Welcome to the Grace College Art program! As a future graphic designer, you will gain through a degree in Graphic Design a strong foundation for careers within the innovative field of graphic arts. This major provides you with structured opportunities for the study of visual communication.
The purpose of the Graphic Design major is to develop your basic art and design skills, increase your knowledge of technical production processes in the graphic arts industry, and provide functional training on graphics software.
While bringing practical, professional knowledge to the classroom, our faculty serves to encourage and challenge you to be competent in communicating visually and to develop a mature Christ-centered worldview.
Examples of courses in this major:
A course that uses project assignments to teach the application of visual graphic communication techniques as well as functional art production and relationships between audience, content, and context.
This computer laboratory art course introduces tools and techniques for digital-based imaging and editing. Utilizing Adobe software, this course focuses on the development of visual design skills through digital photo manipulation and technical processes.
A computer laboratory course that introduces software utilized for visual communication design. Focusing on project-based page design and layout, students will examine typography, brand standards, and the process of critique. Approaches to print, web, and presentation page design will be explored.
A study of letter forms, historical influences, and how type is used as an effective element in context of visual communication design.
This introductory course explores fundamentals of illustrative design and how principles and elements are utilized to address specific narrative or expressive problems. A survey of historical and current trends in illustration and an overview of basic business practices are examined.
The individuals who will challenge you to learn:
B.F.A., Indiana University, Fort Wayne; M.B.A., Indiana Wesleyan University, Marion; M.F.A. in Visual Arts, Azusa Pacific University, Azusa, CA
In addition to her academic accomplishments, Professor Kim Reiff has worked in industry as a marketing communications manager, graphic designer, and production manager.
B.S. in Art Education, all-grade, Grace College; M.F.A. in visual arts, Vermont College, Norwich University
As a contemporary visionary artist,Professor Don Swartzentruber designs carnivalesque images that manifest from interests in theology, cultural issues, and the surreal. He has taught and lectured on the arts for more than 15 years and exhibits nationally. He currently teaches art at Warsaw Community High School.
B.A. in Art Education, Oakland City College; M.S. in Art Education, Indiana University; M.Div., Grace Theological Seminary
Bringing a unique perspective to the classroom, Prof. J.D. Woods challenges students of European and American art history to explore how religious ideals are reflected in the arts. He has taught in the college's prison extension program for over 10 years, while freelancing in the graphic arts. His hobby is collecting and performing music with the guitar and banjo, for a variety of audiences in the community.
B.F.A., Bowling Green State University, OH; M.F.A., Miami University, OH
Professor Timothy Young joined the Grace College faculty in 1997. In addition to his B.F.A. and M.F.A. degrees, he has participated in additional studies at Circulo de Bellas Arts, Madrid, Spain. Prof. Young is accomplished in painting and drawing and has exhibited and sold major works in the U.S. and abroad.
Some of the positions you can obtain:
What others are saying:
The Art Department at Grace provided me with the knowledge, preparation, and confidence I needed to get out in the "real world" and find the job that's right for me.
—Matthew Hawley, B.S., Graphic Design, 2010
The professors in the Art Department at Grace are truly wonderful. Their dedication, expertise, and Christian character combine to provide students with unparalleled Christian higher education in the visual arts. They have definitely impacted both my artistic skills as well as my spiritual walk with Christ.
—Noelle Fink, B.S., Graphic Design and Art Education (double major), 2012
Grace has made such an impact on my life these past two years. Not only have I grown spiritually in my walk with the Lord, but I have also improved greatly as an artist. My goal is to one day become either an artist for Disney or a conceptual artist for the movie industry"
—Stephanie Johnston, B.A., Graphic Design and Illustration (double major), 2012


How is watering geraniums with soapy water, lake water or coffee going to affect the way the plants grow?
That’s the study question seventh-grade life science students at Anoka Middle School for the Arts will be asking themselves over the next two months.
Malmborg’s Garden Center & Greenhouses donated hundreds of geraniums for more than 600 seventh-graders, as the business has for the past two years.
Students each care for a geranium, watering it with either soapy water, lake water or coffee and tracking its evolution.
The project – dubbed GeraniuMania – will help students learn about the scientific method and hone their observational skills.
March 19 and 20, Mary Spivey and Ami Thompson, educators with the University of Minnesota’s Cedar Creek Ecosystem Science Reserve, presented students with their study question.
Silly scenarios found students trapped in a car wash, ice house or coffee shop until May, tasked with keeping their geraniums alive. The only resources available are soapy water, lake water or coffee.
Students immediately began to speculate what the various liquids might do to their geraniums.
Adam Mishler, with one-third of his peers, will water his geranium with coffee.
“I think it’s going to die,” he said. “Coffee dehydrates you, and I’m guessing if it dehydrates humans, it’s going to dehydrate the plants.”
Other students speculated that soapy water, with a very basic pH level, might bring geraniums closer to their ideal growing environment and allow them to thrive.
As Spivey and Thompson were discussing the scientific process, science teacher John Jacobson and AMSA Curriculum Integration Coordinator Jolanda Dranchak stepped into other classrooms to encourage artistry in observation.
With advances in technology, many scientists have abandoned the once standard practice of sketching as a way to document studies, Jacobson said. Now, many scientists flash their cameras and call it a day. Anoka Middle School students will take photographs of their geraniums throughout the experiment, but perhaps more importantly, they will sketch, which allows details to pop on the page, Jacobson said.
He didn’t want students to try and sketch the entire plant in one go; that would be overwhelming. Start with one leaf, he said.
Art education can go a long way to supplement lessons in science because “real scientists are artists and critical thinkers,” Thompson said.
“Science is a creative process,” she said, emphasizing lessons of process over content. While facts about geraniums will find their way into the unit, the scientific process is the real takeaway. “That’s … going to serve [students] throughout their lives.”
Olivia Koester is at [email protected]


8 weeks up to 22 months
Imagine out-of-home care for your infant that you can view as positive and progressive, rather than a drawback in today’s society. We did, and we set out to achieve it.
A national and international model for early childhood learning is premised on the observation that though children are small in stature they are immense in mental ability and eager to use it. They also have tremendous physical abilities given the appropriate setting.
Studies have repeatedly shown a direct correlation between physical development and mental development. As a result of these observations, we have created a beautiful, sunlit, spacious environment that is custom designed for infants, utterly safe, and alive with responsiveness to their explorations. Within this safe harbor, they enjoy freedom of movement to discover and interact, all the while developing gross motor skills like grasping, reaching, and climbing.
Our teachers are American Montessori Society (AMS) certified Infant and Toddler professionals, with an in-depth understanding of the young child’s needs and development. One of the most delightful and memorable aspects of the Infant program is the detailed observational notes the teachers make on each infant to share with the parents. Close communications between parent and teacher is a cornerstone principle we embrace.
Language development is an integral part of the Infant program. A teacher’s role is to consciously introduce language through the use of words, inflection, tone, and body language. Infants gather their first understanding of the world, and thrive, through this interaction. Finally, we create a warm, nurturing, and loving atmosphere that surrounds the infants and is essential to their development. We treat them with respect in every encounter. Sometimes we just get out of their way as they take their first exploratory steps down their own natural road of development.


Students working toward a bachelor's degree in education have an opportunity to learn effective techniques for working with individuals of various grade levels and life stages. Schools typically offer the degree as a Bachelor of Education (B.Ed.), and specialized programs may focus on topics such as early childhood education or elementary education. Full-time students can generally complete the degree program in four years.
Online Bachelor's Degree in Education: Coursework and Overview
Students pursuing a Bachelor of Education may take courses both inside and outside of the field, with a combination of education classes and courses in a subject that they wish to teach (e.g., English, math, or biology). Below are examples of education courses that students in the degree program commonly take:
- Introduction to Early Childhood Education: Students examine the history of early childhood education programs in addition to current trends and issues pertinent to educating young children. Specialized courses could cover subjects such as infant and toddler care.
- Child Development: Courses typically cover children's growth as well as their physical, cognitive, and psychosocial development from conception to adolescence.
- Children's Literature: Students explore and analyze various genres in children's literature. They discuss ways to integrate literature into other subject areas, such as math and social studies.
- Contemporary Issues in Education: Students discuss current issues impacting the U.S. education system, including social, political, and policy issues.
- Secondary Education Teaching Methods: These specialized secondary education courses focus on teaching methods for specific content areas, such as math and English. Students study effective teaching practices and curriculum specific to the subject area.
Potential Career Opportunities for Individuals with a Bachelor's Degree in Education
A bachelor's degree in education can provide students with skills applicable to a variety of career paths, primarily in education. With the necessary qualifications, graduates of Bachelor of Education degree programs can pursue careers such as those discussed below:
- Kindergarten and elementary school teachers typically provide instruction to children in kindergarten through fourth or fifth grade. They teach subjects such as reading and math and also assess students' abilities, strengths, and weaknesses. By taking early childhood education and child development courses, students interested in this career can acquire an understanding of how individuals develop throughout their youth and learn effective techniques for teaching young children.
- High school teachers plan and deliver lessons for subject-based classes and help prepare students for state-required standardized tests. The Bureau of Labor Statistics (bls.gov) states that individuals hoping to teach high school students typically major in a specific content area, such as chemistry or history, and often supplement that content focus with education and child psychology courses.
- Middle school teachers usually instruct students in grades 6-8. They teach students concepts and skills for core subjects and help prepare them for high school. According to bls.gov, many states require prospective middle school teachers to major in the subject that they plan to teach, although some states require them to major in elementary education. Prospective middle school teachers who concentrate in a content area can supplement their degree with education courses. Taking curriculum development courses, especially those centered on the student's preferred subject, can help prepare students for classroom instruction.
- Preschool teachers typically work with children between the ages of 3 and 5. They implement a curriculum and plan activities that further children's development of basic skills, such as language, motor, and social skills. While a bachelor's degree is not always required for this career, bls.gov reveals that public schools often require preschool teachers to have at least a bachelor's degree in early childhood education or a related subject in addition to a license to teach early childhood education. Students working toward their bachelor's degree can explore relevant topics such as child development and techniques for instructing young children.
While a bachelor's degree in education can help prepare students for the careers outlined above, public school teachers must also have a license or certification in order to teach, according to bls.gov. Licensing and certification requirements vary by state. Some states, for example, require teachers to earn a master's degree after they have earned a teaching certification. Students interested in furthering their education after earning their bachelor's degree should speak to an admissions counselor and research state requirements for teachers.
Individuals who would like a more in-depth look at bachelor's degree in education programs and the opportunities available to those with the degree should check out the Guide to Majors in Education.
Additional Resources for Individuals Pursuing an Online Bachelor's Degree in Education:
High School Teachers, Bureau of Labor Statistics, 2012
Kindergarten and Elementary School Teachers, Bureau of Labor Statistics, 2012
Middle School Teachers, Bureau of Labor Statistics, 2012
Preschool Teachers, Bureau of Labor Statistics, 2012


