In today's musical environment, horn players find themselves performing an ever-expanding variety of musical styles. Our traditional music education system and private lessons prepare us for performing in orchestral or chamber music settings. Unfortunately, there is little or no instruction in other styles outside of classical music of which the horn increasingly finds itself an integral part. Often, these pieces are written in what many classically trained musicians know as “Jazz.” There is a common belief that jazz is a single style unto itself and all music in this category is performed in the same manner. This would be similar to a jazz musician believing that all “Classical” music is played in one style. However, “Jazz” can be broken down into a wide variety of styles, encompassing well over a century of development: Ragtime, Dixieland (New Orleans and Chicago), Swing, Bebop, Cool, Hard Bop, Modal, Bossa Nova, Samba, Latin and Afro-Cuban styles, Third Stream, Free Jazz, Fusion, just to name a few. Each one of these styles has
its own nuance and approach of which the sensitive musician is acutely aware. How do we have a chance in such an unfamiliar world? Just as we would with learning any unfamiliar style of Classical music, we listen, observe, imitate, practice and apply what we have learned to our performance. The etudes found in this book serve as an introduction to some of the most important styles found in today’s mainstream, modern jazz.
I first came across the material used in this book when I was asked to proofread a copy of “Vocal Jazz Improvisation: An Instrumental Approach ” by my long-time friend, Darmon Meader. After reading through the text explaining the fundamentals of jazz theory and harmony, I played through the musical exercises and etudes, immediately noticing how well they worked for the Horn. Darmon’s focus on the mezzo-soprano and tenor voice ranges placed all of the etudes within the practical playing range of the Horn, as well as the range found most often in today's jazz writing. Darmon’s “singer-friendly” writing also uses extensive scalar and arpeggiated patterns that avoid the big leaps that can be challenging for hornists. An important feature of this book is the accompanying recordings for each etude. One can listen carefully to the written line in each etude as performed by voice or saxophone, play along with it for matching articulation and style, and then have a chance to repeat some of the passages with just the rhythm section accompaniment. Another significant aspect of these recordings is having a piano, bass and drum rhythm section in the background, setting up the all-important grooves or “feels” for each etude. Hearing all of this together presents the listener with the complete picture of each individual etude. Lastly, to quote directly from Darmon’s book: “take the time to listen to jazz! Immerse yourself in all styles, and take in the sounds, the feel and the emotion of the music. Listen, listen and then listen some more.”
Have fun and don't swing too hard!


Tori and I spent Saturday afternoon touring LIGO. Let me explain.
We had been watching a series of science documentaries recently, geeking out over black holes and the like. There was one about gravity waves, which had been predicted by Einstein but which had never been observed, tiny ripples in space-time spreading across the universe from massive, unseen events.
Unseen, that is, until September 2015, when a gravity wave from an event that occurred about 130 million years ago, was detected.
And then they said the words that got our attention. The observation had been made by the two LIGOs, which had been painstakingly designed and built for that specific purpose – one in Hanford, Washington, and one in Livingston, Louisiana.
Quick check of the map – that was only an hour’s drive away! Quick check of the website – They have tours every third Saturday of the month!
LIGO stands for Laser Interferometer Gravity-wave Observatory. It is comprised of two long tunnels – each two and a half miles long – at right angles to each other. They form a big L. Inside is a long vacuum pipe, the most complete vacuum in the country. A laser beam is split, shoots down both pipes and is reflected back, where it is recombined. If nothing interferes, the two beams arrive at exactly the same time and cancel each other out.
But Einstein had suggested that if a gravity wave happens by at the speed of light, it would cause one of the pipelines to contract ever so slightly and the other to expand by the same minute amount. The laser beam would be briefly misaligned, and that would register on the sensors.
The first gravity wave detected was caused by a pair of black holes colliding. Last week they detected a black hole swallowing a neutron star.
And not too long ago they hit the trifecta – detecting the collision of two neutron stars, an event that was also observed by gamma ray detectors and visual telescopes. In fact, LIGO detected the event first and immediately flooded the wires with a report of what they thought they had and where astronomers should point their instruments. And sure enough, there was a bright new object in that part of the sky.
The “control room” is filled with computer monitors, walls full of them and banks of them on the desks. And all of them are monitoring conditions inside the tunnels. They don’t show what’s being detected, because it happens so fast a human observer wouldn’t see anything. Instead the system records all the data and if an anomaly shows up it lets the humans know.
There are three such detectors in the world – the two LIGOs, 3,000 miles apart, run by a consortium led by Cal Tech, and a third, VIRGO, outside Pisa, Italy, run by a European science consortium. They share data and analysis and between them they act like the three legs of a GPS system, allowing scientists to determine where in the great vast universe the event took place.
What’s the point? I mean, seriously, what difference does it make? Decades went into designing and building the detectors – to what end? Well, it proves another part of Einstein’s theory, it helps us understand how the universe is built and how it works. Knowing things is better than not knowing them.
It also emphasizes how damn big the universe is. LIGO had been shut down for a while to tweak the system and improve its sensitivity. It is now detecting gravity waves coming from farther out than ever before, at a rate of almost one a day! There’s a lot going on out there. The universe is a big, violent place.
The Livingston facility also had a nice visitor center with plenty of hands-on science for kids, all of them hammering home lessons on light and sounds waves and kinetic energy. It was a fun afternoon of …


Can We Better Define and Identify 'STEM Deserts'? This Nonprofit Is Going to Try
It's well known that there are disturbing, pervasive disparities for needy students in their science and math experiences: They attend schools with less lab equipment, have access to fewer rigorous classes, and receive less hands-on teaching. But there hasn't been an agreed-upon definition for what specifically constitutes a "STEM desert"—and especially, where they're located across districts and neighborhoods.
Now, the National Math and Science Initiative, a nonprofit that works to get more students access to advanced classes in science and math, is hoping to create such a definition—and use it to better target its work and that of others in the STEM education space. It is inviting interested STEM education partners to join in the work. (The first to join is the school rating and resource site GreatSchools.org.)
By next summer, NMSI hopes to have finalized the definition and released a report on the state of STEM deserts, as well as highlighting "oases" where most students have access to rigorous programs.
"The idea of putting a spotlight on some of these STEM deserts that exist throughout the country is a recognition that it is going to take many aligned contributors from philanthropies to school districts to corporate philanthropy to identify where these massive opportunity gaps are and, strategically in partnership with each other, scale rigorous STEM opportunities," said Matthew Randazzo, the CEO of NMSI.
It's an interesting attempt at cohesion, given that the STEM field itself is fairly fragmented, with coding advocates siloed in one place and informal science fans in another, for instance. And the announcement also marks an evolution of sorts for the now decade-old NMSI.
NMSI's current core activities fall into three buckets. By far its largest initiative is to support efforts to increase access to Advanced Placement classes in math, science, and English. (In 2015, the nonprofit spent nearly $22 million, or more than 70 percent of its programming, to do this.) NMSI also helps establish math and science teacher-preparation programs on the model of UTeach, developed at the University of Texas at Austin, and runs a professional-development initiative to boost K-12 teachers' STEM content knowledge and teaching skills.
NMSI has grown quite a bit over a decade (its work has touched a million and a half students), but some of that growth has been opportunities-based rather than with a cohesive regional goal in mind, Randazzo said. It has also, from one angle, been narrowly tailored: The group has favored Advanced Placement access because that program's frameworks and standards cross state lines, and success on the exams has been shown in research studies to predict future college success.
But with this new coalition, NMSI hopes to better link communities to what they need. It may be access to AP—or it might be other services, like better elementary education science content, that other providers are better-placed to provide, Randazzo said.
And in crafting a definition, the group plans to consider measures of STEM course rigor beyond AP. That will probably include AP's main competitor, the International Baccalaureate program, as well as dual-enrollment programs that allow students to take some college classes and earn college credit while in high school, and possibly even "honors" classes.
The last two pose some significant challenges: Dual enrollment looks very different from state to state and college to college. And honors recognition, similarly, is decided by states or even school districts, so it is very difficult to compare the quality of the offerings.
Meanwhile, the group is excited at what GreatSchools can bring to the table.
"We can do a lot of work in naming what a STEM desert is and building a coalition, but ultimately, we need parents in local communities to be in partnership around us. GreatSchools has a great brand, and a great reach around parent engagement," Randazzo said.


