schools and local museums to allow children to step outside their classrooms and view museums’ treasures. In addition, her art education students bring the art into the classroom in the form of children’s museums. The pre-service art education students use knowledge acquired from their museum study to make decisions about the design and construction for their own portable museums.
“Art education is more than creative production; art education allow students to view, respond and produce art that is intrinsically connected to the core curriculum in other subjects,” Unrath said. “We found that students need innovative ways to view, think about and discuss art. We want to prepare students to be successful citizens through enriched arts-focused curriculum.”
Unrath found the experience helps create an understanding of art that permits students to go beyond their immediate visual and emotional perception and encourages them to consider a work of art from multiple perspectives. Working with future art educators, Unrath challenges her new teachers to encourage students to look for meaning as well as the historical and cultural significance and the formal qualities of form, shape and color in each piece of art.
“As our world changes and becomes more global, it is time for our art classrooms to change," Unrath said. “With smaller budgets and students being raised in a world of digital media, we can recapture the attention of students while at the same time using free local resources like art museums and galleries."
Unrath is the 2009 recipient of the National Art Education Association Western Region Higher Education Art Educator of the Year award. Her study, “Bringing Children to Art, Bringing Art to Children,” was published in the January 2009 issue of Art Education: The Journal of the National Art Education Association.


of the Rochester Philharmonic Orchestra
A Case Statement
The Power of Music
“Music has the power of producing a certain effect on the moral character of the soul, and if it has this power to do this, it is clear that the young must be educated in it.” (Aristotle, Politics)
Throughout the history of Western Civilization music has been considered of equal importance to the other academic disciplines - reading, mathematics, and science. In today’s world the benefits gained through music education can be grouped into four categories: Success in society; Success in school and learning; Success in developing intelligence; and Success in life. This is supported by studies confirming that music education at an early age greatly increases the likelihood that a child will grow up to seek higher education and ultimately achieve a higher level of income.
Service to the Community
“I do not believe that any city in America possesses an orchestra supported on such a city-wide basis, and with a plan of operation [community music education] which will bring the group so intimately into contact with the city’s inhabitants.”
(George Eastman, Civic Orchestra News, September 1929)
Serving the community has been a top priority of the Rochester Philharmonic Orchestra since its founding in 1922. George Eastman, founder of the Eastman Kodak Company and the world-renowned Eastman School of Music, believed that all Rochester residents could enrich their lives through musical learning, from preschool through college and beyond. The Rochester Philharmonic Orchestra’s dedication to lifelong learning through the power of music continues today. There is scarcely a household in the Rochester nine-county region of western New York State that has been left untouched by the orchestra’s educational programming for the community’s children and adults.
Support for Local School Districts by Addressing New York State Education Department Learning Standards for the Arts
“Standard 3 - Responding to and analyzing works of art
* Students will demonstrate the capacity to listen to and comment on music. . .
* Students will use concepts based on the structure of the music’s content to relate music to other broad areas of knowledge” (Standards of the New York State Education Department)
Children should have the opportunity to experience the excitement of live performances by skilled professionals. The needs of students are at the center of RPO sequential school-aged education programs, which are developed in partnership with the school leaders (teachers, administrators, parents), and other community stakeholders. The RPO stands as a major resource for area schools in addressing NY State educational standards for music.
“The mission of the Rochester Philharmonic Orchestra is to perform and present a broad range of quality music; attract, entertain and educate audiences with superior performances; maintain and build the Orchestra’s national reputation; and enhance the reputation of the Rochester community as a place to live, work, play, visit and learn.”
(Rochester Philharmonic Orchestra, Mission Statement)


In mid-August Aino Peltola, Elina Lehikoinen and Matias Heino from Aalto University’s Water and Environmental Research Group got an exciting change to their regular schedule, when a group of secondary school students visited the laboratory to learn about water-related phenomena studied in Aalto University. All of the students came from Shanghai, and they visited Finland for a total of 10 days as part of a camp titled ‘Forest workshop: art education through learning from nature’.
The session started with an exploration of water cycle: together with the instructors, the students drew the hydrological cycle and discussed its components. It quickly became clear, that the visitors had a great understanding about how water flows through nature, and the different forms it can take.
In the second activity, the students were given a task to build water filters by utilizing natural materials found in the vicinity of the laboratory. The students were instructed to use for example sand, gravel and ash in constructing their water filters. After allowing the dirty water pass through the filters, the cleaned water was then tested in the laboratory. Although, the water seemed to get dirtier in some cases, it had indeed got clearer after passing through the natural filters.
Finally, Aino explained briefly about the latest research conducted in the water and environmental research group. Especially, the microbe-killing properties of solar UV-radiation, and its application on cleaning water, woke excitement in the group. All in all, we are very thankful for the group for visiting us and their interest in the work that is conducted in Aalto University’s Water and Environmental Research Group.


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If your classroom has English Language Learners (ELLs), and whose doesn't, you've probably wondered whether the literacy methods you've used successfully with English speakers can work for nonnative speakers. Yes, they do, and in Balanced Literacy for English Language Learners, K-2, you'll find out why they work and what adaptations you need to make to ensure that ELLs fully develop their reading and writing abilities.
Linda Chen and Eugenia Mora-Flores examine how to lead ELLs toward independence through basic frameworks and techniques you know and may already teach with. Their integrated, comprehensive approach focuses on seven specific aspects of balanced instruction that help students learn, expand, and extend their literacy skills, including:
Through transcripts, lesson ideas, and vivid classroom descriptions Chen and Mora-Flores show you how to plan for and adapt your literacy lessons to meet the needs of ELLs as well as what aspects of your existing curriculum may already support them. In addition, they make explicit and accessible the research and literacy and language development theories that make the balanced literacy approach work.
Balanced Literacy for English Language Learners, K-2, is thoroughly practical, grounded in the latest research and theory, applicable in all English - based classroom settings, and full of great ideas for veteran, novice, and preservice teachers. With emphases on scaffolding learning across the day and the use of specific, familiar instructional strategies, it offers best practice strategies for helping little children take big steps into a new language.
|Chapter 1||Language Development||1|
|Chapter 2||Literacy Development||14|
|Chapter 3||Putting the Essential Elements of Literacy in Place Across the Day||22|
|Chapter 4||Interactive Read-Aloud||32|
|Chapter 5||Emergent Storybook Read-Aloud||51|
|Chapter 6||Shared Reading||64|
|Chapter 7||Independent Reading Workshop||87|
|Chapter 8||Writing Workshop||114|
|Chapter 9||Guided Reading||144|
|Chapter 10||Word Work||160|
|A||Academic Language Functions and Forms||187|
|C||Cloze Procedures for Teaching Cueing Systems||191|
|D||Graphic Organizers for Developing Language and Literacy||192|
|F||Learning Center Activity Cards||208|


Today’s Kindergarten curriculum has advanced. Whether you attend public or private school, children are expected to be reading and writing stories by the end of Kindergarten. They have a certain number of sight words to be memorized. They take written tests and get graded. The transition from a play-based preschool, to an entirely academic day has challenged our children in new ways. The curriculum has changed, however, children’s developmental needs have not. Children today still require the same social, emotional, and cognitive foundational skills that were once offered over the course of Preschool and Kindergarten.
Yes, the transition into kindergarten can be difficult. But ultimately, building a foundation of confidence and resiliency will equip children with the mindset, motivation, and capability to succeed in school.
How do we prepare children to be inquisitive, knowledgeable, confident, and resilient in a developmentally appropriate way?
We begin in the very early years by helping them build confidence and resiliency. Bottom line. No matter how difficult school is at any age, even for a frustrated 5 year old, a confident and resilient student will be a life long learner. They will love learning. A confident student ultimately believes they can do anything. And combined with resiliency, their confidence doesn’t dissipate with disappointment. Rather, they try again. And again. They get creative and grow from mistakes. They feel accomplished and independent when they finally figure something out. But the real beauty of this creative process is what fuels the child to continue to try and persevere.
3 Ways to Build Confidence and Resiliency at Home
1. Give your child space to get frustrated and work things through
While they learn through our guidance, they also learn through trial and error. When your child is learning a new skill, he or she is also building the ability to go through the learning process. It may take a few tries, days or even weeks. This is the beginning of resiliency.
2. Model making mistakes
If you make a mistake around your child, bring it to their attention. Verbally state something along the lines of “That’s not what I meant to do, or hmmm, that didn’t work out. Let me try that again.” They will pick up on your natural reaction to frustration, so those real time mistakes are great teachable moments. If you have a child who has perfectionist tendencies, it could be helpful to intentionally make mistakes and verbalize your process of trying a few times before you get it. It can be very simple like a drawing or building something with blocks. But try not to make it perfect in the end.
3. Encourage independence
Children can be doing a lot for themselves by the time they enter Kindergarten,
such as setting the table and clearing their plate, preparing their clothes and backpacks for the next day. Try setting up a time to food prep with your child and create healthy snacks that are easily accessible in the fridge. They can pack their lunches and make a snack. The list is endless but feeling a strong sense of independence and capability builds confidence, responsibility, and takes just a bit off your plate.