Introducing your child to music education at a young age offers an incredible array of developmental benefits. more
Understanding why my toddler lies
All adults know that there are lies, and then there are lies. While we understand that sometimes everyone has to tell a lie - usually to avoid hurting someone's feelings - children lie for reasons that may not be obvious to grown-ups.
- More than doing the 'right thing', your toddler wants to please you - and so if he's done something he knows that you'll be unhappy with, he may lie about it to avoid making you angry with him.
- Your toddler may have more incentive to lie - because he fears the punishment that will follow - than to tell the truth.
- He may model the behaviour he witnesses in the home - he doesn't understand the concept of a little white lie.
- Young children often lie because they don't fully understand the difference between reality and fantasy. Until he's 3 or 4, your toddler won't really understand the concept of lying, because he also doesn't yet understand the idea of truth based on fact.
- Your toddler may be tempted to stretch the truth with a bit of wishful thinking. Sometimes, when your toddler wishes one thing happened instead of another - that his sister fell over running rather than as a result of him pushing her - he may believe that by telling it the way he wished it happened, it may make it so.
- 1. How much sleep does my toddler need?
- 2. Going to bed problems
- 3. Reading with toddlers
- 4. Kids songs
- 5. Cooking with a toddler
- 6. Best books for toddlers
- 7. Play stages for toddlers
- 8. Feeding toddlers
- 9. Encouraging your toddler to eat
- 10. Toddlers and fussy eating
- 11. Toilet training basics
- 12. Discipline 1 - 3 years
- 13. Toddler fears
- 14. Understanding why my toddler lies
- 15. Best toddler tips
- 16. 10 tips to deal with tantrums


A captivating look at how a child, fits into the great, big universe around us.
“Big sky, big sky, what is bigger than the sky?”
In this clever concept book for young readers, award-winning author Jo Ellen Bogart explores the size of animate and inanimate objects and their place in the universe. She introduces children to the concept of “we” — that humans are a big part of the world, but a small part of existence.
In the vastness of the universe, with galaxies swirling through space, the book begins with simple words printed on the darkness. Moving closer to our world, we see the solar system, our sun at the center. Closer still, we see the huge ball of fire, which is the sun, and the third planet out from it — our blue Earth. From Earth looming huge on the page, young readers view smaller and smaller objects, from mountain to tree to man to child to kitten to mouse to flea to microscopic beings, amazing in their complexity.
Accompanied by artist Gillian Newland’s lavish watercolor paintings, Big and Small, Room for All places the immensity and wonder of space in perspective so young readers comprehend they are part of creation, but a small part of all that exists.
About the Author
Jo Ellen Bogart is the author of many best-selling children’s books, including Jeremiah Learns to Read, Daniel’s Dog, and Gifts. She has degrees in elementary education and psychology from the University of Texas, and she now writes full time. Jo Ellen has won the Ruth Schwartz Award and has been shortlisted for the Mr. Christie’s Book Award. Her first book for Tundra was a biography of Maud Lewis called Capturing Joy: The Story of Maud Lewis. Born in Houston, Texas, she now lives in a pet-filled home in Guelph, Ontario.
Gillian Newland is an artist living and working in Toronto, Ontario. She has a diploma in illustration from Sheridan College. This is her first children’s book. When she is not working, Gillian likes to travel. She tends to be the reclusive sort, but you can sometimes find her sketching on the subway.
Praise for Big and Small, Room for All…
Praise for Capturing Joy:
“. . . Bogart’s introduction to this Canadian painter is a lesson in self-determination . . . A lovely and inspiring book.” — School Library Journal
“Jo Ellen Bogart tells Lewis’ story with empathy and insight . . .” – Quill & Quire


One of the most important chapters in The Practice of Practice–chapter 6–has nothing to do with practice directly, it has to do with what you think about musical talent. Is musical ability “natural,” a gift of genetics? Is it something you’re born with? Something you either have or you don’t? Or is musical talent earned through exposure and effort? Your answer will have a profound impact on your practice: your motivation to practice, how you approach practice, whether you persist in the face of challenges, and how deeply you learn when you do practice.
This stems from Carol Dweck’s work on how your ideas about the nature of intelligence affects how you learn. Here’s a superb summary of her work by Trevor Ragan. Dweck’s studies have been replicated and expanded since 1986 when Dr. Dweck first began her investigations. She has a wonderful book out that covers the topic in great detail, called Mindsets.
Music education researcher Bret Smith has found similar repercussions for musicians who hold fixed (innate ability), or fluid (talent is grown) ideas about musical ability. The kicker is that it doesn’t really matter whether musical talent is genetic or not, it’s your ideas about its nature that shape how you practice. Want to learn more about this topic, and 45 other chapters of great material? Pick up a copy of The Practice of Practice. Learn more about the book here.
Filed under: Motivation, Research Articles, Why | Tagged: Bret Smith, Carol Dweck, Dweck, Jonathan Harnum, Learning, Mindset, Music education, music practice, practice, practice book, read, The Practice of, the practice of practice | Leave a comment »


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Blog » Why Should Young Children Listen to Mozart's Music?
Parents often ask, "What recordings should I have my children listen to?" High on the list of recommendations are compositions by Mozart and his contemporary, Haydn. Among the many reasons given for choosing these two composers, and others like them, is that their music is highly suited to stimulate brain development in young children as well as providing an excellent foundation upon which to develop basic concepts of music.
The next question naturally follows, "What is so special about the music of Mozart and Haydn?" The answer is in the rules these composers use to choose and organize the melody, harmony, and rhythm in their compositions. These rules give an order and structural clarity to these elements. This structural clarity in the music of Mozart and Haydn is what makes their music especially memorable to the young child.
When a child recognizes the structure of music, a specific part of the brain is activated, the same part of the brain that is also activated when a child recognizes the meaningful structure of words in a sentence. In this case, brain activation by listening to Mozart's music and others like it can have a positive developmental effect on language comprehension and intelligence.
Link to a specific study on musical structure and language:


What exactly is a “literate home?” It is an environment that encourages children to learn to read and write and become lifelong readers and writers. Transforming your home into a literate home is simple and inexpensive. You need to consider what kinds of materials to have on hand and how to arrange materials so your child will use them. More importantly, you need to interact with your child in ways that foster literacy development. Follow the tips in the pages below to learn about what materials parents need and what parents can do. If you like, print the page that relates to the age of your child and stick it on the fridge, for regular reference.
Select an Age:


Division of Social Sciences and Human Services
Social workers help people deal with a wide range of problems. They help individuals and families cope with mental illness and problems such as inadequate housing, unemployment, lack of job skills, financial mismanagement, serious illness, disability, substance abuse, unwanted pregnancy or antisocial behavior. They also work with families who have serious conflicts, including those involving child or spousal abuse. Through direct counseling, social workers help clients identify their concerns, consider solutions and find resources. Often, social workers provide concrete information such as where to go for debt counseling, how to find child care or elder care, how to apply for public assistance or other benefits or how to get an alcoholic or drug addict admitted to a rehabilitation program.
Social workers may also arrange for services in consultation with clients and then follow through to assure the services are helpful. Most social workers specialize in a clinical field such as child welfare and family services, mental health or school social work. Clinical social workers offer psychotherapy or counseling and a range of services in public agencies, in clinics and in private practice. Other types of social workers are: Social workers in child welfare or family services may counsel parents on how to care for disabled children or to arrange for services during a family member’s illness; in child or adult protective services they investigate reports of abuse; in mental health they provide group therapy, outreach services, intervention and rehabilitation; in health care they help patients and families cope with the affects of chronic, acute or terminal illness; in schools they diagnose problems with children and counsel children and help the disabled to be accommodated; in criminal justice they make recommendations and provide services for inmates and families; in occupational social work they work within a corporation’s personnel or health unit; and yet others focus on the needs of the elderly.
LCCC offers two programs in social work. We offer an associate of arts degree (with an emphasis in social work), and an associate of applied science degree in human services. These programs may be completed in two years of full-time study. For more information on educational opportunities in social work at LCCC, see the reverse side of this sheet.
Educational Opportunities in Social Work
Associate of Arts
The associate of arts is for students who want to pursue bachelor’s degrees in social work by completing the first two or more years at LCCC. Students completing the associate of arts degree may transfer with junior (or higher) standing to the four-year university or college of their choice.
Students may also select the associate of arts degree if they wish to complete the first two or more years of a bachelor’s degree program at LCCC in program fields such as fine art, computer art, graphic design, business, history, music, political science, sociology, psychology, theater, urban studies, elementary education and secondary education.
There are virtually no limitations to the programs that can be pursued as LCCC can customize associate of arts programs to meet the transfer college/university’s requirements. The associate of arts program may be completed in two years, if taken on a full-time basis. Many LCCC students choose to study on a part-time basis.
Related Educational Opportunities
Educational Opportunities through LCCC’s University Partnership
Youngstown State University
Bachelor of Social Work
A baccalaureate degree in social work from an accredited degree program qualifies a person to apply for licensing in the state of Ohio.
Students who wish to transfer to Youngstown State University to complete the bachelor of social work degree must be in good standing with at least a 2.0 or higher accumulated grade point average on a 4.0 scale. The formal admission of students into the Program takes into account general education requirements and required support courses, as well as criteria established by full-service faculty in the YSU Department of Social Work.
Master in Health and Human Services
Certificate in Health Care Management
The Certificate in Health Care Management is a collaborative program between the College of Health and Human Services and the Williamson College of Business Administration. The program accommodates students from health and human service professions who require the skills and abilities for supervisory/managerial positions or who desire competence in health promotion. After completion of an academic core of course work, students may concentrate in either health promotion or administration for health and human service professions.
SSL 03 1035


Online or Printed with hidden answers
Log-in not required
What it is & how it works
The Time-Keeper (perfect for smart-board use)
Teachers check list
Rapid Recall Help Guide
Teachers can use this 10 minutes each day to improve their students Numeracy Skills.
Rapid-Recall is the perfect program to use in the classroom once or twice each day. It will improve students accuracy and number facts. Classroom computers are not essential as all activities can also be printed.
A POWERFUL FEATURE: Students are able to practise for the next day's class from home - they can easily find their own level by remembering their animal and number eg "elephant 3". All sheets are randomly generated, so no two sheets are ever the same.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
I saw this on my Teacher's Federation newsgroup and thought it might be of
interest, especially to those who are looking for information about the
importance of art education.
VOICES FOR CHILDREN
The Importance of Art and Creative Expression
Article 31 of the Convention on the Rights of the Child “recognizes the
right of the child to rest and leisure, to engage in play and recreational
activities appropriate to the age of the child and to participate freely
in cultural life and the arts”. The Convention states that governments
should actively promote this right as well as encourage the provision of
appropriate and equal opportunities for cultural, artistic, recreational
and leisure activity.
In the Toronto Children’s Charter Article 6 states “all Toronto children
shall be entitled to participate in recreational and leisure activities,
in the form of play, creative expression and skill development
"Imagination is more important than knowledge." A.Einstein
Lowenfield, a noted art educator, identified the different stages of
Ages 2 – 4 years – the scribbling stage is characterized by up and down
movement, with colour not being an important choice, and the names of the
drawings represent the way the child sees the drawing. The experience is
personal and expression follows. The drawings are often characterized by
the big head of the figures.
Ages 4 – 6 years – the preschematic stage as “creative consciousness” in
which the scribbles are controlled and have an identity with a name. Parts
of the drawing maybe exaggerated with the use of unreal colour and size.
Ages 7 – 9 years – the schematic stage as a representation with no
intention of exhibiting an experience. There is more realism, the child is
part of the portrayed environment and there is a use of symbols.
Ages 9 – 11 years, the gang stage is a connection with reality and the
child begins to draw what he/she sees.
Do not draw for the child. When an adult draws for a child, the child is
less likely to be satisfied with his/her own drawings because the child
feels the adult’s drawing must be the correct one. This may reduce
self-confidence and increase frustration as well as reduce a child’s
willingness to take risks.
Do not solely rely on the use of colouring books. They limit the
imagination and the way a child communicates through art.
Use well-illustrated books when reading to children. Having a reference
such as richly illustrated picture books provides a source of imagination
for the child and a point for exploration between child and adult.
Keep it simple, paper and crayons or markers can bring out the imagination
by allowing a child maximum opportunity for free expression.
Do give approval. Encourage your child to talk about the drawing as this
strengthens verbal and cognitive growth.
Do not judge the end product, remember it is the process of creating which
is important for the child.
Do not compare your child’s work with another. Each child has a unique way
of expressing him or herself, it is his or her own personal language or
Do display your child’s art work. This builds self-esteem and confidence.
A place on the fridge or bulletin board can be easy updated with new work.
Invite your child to participate in the display and place at least some
work at the child’s eye level.
KIDZ DRAW www.kidzdraw.com
Is an art web site for children ages 3 –10+. It is a place to draw, create
and have fun! Activities are geared for specific age groups taking into
account developmental stages as well as creative interests. There are
interviews, art projects, art tips, online art gallery where children can
post their art and much more.
Kidzdraw is produced by Ariande Prooductions with Carol Mark.
For more information you can contact Carol Mark at ariaprod
Artists for Kids
International Children’s Art Foundation
How Art Activities Can Be Used To Enhance the Education of Young Children
Hale, Judy; Roy, Joyce, 1996
This archive was generated by hypermail 2b29 : Thu Apr 06 2000 - 16:03:34 PDT


This display explores the role that Basic Design – a new and radical approach to training in art schools – played in revolutionising art education across Britain in the 1950s and 1960s.
Through the work of some of its key teachers including Roy Ascott, Richard Hamilton, Tom Hudson, Victor Pasmore and Harry Thubron, and their students, the display will survey the main features of Basic Design as they emerged and were taught in Britain, with accompanying archival material and video documentation.
A booklet also accompanies the display with texts on the history and development of Basic Design teaching in art school education.
This display has been devised by Elena Crippa and Beth Williamson with Jenny Powell. It forms part of Tate’s Leverhulme Trust-funded research project Art School Educated.


In music education the phonograph was early adopted as a tool in teaching both serious students and laymen. Teachers who could not adequately illustrate musical examples at the piano found in records a means of demonstration. They could also bring entire orchestras into the classroom by means of the phonograph.
In 1930 the Columbia History of Music by Ear and Eye, a phonographic survey that became popular in music history classes, enabled many students—as well as many of their teachers—to hear for the first time such instruments as viols, lutes, virginals, clavichords, and harpsichords together with the then little-known music written for them. A half dozen years later another educational recorded project, L’Anthologie sonore, added impetus to this specialized field. By the 1960s the Baroque music of the 17th and 18th centuries—as well as the earlier music of the Renaissance and medieval era—increasingly was recorded in performances using the instruments for which it was written. Such music found a wide audience beyond educational institutions; this audience was developed in large part by the phonograph.
By the late 20th century many conservatories, colleges, and universities, and even some secondary schools, had constructed recording studios to enable students to analyze their own performances or to rehear their own compositions.
Records also enabled music critics to expand their knowledge and perspective of music and performance practices. Unfortunately, a record collection also allows reviewers to write on superficial differences between performances with very little expenditure of intellectual energy. New music has suffered especially from the resulting loss of the ability of many critics to expostulate on music for their readers.
The impact of recordings on the concert hall has also been enormous, both for classical and for popular performances. Performers today can hardly hope to attract a concert audience if they have not produced distinguished recordings; usually, their audiences, both at home and abroad, consist of persons who know the performers’ work through recordings. In the popular music field especially, many performers cannot compete in live appearances with recordings in which they depend heavily on technical aid. There are some who feel that the phonograph may cause the demise of live performance in the concert hall, which, if it survives at all, will do so for social rather than musical reasons. A possible indication of this trend is the disappearance of independent, nonacademic, nonprofessional classical music magazines in America; instead, there are record magazines. Their name changes are significant: The American Record Guide, established in 1935 as The American Music Lover; High Fidelity, established in 1951; and Stereo Review, established in 1958 as Hi Fi/Music Review. The record magazine is not a peculiarly American phenomenon; England has The Gramophone and Records and Recording; France, Diapason and Harmonie; Germany, HiFi Stereophonie and Fono Forum; Italy, Discoteca Hi Fi; Holland, Luister; Belgium, Hi-Fi Musique; Sweden, Musikrevy; and Japan, Record Art/Record Geijutsu, among many other periodical publications.
The entire field of comparative musicology—i.e., the study of the relationships between Western, non-Western, and primitive music—depends upon disc and tape recordings. Although the discipline may be traced to the 18th century, it did not emerge from a primitive state until it acquired phonographic tools. Primitive music is generally transmitted orally rather than through a written tradition, and as such its performance practices—certainly in rhythm and intonation—cannot be accurately transcribed into Western notation. Since World War II anthropologists and musicologists have visited the most remote parts of the world with tape machines to record aboriginal music before it was either tainted or wiped out by Western civilization. The most recent studies have been conducted as a race against time or more specifically against the transistor radio, a ubiquitous commodity that is homogenizing the world’s musics.