(This post contains links to my books.)
What exactly is NaturExplorers?
NaturExplorers studies are your go-to resource for both creative nature walks and science-based unit studies. More than 20 nature topics are available that help you get outdoors for some serious (and seriously fun) learning in all seasons.
Written with the 1st-8th grader in mind, it’s easy to include older and younger students with just a little tweaking of your expectations. There are even a few specific lesson ideas just for preschool and high school students.
In each study, you find:
- Background information about the particular nature topic
- 25-40 creative nature walk ideas
- Hands-on activities such as experiments, demonstrations, model making, art & cooking
- Research suggestions that require your children to search out information
- Writing assignments
- Project-based learning ideas which require children to assimilate information into a variety of creative projects
- An extensive list of fiction and non-fiction living literature
- Bible lessons
- Suggestions for including artist and composer study
- Poetry to enjoy or recite
- Activity suggestions for larger groups like co-ops, for instance
- Several printable notebooking pages to take in the field with you
Who Uses NaturExplorers Studies?
Charlotte Mason homeschoolers tend to purchase NaturExplorers to grab the nature walk ideas. They often spend a month or a semester immersed in one nature topic and find plenty of nature walk ideas to pull them through. They are quick to grab hold of the living literature lists and ideas for complimentary artist, composer and poetry studies.
Unit study families are more likely to use the creative nature walks as a jump-off point for the hands-on activities, writing lessons and project-based learning ideas. They add a little math and phonics instruction to the homeschool day and all subjects can be covered. There is enough material within each NaturExplorers study to do at least a full four-six week unit study.
Plenty of classical homeschooling families are incorporating weekly nature study into their schedule and rely on NaturExplorers to keep their idea banks full. Those involved with Classical Conversations are even supplementing their yearly learning plans with appropriate NaturExplorers topics.
Of course, unschoolers and traditional homeschoolers use NaturExplorers, too. Unschoolers tend to hand the books over to their children for self-guided learning inspiration – and their children love choosing their own study topics! Traditional homeschoolers are stepping away from the textbook once a week or once a month for “fun” days. NaturExplorers books help them turn the typical schedule upside down!
Co-ops and nature clubs love NaturExplorers. Whether meeting weekly or monthly, the ideas in the books help the teachers plan thorough group lessons. On occasion, I even talk to teachers who can’t necessarily get outdoors during class time. They either bring nature to class with them or use literature and the hands-on activities instead.
Free NaturExplorers Lessons
You can easily view sample pages of each book on the individual product pages, but I wanted to give you a slightly different view today. I want you to see exactly how I might pull together a nature study afternoon (as a Charlotte Mason homeschooler) using a variety of the NaturExplorers studies.
Enjoy the lessons. Use them with your children. Have fun outside. See the serious science you can study in nature. I bet your family will make tons of memories and build tons of brain power!
Now, on to the free nature lessons!
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Use this resource to locate background and specific information on specific types of music (search by the name of the composer if you know it, or by the genre of music). Contains good bibliographies and links to other Internet resources. Provides sources on classical music, ethnomusicology, opera, jazz, and much more…
Use this resource to gather citations to international journal articles, book reviews, etc, with a broad coverage of music topics. It’s especially strong in the music education field.
JSTOR is a scholarly journal archives with many Music titles. Although many journals in JSTOR are archives only, JSTOR is now starting to host current content (the most recent issues). It's best not to limit your search to music journals; you'll find articles about music in journals principally devoted to other disciplines. Most articles will be available full text, to be printed.
RILM covers all types of publications on music, in all media: books, journals, online resources, research-based sound recordings and films, dissertations, and more (see a complete list of document types). Publications represented in RILM originate from 151 countries, from Albania to Zimbabwe. Articles in many languages with English titles. Not full text, but very comprehensive coverage-articles may be linked to other sources for full text-otherwise you can order through interlibrary loan. Try this!
Entertainment Industry Magazine Archive. An archival research resouce containing the essential primary resources for studying the history of the film and entertaingment industries, from the era of vaudeville and silent movies to 2000. The core US and UK trade magazines covering film, music, broadcasting and theater are all included, together with film fan magazines and music pres titles. Magazines have been scanned cover-to-cover in high-resolution color, with granular indexing of all articels, covers, ads and reviews.
Streamed audio databases provide sound recordings 24/7 on and off campus. These include:
The Music Library also has a large CD collection; you'll find many musical genres available for checkout.
The right keywords help to effectively search catalogs, databases, and the Internet.
You may need to do multiple searches in each database to research your topic. However, with patient and persistence, you'll find relevant material.
Footnotes and bibliographies are a quick way to find related materials and track the names of popular authors.


GEOS5508 Isotopes to Petrogenesis
- 6 points
Availability Location Mode Non-standard teaching period UWA (Perth) Face to face
- This unit focuses on the use of key stable and radiogenic isotope systems for unravelling Earth's evolution. The unit examines the basic principles behind nucleosynthesis, radioactive decay and stable isotope fractionation as a basis for exploring the two main applications of isotope geochemistry, namely geochronology and isotope tracing of geological processes. Emphasis is placed on the origin and evolution of igneous rocks as records of Earth's dynamic history. The use of short-lived 'extinct' radiogenic isotope systems for deducing the timing of very early planetary processes, such as formation of Earth's core, is also outlined. The unit includes an overview of the techniques and instruments used for measuring isotope ratios in geological samples with some practical work.
- Students are able to (1) demonstrate understanding of how radiogenic isotope systems help constrain timing of important crustal processes; (2) demonstrate understanding of how radiogenic and stable isotopic variations can be used to trace processes of magma generation and the sources of metals in ore deposits; and (3) apply these concepts, particularly integration of radiogenic and stable isotopes, to larger scale lithospheric and mantle processes.
- Indicative assessments in this unit are as follows: (1) practical exercises and short reports and (2) theory examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Associate Professor Anthony Kemp
- Unit rules
- enrolment in the Master of Geoscience (72550)
the Master of Science (70630)
Master of Ore Deposit Geology (70590)
- Advisable prior study:
- EART3342 Geochemistry and Petrology
- Contact hours
- workshops: 8 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