I have been teaching students how to read English through phonics instruction and coaching children through kriyah workshops for over thirty years. Recently, I turned my focus towards social skills training because of the importance of emotional intelligence in the classroom. To that end, I created a social skills workshop in order to give both educators and parents the tools to get children learning. Without listening skills, there is no math. Without cooperation, there is no reading. So, let’s set a foundation of middos for our children: help them speak kindly, resolve conflicts, and take turns. Once we set that foundation, they can build with their academic blocks.
About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at email@example.com. Visit her on the web at rifkaschonfeldsos.com.
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Learning Centres in Primary and Early Childhood Music Education
Baker, William J., Victorian Journal of Music Education
Learning centres, sometimes also referred to as learning stations (Nakamura & Baptiste, 2006; Cheyney & Strichart, 1981) are separate spaces in the classroom set up to enable students to work independently of the teacher (individually or in small groups) in the completion of self regulated tasks. Learning centres may be constructed in any domain or across multiple domains and may be used at any level of education, but are most commonly used within the primary and early childhood context (Brown & Boehringer, 2007; Casey, 2005; Chessin, 2007; Copeland, 2005; Devaney, 2005; Hainen, 1977; Kenney, 1989; Martin, Stork & Sander, 1998; Myers & Maurer, 1987; Nakamura & Baptiste, 2006; Snowden & Christian, 1998; Strickland & Morrow, 1988; Turner, 1999; Vincent, Cassel & Milligan, 2008; Wood, 2005).
According to Barry and King (1994), learning centres were an outcome of a "reawakening of progressive education in the late 1960s and throughout the 1970s" when their use within classroom practice was commonplace (p. 506). Since this period however the level of their use has generally declined, with most literature relating to the current use of learning centres in the classroom being drawn principally from within the science domain. At a time when constructivist principles, individualised learning, and the student management of learning are embedded in most Australian curricula it is arguably useful to re-evaluate the potential outcomes that may flow from the use of learning centres, and specifically explore their prospective application in the domain of music. In the context of music, learning centre tasks most commonly comprise composition activities, performance activities or critical listening activities, or a combination of these. They may be utilised in both the general and music specialist classroom environments.
This article explores the phenomenon of learning centres in music education through data collected using a questionnaire of primary and early childhood school students who participated in a trial of eighteen learning centres over a two week period in a regional northern Tasmanian Department of Education (DoE) school in 2007.
Literature related to learning centres are reviewed, an exemplar learning centre is presented, and the methodology of the project is outlined. The data from the project are discussed, and conclusions drawn for future research in this area. The paper offers an initial perspective to inform further research into this under-utilised strategy.
The majority of literature related to learning centres identified as a part of this study dates from the period between the 1970s and 1980s (Cheyney & Strichart, 1981; Cooper, 1981; Espiritu & Loughrey, 1985; Hainen, 1977; Kenny, 1989; Myers & Maurer, 1987; Strickland & Morrow, 1988) with the most recent literature being located principally within the science domain (Brown & Boehringer, 2007; Chessin, 2007; Nakamura & Baptiste, 2006; Vincent, Cassel & Milligan, 2008; Wood, 2005). Literature referred to learning centres in a gifted and talented context (Snowden & Christian, 1998), in the context of students with disabilities (Cheyney & Strichart, 1981), in Montessori education (Copeland, 2005), in physical education (Martin, Stork & Sander, 1998), in literacy (Strickland & Morrow, 1988), and in music education (Barrett, 1996; Beatty & Schnitger, 1977; Casey, 2005; Devaney, 2005; Turner, 1999).
Two significant Australian authored books on the subject of learning centres were identified (Barrett, 1996; English & Wison, 2004). Barrett (1996) is notable as it is the only substantial resource produced in the use of learning centres within the domain of music education. Barrett states that "despite the recognition of learning centres as an effective learning/teaching strategy, and the use of such a strategy in many curriculum areas, learning centres are not commonly used in music education" (p. …


Early Education is Important+Share
A child’s earliest years are absolutely critical for building the foundation needed for success in school, work, and life. High-quality early childhood education equips children with the knowledge and skills they need to do well in school, obtain higher-paying jobs, rely less on social programs, and contribute more to our nation’s economy.
- We were one of the first states to recognize the importance of early education. In 2005, the first independent, comprehensive department was established to focus on early childhood learning and care.
- More than 50,000 children receive early education programming each year through state funding.
- Limited funding and a freeze on child care subsidies for the last two years, has caused the waitlist to grow to nearly 43,000 children. Preschool seats are empty while children are left without affordable options.
To reduce the waitlist, Massachusetts must adequately fund the subsidy program. Governor Patrick’s $15M increase in the FY 2015 budget recognizes the need to fund early childhood education, more is needed to serve the 43,000 children denied access. Join us on March 7, at 10 a.m. at the Gardner Auditorium, State House. RSVP to Ranjini Govender.


Arts Education Curriculum Guides - from Saskatchewan Education. Quite detailed units and lessons are provided but you will have to establish the correlation to the Ontario curricular expectations.
Kennedy Centers ArtsEdge - "Linking the Arts and Education Through Technology." Information and curriculum resources for teachers.
KinderArt - free Art lessons for K-12
The Incredible Art Department - a rich resource for teachers
Elmers - This site includes a "Kidz Zone" and Teachers' Lounge for arts and craft ideas and lessons.
The On-Line Visual Literacy Project This may not be an appropriate resource for students but it could provide valuable background for teachers of visual arts.
Building Visual Arts Lessons - from the Getty Museum
Crayola Art Education Even though this is a "commercial" site, the lesson plans offered are very good.
Council of Ontario Drama and Dance Educators - resources for teachers
Theatre Ontario - nurtures and promotes excellence in the dramatic arts across the province. Through training programs, providing resources, and political advocacy, Theatre Ontario works to bring you theatre that reflects all aspects of our society.
Pulse Ontario Youth Dance Conference
Prologue to the Performing Arts - a charitable, not for profit arts education organization dedicated to enriching the lives of young people by connecting them to high quality live performing arts.
Dance and the Child International (daCi) - an association dedicated to dance for children and youth.
IDEA International - IDEA members from more than 90 countries are working in hundreds of thousands of different cultural communities and educational settings, shaping drama/theatre education today.
Creative Drama and Theatre Education Resource Site
Creative Drama Lesson Plans - lesson plans developed for use in a Creative Drama Classroom (and a few games and lessons from others as well) "All of these lessons have been tested and proven successful in the classroom."
Reader's Theater Editions are scripts adapted from stories by Aaron Shepard and others -- mostly humor, fantasy, and world tales from a variety of cultures. A full range of reading levels is included, with most scripts aimed between grades 3 and 9.
Songs 4 Teachers - resources and free samples organized by theme.