Through a degree in The Arts, you develop a deeper understanding of your particular artistic interest and better express your own concepts and ideas. You can focus on visual arts, performing arts, creative writing or arts management. You explore the historical and cultural context of art, its theoretical and philosophical issues, and its current developments and perspectives. Your studies will help refine your research skills, your artistic technique and your ability to form, express and communicate ideas, images and critical judgments.
Popular Concentrations in The Arts
Study options in The Arts include the practice, history and criticism in fields such as:
- visual arts
- performing arts
- film arts
You can focus on a single art form, a theme or combine elements for an interdisciplinary concentration. Special programs in the visual arts are offered at the Metropolitan Center in New York City.
Why choose a degree in The Arts?
Students who study in The Arts are:
- increasing their skills
- preparing for graduate school
- advancing in their current occupations in the arts world
- laying the foundation and groundwork for future occupations in art education or therapy, as well as museum and gallery work
Sample Degree Programs
SUNY Empire State College students work closely with their mentors to design their own degree programs.
These sample degree program plans illustrate the degree program format and provide examples of some different types of individualized degree programs.


A Resource Guide for Elementary School Teachingis a practical, comprehensive, and concise methods book designed to engage readers in "hands-on" and "minds-on" learning about effective teaching. Each chapter contains an abundance of application exercises on perforated pages that provide opportunities to practice what is learned and to reflect on the progress teachers are making toward their professional competence. Its rich, practical, timely topics include planning, class management (including culturally responsive classrooms), teaching strategies, integrated technology/media, assessment, and more. The user-friendly format presents readers with a valuable resource that transcends its use in college coursework alone by offering strategies that can be easily applied in elementary classrooms, and its practical approach provides hands-on activities, exercises, and strategies for student teaching and field experiences. Inservice Elementary Teachers (K-5).
Patricia L. Roberts joined the faculty at California State University, Sacramento (CSUS), where she taught courses in children’s literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Associate Chair and Chair of the Department of Teacher Education. Author and co-author of more than 20 teacher resource books and texts, she is an invited biographer in Who’s Who in America, recipient of the Distinguished Alumnus of the Year Award (University of the Pacific) and CSUS Award for Merit for Teaching. Listed online Cambridge Who’s Who Registry Among Executive and Professional Women at www.patriciaroberts76.mycwapp.com
Richard Kellough is author and coauthor of more than 50 textbooks, including A Primer For New Principals: Guidelines For Success (Rowman & Littlefield, 2008), A Resource Guide For Teaching K-12, 6/E (Allyn & Bacon, 2011), Teaching Young Adolescents: Methods And Resources, 5/E (Pearson, 2008), Teaching And Learning K-8: A Guide To Methods And Resources, 9/E (Pearson, 2008), Your First Year Of Teaching: Guidelines For Success, 5/E (Pearson, 2009), Science K-8: An Integrated Approach, 11/E (Allyn & Bacon, 2008), and A Guide For Developing Interdisciplinary Thematic Units, 4/E (Pearson, 2008), as well as numerous journal articles. A member of several prominent organizations, Dr. Kellough has been elected to the Phi Sigma Society, the Botanical Society of America, and the American Bryological Society. His many recognitions include recipient of the Outstanding Biology Teacher Recognition Award (State of California) from the National Biology Teachers Association, being named a National Science Foundation Research Fellow at the University of California, Davis, as well as listings in the International Authors And Writers Who's Who, Leaders In Eco Education, Men Of Achievement (Vol. 1), Dictionary Of International Biography (Volumes 9 and 10), and Leaders In Education.
Part I: ELEMENTARY SCHOOL TEACHING AND LEARNING
Chapter 1: What Do I Need to Know about Today’s Elementary Schools?
Chapter 2: The Nature of the Challenge: What Do I Need to Know about Elementary Learners?
Chapter 3: What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher?
Chapter 4: What Do I Need to Know to Manage an Effective and Safe Learning Environment?
Part II: PLANNING FOR CURRICULUM AND INSTRUCTION
Chapter 5: How Do I Plan and Select Content?
Chapter 6: How Do I Assess, Use, and Report Student Achievement?
Chapter 7: How Do I Prepare Activities, Lessons, and Units?
PART III: EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT
Chapter 8: What Do I Need to Know to Use Teacher Talk and Questioning as Effective Instructional Tools?
Chapter 9: What Guidelines Assist My Use of Demonstrations, Thinking, Inquiry Learning, and Games?
Chapter 10: What Guidelines Assist My Use of Groupings and Assignments to Promote Positive Interaction and Quality Learning?
Chapter 11: How May I Assess My Teaching Effectiveness and Continue My Professional Development?
Appendix A: Teacher Tests Study Guide: Hints for Short-Answer Response Questions
Appendix B: Self-Check Reflection Guide: Mid-Point and Final
Children’s Literature Index
Name Index Subject Index With Target Topics for Teacher Tests


• Performance injuries are preventable. A holistic approach that encourages wellness and personal responsibility is necessary for prevention. Schools of music should focus on Prevention Education in addition to supporting efforts directed at treating diseases once they have occurred.
• Schools of music do influence student behaviors through factors such as collective values, beliefs, and actions. These factors need to be considered and modified as crucial first steps toward reducing the rate and severity of performance injuries. A health promotion framework offers a common philosophical and practical basis for such efforts and would allow for effective and sustainable prevention-oriented educational efforts.
• Without diminishing the concerns for musculoskeletal, vocal, and mental health, schools of music should recognize that Noise-Induced Hearing Loss is a widespread and serious public health issue and that music is always implicated as a causal factor. This problem receives little or no recognition in schools of music. A high priority strategy is needed for informing all music students about the risks for noise-induced hearing loss.
•Because many of the physical, psychological, and sociological determinants for performance injuries are well established before young musicians attend college, schools of music must prepare health-conscious music educators and produce injury-free musicians. Music education faculty must acknowledge the possible negative consequences of learning and performing music and prepare future teachers accordingly.


The only Historically Black College and University System in the nation
HISTORY Southern University established in 1880 in New Orleans, Louisiana Southern University and A&M College relocated to Baton Rouge (Scotlandville) in 1914 Southern University and A&M College System established in 1974
BOARD OF TRUSTEES 16-member Board of Supervisors 15 appointed by the Governor and confirmed by the LA State Senate for 6-year terms 1 student member selected by the SU System SGA Presidents
LEADERSHIP Southern University System President - Dr. Ronald Mason Jr. Board Chair - Mr. Darren Mire Board Vice-Chair - Atty. Murphy Bell
SYSTEM CAMPUSES Southern University and A&M College, Baton Rouge Dr. James Llorens, chancellor www.subr.edu
Southern University, New Orleans Dr Victor Ukpolo, chancellor www.suno.edu
Southern University, Shreveport (2-yr institution) Dr. Ray L. Belton, chancellor www.susla.edu
Southern University Law Center (est. 1947) Freddie Pitcher Jr., chancellor www.sulc.edu
Southern University Agricultural Research and Extension Center Dr. Leodrey Williams, chancellor www.suagcenter.edu
ENROLLMENT Enrolled 14,011 students in 2010-11 - 67% Male - 33% Female - 23% attend part-time
GRADUATES Graduated 2,090 in 2010-11 67 certificate/diploma (SUSLA) 85% Black 12% White 3% Other 298 associates (SUSLA. SUNO) 81% Black 17% White 2% Other 1100 bachelor's 92% Black 5 % White 3% Other 451 masters' 77% Black 7% White 16% Other 23 doctoral 78% Black 22% White 151 professional (SULC) 61% Black 35% White 4% Other
BUDGET / ECONOMIC IMPACT Estimated System Operating Budget FY 2011-2012 - $138 million SU System as a whole brings $539.5 million to Louisiana
HIGHLIGHTS / ACCOMPLISHMENTS
- The Southern University System has a new educational partnership with Education Online Services Corporation (EOServe Corp.) to implement multiple online degree programs. -The SU System established The Honoré Center for Undergraduate Student Achievement, a new program focused on significantly increasing the number of African-American male, baccalaureate degree holders in the New Orleans region. The goal is to enroll African-American males in elementary education, to have more male role models in the school system. In exchange for free tuition, graduate of the program must teach two years in New Orleans.
- The Southern University System (SUS) will become the first university in Louisiana to become 100 percent tobacco-free.
- The Southern University Law Center (SULC) is among the nation's most popular law programs according to a U.S. News and World Report article posted Thursday, March 24, 2011.