More than 2 million people in the UK work in financial and professional services
Computer Studies & IT
There is very little in the world that is not affected by computers and information technology. In a world that is changing all the time, it is important that people making decisions related to the buying and selling of products have all the up-to-date information at hand. Financial services is highly dependent on IT systems.
English is very suitable for many roles in the business sector. You will be required to think analytically and you will need to be able to communicate effectively and efficiently with people. Presentation skills are essential – you may be required to present a project to three people or 300! Job roles in financial services could include public relations, financial journalism, research and sales and marketing.
History equips you with good analytical skills. Financial services professionals are required to gather research and analyse trends to determine and evaluate the most suitable products in which to invest to ensure their clients receive the best rewards.
Economics is the study of the production, distribution and consumption of goods and services. Knowledge of how the world of finance works is essential to being successful in the industry. Understanding connections between what’s going on in the world and how that affects the price of goods and services and the needs of people can make the difference between success and failure.
Geographers have lots of skills that can be applied to a career in financial services including research, data collection and analysis and evaluation. Understanding the economy and its changing influences, possessing knowledge of urban planning to explain why financial services hubs are built in cities and how transportation and infrastructure impact upon the success of a business, will all be beneficial. All of the world’s resources are enveloped in Geography and those who know and understand this can make good use of their knowledge in wealth creation.
Numeracy skills are used for a variety of roles within the industry. Being able to count obviously helps when dealing with money but it is also used in the analysis of data; such as profits, margins (how much profit you are making on a product) and even predictions about the future!
Finance is a global industry and being able to speak other languages can help make sure everything runs smoothly. A good level of English is also required when dealing with a range of people in order to make sense of the technical language used. Even though a large proportion of people in financial services speak English, better relationships can be built by understanding the language and culture of other nations.
The global nature of financial services means employees need to be adaptable to changing situations and understanding of different work practices, timezones and cultures. Citizenship teaches you to be active, informed and responsible and knowledgeable about the social and political world. Financial services professionals must act ethically and responsibly and be honest, fair, open and transparent in all business practices.
While not absolutely necessary for a successful career in finance, knowledge of specialist areas of investment, such as technology, and how they work, can often grant you an edge in what is a competitive area. For example, mobile phones use copper, silver, gold and palladium, all sold on the London Metal Exchange.


Math Problem-Solving Skills
There is a big emphasis on problem-solving skills and development of reasoning skills in the academic world. The reason is - we want to raise thinkers. This series of books offers over 50 black & white activities per book in which students are asked to put their problem-solving abilities to work in different areas of math - number sense, algebraic thinking, geometry, measurement, and data analysis. At each level students are asked to figure out what needs to be done and then apply the appropriate strategy.
The introduction of each book explains how to use the book, the importance of problem-solving, and a model to explain how to analyze problems and organize information to solve them. If you are concerned with NCTM (National Council of Teachers of Mathematics) Standards, these activities meet them.
Teacher notes precede each section of activities and include additional materials you may need (easily accessible), discussion topics, possible difficulties, and extension activities. Students are then given some type of challenging, multi-step word problem to solve, which progressively become more difficult. These reproducible, 100+ page books would be a terrific supplement to any math curriculum. You could even use them as additional work just to get your day started or extra practice when time allows.help desk software


This drawing course is the perfect guide for very beginners! It takes you from drawing a single line, through forming shapes and forms, to drawing and shading basically ANYTHING!
The course is constantly in production - on Skillshare you can see different topics as different classes and on Udemy you can purchase all classes in one giant bundle.
Drawing is a skill anyone can learn! It is the most important building block of all art- illustration, graphic design, fine art and even animation starts with sketches and drawings! If you are the person who always though he can't learn drawing, even if you are already into some medium, like watercolors, you are in the right place!
As a professional art teacher with a Master's Degree in Art Education, in the last 10 years I watched people form all age categories learn drawing. In the last year I was researching the perfect methodology to teach a very beginner art fundamentals and I combined all these experiences and also the feedback from my first drawing course to create a comprehensive Masterclass.
It has 3 levels: The Beginner Levels Skills, The Intermediate Level Skills and The Advanced Level Skills.
In "The Beginner Level Skills"our focus is to explore your inner symbol set, roots of your style, your relationship to drawing and the ways you LOVE to draw, styles that you are most into and try to get the most out of it! We will start with as simple things as drawing lines and build it up to creating shapes and forms.
In this class you will learn:
- to draw lines with different properties, rhythm and weight
- to hold the pencil in a stable and comfortable way
- to create an artwork entirely from lines
- to draw basic geometric shapes in order to build up more complex shapes
- to create forms from shapes (sphere, cone, cube)
- to apply values
- to shade with the "Reverse Shading Method"
- to create the illusion of space in your artworks by applying linear perspective
- to draw the different parts of the face
- to draw basic facial proportions
- to let out your personal symbol set and explore how you like to draw
- to draw with confidence
- different areas of some visual industries where you can apply your beginner level skills
The point of this level is to prepare you for the intermediate level skills, to give you a push to draw regularly and believe in yourself and your art!
2. "10 Projects for Better Observation"
This class is the first part of the "Intermediate Level Skills". In this class I have designed 10 Projects to get your Observational skills from copying nonsense linesto an appropriately drawn and shaded statue drawing. The class includes a 25 Page PDF Resource.
In this class you will learn:
- to copy lines and shapes from one surface to another using reference points
- to draw the outlines of an object with the help of measuring
- to get the character of an image by drawing the most important lines, curves and angles first
- to observe shadows and draw a real object in its real proportions
- to find the basic geometric shapes in complex forms
- to morph basic geometric shape compositions to appropriate contour lines
- to use the grid method
- to draw an image from a reference photo in a bigger scale
The whole course is ideal for very beginners, with zero experience with drawing. If you are the person whose automatic reply to the question "Can you draw xzy?" is an automatic NO (even when playing Activity), YOU ARE IN THE RIGHT PLACE:)
All the other intermediate level classes are still in production. (Creative Shading, Explore Perspective, Dive Deep into Portraiture). The Advanced Level's production is planned to 2020.
So, are you ready to learn how to draw? Choose a button below!