World Food Day 2017: Empowering Development in Malawi Through Education
Today is World Food Day, and buildOn is proud to answer the call of Pope Francis and the Director General of the UN’s Food and Agriculture Organization to invest in rural development and food security. As we’ve built schools with rural communities throughout the developing world, we’ve seen firsthand the importance of proper nutrition on growing minds and the profound effects sustainable agriculture can have in promoting learning and community development.
The village of Vigando, Malawi, is a prime example. buildOn constructed two classroom blocks with the community in 2012 and 2013 and launched an Adult Literacy Program soon after. As part of this program, the adult learners grew a hectare of soybeans with plans to use their newly acquired literacy and numeracy skills to sell their crop and add their earnings to the village’s savings. But when the Adult Literacy students learned that food insecurity was keeping many local children from school, they decided to donate their 1.2 metric ton harvest to the school in order to launch a feeding program for students. This was the start of an incredibly valuable program, as Malawi has long struggled with food shortages and malnutrition.
Above: A look inside one of the classrooms at the buildOn school in Vigando, Malawi.
A 2015 study about the cost of hunger in Malawi shows that in order for the country to achieve sustainable growth, more attention needs to be given to child nutrition. Not only does malnutrition cost Malawi an estimated $597 million every year, but malnourished children who are suffering from stunting are more likely to drop out of school. As of 2015, almost half of the children in Malawi—approximately 1.4 million—were considered stunted. This is to say nothing about how hunger affects children’s ability to learn inside the classroom, and how children from families facing food insecurity often miss significant amounts of school in order to farm or work, causing them to fall behind or drop out.
A 2015 study about the cost of hunger in Malawi shows that in order for the country to achieve sustainable growth, more attention needs to be given to child nutrition.
Although members of Vigando’s Adult Literacy Program saw that their feeding program could help promote education in their community, they knew that their harvest of soybeans was not going to be enough to last the school year for Vigando’s 825 students. Members of the Adult Literacy Program decided to present the problem to Vigando’s village leaders, as they didn’t want any children in the community to have to drop out of school because of food insecurity and, as a result, encounter the hardships of illiteracy that many of them had gone through in their own lives.
Above: Young students from Vigando stand in front of one of two buildOn classroom blocks in their village.
The community leaders in Vigando were delighted to hear about the feeding program that the Adult Literacy students had initiated and agreed to contribute an additional three metric tons of soybeans and five metric tons of maize to the program. The Ministry of Education in Malawi was also impressed with the community’s effort to launch the feeding program, and pledged to train the Vigando community in flour storage and porridge preparation in order to enhance the nutrition of the feeding program. As a result, more children will enroll in school—and stay in school—this year in Vigando.
As a result, more children will enroll in school—and stay in school—this year in Vigando.
Vigando, Malawi, is just one example of how rural communities are using their education to overcome challenges in their own villages. But feeding programs aren’t the only way that communities are using their harvests for education. In the Malawian village of Lipenga, a group of parents who had helped construct their community’s school formed a committee to find innovative and sustainable ways to keep children enrolled. The committee found that students were missing school because of a lack of school supplies, a story similar to students in Latyr, Senegal, which we shared recently. The Lipenga committee then organized to plant and harvest sweet potatoes, and when their first harvest brought in $220, they used that money to buy school supplies for the young students.
This is the power of education and community empowerment—by identifying the issues that keep children from school in the own villages, the communities of Vigando and Lipenga were able band together and overcome their respective challenges and ensure that their children were coming to class with hungry minds, not hungry bellies.
Below: The Lipenga committee stands in the sweet potato field they planted to sustainably keep children in school.


TINKER, CLARENCE LEONARD (1887-1942)
Clarence Leonard Tinker was the first American Indian in U.S. Army history to attain the rank of major general. One-eighth Osage, he was born on November 21, 1887, in Osage County, Oklahoma, the former Osage Nation, Indian Territory. Tinker, the eldest son of George E. Tinker and Sarah A. Schwagerte, received his elementary education in Catholic institutions at Hominy and Pawhuska, Oklahoma, and the Elgin, Kansas, public school. Beginning in 1900 he attended the Haskell Institute at Lawrence, Kansas, but withdrew before graduating. In fall 1906 he enrolled in Wentworth Military Academy at Lexington, Missouri. Upon graduating in 1908 he was commissioned a third lieutenant in the Philippine Constabulary.
Tinker's service with the constabulary lasted until 1912 when he was commissioned into the U.S. Army as a second lieutenant. After infantry training he joined the Twenty-fifth Infantry Division at Fort George Wright in Spokane, Washington. In January 1913 the Twenty-fifth transferred to Hawaii. While stationed near Honolulu, Tinker met and married Madeline Doyle of Halifax, Nova Scotia.
During World War I Tinker served in the southwestern United States and California, rising in rank to major. In 1919 he began flying lessons and soon transferred to the Air Corps. Tinker's aviation career began when he was assigned to flight duty on July 1, 1922. For the next twenty years he was stationed primarily at air installations in the southeastern United States. He continued climbing in rank, becoming a brigadier general on October 1, 1940. At that time he was in charge of MacDill Field, Tampa, Florida. As German armies rolled across Europe, he cautioned against Japanese aggression in the Pacific. The plans he devised to protect the Panama Canal and Caribbean region became important wartime strategy.
Tinker took command of the Hawaiian Department following the Japanese attack on Pearl Harbor in December 1941. Promoted to major general in early 1942, he was placed in charge of the newly created Seventh Air Force at Hickam Field, Hawaii. A proponent of aggressive bombing tactics, Tinker led four Liberator bombers on a raid to Wake Island on June 5, 1942. Leaving Midway Island on June 6, his plane crashed at sea, killing all on board.
Clarence L. Tinker was the first American general to die in World War II; his body was never recovered. He received the Soldier's Medal in 1931 and, posthumously, the Distinguished Service Medal. Tinker Air Force Base in Oklahoma City, Oklahoma, is named in his honor.
BIBLIOGRAPHY: James L. Crowder, Jr., "Osage Aviator: The Life and Career of Major General Clarence L. Tinker," The Chronicles of Oklahoma 65 (Winter 1987-88). James L. Crowder, Jr., Osage General: Major General Clarence L. Tinker ([Midwest City, Okla.]: Oklahoma City Air Logistics Center, Tinker Air Force Base, 1987). John Woolery, "Major General Clarence L. Tinker," The Chronicles of Oklahoma 27 (Fall 1949).
Jon D. May
© Oklahoma Historical Society


REF NO.: 4
|SUBJECT:||Memorial University mathematics professor solves one of the problems of math|
|DATE:||Sept. 11, 2006|
Dr. Sherry Mantyka has spent years testing and monitoring math learners, identifying why they struggle, and formulating strategies to help overcome mathematical roadblocks. Now the director of Memorial University’s Mathematics Learning Centre believes she has formulated effective – though not always popular – strategies that could benefit math students of all ages.
Dr. Mantyka’s work in this arena dates back to 1988, when the province instituted a placement test to confirm or refute the notion that students were graduating high school with inadequate math skills.
“The results were unambiguous,” she recalls. “There was a huge pre-requisite skill deficit.”
In 1993, Memorial established the Mathematics Learning Centre (MLC) to give students who did poorly on that test a chance to gain foundational skills through individualized diagnosis and study.
Over time, Dr. Mantyka discovered a consistent trend: students could understand and perform certain mathematical tasks, but when they moved on to a more complex equation, they began to make mistakes in areas they had previously mastered. “They couldn’t incorporate what they knew at a more sophisticated level. There was a breakdown somewhere along the line.”
Perplexed as to why bright, capable learners with strong achievement in other areas had these problems, she turned to cognitive psychologist Dr. Michael Rabinowitz, who explained that the human brain has large capacity to store information, but minimal capacity for active processing. Therefore, students did better if they learned the skill so well that it came automatically, instead of requiring conscious thought. The two professors set about finding ways to apply the concept of automaticity to math education.
“If students don’t acquire math skills to the level of automaticity, which is measured by accuracy and speed of finding the right answer, then they have trouble,” Dr. Mantyka explained. “Students first have to gain an understanding of the math. Then they have to do repetitious drills to get fast and accurate before they move on to the next level of sophistication.”
School curriculums in Newfoundland and Labrador, as in most of North America, have moved away from repetition and toward a much greater emphasis on problem solving, she said. Dr. Mantyka’s research indicates that students would be better served if both sides of the learning equation were emphasized.
But students who enter the MLC don’t always appreciate the approach and, in fact, can be downright hostile. They often find the repetition boring, distasteful, and usually counter to what they were asked to do in school, she reports. However, Dr. Mantyka believes Memorial’s foundational math programs are among the most effective in North America.
At other institutions foundation math programs tend to be short and intensive. However, she said, when programs run only a few weeks or even months, students don’t have time to hone their skills so that they become automatic. “Here, the most diligent students can do the program in two semesters, but most need three.”
Dr. Mantyka has set down the methods that she and her colleagues have found most effective in a book called The Math Plague, set to be released this winter. The book is primarily intended for teachers, parents and students who want to find remedies for math problems long before they reach university.
- 30 -
For more information, contact, Ivan Muzychka, manager, News Services, Memorial University, at 737-8665 or firstname.lastname@example.org.