Researchers agree that language and literacy derive from the first days of a child’s life. Children become literate members in society by listening and interacting with the people that surround them. This study examines how children develop literacy through play by looking closely at the benefits of uninterrupted play and how it encourages language development. The development of language skills, including reading and writing competence, through social interaction was observed to see how literacy development occurs within a home environment. This study also offers successful strategies to use during play that will enhance reading and writing skills within young children.
Mielonen, Alissa and Paterson, Wendy
"Developing Literacy Through Play,"
Journal of Inquiry and Action in Education:
1, Article 2.
Available at: http://digitalcommons.buffalostate.edu/jiae/vol3/iss1/2


The Amount and Effect of Recreational Reading in Selected Fifth Grade Classes
Date of Award
Doctor of Philosophy (PhD)
Reading and Language Arts
William D. Sheldon
Elementary education, Accessibility, Recommendation, Reading achievement, Vocabulary, Reading comprehension
Education | Reading and Language
In this investigation, the recreational reading of 190 fifth grade children in suburban schools was studies. Children were trained to record all books read outside of school. Certain conditions were controlled to foster honesty and accuracy in the children's records of their readings. The purposes of the investigation were a) to collect data concerning the amount of reading done by the children, b) to observe the effects of two factors --- accessibility and recommendation -- upon the number of books read by the children, and c) to determine whether the number of books could be shown to be correlated with gain in reading achievement test scores in vocabulary comprehension.
Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance.
Bissett, Donald J., "The Amount and Effect of Recreational Reading in Selected Fifth Grade Classes" (1969). Reading and Language Arts - Dissertations. Paper 18.


Contact: Science Press Package
American Association for the Advancement of Science
Whale numbers, before hunting
Humpback whales in the singing position. According to the authors, whales were far more abundant before commercial hunting than previously thought.
Courtesy of NOAA.
Click here for a high resolution photograph.
When Europeans first came across the Atlantic to North America, more than 300 years ago, they marveled at the large numbers of whales they could see in the ocean. But, hunters have killed a great many whales since then. Scientists Joe Roman of Harvard University in Boston, MA and Stephen Palumbi of Stanford University in Stanford, CA wanted to know how many whales there were before the hunting began. They studied the DNA of three kinds of whales: humpback, fin, and minke whales. The large amount of variation in the whalesí DNA sequences was a big clue that the populations used to be much larger than they are. According to the scientistsí calculations, there were once ten times more humpback and fin whales than there are now. Because the numbers of these types of whales are now so low, the researchers donít think the populations will survive if they are hunted commercially. The scientists published their research in the July 25, 2003 issue of the journal Science.
Click here for more pictures of whales
Back to Science for kids
Science is published by the American Association for the Advancement of Science.


Classical MPR in the Classroom is a standards-based video series to assist elementary music teachers in the classroom. The videos and curriculum are available for free on the Classical MPR YouTube channel as well as here on classicalmpr.org.
Science, Technology, Engineering and Mathematics (STEM) integrated curricula has become increasingly popular in education standards across the nation. The hope is that these new standards will encourage students to develop an interest in the sciences, resulting in the United States keep pace with global innovations in science and technology.
Recently, artists and scientists have begun to assert that it is essential to add an A for "Arts" to STEM — transforming it to STEAM — to include artistic creativity in children's education. (See articles at right for further information on this.)
The next two videos in the Classical MPR in the Classroom series explain the science behind volume and pitch, combining scientific enquiry with musical concepts.
In Sound as Energy, students explore the scientific concept of sound-wave energy and its application in music. The children learn about the relationship of the size and shape of sound waves to dynamics such as forte, piano, crescendo, and decrescendo. They also gain an understanding of the decibel unit through examples from everyday life. This humor-filled video is sure to appeal to younger audiences.
In Pitch, the host uses a variety of instruments to demonstrate and explain how musical pitches change from high to low. From marimba to talking drum to guitar, the students explore how to change the pitch on each instrument and then discuss the physical patterns that they discover. To incorporate technology, the iPad app Tone Generator Ultra is used to visually demonstrate how a pitch and its correlating wave change based on the pitch's frequency.
Classical MPR thanks The Sunup Foundation for generous support of this music education initiative.


Fisher Price has a range of toys that are designed to help your child's mental and physical development through play. more
Mathematics milestones 5-6
Having learnt to recognise numerals and numbers to ten during the preschool years they are ready to learn to count and represent numbers through drawing and using concrete materials such as counters.
Children in this age bracket can progress in leaps or bounds, or develop skills at a steady pace. Please consider what you read below in the context of your own child’s unique development.
Types of numeracy skills 5-6 year olds can display
- Children who are 5-6 years of age are counting to 30 and able to represent numbers to 20. This means that they can link the number of objects to the numeral.
- Children are grouping objects into sets and learning to count by ones to determine the size of each set. At the beginning of the year a small number of children may still be figuring out how to accurately determine the number of items but most can work out sets (groups) of ten.
- Children of this age can commonly model subtraction by moving groups apart.
- They can use ordinal numbers and identify which object is first, second, last and second last in a race or diagram.
- Children at this stage of development are modelling multiplication and division by manipulating concrete materials to form equal groups as well as dividing amounts fairly.
- Children can recognise coins and notes and understand their purpose.
- Children are increasingly using mathematical language and linking their mathematical ideas. At this stage numeracy is very closely linked to measurement tasks.
- Children can commonly count backwards from 10 in the second half of the year.
- By the age of six many children can recognise numbers to 100. When recording counting children may begin to use tallies.
- Children will begin to start to solve simple everyday problems using number symbols. For example “if you had two blue balloons and two red balloons there would be 4 balloons all together which you could write 2+2=4.
- Children aged six may be able to count by 10s to 100, 10, 20, 30 etc.
- They are able to use comparative language such as ‘greater than’, ‘less than’ to describe groups of objects.
- Children of this age are now able to understand the concept of less with numbers lower than ten. For example students can identify “which is less 9 or 3?”
The focus for children in this age group is to manipulate and play with objects so that they can develop clear links between their own environment and the maths concepts which they are learning. From this earliest age the goal is to focus on creating confidence in talking about numbers.www.K6.boardofstudies.nsw.edu.au www.vels.vcaa.vic.edu.au www.sacsa.sa.edu.au
Find more teaching tricks to inspire learning:
- Teaching kids to tell time
- Teaching left vs. right
- Tips for teaching addition
- Tips for teaching subtraction
- Tips for teaching multiplication
- Tips for teaching division
- The importance of music lessons
- Mathematical milestones for pre-kinder children
- Mathematical milestones for 5-6 year old children
- Mathematical milestones for 7-8 year old children
- Mathematical milestones for 9-10 year old children
- Mathematical milestones for 11-12 year old children


The Development of Writing-Intensive School Environments over Time
Summary: This report, based on the work of the New York City Writing Project, suggests that a consistent focus on literacy development across content areas (curricular cohesiveness) cannot be achieved in the absence of a mature professional community. Furthermore, a mature professional community will continue to benefit from professional development aimed at sustaining and enhancing an environment with a high degree of writing intensity, which ultimately affects both teacher practice and student learning outcomes.
Excerpt from Report
The noncomparative case studies of Northside High School and Eastriver Secondary School illustrate how differences in school culture and structure shaped the NYCWP's work, ultimately leading to differing degrees of success in developing a high degree of opportunity for students to engage in learning through varied and meaningful forms of writing throughout their school day. Considered together, the case studies suggest that a focus on literacy across the content areas (curricular cohesiveness) is not achieved in the absence of a mature professional community or independent from high writing intensity in a school. In fact, when they coexist, these three mutually-reinforcing elements contribute to the effectiveness of WISE-focused professional development.


Reading Frida Kahlo: How Does Her Art Speak? | Renee Sandell, Ph.D.
Enjoy a new way of understanding art as you unlock the unique ideas and feelings embedded in a painting by Frida Kahlo (1907-1954)--one of the most influential Mexican painters of the 20th century. This interactive presentation will help you develop essential observation skills in successfully reading the form, theme and context in Frida’s artwork. Together as a group, we will share discoveries and interpretations of Kahlo’s life and artwork, informed by judgments based on our direct visual experience.
VISUAL JOURNALING: Easy Access to Your Innate Creativity
Treat yourself to the playful experience of VISUAL JOURNALING to activate your innate creativity. By using our “forever available” childhood experience of making lines, shapes, dots, doodles, symbols and words, we will actually be practicing a form of art expression known as marking – something all of us have done and can do virtually at will. When we choose to organize our marks to visually share an experience or tell a story or capture a memory, we practice the art form of mapping. Through these accessible mark-making skills, plus some gentle yet expert instruction and the use of special art tools, you will create a beautiful artistic expression -- a map -- of your own ideas, thoughts, feelings, and actions enhanced by your unique experiences here at the Ranch. Your map will become a celebration of your insights at Rancho La Puerta and a special souvenir to take home – created by you with absolutely no previous art experience necessary. Come join in the fun and surprise yourself!
Renee Sandell’s artistic installations of ink and water-media markings explore the human condition in time, space, and place. See her video and click here for images from the opening by Renee Sandell Marking & Mapping: Finding Time, Space, and Place at the McLean Project for the Arts on Thursday, January 19, 2012. Believing in the power of art to facilitate human interaction, healing, and transformation, Renee uses Visual Journaling through Marking & Mapping™ in her Access Your Innate Creativity workshops to foster insight and vision for individuals within organizations, health spas, businesses, and museum-based learning programs such as SummerVision DC, which she developed and directs for the National Art Education Association. Awarded the 2013 National Art Educator of the Year by the National Art Education Association, Renee Sandell, Ph.D. is Professor of Art Education at George Mason University in Fairfax, Virginia. She has published widely and served as a consultant to various school systems, museums, and cultural institutions. She has received numerous awards for her leadership and scholarship on her Form+Theme+Context (FTC) balanced approach to creating and understand art