Health: This course is offered in 7th grade. Students learn about bullying prevention, the effects of drugs and alcohol, and nutrition.
Technology: Grades 6 – 8: Students learn how to apply basic computer skills to other content areas. Students work on guided projects that connect across the curriculum. Some of the projects students are given include: An Endangered Animal Research Project (Microsoft PowerPoint), Creative Poem Writing (Microsoft Word), Balancing a Monthly Budget (Microsoft Excel), Create a Ringtone (Audacity), Create a Digital Mosaic (Andrea Mosaic) and Write a Formal Letter (Microsoft Word). We feel that by having students explore, and learn hands on how to use these programs that they will become not only more skilled at using various computer programs, but also gain additional knowledge through their projects to make them a more well-rounded student.
Art: Grades 6 – 8: Art education is an integral element of our total learning program at Trinity Lutheran School. The art program is aligned with the New York State Visual Arts Standards. Students are introduced to the styles and techniques of artists from the past and present. The students are exposed to a variety of media and tools and are instructed how to use them. Each student is encouraged to explore the materials and create their own original piece of art. It is our goal at Trinity for all students to find success and to encourage and cultivate a life-long love, respect and appreciation for the Visual Arts.
Music: Grade 6: Students prepare and rehearse a Christmas musical each year. In addition, all students continue to build on the basics of musical literacy, history and appreciation. Students also learn to play soprano recorders to assist in their musical literacy.
Physical Education: Grades 6 – 8: Physical Education is provided to students twice a week and aligned with New York State guidelines. This course provides students the opportunity to learn through a developmentally appropriate, comprehensive sequentially planned physical education program. The content standards emphasize working cooperatively to achieve a common goal. The focus of this course is the development of movement skill combinations and movement skill knowledge; the assessment and maintenance of physical fitness to improve health and performance, and the application of psychological and sociological concepts, including self-responsibility, positive social interaction, and group dynamics, in the learning and performance of physical activity.


This Algebra I Pre-Test differs from many of the other unit tests in this course as it is a pre-test to assess what students know coming into the course. I have included both the College Prep (Algebra I Pre-Test - CP) and Honors (Algebra I Pre-test - Honors) Pre-Assessments. The odd-numbered items are the same on each version to allow for comparison between College Prep and Honors students. The even number items on the Honors are intended to be more challenging than the corresponding items on the CP Assessment.Each assessment contains multiple choice items developed to align with Common Core Standards. The target Standard is listed with each problem.
There are some Open Response questions on the test. I encourage my students to show their work on the problems. I will give partial credit when warranted. Most importantly, I want to learn how my students are currently thinking about the problem. What concepts do the apply? What skills do they demonstrate?
When the students receive their results, they will be itemized by CCSS standard. For example, students will see the percentage of items on standard A.SSE.2 they get correct. For some tests I also like to add items from the Massachusetts Common Assessment System (MCAS) archive. You can find the website for the MCAS question search tool here.
I like this tool because you can search based on standard (note that all MCAS questions as of the 2012-2013 school year are still using the previous MA standards, not the common core), by question type and other characteristics.
Colleague Recognition: These assessments were developed in collaboration with Patrick Borzi, a fabulous Math teacher and colleague.
After students complete the unit test, I grade them using a computerized online assessment system. During the next class, I will review the class averages with students. I use this as an entry point to talk about measure of center and spread, as well as an opportunity to set some goals for the coming year with respect to student learning and fluency with algebra.
If there were particular skills that the entire class struggled with, I may reteach them during the first unit.
My policy for re-testing I have is as follows: I give any student the chance to retake (Algebra I Foundational Skills - Retake) the test as long as they meet with me and make a study plan on how they are going to learn the material which I sign off on (which most definitely can, and usually does, include after school support, which we call Dayback at my high school).
I replace the test score if the retake is higher than the original, and usually set a ceiling of 80 or 85% for the retake. The reason for this policy is I want to give students credit for learning the material and showing they understand the material, regardless of whether or not it was the first or second time around on the test. In addition I want to value those students who did put the work in the first time (perhaps by staying for extra help before the test) around and did well on the first test. In general students feel this policy is fair and it has helped with student engagement and motivation around testing and assessment.


It’s National Share-A-Story Month 2016 and this year’s theme is ‘A Place for Stories’. The idea is to encourage the telling and sharing of stories in unusual (but safe) places.
A rock pool is an unusual place! However we think Ruth and Ruben, who you will find in our Early Soundplay story Sally the Sea Lion, have found the perfect place for sea lions to read! Where do your children choose to read?
Inside or outside?
We would encourage adults to observe where children choose to read. They will often find their own quiet and cosy places to snuggle down in, where they can read alone or enjoy sharing books with others. Quiet and comfortable is key.
There are lots of exciting places to read books outside. If it’s a warm day why not head for a picnic in the park and enjoy reading Clip Clop’s Picnic under a tree?
Some children will enjoy being able to retell the story or role play their own version of it. If the children are already familiar with the story pack a picnic basket and take the character finger or lolly stick puppets with you too.
Sharing stories every day
At Clickety we believe sharing books, each and every day, is one of the most important things you can do with a child. It’s one of the best ways to support children’s spoken language and literacy development. Sharing books helps children learn new words, about new environments and experiences and new ideas.


Art education has its roots in Massachusetts. Manufactures realized that skilled draftsmen and designers were needed for creating new products and expanding America's world market. Drawing was taught through imitation, drill and practice. John Dewey believed in a child-based method of teaching, based on the child's needs and self-expression. When the Soviets launched Sputnik, America was put in the “space race” and needed engineers and scientists. The shift in art education moved from "soft” and child-centered to DBAE (discipline-based art education), which has four criterion: art production, art criticism, aesthetics, and art history.
Laissez-faire art method means without interference or direction. Laissez-faire teachers give students the material, and it is up to the child to create a self-expressive work of art.
The goal of DBAE is to develop an understanding and appreciation for art. DBAE includes teaching theories, contexts, and the ability to create and respond to art. Course content is created around art criticism, art history, art techniques and the context the art was created in.
An authoritarian-dictatorial method of teaching is normally set aside for students who have a low art ability. This method of teaching dictates exactly what to do in a step-by-step manner and includes a lot of directions at every step.
The assigned topic or student-oriented method of teaching involves the teachers as a motivator. The teacher’s job is to get their students to express themselves, develop their confidence, abilities and perception in art along with their knowledge, skill and attitudes toward art. In art history the teachers will teach chronologically starting from pre-history or thematic lessons around periods or styles.
The media method of teaching is popular in higher levels of learning, and the lessons are created around a certain medium such as photography or ceramics. The focus is on knowledge surrounding that medium which includes various techniques, history and experimentation.
The facilitator method of teaching involves the student and teacher having a conference to decide the direction that particular student should go. This works well with higher learning and with students who are motivated or at an advanced level. The student chooses their media, topic and how to proceed with the help of the teacher.
- Notes Access: Approaches to Art in Education
- Becoming an Art Teacher: Bates, J. K. (2000). Becoming an art teacher (Wadsworth/Thomson Learning ed
- Unversity of Minnesota: Defing Characteristics of a Disciplined-Based Art Education Program
- Publis ASU Educaion: Instructional Style or Teaching Methods
- girl hands-up image by Jane September from Fotolia.com


‘UIL continues to contribute to the dissemination of good practices with this compilation of case studies of literacy and numeracy programmes that use mobile learning and ICT-based strategies. This is an important resource for Member States that aim to use such strategies in their education systems.’ Arne Carlsen, Director, UNESCO Institute for Lifelong Learning (UIL).
The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase).
- Author/Editor: Ulrike Hanemann; Cassandra Scarpino
- Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers
- UNESCO Institute for Lifelong Learning, 2016
- ISBN 978-92-820-1205-5
- Available in: English, French