Show your children that learning can be fun!
on December 13, 2010
Learning happens in many ways, at all ages every day. Parents can help improve their literacy skills, and those of their children, by making learning fun and engaging.
Family Literacy Day® is a perfect time to sit down with your family and do a fun literacy activity. Celebrated every January 27, the national initiative encourages Canadians to spend at least 15 minutes a day enjoying a learning activity as a family. This year’s theme is Play for Literacy!
Play for Literacy includes all types of play that encourages literacy and numeracy development as well as comprehension skills, such as board games, card games and word games. Games, and the carefree act of playing, provide a fun outlet in which individuals of all ages can engage in activities that inherently provide new learning or opportunities to improve one’s reading, writing, math and comprehension skills.
“Playing games not only has the ability to bring people together, it also provides a fun environment in which learning takes place,” explains Margaret Eaton, President of ABC Life Literacy Canada. “Card games help improve numeracy skills while board games, and even word association games, sharpen spelling, reading and comprehension skills.”
Research shows that literacy-enriched play settings can result in at least short-term gains in young children’s knowledge about the functions of writing, ability to recognize play-related print, and use of comprehension strategies such as self-checking and self-correction.
“Families, whether they recognize it or not, participate in literacy activities just through normal daily routines - talking, cooking or making grocery lists,” says Kim Chung, Program Director at the Centre for Family Literacy in Edmonton. “Play is another way that provides an easy, fun opportunity for parents and children to positively interact around learning.”
In honour of Family Literacy Day, ABC Life Literacy Canada and the Centre for Family Literacy are offering these fun play-based literacy activities that the whole family will enjoy:
- Host a family board game night where everyone is encouraged to read instructions, spell words and keep score. Invite another family over for a friendly competition!
- Driving in the car doesn’t have to be boring. Turn off the radio and play fun games involving signs, billboards and licence plates.
- Play an active game such as ‘Simon Says’, which improves comprehension skills.
- Open a book and make up a story using just the pictures.
- Rhymes, chants, songs and storytelling create a rich environment for language development.
- Make a batch of cookies and count how many there are.
- Card games like ‘Go Fish’ help children learn to articulate sounds and improve memory development.
- Go outside and be active! Count how many times they can hop or jump.
- When doing an outdoor activity, ask children to count items around them. For example, while playing hockey, ask them to count the number of goals scored by each team.
- Have a scavenger hunt! Give your kids a list of items that have been hidden around the house and ask them to find them.
To take part in Family Literacy Day, and to Play for Literacy, visit FamilyLiteracyDay.ca
to find a local event or access additional tips and activities to create your own celebration.


The Kindergarten Curriculum
The developmental characteristics of children of kindergarten age call for a curriculum that involves a variety and balance of activities that can be provided in the context of project work (Katz and Chard, 1989). For example, kindergarten children can undertake projects in which they investigate a real event or object. In the course of such projects, the children will strengthen emerging literacy and numeracy skills and their speaking and listening skills and acquire new words as they share their findings with others.
A good curriculum provides activities that include:
- Integrated topic studies, rather than whole-group instruction in isolated skills;
- Opportunities for children to learn by observing and experimenting with real objects;
- A balance of child- and teacher-initiated activities;
- Opportunities for spontaneous play and teacher-facilitated activities;
- Group projects in which cooperation can occur naturally;
- A range of activities requiring the use of large and small muscles;
- Exposure to good literature and music of the children's own cultures and of other cultures represented in the class;
- Authentic assessment of each child's developmental progress;
- Opportunities for children with diverse backgrounds and developmental levels to participate in whole-group activities; and
- Time for individuals or small groups of children to meet with the teacher for specific help in acquiring basic reading, writing, mathematical, and other skills as needed.
A major challenge for schools concerned with the best use of children's time in kindergarten is the provision of meaningful teaching and learning activities. The wide range of physical, social, and intellectual characteristics represented in a group of contemporary beginning kindergartners makes an informal, flexible approach to the kindergarten curriculum necessary.


Google Art Project
Google has a great educational site called the Google Art Project. I think the website can be used to enrich your homeschool student’s art education.
So what can you do with this website?
1. You can view artwork from all over the world. The artwork is grouped by artist or collection. Artists and collections are listed alphabetically. You can search the works by keyword, medium, or whatever search criteria you want.
New collections are being added often. So, if your child has been studying Vincent Van Gogh, you can go to the Vincent Van Gogh Museum to the collection of his work there. Then with a few mouse clicks you can go to the Metropolitan Museum of Art in New York to see more of his work. How exciting!
As you look at the work you can also view details about the work and see when and where the work was created.
2. You can take a virtual walk through some museums and galleries just like street view on Google Maps. To see the galleries and museums that have this capability all you need to do is click on the yellow pegman at the top of the page. It will give you a list to choose from. At this writing there are 51 collections that can be viewed this way. You can even tour the White House and see the art and antiques there.
3. You can create your own collection of art. To do this you must sign in. Your collections are called My Galleries. As you view art work click on the Add to Gallery symbol to create your collection.
Creating art collections with your child could be a great way to use this website. Collections could be of their favorite work by a certain artist or a certain time period. Then you could ask your child to do a slide show presentation of the work, sort of a “Show and Tell.”
As your child presents the collection, they could explain what attracted them to the work, or what elements of art are in the work, or what emotions the work evokes. The presentation could have required criteria depending on the child’s age.
You might want the collections to have different themes such as works by women artists or art depicting events in the Bible. The choices for themes are only limited by your imagination. The collections that you create can be made public or kept private. Collections can also be deleted whenever you are finished with them.
FYI: There are some problems with the website. The Google Art Project has some bugs. These bugs do not surface every day. So, when you go on the website one day everything may work just fine and on other days not at all. I am hoping that Google is working on that. Plus, using the street view to go to various galleries does not work if using an Ipad. I was really bummed by that!
The Google Art Project is a site that I think will be beneficial to try. Let me know the types of projects you come up with using this website.


Student Learning Outcomes
Learning outcomes for undergraduate programs
BA Art and Design
BA Art History
BSED Art Education
Public Affairs Learning Outcomes
- As members of a broader community, students will be able to exhibit community engagement.
- As members of a broader community, students will be able to exhibit ethical leadership.
- As members of a broader community, students will be able to exhibit cultural competence.
Department-Wide Learning Outcomes
- Students will be able to demonstrate fluency with formal vocabulary, artistic techniques and procedures of art practice.
- Students will be able to communicate a critical understanding of past and present works of art and visual objects from a diversity of cultures.
- As members of a broader community, students will be able to exhibit ethical leadership, community engagement and cultural competence.
BA Art and Design
- Students will be able to communicate their ideas effectively in visual, verbal, and written form.
- Students will be able to critique and analyze works of art.
- Students will demonstrate a well-rounded liberal arts education including historical and philosophical awareness as this applies to their own major and minor fields of study as well as to the humanities in general.
- Students will demonstrate proficiency in at least one foreign language.
- Students will demonstrate familiarity with selected media within the field of studio art.
BA Art History
- Students will demonstrate an awareness of the diversity of form, content, and aims of art over time and between cultures.
- Students will be able to perform competent visual analyses of art, being able to describe art while employing Art Historical terminology.
- Students will be able to effectively research art and be able to synthesize and express the resulting knowledge coherently.
- Students will recognize the value of a range of current and past art historical methodologies.
- Students will be able to discuss ethics in art, being able to explain both sides of controversial issues.
- Students’ creative work demonstrates visual problem solving through an understanding of the elements and principles of visual organization.
- Students demonstrate knowledge of technical and aesthetic issues in their discipline.
- Students demonstrate an ability to critically assess works of art in regard to form, content and technical concerns.
- Students demonstrate an understanding of historical and contemporary issues within their discipline
- Students demonstrate a willingness to explore and innovate personal solutions within their creative work.
- Students demonstrate ability in drawing: perception, translation of 3-D into 2-D space, composition, and expression.
- Students demonstrate relevant computer skills and proficiencies
- Students demonstrate typographic knowledge: rules, hierarchy, organization, expression
- Students demonstrate problem solving: systematic, conceptual and expressive
- Students demonstrate innovation, imagination, creative thinking
- Students demonstrate ability in writing: organization, communication, and clarity of expression
BSEd Art Education
- Are able to understand, motivate, and engage K-12 learners in the study and appreciation of visual art
- Grow a teaching skillset and receive feedback. Teaching presentations are videotaped and discussed in group settings
- Are able to demonstrate teaching proficiencies by meeting state teaching certification requirements.
- Are able to demonstrate fluency with formal vocabulary, artistic techniques, and procedures of art practice.
- Are able to communicate a critical understanding of past and present works of art and visual objects from a diversity of cultures.
- Are able to critically analyze content in their specialty area.
- Are able to demonstrate knowledge of global, historic, and cultural perspectives in contemporary art education practices.