Zoltán Kodály (December 16, 1882 – March 6, 1967) was a Hungarian composer, ethnomusicologist, educator, linguist and philosopher.
Though born in Kecskemét, Kodály spent most of his childhood in Galánta and Nagyszombat (now Trnava, Slovakia). His father was a keen amateur musician, and Kodály learned to play the violin as a child. He also sang in a cathedral choir and wrote music, despite having little formal musical education.
In 1900, Kodály entered Budapest University to study modern languages, and began to study music at the Franz Liszt Academy in Budapest, where Hans Koessler taught him composition.
One of the first people to undertake the serious study of folk song, Kodály became one of the most significant early figures in the field of ethnomusicology. From 1905 he visited remote villages to collect songs and in 1906 wrote his thesis on Hungarian folk song ('Strophic Construction in Hungarian Folksong'). Around this time he met fellow composer Béla Bartók, to whom he introduced Hungarian folk song. The two went on to publish several collections of folk music together, and they both show the influence of folk music in their own compositions.
After gaining his PhD in philosophy and linguistics, Kodály went to Paris where he studied with Charles Widor. There he discovered, and absorbed influenced from, the music of Claude Debussy. In 1907 he moved back to Budapest, and gained a professorship at the Academy of Music there. He continued his folk music-collecting expeditions through World War I without interruption.
Kodály had composed throughout this time, producing two string quartets, his sonatas for cello and piano and for solo cello (Op. 8, 1915), and his duo for violin and cello, but had no major success until 1923 when his Psalmus Hungaricus premiered at a concert to celebrate the fiftieth anniversary of the union of Buda and Pest (Bartók's Dance Suite premiered on the same occasion.) Following this success, Kodály travelled throughout Europe to conduct his music.
Kodály subsequently became very interested in the problems of music education, and wrote a good deal of educational music for schools, as well as books on the subject. His work in this field had a profound effect on musical education both inside and outside his home country. Some commentators refer to his ideas as the 'Kodály Method', although this seems something of a misnomer, as he did not actually work out a comprehensive method, rather laying down a set of principles to follow in music education.
He continued to compose for professional ensembles also, with the Dances of Marosszék (1930, in versions for solo piano and for full orchestra), the Dances of Galanta (1933, for orchestra), the Peacock Variations (1939, commissioned by the Concertgebouw Orchestra to celebrate its fiftieth anniversary) and the Missa Brevis (1944, for soloists, chorus, orchestra and organ) among his better known works. The suite from his opera Háry János (1926) also became well known, though few productions of the opera itself take place.
Kodály remained in Budapest through World War II, retiring from teaching in 1942. In 1945 he became the president of the Hungarian Arts Council, and in 1962 received the Order of the Hungarian People's Republic. His other posts included a presidency of the International Folk Music Council, and honorary presidency of the International Society for Music Education. He died in Budapest in 1967, one of the most respected and well known figures in the Hungarian arts.
In 1966, the year before Kodály's death, the Kodály Quartet, a string quartet named in Kodály's honour, formed.
Other than the compositions mentioned above:
External link This biography is published under the GNU Licence


Why I Write: Arvind Gupta Plays with the Words of Science
Date: October 7, 2011
Summary: Arvind Gupta, an Indian toy inventor and popularizer of science for kids, is known for turning trash into seriously entertaining, well-designed toys that kids can build themselves—while learning basic principles of science and design. He brings a similar spirit of exploratory playfulness to writing about science.
I primarily write because there are readers. In 1986, I wrote my first book—Matchstick Models & Other Science Experiments. It was translated in 12 Indian languages and sold close to a million copies. I was flooded with letters from children, teachers, and parents who liked the science activities. This inspired me to write more.
I also write because I have something to say. In India, rare is a school which has a science lab. All science is learned by rote. Children mug up definitions and formulas and spit them out in exams. The government hasn't the money to put science labs in schools. Labs with burettes, pipettes, and kids in white coats are expensive. So the science equipment is permanently locked in cupboards to gather dust. People forget that the most precious and sacred piece of apparatus in the whole lab is the child's mind!
People forget that the most precious and sacred piece of apparatus in the whole lab is the child's mind!
Unlike disciplines like literature and civics, science lends itself to learning through experiments. Children are born experimenters and they learn a great deal without being taught. And this they do by using the humblest materials. In India it's amazing to see the number of toys children make using leaves, broom sticks, crown caps, match boxes, old pens, and cycle tubes. Our consumerist society produces mountains of junk—plastic bottles, ice-cream sticks, cardboard boxes, straws, tetrapaks—an endless list. Being a tinkerer I share my own passion of making toys from trash through my books with children.
Writing to Flying Fish
Science becomes alive only when children do things. They make a flying fish by making two opposite cuts on the ends of a paper strip and interlocking them. When chucked in the air it tumbles down in circles to their utter delight. This makes it fun. Next they draw little sequential pictures of the fish and write short how-to-make-it instructions. And because children wrote them, they can read them too.
Frank Smith in his seminal book Reading gave a profound slogan: "Reading is learned by reading." I suspect the same to be true of writing. The more the children write, the better they get at it.
Isaac Asimov remains my favorite science writer. Before introducing a technical term he first teaches you to pronounce it. He then explains its genesis so that you understand it better. And soon you become good friends with it. Asimov confessed that he was in the business of rewriting, and only after reading ten boring books could he churn out a lucid masterpiece!
Soap Bubbles by C. V. Boys remains my favorite science book. It is much more than science. It is poetry in words. We have gotten this book translated in several Indian languages. Sometimes I write poems because I feel they convey more intensely and passionately than prose. I wrote a poem on Vitiglio (PDF) for a support group, which gave me deep inner satisfaction.
After the Fukushima nuclear plant disaster in Japan, I was depressed and swore to do something positive. I think my best book is the Story of Solar Energy (PDF)—a non-technical picture book which brings about the possibilities of this amazing, non-polluting perpetual source of energy.
Lastly, I translate a lot of books in my language—Hindi. There is terrible dearth of good material in Hindi, which is spoken by 400 million Indians. I endeavor to bring the best world literature in Hindi. Over the years I have translated over 140 books on education, peace, anti-war, environment, science, mathematics, and also great children's books from all over the world. Sometimes I find a publisher but most times I don't. But that doesn't deter me. I make a pdf document of my translation and upload it on my website: Arvind Gupta Toys .
Everyone is a writer—and everyone can also be a publisher and find readers to hear why you have to say.


Your baby’s motor skill development begins at birth. From the very start, they are learning at an exponential rate about how to use their hands, their eyes, their mouth and their feet. They are also learning how to use these functions in conjunction with one another.
These skills increase with age, and as your baby enters into each new phase, there will be more motor skill development. As a parent, you can help your child excel at these developments with a few very simple steps. In fact, you may not even realize that you are already doing some of these things as part of your daily routine.
1. Use A Play Mat
Even newborns can benefit from “tummy time” on a baby activity mat. These mats are equipped with dangling items for your infant to look at, pull on, make noise with, and explore. Each time they focus on an item, hear a sound, or pull on a toy they are making a neural connection. It is fascinating to watch, and it is stimulating to the baby. As they grow, more items can be added, further encouraging motor skill development.
2. Play Classical Music
While this does not have a direct physical impact on motor skill development, many studies have shown that babies, especially newborns, who listen to classical music will have better cognitive skills. These studies also show that babies who listen to classical music have an easier time learning math when they enter grade school.
3. Ball and Cup
When your baby is able to sit on their own, one of the best things you can give them to play with is several plastic cups and a ball. Babies of this age find it fascinating to place a ball in and out of a cup. This is actually helping them develop hand-eye coordination. Many babies will also put the cups in and out of each other in the same manner. Again, this is teaching them how to use their hands and what will happen when they perform a certain task.
4. Play Yards
Play yards are an all-purpose accessory that every parent needs. Perfect for portable sleep and play time, these play yards can be equipped with a visually stimulating mobile or attachment or be filled with toys or a game that encourages motor skill development. The added perk of a play yard is that the baby is safely contained within, keeping them out of trouble and mom’s hands free.
Much like the ball and cup method, building blocks are another way to help your baby improve motor skills and increase brain function. Unlike the ball and cup toy, blocks require practicing focus and concentration and can help to develop rational thinking. They must continue to try different methods of building until they discover what works.
As you can see, there are numerous ways to enhance your baby’s motor skills with simple everyday products and activities. Of course, the best way to enhance and encourage any skill is to interact with your baby, to spend quality time talking and playing with them. You will discover your infant’s developmental progress directly related to the amount of effort and care you put into nurturing parenting and early education.
Artist and author Molly Pearce is a busy mother who is always observing activities and products like a baby activity mat that can aid motor skills, coordination, and other brain functions for children. When her own kids were babies, she entertained them with big puzzles, nesting cups, blocks, and other mat toys.