EDITOR DANIEL CLIFTON
The countdown is on to the first day of school, so don’t wait until the last minute to prepare your elementary-age children for classes.
“Though we’re still several weeks, even a month, out, the most important thing (parents can do) is get their kids in a routine,” said Leslie Baty, executive director of Elementary Education for Marble Falls Independent School District.
Baty has experience in central administration, campus administration, and the classroom to back up her back-to-school preparation recommendation.
The first thing parents should do is start putting their kids to bed at a regular time, making sure it’s early enough so they get plenty of rest.
The American Academy of Sleep Medicine recommends children ages 6-12 get nine to 12 hours of sleep a night. Those ages 13-18 should get eight to 10 hours each night. These guidelines are supported by the American Academy of Pediatrics.
“One of the things we find the first week (of school) is the kids are so tired,” Baty said.
Parents should also encourage their children to read, at least 20 minutes a day, at home or in a public library, where there are a variety of books to spark a kid’s interest.
Baty said reading with or to your child is one of the best ways to help them be successful in school.
“It could be the parent reading to the child, the parent and child reading together, or the child reading to the parent,” she said. “It doesn’t matter, as long as they’re reading.”
She added that, along with reading, parents should have regular conversations with their children. At younger ages, these conversations can help children develop their vocabularies as well as build up their social skills.
Regular talks also benefit older students by reinforcing social skills and offering a glimpse into what’s going on in the child’s life. Ask questions that require more than a “yes” or “no” answer.
And, stay positive. A big factor in a child’s attitude toward school is their parents’ attitude toward it.
Baty said parents should talk positively about school.
“Kids tend to take on the attitude of adults, so if the parents are positive and excited about school, the kids are going to be more excited and positive about it,” she said.
Parents should also take steps to reduce their stress levels as the first day nears. Kids pick up on that, and can begin to feel stressed themselves.
To reduce that anxiety, take care of things such as school registration and vaccinations well ahead of the first day.
Baty said MFISD provides student registration information on the district’s website.
Once classes start, Baty stressed the importance of sticking to a routine. She said parents should also consider setting up a homework space at home for their kids.
“And read every day,” she reiterated. “I cannot stress reading enough.”


All teachers that have been thrown into the uncharted territory of trying to teach young students from home have challenges, but music teachers may have even more challenges than most. A choir depends on multiple voices. A band requires lots of players, all with instruments that may or may not be home with the students. General music education usually involves lots of interaction within a classroom. So what’s a teacher or band director to do when suddenly they have to provide instruction or guidance to their students from afar with distance learning?
“We understand that school closures have forced teachers worldwide to create online learning environments. While this is uncharted territory for many, luckily music technology and online learning has been a focus of Hal Leonard for years and we are doing everything we can to support educators in this time,” said John Mlynczak, a member of the Hal Leonard online music education leadership group. “We are offering extended trials and enhanced support for composing and recording music with Noteflight Learn, learning to play an instrument with Essential Elements Interactive, and learning songs in general music with Essential Elements Music Class.”
Hal Leonard has multiple online resources that educators have already been using. During these extenuating circumstances, most of the sites have added extra tools or limited free accessibility to get through the next few weeks:
Ideal for K-12 or college, Noteflight Learn allows students and teachers to create, share, and record music online for any device. Noteflight is extending this service for free through June 30th. For more info: https://notes.noteflight.com/distance-learning-support/
Essential Elements Interactive
Ideal for teaching today’s band and string students both in the classroom and at home, EEi is an easy set of technology tools for online learning, teaching, assessment, and communication. EEi is already free with the purchase of an Essential Elements Method Book and is now offering enhanced support for existing teachers and students signing up for accounts for distance learning. For more info: https://www.eeiblog.com/eeidistancelearning
Essential Elements Music Class
Ideal for K-5, Essential Elements Music Class allows teachers to access hundreds of songs with activities and lessons. Songs can easily be shared with students to use at home with no login required). EE Music Class is offering an extended 30-day trial period for distance learning. For more info: https://www.eemusicclass.com/
In addition, Hal Leonard has posted a page of additional resources and FAQs that teachers can use during this time at https://www.halleonard.com/distancelearning/.


Creativity is the core of our curriculum. The ability to create, to think divergently and to problem solve are all important skills necessary for success in our world today and the world of tomorrow. We provide activities that integrate practical skills and imagination. We integrate the teaching of reading readiness, language arts, math and science with the areas of art, music, drama and movement.
We use a thematic approach in planning our activities. We, along with the students, choose themes or units of study and center our activities based on those themes. Our activities are offered at a variety of levels so that children can choose an activity that is developmentally appropriate for them. Choice is an important part of our program. Children are encouraged to participate in all activities but they are able to do them at their level and in the amount of time they need.
This program is all about movement, music, exposure, routine, sensory experiences and fine motor development. Our preschoolers are constantly progressing socially and emotionally by developing empathy, identifying and managing emotions, building upon understanding others and expressing themselves. Children are able to participate in the many learning opportunities throughout their day in a way that is meaningful and developmentally appropriate for them. We find that most children entering this program are eager to join in and learn from our other learners. The individualized curriculum is designed to stimulate both your child’s development and interests. We introduce Handwriting Without Tears Curriculum early in the year, creating an early love of learning. Our preschool class is balanced with choice, structure, play and opportunities to flourish. We have an older and younger class within preschool during our language and literacy opportunities to allow each child to thrive at the stage they are in, allowing for attention to literacy or exposure for our developmentally younger students
Pre-K is the perfect classes for students who are 4 to 6 years old. This program’s inspiration resulted from a community wish to develop a place for children that are motivated to start early with the language of academics. Research is clear that the goal of “reading” is only the tip of the iceberg.There are many foundational skills and processes under the iceberg that help children be long-term efficient and fluent readers. Our qualified teachers guide these early learners through many child directed activities that promote development of phonemic awareness and phonological processing. In addition, our multi-sensory language and literacy program will expose your child to handwriting, phonics, and decoding skills. Our advanced language and literacy program is designed to meet the needs of Pre-Kindergarten and Kindergarten age children. We use Handwriting Without Tears as a guide to our philosophy on early language and literacy development. Our trained staff delivers a strategy-based curriculum to enhance learning in handwriting, phonemic awareness, phonics, and decoding skills. Our multi-sensory approach to teaching will build your child’s foundational learning with meaning, motivation, and enjoyment. School of Enrichment’s Pre-K & Kindergarten program is enriched with a unique balance of our supplemental academics and our arts and specialty classes during your child’s day. This class is designed for our older students, typically the year before Kindergarten or Kindergarten age.