Media Literacy Art Education: Deconstructing Lesbian and Gay Stereotypes in the Media
Popular media such as films, television programmes/commercials and magazines have become the dominant source through which children learn about others and their world, develop attitudes and beliefs as manifested in media expressions, and formulate their sense of identity. Popular media have enormous influence on children who are constantly immersing themselves in value-laden media images that perpetuate over-generalised representations of cultural groups, in particular, lesbian and gay stereotypes. By critically examining media images in the art room, media literacy art education offers art teachers and their students an opportunity to nurture their aesthetic sensibilities, social awareness and the media literacy necessary to resist and challenge prejudiced, dehumanised or unjust social practices. This article explores issues of lesbian and gay stereotypes in the media, and proposes using media images as a pedagogical device to help students deconstruct them.


A Powerful Connection: Music and Poetry
For teachers of Grades 3-6
Maximum number of participants: 30
Music has great potential for helping students comprehend, respond to, and interpret poetry. In this workshop, teachers examine a process for integrating music and poetry in the classroom by exploring their natural connections. Participants learn ways to help students use musical instruments, voice, and body movement to explore elements of music (such as dynamics, tempi, and timbre) and then apply their understandings to create a musical composition for a poem. The artistic process of composing music for a poem will draw on essential reading comprehension strategies and result in a powerful and personal learning experience. No previous musical training is necessary. Led by Kennedy Center teaching artist Deborah Sunya Moore.
Thursday, March 7, 2013
Order Form (PDF)


The online music service Spotify says it will pair hackers with public school teachers to create innovative music education apps.
At the first-ever, two-day "Music Education Hackathon" in New York City, engineers will spend 30 hours collaborating with teachers to build new music education software products.
The goal is to "unlock the creative power of music and technology to address some key educational challenges," according to a post on Spotify's website.
They don’t expect any classroom-ready apps to come out of a weekend-long hackathon but they do hope that it gets teachers and engineers talking about ways they can hack education together.
The immediate idea is that developers could create tools that will supplement music education programs already in New York schools but, down the road, technology could help make music education of some kind more feasible for more schools. A traditional orchestra program may require a big investment in instruments and rehearsal space, but, as Steven Hodas, executive director of Innovate NYC Schools, pointed out, digital music programs could still teach students about harmony, composition and production — at a lower cost
But do you think apps could play a bigger role in the classroom? What music apps have you found the most effective for students?
Let us know in the comments below.


La Junta is a young population, as it has not yet experienced its first 50 years of life.
Before 1960, the Palena River would host three villages along its course: Alto Palena, Medio Palena and Bajo Palena. The Southern Road had not been built yet.
Due to its geographical features, the territory today occupied by the town used to be the point where the colonists devoted to cattle farming would arrive. It would be known as Medio Palena and dwelled by entire families that built their “ranchitas”, very meager and primitive houses.
Many arrived to drive animals and then remained for good. The first cattle drivers would reach the Puyuhuapi port. Later on, another port then called Bajo Palena and today known as Raúl Marín Balmaceda was created.
Puerto Montt was the point to sale cattle. There was also traffic of goods from North to South. Medio Palena (today called La Junta) was another place to rest and get supplies.
It was not until 1963 that La Junta was founded. Afterwards, the Land and Colonization Ministry granted many hectares per family and that encouraged new settlements. In the past, journeys were measured by days. The Southern Road represents a turning point in the life of this town.
During the early years, the Catholic priest Ronchi was in charge of elementary education, as there were no schools. He urged parents to let their children be trained.
The proximity to Argentina forced the inhabitants of La Junta to buy on the other side of the border the goods not produced by their fields. To get salt, sugar and flour, they had to travel and exchange these products by their own.
As a result, some traditions were unified on both sides of the mountain range. Mate amargo, el truco and some garments typically worn by the Argentinian gaucho have a very similar Chilean version. The way to cook asado and some traditional Argentinian folkloric songs are alike in the entire Patagonian region.
The locals have had an open mind as far as production is concerned. Thus, the Forest National Corporation developed a project for the Preservation and Sustainable Management of the Native Forest. This led to the good use of wood workers without actually having to get rid of them.
Also, the cattle farming area is being worked with a health certification that will foster the export of international quality meat to Europe. Both examples give evidence of a people that wishes to thrive without using up its resources.


Early childhood education (ECE) jobs are ideal for people who want to work with infants and young children. Most early childhood education workers have college degrees or state licenses in early childhood development. Licensure and degrees allow graduates to work in various educational settings, such as schools, daycare centers and other institutions.
Most people define early childhood education as the formal teaching and care of children before normal school age — 5-years old, in most countries. In the United States, however, the National Association for the Education of Young Children (NAEYC) identifies “early childhood” as children younger than 8-years old.
Early childhood educators are trained to observe and evaluate young children and to identify their special needs. This can include learning disabilities, physical disabilities and emotional or behavioral disabilities.
Early Childhood Development Education
In the United States, most ECE jobs require a college degree in early childhood development to work with children from birth to the second grade. Typical coursework includes the study of early childhood education, general psychology, child guidance, human development, parenting, family studies and speech/language development.
Many colleges and universities offer specializations related to this major. Examples include: early childhood education and teaching, preschool/kindergarten education and teaching; elementary education and teaching and Montessori teacher education.
People who pursue a career in early childhood education must like working with young children. Communication skills are essential, since early childhood educators must work with both children and their parents. Early childhood educators are caring, compassionate people, and they are good motivators, too.
Early Childhood Education Careers
Licensed early childhood educators qualify for a number of different jobs, such as child care worker, Head Start teacher, parent program coordinator, parent education specialist, curriculum specialist and public school teacher.
Some college majors are more directly related to employment than others. Employment can be difficult in this field, so ECE students should choose their career path carefully.
Child care workers, preschool and kindergarten teachers and other early childhood educators nurture, teach and care for young children. They play a crucial role in the development of children from birth through early childhood.
Workers in early childhood education introduce children to reading, writing, art, science and more. They teach through the use of games, music, books, movies, artwork, computers and other tools. Watching children learn new things and develop new skills can be very rewarding.
Early childhood educators work in private programs, daycare centers, schools and other educational settings. They tend to work in small groups or classes, and they have some control over establishing curriculum, performance standards and discipline measures.
Early childhood educators, like childcare workers and preschool teachers, often work part-time schedules, although they usually work year-round. Public and private school teachers typically work a 10-month school year, with two months off for summer vacation.
Early Childhood Educator Salaries
Salaries for early childhood educators span a wide range. The actual ECE salary depends on several different factors, such as education, experience, career path and geographic location.
According to the United States Department of Labor, the average childcare worker today earns an annual salary of $19,300. The median annual income for preschool teachers is $25,700. Education administrators, such as daycare center directors, can earn twice what most childcare workers earn, or $42,960 a year.
The ECE salary in United States public schools is much higher. The lowest salary level applies to teacher’s assistants, who earn a median annual income of $23,220. Kindergarten teachers earn significantly higher wages than teaching aides, around $48,800 annually. Elementary school teachers earn even more, with $51,660 being the median income.
Teaching at higher grade levels usually results in higher pay. Special education teachers earn the best salaries. Of all the teaching jobs in early childhood education, the highest annual income belongs to special education teachers in preschools, kindergartens and elementary schools. They earn a median annual income of $52,250.
The United States Bureau of Labor Statistics projects a 19 percent increase in employment growth for early childhood education jobs through 2018. This is a faster-than-average growth rate for all occupations. The federal government expects excellent job prospects for childcare workers and preschool teachers, due to the high turnover rate in preschools and daycare centers. An increasing emphasis on ECE programs should ensure a steady increase in job growth, compared to slower growth in previous years.
On the other hand, overall enrollment in public schools is expected to rise slowly, as children of the baby-boomer generation leave the school systems. Because of this, the job outlook for public school teachers is expected to grow slower than in past years. Teachers in high-demand fields — such as math, science and bilingual education — will have the best prospects for employment in the coming years.