Accountability and collaboration: Institutional barriers and strategic pathways for place-based education
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Ethics, Place and Environment 8 (3):261 – 283 (2005)
This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing especially on Foucault's analyses of disciplinary power and governmentality, I show how practices associated with accountability and collaboration limit or preclude the deepening and spreading of place-based and environmental education. However, I also argue that even given the serious limitations imposed by current trends of collaboration and accountability, these trends offer place-based and environmental educators powerful entry points through which to initiate change within the formal school setting. The conclusion of the paper outlines three models of collaboration for place-conscious education through which accountability is redefined in the interest of places.
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How to Use Context Clues to Improve Reading Comprehension and Vocabulary
Learning how to use context clues to figure out the meaning of unknown words is an essential reading strategy and vocabulary-builder. Identifying context clues in reading is made easier by looking for the key context clue categories within the context of an effective step-by-step strategy. So, here’s the strategy:
When you come to an unknown word, apply the steps of the FP’S BAG SALE strategy in the following order until you get a good clue about the meaning of an unknown word.
Finish the sentence.
See how the word fits into the whole sentence.
Pronounce the word out loud.
Sometimes hearing the word will give you a clue to meaning.
Syllables–Examine each word part.
Word parts can be helpful clues to meaning.
Before–Read the sentence before the unknown word.
The sentence before can hint at what the word means.
After–Read the sentence after the unknown word.
The sentence after can define, explain, or provide an example of the word.
Grammar–Determine the part of speech.
Pay attention to where the word is placed in the sentence, the ending of the word, and its grammatical relationship to other known words for clues to meaning.
The context clue categories:
Synonym–Sometimes an unknown word is defined by the use of a synonym.
Synonyms appear in apposition, in which case commas, dashes, or parentheses are used.
The wardrobe, or closet, opened the door to a brand new world.
Antonym–Sometimes an unknown word is defined by the use of an antonym.
Antonym clues will often use Signal Words e.g., however, not, but, in contrast
Example: He signaled a looey, not a right turn.
Logic–Your own knowledge about the content and text structure may provide clues to meaning.
Logic clues can lead to a logical guess as to the meaning of an unknown word.
Example: He petted the canine, and then made her sit up and beg for a bone.
Example–When part of a list of examples or if the unknown word itself provides an example,
either provides good clues to meaning. Example clues will often use transition words e.g., such as, for example, like
Example: Adventurous, rowdy, and crazy pioneers all found their way out West.
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube (Check these fluency passages out!), 390 flashcards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.


The works include a total of 280 tiles — one with 180 and the other with 100 — that were drawn and painted by the school's 89 fourth graders. The tiles were then fired by Salt Lake artist Paul Heath, who held workshops with the students throughout the process.
The project was made possible through the Artist-in-Residence program funded in part by the Utah Division of Arts and Museums and the National Endowment for the Arts.
Additional financial support was donated by the local PTA, state PTA and Tanger Outlet Stores.
"The inspiration for the artwork comes from the past 100 years," said Lola Beatlebrox, Summit County Artscape chair.
The students used texts such as "Your History Your County," written by Beatlebrox and published by the Summit County Historical Society, which features images of Paleo-Indian rock art images.
Heath taught line, shape and gesture drawing to the students who then transferred their interpretations of images onto three four-inch by four-inch tiles.
Out of those three, one or more was selected for the murals, and additional tiles were created to fill in the gaps, Heath said.
"This is a great way to have hands on, pioneer, Native American history lessons in the art," he said during an interview with The Park Record. "This is the first time that kids have done this with me.
One of the fourth graders, Malachi Gren, said he was surprised at how the tiles turned out.
"There were different colors and sometimes the colors don't look like the ones that I wanted, but once the tiles were glazed the real color came out," he said.
Heath, an artist-in-residence with the Utah Arts Council, holds a degree in fine arts from the University of Utah, and is currently the Beverly Taylor Sorenson art education specialist at Bennion Elementary School in Salt Lake City.
"This is nice because of the integration of history, which is what the Beverly Taylor Sorenson program strives for," he said.
The artist was introduced by tile art while doing a residency at Ensign Elementary in Salt Lake City.
"My son was a student at that time and I just fell in love with it," Heath said. "So I turned it around and used it for a couple of public art projects."
Some of Heath's installations include the Murray Library Centennial Art project and the "Flying Objects" installations in downtown Salt Lake.
"I've also done glazed-art tile murals and projects for the Draper Library that highlighted Draper history and the Magna Senior Center that featured images from Magna's history," he said. "The permanence of it is really what's attractive to me. The colors never fade. It's easy to clean."
Heath worked with John Riddle to set the tiles.
"John is an expert tile setter who works in the Salt Lake City School District," Heath said.
North Summit Elementary principal Lori O'Connor said the Artist-in-Resident program helps round out students' education.
"I have a strong commitment to educating the whole child," O'Connor said. "We have so much pressure on us to meet the academic demands, but I always want to make sure that we are bringing arts to children, because for many of them, the arts is at the very heart of who they are and who they will become as adults."
O'Connor has worked with Beatlebrox on a handful of different art projects in the past couple of years, including some humanities council grants that will bring more art to the school.
"The vision keeps getting bigger and bigger to help the students develop the artists inside of themselves," O'Connor said.


FIRING UP FOR THE SCHOOL HOLIDAYS - Thursday, 27 March 2014
A Drill Sergeant will put children through their paces at the Royal Armouries Museum, Fort Nelson, during the Easter school holidays (Monday, April 7 to Thursday, April 17) as they learn to follow an authentic 19th century gun drill.
Youngsters will work in teams to charge, ram and load a bronze three-pounder Mountain Gun, designed in 1807 and specially adapted by Fort Nelson technicians.
The Royal Armouries’ education team devised the have-a-go gun drill activity to bring history to life for the museum’s younger visitors. The muzzle-loading gun drill allows participants to learn the different aspects of a gun drill, both during a practice loading session and then working against the clock.
Participants begin by cleaning the gun piece, using a process known as worming and sponging. They then “ram” the charge and the shot to make it ready to fire, before simulating firing the gun.
Each session will last 45 minutes, and is suitable for children, aged 5 to 12. Sessions run daily at 11am, 12 noon, 2pm, 3pm and 4pm, priced £3 per child. Children must be accompanied by an adult – no need to book.
This particular gun was adapted to allow children to practise traditional gun drills, safely. The first reinforcement is engraved with the monogram of King George III and dates to 1807. The chase bears the cipher of Francis, 2nd Earl of Moira, Master General of the Ordnance 1806-7.
Free daily gun firings – Fort Nelson visitors can experience the power and might of a second type of mountain gun every day throughout the holiday period, at 1pm on The Parade. A compact weapon suitable for difficult terrain, this mountain gun is of a type used in British colonial wars during the early 20th century. Not many were manufactured as they proved unpopular, due to their violent recoil.
Guided Tours – Learn how and why Fort Nelson was built – and the measures taken to defend it.
Standing high on Portsdown Hill near Fareham, the Palmerston fort showcases one of the world’s finest collections of artillery and cannon, from across the ages and from all corners of the globe.
In 2011, this unique heritage attraction underwent a major redevelopment to create a museum for the 21st century, supported by a grant from the Heritage Lottery Fund, complete with new galleries, state-of-the-art education centre and visitor facilities, including a café with views over Portsmouth Harbour.
For more information and the latest news about Fort Nelson and the Royal Armouries:
Notes to editors
- Royal Armouries is the national museum of arms and armour and has sites in Leeds, HM Tower of London, Fort Nelson and Louisville, Kentucky. It is the first British national museum to open a permanent presence in another country
- Admission to the museum is free. However, there may be a small charge for some special events.
- Open all year daily, 10am-5pm. Closed 24-25 December
- Information Line: 0113 220 1999
- Website: www.royalarmouries.org
- The Royal Armouries Museum should not be confused with Royal Armouries International plc, the private sector corporate hospitality business.
- Background – Standing high on Portsdown Hill near Fareham, Fort Nelson showcases one of the world’s finest collections of artillery, down the ages and from across the globe. In 2011, this unique heritage attraction underwent a £3.5m redevelopment to create a museum for the 21st century, supported by a grant from the Heritage Lottery Fund, complete with new galleries, state-of-the-art education centre and visitor facilities.