What Are the Fine Motor Skills and Why Proper Development of These Skills is Important?Fitness Equipment
Gross and Fine motor skills have become an important parameter for assessing the development of the child. So it’s important to develop these skills in them which will in turn help them to perform better academically and physically too.
Gross motor skills involve the large muscles of the body involving physical movement of the child like running, jumping, hopping etc. These require balance and coordination skills
Fine motor skills are the collective skills and activities that involve the small muscle movements using the hands, fingers with vision.
Today we are learning about 'fine motor skills', and its importance. Moreover what tasks your kids can perform if he/she has developed fine motor skills properly. Fine motor skills are the coordination of small muscle movements especially the coordination of finger movement with vision to perform precise and refinded movements. These skills are acquired as children, and humans secure and perfect them throughout life.
Importance of fine motor skill development:
Properly Developed Fine Motor Skills Are Important To Every Day Living. Parents can help their kids to practice, enhance, and evaluate fine motor skills. Fine motor skill development is not only essential for handwriting; it is a necessity for daily living: dressing, eating and computer use.
Fine motor skills require a child to manipulate and gain control over a range of materials and tools. These are often for communication purposes both functional and expressive, eg writing a name or message, manipulating a computer mouse, creating a sculpture. Opportunities to develop these skills exist in all six key learning areas of the primary curriculum.
Fine motor skills typically develop in a reasonably consistent and predictable pattern in the early years of childhood (from birth through to mid primary school). The process begins in infancy when a 2- to 3-month-old baby first bats at a toy, then progresses to grasping, releasing, and transferring objects between their hands). They then progress to using fingers to manipulate and explore things, stack blocks, self-feed, and dress, and as time goes by, during the early childhood years, use ‘school tools’ such as scissors, markers, crayons, pencils, and glue.
Weaknesses in fine motor skills can affect a child's ability to eat, write legibly, use a computer, turn pages in a book, and perform personal care tasks such as dressing and grooming.
To have fine motor control, children need:
- Awareness and planning
- Muscle strength
- Normal sensation
The following tasks can only occur if the nervous system matures in the right way:
- Cutting out shapes with scissors
- Drawing lines or circles
- Folding clothes
- Holding and writing with a pencil
- Stacking blocks
- Zipping a zipper
The components of fine motor skills can be considered to be:
- Grasping -eg using a crayon, pencil, brush, glue stick, beater, blocks
- Manipulating - eg playdough, clay, unifix, centicubes, paper, sewing, scissors, fingerplays
- Hand-eye co-ordination - eg writing, cutting, threading, moving a cursor, using a glue gun
The building of fine motor skills in children will enable them to perform a variety of important functional tasks.
- tying shoes
- zipping and unzipping
- buckling and unbuckling
- writing legibly and without significant muscle fatigue
- playing games that require precise hand and finger control
- drawing, painting, and coloring
- manipulating buttons and snaps
- putting small objects together
- doing puzzles
- making crafts
- using scissors
- manipulating small objects such as coins
- opening and closing objects
- picking up and holding onto small objects
- developing and maintaining an effective and proper pencil grip
- pinching objects between fingers
- using locks and keys
- being able to isolate finger movements (i.e., using one finger at a time, such as in playing the piano or typing)
- turning things over or turning pages of a book
- holding and using utensils properly and effectively
- screwing and unscrewing
- doing ANYTHING that requires small precise hand and finger movements
Early developmental skills and milestones work together to provide a solid foundation for the more integrated motor skills required in upper grades. These higher-level skills include being able to write fluently and focus on writing content (such as conveying information, thoughts, and ideas) rather than on the mechanics of writing, which involves pencil grasp, letter formation, spacing, and sizing.


The authors have grouped the theories into three classical "families" which differ in their views relative to the prime motives underlying human nature. They show how theories are specific examples of more general points of view called paradigms. The theories chosen to represent the three paradigms (the Endogenous Paradigm, Exogenous Paradigm, and the Constructivist Paradigm) were selected because they met four criteria:
- importance, as judged by academic and research psychologists
- fertility, as judged by the amount of research the theory has generated
- scope, as judged by the variety of phenomena the various theories explain
- family resemblance, as judged by how well each theory represents its paradigm
The authors present the "paradigm case" in the lead chapter for each paradigm. This paradigm case is the "best example" for the paradigm. The authors explain why paradigm cases are important, and give them more detailed treatment than other theories in the same paradigm.
Table of Contents
Part 1: Preliminary Considerations 1. Theories as Windows for Looking to See 2. Evaluating Developmental Theories Part 2: The Endogenous Paradigm 3. Freud and Psychoanalysis 4. Erikson and Psychosocial Theory 5. Wilson and Sociobiology 6. Ainsworth and Infant Attachment Part 3: The Exogenous Paradigm 7. Skinner and Operant Conditioning 8. Bandura and Social Cognitive Theory 9. Vygotsky and Cultural-historical Theory Part 4: The Constructivist Paradigm 10. Piaget and Cognitivedevelopmental Theory 11. Kohlberg and Moral Development 12. The Neo-Piagetians Part 5: Summing Up 13. Are Theories Compatible?
Michael G. Green, Associate Professor, Department of Reading and Elementary Education, College of Education, University of North Carolina at Charlotte.
John A. Piel, Professor, Department of Reading and Elementary Education, College of Education, University of North Carolina at Charlotte.


Elementary School Information
Elementary art instruction occurs every other week and is aligned to four anchor standards: creating, presenting, connecting, and responding. Students create artwork using the elements and principles of design, and present them in various art shows throughout the year. Students explore the connections between art and our global society through art creation, discussion, response writing, and hands-on activities.
Dual Language Program
Elementary dual language instruction focuses on supporting students in their attainment of biliteracy in Spanish and English. These programs are currently offered at Golfview Elementary School, Lakewood Elementary School, Liberty Elementary School, Meadowdale Elementary School, Parkview Elementary School, and Perry Elementary School.
Dual language students follow a specific language allocation model depending on their grade level. Based on the language allocation, content areas are taught in English or Spanish for a specific amount of time. For additional information regarding dual language offerings please click here.
English as a Second Language (ESL)
Elementary English language learner students are in a general education class and receive language support through the ESL teacher. Eligibility for english language support is based off of student performance on an annual assessment.
English Language Arts
Elementary English language arts instruction allows students to foster an understanding and working knowledge of foundational skills including concepts about print, alphabetic principles and conventions of writing with the goal of ensuring students are effective readers. As students progress throughout elementary school, they will read more challenging texts to strengthen their understanding of what they read while building a strong vocabulary knowledge. Students will also begin to write for specific purposes, including: to inform, explain, or tell a story.
Elementary health instruction provides students with the ability to understand the basic components and importance of being healthy and staying safe. Topics include body systems, hygiene, nutrition, safety, social skills, fitness, and goal setting.
Elementary math instruction will focus on number sense and algebraic thinking in order for students to develop conceptual understanding. In the primary grade levels, students will make tens, practice addition and subtraction, and progress into multiplication and division.
Fractions will become a priority in the intermediate grades. In all grade levels, students will focus on problem-solving, geometry, and measurement and data. Students will learn to reason mathematically, explain their thinking, and justify their answers.
Elementary music instruction occurs twice a week and is aligned to four anchor standards: creating, performing, connecting, and responding. Students learn the principles of beat, rhythm, melody, harmony, and music notation while creating and performing music. Students explore the connections between music and our global society through song, discussion, response writing, and hands-on activities.
Students in fifth grade can elect to participate in band or orchestra. Students can choose flute, clarinet, oboe, trumpet, trombone, violin, viola, cello, or bass. Students will develop basic musicianship, note reading skills, and will participate in performance experiences. Please look for enrollment information to be sent home in the spring of their 4th grade year.
Elementary physical education instruction focuses on basic motor and object control skills. Through the usage of engaging games and activities, the physical education program educates students on health enhancing behaviors. Focus will include, but is not limited to, locomotor movements, striking, kicking, throwing, catching, dribbling, volleying, and fitness.
Elementary social studies instruction allows students to become more prepared for the challenges of college, career, and civics. In the primary grades, students explore the community around them and move into an exploration of their nation in the intermediate grades.
Students will learn to interpret maps, examine sources, and will be exposed to concepts in history, geography, civics, and economics through experiences in the social sciences. Social studies instruction will also help support literacy skills through critical reading and writing instruction.
Elementary STEM instruction occurs every other week and allows students to engage in inquiry-based activities specific to the disciplines of Science, Technology, Engineering, and Mathematics. These disciplines are taught in an integrated manner and provide students with hands-on, problem-solving experiences related to scientific phenomenon.