Born: July 1, 1926; Gütersloh, Germany
Died: October 27, 2012; Dresden, Germany
Hans Werner Henze was a prolific composer over a career spanning six decades, writing extensively in all the standard genres such as symphony, concerto, opera, and song, in a remarkable variety of styles. As he once said, "I am bored by the idea of employing approaches which I have already tried." At times in his career, his controversial political views have attracted almost as much attention as his music.
Henze startedRead more composing at age 12, even before his formal music education began at the Braunschweig State Music School, which he attended from 1942-1944. From an early age, he was interested in political and social issues. His rejection of the bourgeois values of his upbringing and the Nazism that he encountered first hand probably had a large influence on his later political thinking. He served for a time in the German army in World War II and was briefly held as a prisoner-of-war. After the war, he continued his musical studies at the Institute for Church Music in Heidelberg, where he worked with Wolfgang Fortner, and at Darmstadt, where he studied with Schoenberg disciple René Leibowitz. His earliest acknowledged compositions date from this time, like the Chamber Concerto (1946) which was Henze's first publicly performed work. His first full-length opera, Boulevard Solitude, was completed in 1951.
Despite the hints of jazz and neo-Classicism in some of that early music, Henze was strongly identified with the post-Arnold Schoenberg serial composers for several years. With his move to Italy in 1953, Henze sought to change that perception and brought to his music a new lyricism. One can hear this in his second opera, König Hirsch, premiered in 1956, and the Symphony No. 4, "Il Re Cervo" (1955), which makes use of music from that opera's second act finale. W. H. Auden and Chester Kallman, Stravinsky's librettists for The Rake's Progress, provided the words for Henze's fourth and sixth operas, Elegy for Young Lovers (1961) and The Bassarids (1965-1966). It was around this time that Henze took his first teaching post, director of master classes in composition at the Salzburg Mozarteum.
The notorious premiere of the oratorio Das Floss der Medusa (The Raft of Medusa, a requiem for Che Guevara) in Hamburg in 1968, at which the work's librettist and others were arrested, brought Henze further notoriety. Interactions with German students and Italian intellectuals had motivated Henze to bring to his work an increasing political consciousness. Socialism and the New Left were very appealing to him, even more so after a year of teaching in Cuba in 1969-70, during which he led the Cuban National Symphony in the premiere of his Symphony No. 6 for two chamber orchestras.
Voices (1973), a song cycle with texts by Ho Chi Minh, Bertold Brecht, and others, reflects Henze's political commitment and his musical eclecticism. In his later works, Henze has incorporated such disparate elements as rock and popular music, electronics, taped sounds, microtones, and extended vocal and instrumental techniques. His harrowing Symphony No. 9, premiered in 1997, tells the story of prisoners who escape from a German concentration camp; the Symphony is dedicated to "the heroes and martyrs of German anti-fascism."
Henze wrote for many of the great performers of his time, such as Dietrich Fischer-Dieskau, Peter Pears, Julian Bream, Heinz and Ursula Holliger, and Christoph Eschenbach. He also actively championed his own music, traveling the world to conduct and record his compositions. Read less
There are 16 Hans Werner Henze recordings available.
Select a specific Composer, Ensemble or Label or browse recordings by Formats & Featured below


As part of the Welsh Government’s national testing process our Year 2 to Year 6 pupils sit reading and numeracy tests each summer. This year these take place starting on 28th April 2020; it is really important that your child is in school at this time.
National Reading and National Reasoning Tests (on computer)
National Numeracy Test (on paper)
2020 test dates:
Primary: Tuesday 28/04/2020 – Tuesday 05/05/2020
2020 results to schools:
By the end of the summer term.
These tests are primarily diagnostic, and are used as part of our wider assessment processes to assess how learners’ literacy and numeracy skills are developing. In accordance with Welsh Government guidance our staff familiarise learners with the format of the tests, through the use of sample papers and resources, while maintaining a broad and balanced curriculum throughout the school year.
National Reading and Numeracy Tests
Our approach is always to have pupil wellbeing uppermost in our minds to ensure that unnecessary stress is avoided. Overemphasis on preparation, ‘practising’ with past test questions, in school or at home, can raise anxiety among learners and are inappropriate in the context of diagnostic tests.
Can I help my child to improve their reading and numeracy?
Yes, definitely! Getting involved in your child’s learning while at home and out and about can make a big difference to their progress. Any of the activities in this guide will be a huge help. Above all, the best way to prepare your child is to make sure that they are not worried or anxious.
There are two kinds of numeracy tests.
- The procedural test measures skills in number, measuring and data skills.
- The reasoning test measures how well children can use what they know to solve everyday problems.
The reading tests are made up of short questions based on two or more texts. Some of the questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading.
The leaflet below explains more about what the tests involve and what the test results can tell you about your child’s learning. If you have any further concerns, please speak to your child's class teacher or you can make an appointment to speak with either Mrs Coombes or Mr Parker.


Story times for children age 0-5 are one of the most valued and popular programs libraries provide the communities we serve. It is both a vehicle and an icon for the library’s commitment to literacy development and literacy promotion.
In the years 0-5, children are developing the brain that must serve them for all future learning and the approximately 30-60 minutes spent during story time is extremely limited in our effort to support literacy development. To best serve children, librarians are obligated to use this time in promoting the most effective activities and materials available to us toward early literacy skill development. Achieving that goal does not include screen time.
The traditional activities of early literacy development such as songs, fingerplays, puppetry, scarves, shakers, action rhymes and reading from print are all better for children compared to screen use. Displacing them with screen uses reduces the time spent with solidly healthy activities. As the American Academy of Pediatrics tells us, “young children learn best by interacting with people, not screens.”
Traditional activities and materials in story times are superior to screen use because they:
- have a long and excellent record of experience and ample research showing they support early literacy development that screen use does not have
- are more widely and cheaply available to all families so that they may be repeated at home
- fully support parents who want to limit screen time for their children according to AAP Guidelines
- avoid the risk of adding screen time for children who already have screen time in excess of AAP health standards for children
- more effectively support and encourage adult-child relationships by relying more on human interaction compared to screen time
- promote healthy physical activity that screen time does not
The new screens and screen uses are in many ways exciting and even amazing. They are part of a very new and enormous cultural change in how technology is used today. Still, screen use is not appropriate and beneficial everywhere, for everyone, at every occasion. Like at the family dinner table or while driving, story times at the library are best without it.
Our guest blogger today is Kathy Kleckner. Kathy is a children’s librarian for Dakota County Libraries at their Rosemount branch. She has worked as a librarian on a bookmobile, in elementary schools and in urban systems. She is a member of the Minnesota Library Association and ALSC.
Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.
If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at firstname.lastname@example.org.


Band For Today has been providing area schools with band and piano programs for twenty five years. Band For Today teachers have instructed more than twenty thousand students during that time. We offer schools a full range of music education services including band lessons, concerts, solo contests, honors ensembles, field trips, and… Click here to continue reading.
How Its Made – Instruments
From the hit TV show, How Its Made, check out these videos of how your instrument is made from start to finish.
Snare Drum Head, Shell and Cymbals
Handmade Flutes Workshop
Saxophone Factory Tour
Trumpet Factory Tour
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Music Enhances Mental Power
MIND AND MUSIC
New Studies Suggest Music Enhances Mental Power
Mozart’s music can raise your IQ… at least temporarily, according to research published in the British science journal Nature. Thirty six college students listened to 10 minutes of Mozart’s Sonata in D Major for Two Pianos, 10 minutes of a relaxation tape and 10 minutes of silence. They took different tests of abstract reasoning after each listening, and the average… Click here to continue reading.
Overview and History of the Trombone
The fundamental concept of the trombone has remained unchanged for centuries. It produces an extremely full sound and in the hands of a skilled player is considered the most powerful instrument in the orchestra. The trombone is unique in that it uses a tuning slide in order to reach different tones, instead of keys or valves. This fact enables the famous trombone ‘slide’ sound… Click here to continue reading.