WARSAW, Poland (AP) — The oldest known survivor of the Auschwitz concentration camp — a teacher who gave lessons in defiance of his native Poland’s Nazi occupiers — has died at the age of 108, an official said Monday.
Antoni Dobrowolski died Sunday in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum.
After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the country’s intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a “slave race.”
An underground effort by Poles to continue to teach children immediately emerged, with those caught punished by being sent to concentration camps or prisons. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942.
“Auschwitz was worse than Dante’s hell,” he recalled in a video made when he was 103.
Dobrowolski, who was born Oct. 8, 1904 in Wolborz, Poland, was later moved to the concentration camps of Gross-Rosen and Sachsenhausen, according to the Auschwitz memorial museum in southern Poland.
After the war, he moved to Debno, where he worked as a Polish-language teacher and as principal at an elementary school and later at a high school for many years.
He will be buried in Debno on Wednesday.
At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma and others were also killed there.
Copyright 2012 The Associated Press.


|Physical Science for Teachers|
|PHS FOR TEACH|
|CLASS CODE:||PH.S 110||CREDITS: 4||FEE: $10.00|
|DIVISION:||PHYSICAL SCIENCE & ENGINEERING|
|GENERAL EDUCATION:||This course fulfills a General Education - Physical Science requirement.|
|DESCRIPTION:||For Elementary Education Majors Only.
Includes a three-hour lab per week.This is an introductory course and lab dealing with the basic topics of Physics and Chemistry with applications to elementary education.
|TAUGHT:||Fall, Winter, Summer|
|CONTENT AND TOPICS:||The main objectives are to gain an appreciation of the basic concepts and principles of physics and chemistry and show how they come into play in the students lives, and demonstrate hands-on applications to aid in teaching elementary school level activities.
Topics include motion, energy, heat & temperature, waves, electricity, magnetism, light, atomic models, periodic table, chemical formulas, acids and bases, and nuclear physics.
|GOALS AND OBJECTIVES:||1.Experiment with and understand basic principles and topics of physics and chemistry including:Motion, Newton’s Laws, Energy, Heat and Temperature, Waves, Electricity and Magnetism, Light, The Atom, The Periodic Table, Chemical Formulas, and Nuclear Reactions.
2.Use and understand the scientific method, and the relationship between observation and theory.
3.Understand how major concepts are developed and changed over the years.
4.Gain a greater appreciation of the development of scientific ideas, showing that science is always changing as new information is understood and reviewed.
5.Integrate physics and chemistry and apply the concepts to understand basic phenomenon in biology, astronomy, meteorology, geology, and the integration of philosophy and history and their role in the development of scientific ideas.
6.Analyze a problem and solve it using oral and written reasoning based on the basic concepts of physics and chemistry.
7.Plan, organize, and present a scientific experiment.
8.Practice and improve communication and cooperative learning skills.
9.Express their knowledge and ideas through written language.
10.Determine the relationship between the various ideas of physics and see how they affect each other.
11.Increase by understanding and applying the concepts presented in the course.
|REQUIREMENTS:||Homework is assigned from the exercises in the textbook. Everyone will teach elementary school labs to their classmates and will need to compile a lab notebook with at least 30 experiments that can be used in elementary school.|
|PREREQUISITES:||Elementary Education Major
Math Level: Moderate use of high school algebra
|EFFECTIVE DATE:||January 2002|


Walter Gropius, director of the Bauhaus from 1919 to 1928, changed the face of art education with his philosophy of integrating art, craft, and technology with everyday life at the Bauhaus.
newly designed building in Dessau was completed in December 1926, its innovative structure did more than house the various components of the school; it became an integral aspect of life at the Bauhaus
and a stage for its myriad activities, from studies and leisurely pursuits to theatrical performances.
From the beginning, the camera recorded the architecture as the most convincing statement of Gropius'
philosophy as well as the fervor with which the students embraced it.


It is common to introduce works of art into lessons in primary and secondary schools in order to mediate ideas and theories about subjective realities. Pictures, sculptures, installations are understood to represent insights and imagination, or illustrate shared realities. In this paper
we interpret art works as translations of subjective intentions, even theories, in particular experiential settings. An art-work or artistic action that emphasizes its object character as a central theme is especially open to this kind of interpretation. It can serve to generate theories revealed
through the senses. In principle, art could be used in schools whenever interdependencies and contexts are the learning focus. In order to show this approach is not dependent on the age range of pupils, this paper offers two practical examples. One took place in the eighth grade of a secondary
school, one in the third grade of a primary school.
The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.


Our Early Childhood programs seek to develop creativity and excitement for the performing arts in children ranging in age from about 3 to 8 years of age. Our instructors approach education as an adventure: incorporating songs, movement, and imaginative play into their classes. We strive to make your child’s first musical experience a fun and enriching foundation for their creative future.
Learn more about the programs we provide for children ages 3 to 8 by clicking on the links below.
Our nurturing and highly qualified faculty will work one-on-one with your child, encouraging the exploration of musical learning and imagination in a way that is supportive and fun.
Private Instruction is offered to children ages 5 and up.
Suzuki Violin is a style of music education, which is based on the premise that musical ability is inherent in all children. Suzuki Violin seeks to develop that innate ability through encouragement and positive support from both teacher and parents.
Classes include both individual instruction and group lessons and are offered to ages 3 and up.
The Dalcroze approach to music education teaches an understanding of music's fundamental concepts, expressive meanings, and deep connections to other arts and human activities through rhythmic movement, aural training, and physical, vocal, and instrumental improvisation. Parents are encouraged to attend the class.
This class is designed for children who want to begin to develop their singing and acting skills, projecting techniques, and memorization capabilities. Children will be taught with understanding and patience as they begin to develop these abilities.
Our Boys and Girls Choirs are great for students who want to begin using their voice as an instrument. Your child will sing an appropriate and varied repertoire while being introduced proper vocal technique and developing musical skills.
Children’s Choir is comprised of students grades 2 to 6.


For many teachers finding a valid way to assess
a student's writing is a difficult task. A collection of the students writing showcased in a portfolio is one
way that a teacher can use to determine the progress of the student's writing skills.
This website was created for Elementary Education teachers that are
trying to decide if they want to institute writing portfolios in their classes.
The three key elements needed for successful portfolio writing in
an elementary classroom are:
I. Teachers directions should be clear, specific, and include the assessment rubric
prior to starting the portfolio.
II. Students should reflect on their experience of choosing the pieces that they
III. Make it enjoyable for the students or they will not want to write.


Drawing On Science For Kids
Suppose your mom told you to move your old toys to another room. You place them all in a large box. You try to pick up the box, but find that it's too heavy; your muscles are not strong enough to lift it. So how can you move the box? Perhaps a machine or two can do the work for you.
But what exactly is a machine? Before we answer the question let's take a look at force and work.
Force is what we use when we push or pull a body. If the body is at rest it moves. If the body is moving it either stops (comes to rest), changes direction, or increases/decreases speed. Force is measured in pounds, ounces, or grams; these are units of weight.
When we use force on a body and move it we are doing work. Work is also done if we cause the body to overcome
resistance. When you lift a book, or anything, up off the floor you're doing work by overcoming the resistance of gravity. If you hold the item over your head you're not doing work, but your arm sure can get tired from holding the book.
The amount of work (W) done can be measured by multiplying force (F) used times the distance (d) through which it acts: W = F x d. Work is measured in units called joules. Work is made easier by using a machine. A
machine multiplies the amount of force, changes the direction of the force, or increases the speed with which the work is done. There are two major types of machines: simple and complex.
A simple machine may be a lever, pulley, wheel and axle, inclined plane, screw, or a wedge. Just about all of these simple machines can be found in, for example, a complex machine such as an automobile. The force you apply to a machine is called the effort. The weight you are trying to lift or obstacle you're trying to overcome by using the machine is called the resistance. By combining many simple machines we can increase the amount of force overcoming resistance with the least amount of effort. This is known as mechanical advantage. For example you use a wedge and lever to lift a 150 pound cement bag by applying only 10 pounds of effort. The mechanical advantage would be 15 (150 pounds ÷ 10 pounds).
Now let's look at the simple machines. Lever: a rigid bar freely rotating on a point called a fulcrum. The distance from the effort (E) to the fulcrum (F) is the effort arm (EA) and the distance from the resistance (R) to the fulcrum is called the resistance arm (RA) There are three types of levers depending on the location of the fulcrum: a first class lever has F between E and R such as a see-saw or pair of scissors; a second class lever has R between E and F such as a wheelbarrow or nutcracker; a third class lever has E between F and R such as tweezers and your forearm. Pulley: sort of a lever made of one or more grooved wheels mounted in a frame or block. A cord runs over the wheel(s).
Wheel and Axle: a large wheel to which a smaller wheel or axle is fixed such as a doorknob or car's steering wheel. Inclined Plane: a flat surface with one end higher than the other as in a ramp. Screw: an inclined plane wrapped around a cylinder. Wedge: short, movable inclined plane used to overcome resistance such as in splitting wood. A chisel, knife, nail, and axe are different forms of the wedge used for cutting or piercing.
OK, based on what you've just read, how will you get your toys from one room to another? When you've figured it out try this:
Place enough sand in a box to bring the total weight to one (1) pound.
Set a four (4) foot board with one end resting on the edge of a table. And the other end on a pile of books about a foot in height.
Attach a spring balance to the box with a string and slowly pull the box up the incline recording the reading on the balance. Do this two more times and take the average reading of the spring balance.
Set the box on a toy truck and repeat steps 1 - 3. Summarize your results.
Questions/comments? E-mail Steve: Drawingonscience@aol.com