• Understand the basic concept of the diminished chord.
• Develop lines using the half/whole diminished scale.
• Learn how the #IV diminished chord works in a blues progression.
Click here to download a high-resolution, printable PDF of the notation.
In last month’s column we looked at variations on 8-measure blues progressions. A few of the progressions featured a passing diminished chord. Usually, this connected the IV chord back to the I chord by using a #IV diminished chord. This is a cool harmonic device that can be used both in 8- and 12-bar progressions.
This month we’re going to look at how to solo over the diminished chord. To keep things simple, all of the examples can be played over the four-measure phrase shown in Fig. 1. This could function as measures 5 through 8 in a twelve-bar blues or measures 3 through 6 of an eight-bar blues.
We use a D# diminished 7th arpeggio (D#–F#–A–C) in the second measure of Fig. 2. We only have four beats, so we’ll play eighth notes to connect from the D7 to the A7.
In Fig. 3 we exploit the fact that since each note in a diminished 7th arpeggio is a minor third apart, we can move different arpeggio fingerings by a minor third as well. In the second measure, the pattern begins on beat two with the triplet figure. We then slide that shape down to the second fret during the triplet on beat three to create a symmetrical feel that catches the ear. You may notice that my first arpeggio doesn’t even have a D# in it, but it puts me in position to play in my first position minor pentatonic scale. I also like to look at this as if I’ve moved from the first position A minor pentatonic to the fifth position A Major pentatonic fingering.
Fig. 4 is a half/whole diminished scale fingering used by jazz musicians to play over diminished chords. This scale is built the exact way it is named, it is a half step followed by a whole step. This is a symmetrical fingering. This means that every three frets it repeats. So, instead of starting this scale out of my A blues position I’m going to move it down two set’s of minor thirds, or six frets to A half whole. This puts it right in my A minor pentatonic position at the fifth fret.
Fig. 5 uses the half/whole scale to create a lick over the #IV diminished 7th chord. The thing I like most about using the half/whole diminished scale is that I can keep from sounding like I am playing clichés. I don’t always want it to sound like I’m playing diminished, or beckoning Karlos Borloff in a horror flick.
I hope you’ve enjoyed learning some cool diminished licks this month. Take your time with them and make sure to create a few of your own. The diminished ideas we’ve learned this month can be played over the second bar of the IV chord leading back to the I chord even if the #IV diminished isn’t being played. You can imply the harmony with these licks. Robben Ford uses this concept a lot. It’s a way of creating even more tension to then release back on the I chord. In the end, I want it sound bluesy, because that’s what I’m playing, the blues.
Dennis McCumber has been a guitar instructor and performer for more than 20 years. He holds a Bachelor’s degree in music education from The College of Saint Rose. Dennis performs regularly in the New York City area with various rock, blues, and funk bands, and occasionally as a classical soloist. In addition to performing, Dennis has been a middle school music teacher in the Bronx for the past 12 years. While teaching in the Bronx, he was given a guitar lab by VH1 Save the Music and a keyboard lab from the radio station Hot97 Hip Hop Symphony. Dennis has been an instructor at the National Guitar Workshop since 1996, where he teaches Blues, Funk, and Rock. Find out more at dennismccumber.com.


The NICHD-led National Reading Panel, formed by Congress in the late 1990s, reviewed decades of research about reading and reading instruction to determine the most effective teaching methods. The panel found that specific instruction in the major parts of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) is the best approach to teaching most children to read. Instruction should also be systematic (well-planned and consistent) and clear. These findings on reading instruction are still relevant today.
Watch our video and learn what NICHD research is teaching us about reading and the brain, and what works when teaching young learners with dyslexia how to read.
There are multiple ways to teach and learn reading. Some methods work better than others, and some readers learn better from one method than they do from another. Reading aloud is considered the best way for caregivers to prepare a child to learn to read.1
The panel’s analysis showed that the best approaches to reading instruction have the following elements:2
- Explicit instruction in phonemic awareness
- Systematic phonics instruction
- Methods to improve fluency
- Ways to enhance comprehension
Since the panel’s report, NICHD-supported researchers have built on the panel’s findings. For example, new discoveries shed light on how learning changes the brain and how to teach most effectively. Learn more about these and other research findings in NICHD Looks Back on 50 Years of Learning Disabilities Research.
Additional findings are listed in NICHD’s news items related to reading and reading disorders.