Tech Pioneer Women
Note: The information below was compiled from various sources and sited accordingly.
The Early Days
Florence Drane, in the first meeting of the Tech board of directors.
The Southwest Collection’s, Texas Tech in Retrospect by Jana Bryant ‘80
Tech's Pioneer Women
From the early days on the high plains of Texas, women played significant roles in the development of the region. Women were a part of that breed labeled as pioneers. As a part of the development of West Texas, Texas Tech provided an opportunity for women to be pioneers of education during the schools’ initial years. Four women – Mary Howard Doak, Elizabeth Howard West, Margaret W. Weeks and Florence A. Drane, true pioneers in every sense of the words, were deeply involved with Texas tech from the early days of its existence and left their marks upon the school.
Mary Doak was Tech’s first and only dean of women for 20 years, from 1925 to 1945. After relinquishing the deanship, she taught English for five years until 1950 when she retired. She was instrumental in establishing an honorary service organization for senior women called Forum. Today, the Forum chapter of Mortar Board is a national organization whose membership is open to senior men and women.
Elizabeth Howard West, Tech’s first librarian from 1925 to 1942, was instrumental in organizing two campus groups for women faculty members. In 1926, she formed the Tech chapter of the American Association for University Women. She then later named the Quarterly Club, a professional association for faculty members. After money was appropriated for construction of a new library in 1937, West personally helped ring Tech’s victory bells. She became Librarian Emeritus in 1942 and was research assistant in the history department until she retired in 1946.
Margaret W. Weeks was Tech’s first dean of Home Economics and served in that capacity from 1925 to 1953. Known as an “organizer, administrator and a tireless worker in the struggle for recognition of home economics, “ Weeks saw the school grow from 58 in the first classes to more than 1,200 by 1953. She helped establish the Double Key Honor Society in 1930, which later became the first Texas chapter of Phi Upsilon Omicron in 1938. The Margaret Weeks Loan Fund and Weeks Scholarship were created in her honor.
Mrs. Drane’s statement perhaps reflected the attitude of the many pioneer women of Tech who did give their very best to this institution.
Women Serving the University
Mrs. Charles De Groff (El Paso, TX), Board of Directors 1923-1927
Texas Tech Alumni Profiles
Alumna Mary Jane Johnson, International Opera Diva; Bachelor of Arts/Music Education, 1972
Alumna Helen verDuin Palit, Founder of City Harvest, America Harvest, Angel Harvest, Aloha Harvest; Bachelor of Science/Sociology, 1978
Alumna Sally Davis, Mission Control; NASA; Mathematics, 1980
Alumna Angela Braly named 16th most powerful woman by Forbes Magazine
Alumna Linda Francis Lee, Best-Selling Author; Advertising, 1981
Alumna Ginger Kerrick, NASA Flight Director; Physics; 1991 & 1993


DSC Research Scales
Child Development Project
Starting in the early 1980s, working with elementary schools in an expanding set of school districts across the country, we created the Child Development Project (CDP)—a research-based, multi-faceted school-change program focused on creating caring, supportive learning environments that foster students' sense of belonging and connection to school. The CDP program incorporated cooperative learning approaches, classroom and schoolwide community-building activities, engaging curriculum, and an emphasis on literacy development. Rigorous evaluations showed CDP to be effective at fostering students' academic, ethical, social, and emotional development—findings which brought CDP significant national recognition:
- Approved program for Title IV Safe and Drug-Free School funds.
- U.S. Department of Health and Human Services “model” prevention program.
- U.S. Department of Education, Educational Programs that Work.
Over the last 20 years, we developed and validated our measures of students’ social, emotional, ethical, and academic development, plus measures of involvement in high-risk behavior.
Making Meaning is a K–6 reading comprehension program that provides instruction and practice in key comprehension strategies and uses collaborative partner and group work to build students' abilities to communicate respectfully, work together responsibly, think deeply, and build their understanding of text.
More about Making Meaning.
The Caring School Community program is a K–6 program that builds community in the classroom, across grades, schoolwide, and with families.
More about Caring School Community.


Woody and all....What questions would you suggest for Jamie's survey?
> Include questions about behavior -
> Include questions on writing/art criticism -
> Include a question about "traditional" testing -
> Do you use rubrics to evaluate art? Do you involve
> the students in establishing criteria for the rubric?
> Question: How do you use self assessment in your classrooms?
These were SUGGESTED as questions for a survey that Jamie is creating to
have high school art teachers answer for her research project. I do all of
these things in my classroom (to some degree). Students evaluate their own
behavior using a Rubric -- works quite well -- and for the most part they
are honest (I circulate around the room as they do it so they know
immediately what I think, too).
I give written assignments (including Internet worksheets) a holistic grade
(I make grading written work as easy as possible). Traditional testing
covers art vocabulary/concepts and is graded with the Scan-tron (very quick
and easy). Most of us do grade art work using a rubric. My students grade
their own art work using a rubric - I grade after they do.It takes less
than one class period for students to evaluate their behavior and grade
their art work (done in the same class period). Having students grade their
work first cuts down on the time it takes me to grade their work (and
students have immediate feedback as I talk to each student as they grade).
Some of my Rubrics may be found at:
http://www2.wcoil.com/~mdecker/yearplan.htm (bottom of the page)
What questions would you suggest Jamie include in her survey? All of my
suggested questions come from discussions we have had on this list. Since
much of the art grade we give is subjective, I feel we need to show how the
grade was determined. Doing the suggestions listed above takes the mystery
out of the grade.
With Discipline Based Art Education, studio production is only a part of
the grade. Woody, I bet you do much of the above with your students too -
to some degree.


children from middle-income families spend their preschool years. These middle-income parents are generally less limited by cost and can select preschools on the basis of pedagogical approach, teacher qualifications, and curricular richness, rather than needing to focus on price and convenience.
This split between care and education, between logistical and educational issues, between policies for child safety and those for child development is one we can only deplore. Experience in child care, preschool, or prekindergarten has been shown, in an analysis of the data from the Early Childhood Longitudinal Kindergarten Study, to relate to later child outcomes in both literacy and math (Magnuson, Meyers, Ruhm, and Waldvogel, 2004). That same study showed that children from low-income families were less likely than others to have education experiences during their preschool years—though children whose parents had the lowest educational levels showed the greatest gains as a result of such experiences.
Previous reports of the National Research Council (NRC) have emphasized the importance of excellent preschool environments in promoting children’s opportunities to benefit from kindergarten and subsequent progress in school. Preventing Reading Difficulties in Young Children (1998) emphasized the opportunities for language and early literacy development available in good preschool settings. Eager to Learn: Educating Our Preschoolers (2001b) proposed eliminating the rhetorical distinction between care and education and noted the availability (but limited distribution) of excellent preschool curricular materials and designs. From Neurons to Neighborhoods: The Science of Early Childhood Development (2000) emphasized the wide array of factors that influence development and argued convincingly that a scientific basis does exist for making decisions about caring for and educating young children.
Most of the research-based work on optimal design of preschool experiences has focused on language and literacy as the outcomes of interest. Indeed, there is evidence that literacy skills are more subject to environmental influences than are math skills (Jordan, Huttenlocher, and Levine, 1992). But social class differences in mathematics and science achievement are not negligible. Moreover, young children in particular acquire knowledge about literacy, mathematics, and science in much the same way—through conversations with adults and by being read to from information-rich books. In other words, rich language interactions are a key source of all these forms of learning. The agenda to guide future research on early learning within mathematics and science, following on the path of literacy and, perhaps, in concert with literacy, needs to be thoughtfully built through the kinds of conversations that occurred during this one-day NRC event.
The presentations at the workshop, summarized in this volume, reflect how much we can learn from developmental researchers who focus on children’s accomplishments in the preschool years. But children can only accomplish so


Fletcher-Campbell, Felicity; Soler, Janet and Reid, Gavin
Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes.
This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties.
Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to:
- Theoretical understandings, implications for practice
- Assessing literacy difficulties
- Pedagogy and planning
- Interventions in different contexts
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ECAE students displayed more than 90 original story sacks during the exhibition
Students in year 3 of their Bachelor of Education Program (B Ed) are focusing on the teaching of reading to young learners. To apply what they have learned, they were asked to create a story sack around a children’s book, including activities to develop a child’s love of reading while maintaining an educational focus. In an exhibition held last week on campus, ECAE students displayed more than 90 original story sacks, and invited the student body, faculty, and staff to tour and explore their work.
“Story sacks are typically commercially available products that encourage literacy development. The sacks include a children’s book, an activity guide and all corresponding materials. Story sacks encourage a love of reading, so when we asked our students to work in pairs to create their story sacks, we wanted them to focus on creating activities and materials that facilitated this love”, said Susan Toth, an English Faculty member at the college.
Ms. Toth added, “What’s really important about this project is that students have been working towards this over three years of the B Ed program. They have studied phonology (the study of sounds), morphology (how words are formed), grammar, and genre. These courses expanded on their subject knowledge, and prepared them for the four English curriculum studies courses: How to Teach Speaking and Listening, How to Teach Writing, How to Teach Reading, and Integrated Skills. The story sack project was perhaps a culmination of all the courses leading up to this moment. We saw students creating activities that developed oracy (speaking and listening) and a child’s writing skills, as well as innovative activities to teach a child to read. Students’ knowledge of genre, phonology, morphology and grammar all came through in this project. Seeing it all come together as they take one giant step closer to becoming qualified teachers is the most rewarding assessment to date.”
Dr. Robert Thompson, Dean, Academic further added, “Being a specialist teacher-training college, ECAE aims to enrich student teachers’ practical and theoretical experiences through such projects. We strive to develop a well-rounded teacher who is confident, knowledgeable about early childhood education, and more importantly, understands children and their learning behavior. The Bachelor of Education courses we offer, along with the 20-week practicum at local schools, form a strong foundation enabling students to acquire the teaching competencies of a good teacher. We are exceptionally pleased with the results and our students’ creativity.”
Sara Al Anazi and Mona Khalfa Al Rumaithi were among the female students who developed a short film to illustrate the storybook, ‘A Very Hungry Caterpillar’. They designed several activities around the lifecycle of a butterfly, while engaging a 4-year-old girl dressed as a caterpillar to act up the role. “We wanted to innovatively make connections to math, art and music along with the play. We of course needed to consider our audience when creating the activity materials. That is to say, a teacher or librarian could use the story sack as well as a mother or father” Sara said.
“It was a great application of what we learned, and I am now able to choose stories that relate better to students and that have a significance that can be passed on,” added Sara.


Developing Partnerships with Families Through Children's Literature:This book blends information on contemporary families, research on early literacy, and practical strategies for sharing children's literature in classrooms, homes, and pre-school settings. Content is based on the belief that adult-child interactions around story-reading play a significant role in fostering and developing children's language and literacy skills. This role manifests itself differently according to the social, cultural, and linguistic environment of a child's home. The authors present a selection of children's books from all genres and an array of field-tested ideas for developing early literacy. Authentic voices of teachers, children, and family members illustrate vivid descriptions of successful teacher-family partnerships and literacy strategies that work. FEATURES: Extensive lists of children's books—Coded by age range for easy selection, culturally-diverse titles are incorporated that sensitively portray children with exceptionalities. Supplies readers with a wealth of choices in fiction, nonfiction, poetry, biography, and picture books—provides a starting point for building a personal library to share with their children and families. Significant coverage of family life, including respectful, positive treatment of diversity in traditions, style, and structure—embedded in discussions in every chapter. Gives readers practical suggestions for promoting reading in daily families. Includes daily routines (bedtime, playtime, preparing meals), as well as transitions such the birth of a new child or a death in the family. A Literacy Partnership Cycle —Highlighted by numerous literacy strategies that promote family involvement. Gives readers a simple framework for engaging families in their children's early literacy development—describes effective literacy practices for collaborating with families at home and at childcare centers and preschools. Teacher to Teacher and Family to Family features—Throughout the book. Illuminates text content through the unique experiences of preschool teachers, kindergarten teachers, and other childcare specialists—address common concerns and challenges, and offer practical suggestions shown to be effective in translating theory into practice. Internet Resources sections—Highlighted within chapters wherever appropriate. Refer students to Web sites relevant to early literacy, family involvement, children's literature, and advocacy—are ideal for in-class discussions, assignments, or self-study. AUTHOR BIOS: Elizabeth Lilly, Ph.D., is an associate professor of Early Childhood and Literacy Education at Berry College. Her professional experience includes more than 20 years as a preschool, primary, and elementary teacher and teacher educator. Dr. Lilly was closely involved in the development, implementation, and evaluation of Georgia's Pre-K program. She has conducted workshops for teachers and authored publications on early literacy, family involvement, and children's literature. Her research has focused recently on story reading in linguistically and culturally diverse families. Connie Green, Ph.D., is a professor in the Reading and Birth through Kindergarten programs at Appalachian State University. For 20 years she has worked with both undergraduate and graduate teacher education programs and has conducted research on early reading and writing in both home and early childhood settings. A former kindergarten, elementary, and preschool teacher, she continues her work in early childhood settings. Her favorite times are spent sharing books and playing with her grandchildren and hiking in the beautiful Blue Ridge Mountains.


Capstone Project Title
Nickie Kromminga Hill
Physical activity is essential for developing youth to help build their muscles and develop their brains. Though research verifies the importance of movement for health, school systems require very little activity. This capstone uses a compilation of studies from doctors and scientists on physical activity and brain development. The study also incorporates real experiences of teachers adding physical activity in their own curriculum. The collection of this research helps to answer the question, How does physical activity impact academic performance of elementary students? Research concludes that physical activity does have a positive impact on the academic performance of elementary students. To encourage teachers to include physical activity in their own classrooms, the capstone project is a collection of resources including movement-based lesson plans and brain breaks.
Art Education, Grades/ Student Performance, Physical Education, Movement Based Learning
Bark, Kristen, "Movement For Learners: Physical Activity Impacting The Academic Performance Of Elementary Students" (2018). School of Education Student Capstone Projects. 253.
School of Education Student Capstone Projects


Explicit, Intensive, and Synthetic
Everyone knows that reading is one of those foundational skills without which most subsequent learning is difficult if not impossible. Because of its importance, new programs seem to crop up frequently to teach reading. Once the exclusive domain only of professional educators, now companies have begun marketing programs for the improvement of reading to parents (e.g., “Hooked on Phonics”).
There is one method that has stood the test of time. It is called the Spalding Method developed by Romalda Spalding back in the 1950’s. The Spalding Method (The Writing Road to Reading) is part of our classical curriculum at Martin Luther Grammar School. Though the Spalding Method constitutes an entire language arts course of study, at the beginning levels, it is an explicit, intensive, and synthetic phonics program.
Explicit phonics means that the phonograms (that is the various sounds associated with letters and letter combinations) are taught first. Other methods begin with letter names (a, b, c, ) and whole words by which the sounds are merely implied but not directly taught. The explicit phonics approach eliminates confusing multimethod instruction (e.g., teaching “look-say” along with phonics) and superfluous images (e.g., an apple standing for the letter ‘a’) which distract the learner from associating the letter with its sounds.
Intensive phonics is a concentrated and exhaustive study of phonemes (sounds), which are the building blocks of words, and of their phonograms (letters and letter combinations), which constitute the foundation for correct spelling. Some schools claim to use a “gradual phonics” approach, which is primarily a “look-say” approach with a smattering of phonics mixed in. Such an approach is at best confusing to the student (they have to learn two methods instead of one) and at worst counterproductive (sometimes even causing reading problems). The word “synthesis” means to combine separate elements into a coherent whole. Synthetic phonics, then, combines sounds into words. The opposite approach is called “analytic phonics,” which begins with words and works backward to discover the various sounds included in a word (this is the “looksay”
approach). This latter “analytical” approach works well for the sophisticated linguistic researcher, but it is ridiculously slow and cumbersome for the 1st grader who is just learning letters and their sounds.
Explicit, intensive, synthetic phonics is both logical and proven successful in nearly 20 years of extensive testing. In fact, the Spalding Method is proven successful not only in teaching children to read and spell very well, but it is also effective in preventing or correcting reading disorders such as dyslexia. Its use is spreading rapidly in America and in Wyoming, including several excellent public and private schools in Casper and in Laramie.
If you want to know more about classical education and the methods and materials that can insure your child’s success, please contact Immanuel Lutheran Church at phone: 674-6434 or email: Immanuellutheran@qwestoffice.net