Music Education and the performing arts
This page was updated: September 2019
Next update due: September 2020
All classes in KS1 and 2 receive a weekly music lesson from a music specialist teacher. The lessons are wide-ranging, teaching the key elements of music (rhythm, tempo, dynamics, pitch, structure, timbre and texture) through a breadth of study that includes performance, composition and appraisal of a variety of styles from across the world and throughout time. Every pupil in the school performs at some form of concert / production at Christmas, Years 3-5 put on a learning showcase relating to their foundation topic in the spring term, and Year 6 put on a full musical production in the summer.
As well as the music specialist teacher, we have a team of peripatetic music teachers who visit the school each week. These lessons are paid for by parents or subsidised by the school via Pupil Premium funding. We have peripatetic music teachers teaching guitar, cello, singing, piano, violin, drum kit and steel pans. Additionally, we offer drama lessons from LAMDA.
At John Ball Primary School, we are passionate about having as many opportunities as possible for children to experience and develop their performing arts skills. John Ball Primary School believes that the arts should be central to a well-rounded education. We provide a range of integrated experiences, carefully planned to fit in with topics, which give a dynamic focus for the pupils’ learning. We integrate the arts into the teaching of other subjects and find that this not only enhances pupils’ enjoyment but leads to better outcomes for all.
We have seen how arts activities help develop the capacity to formulate and communicate ideas and emotions; they enhance perceptual skills through responding, synthesising and evaluating, and physical skills through the control and use of movement. Involvement in the arts helps to foster a positive attitude among our students by developing a wide range of qualities such as cooperation, enthusiasm, passion, inspiration, tenacity and ambition.
Throughout the school calendar, pupils are given the opportunity to perform in a variety of contexts for different purposes: from harvest celebrations, to the KS1 nativity and the KS2 end of year production. Our school hall is fabulously equipped with a full lighting rig and a sound desk. We also take pride in showcasing our concerts in the community, and often participate in events in and around London, including:
- Young Voices
- Music For Youth
- Blackheath Halls Christmas Concert and Opera
- School Choir of the Year
- Lewisham Live
- Rock Band Party
- Collaborative Choir
- Turning Of The Year
As part of Lewisham Education Arts Network, John Ball Primary School works in close alliance with other schools in the area, as well as local artists and galleries. This enables us to offer children a range of experiences and opportunities, and they can learn a variety of musical instruments from our peripatetic teachers. The performing arts and related subjects act as a catalyst for cultural development and allow different cultures to meet and recognise one another’s worth and diversity.
The arts have the power to inspire, inform, stimulate, challenge and entertain. We believe that it is important to open up the world of theatre to the children and we take them to see a high-quality production regularly such as London Philharmonic Orchestra, The Unicorn Theatre and Trinity Laban.
For any queries about Music or the Performing Arts at John Ball School, please contact Mr Carter via the school office.


Today’s artists and art lovers who adhere to a traditional view of art are virtually submerged in the tsunami of anti-traditional work and supporting critical spin generated by the contemporary artworld. This book--comprising more than three decades of contrarian writing and speaking--offers a solid defense of traditional visual art, as well as a trenchant critique of the countless "new art forms" invented since the early 20th century and of the flawed theoretical assumptions behind them. A key part of the volume constitutes a critique of K-12 art education, which has largely adopted the contemporary artworld’s anti-traditional mindset.
Readers who struggle to appreciate some forms of art will sympathize with Kamhi’s difficulty connecting to Pablo Picasso’s sculpture. More controversially, she warns that “a movement has for some time been afoot to hijack art education for purposes of often radical political indoctrination” and scorns abstract art as contrary to “the commonsense attitude that has been a prime virtue of American society.” “What’s wrong with today’s ‘protest art’?” she demands. “Mainly this: it’s long on protest and virtually devoid of art.” Her candid reflections on what she calls “pseudo art” give readers the confidence to make up their own minds about the merits of artwork.
Kamhi writes with vehemence and certainty, and though she may not win over devotees of modernism, readers who find abstract and conceptual art baffling will be thrilled to encounter a kindred spirit. Objectivist thinkers will devour her examination of Ayn Rand’s philosophy of art; however, pop-art lovers will take exception to her harsh views on Andy Warhol and his contemporaries. The book is not illustrated, but Kamhi’s website hosts a resource page with links to all the artwork she cites. This well-researched and thoughtfully written guide is likely too weighty for casual art lovers, but art historians, critics, and artists will enjoy arguing over it.
Takeaway: Artists, critics, and teachers who are troubled by non-representational art will be thrilled to have their opinions confirmed by this clearly argued critique.
Great for fans of E.H. Gombrich’s The Story of Art, Fred Ross.
Design and typography: B
Marketing copy: B


At Manor Park we value Music as a universal language that embodies one of the highest forms of creativity. Our High quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As the pupil’s progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon: a piece of music where one voice repeats the part of another, throughout the whole piece.
During their time at Manor Park all pupils will perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. The children will learn to sing and to use their voices, to create and compose music on their own and with others. Children will take part in a number of performances to their peers, parents and members of the community. They will have the opportunity to explore a range of percussion instruments, use technology appropriately and have the opportunity to progress to the next level of musical excellence. To understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


NAEA Position Statement on the Value of Collaborative Research
[Adopted March 2015; Reviewed and Revised March 2018]
May 16, 2019
NAEA believes that knowledge gained through collaborative research strengthens teaching and learning in the visual arts in PreK to post-secondary classrooms, art museums, and community programs. Collaborative research encompasses a range of methods and approaches and can involve teams of PreK to 12 educators, museum educators, higher education faculty, artists, learners, administrators, community art educators, policy makers, partner organizations, and local stakeholders. Collaborations can involve making connections with other non-arts subject areas.
The complexity of issues* in visual arts education today requires frameworks for collaborative research that bring together the collective expertise and perspectives of researchers, practitioners, and other collaborators in addressing shared educational concerns and opportunities.
NAEA supports collaborative research that can result in effective educational change. Once an opportunity for informing teaching and learning practice has been identified in response to an issue or problem in visual arts education, a collaborative research plan will result in development and implementation and the outcomes are shared as a basis for future decisionmaking about practice and policy.
The NAEA Research Agenda provides an accessible means of identifying research topics and trends that can further understanding and heighten the impact of visual arts education programs in all settings.
*See NAEA Research Agenda https://www.arteducators.org/research/articles/168-naearesearch- agenda) for current issues in art education.
Buffington, Melanie L. and McKay, Sara Wilson, Editors. Practice Theory: Seeing the Power of Art Teacher Researchers, NAEA 2013.
Christianakis, Mary. Collaborative Research and Teacher Education, Issues in Teacher Education (Fall 2010) Volume 19, Number 2. https://files.eric.ed.gov/fulltext/EJ902678.pdf
Coburn, Cynthia E. and Penuel, William R. Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher Volume 45, Issue 1. 2016. http://journals.sagepub.com/doi/abs/10.3102/0013189X16631750
David, Jane L. What Research Says About Collaborative Inquiry, Educational Leadership (December 2008/January 2009) Volume 66, Number 4 http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Collaborative- Inquiry.aspx
Dynarski, Mark. Researchers and Educators: Allies in Learning Educational Leadership (December 2008/January 2009) Volume 66, Number 4 http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Researchers-and- Educators@-Allies-in-Learning.aspx
Miraglia, Kathy Marzilli and Smilan, Cathy, Edtors. Inquiry in Action: Paradigms, Methodologies, and Perspectives in Art Education Research, NAEA 2014.


on Thursday, January 12, 2006 - 10:40 AM - 7351 Reads
Make Time in Your Child's Schedule for Piano Lessons
There is no better time than the New Year to begin piano lessons. If you have been thinking of enrolling your child in piano lessons, don`t wait because piano lessons are so valuable for children. Parents know this, but a common excuse given is "We are so busy, how will we find the time?" The truth is that all human activity is goal driven, but we don`t all focus on goals that will bring us the most benefit over the long term. To do this we need to manage our time, but the catch is that managing our time is really a function of goals and perspective. This is not a chicken or the egg question, however, because achievement has a history - a definite beginning and a process of follow-through.
Heres the Beginning.
Making a Decision Goals are a Tool of Choice. To set meaningful goals that will last, focus on the What and the Why.
Why should I enroll my child in piano lessons? In what ways will my child benefit from piano lessons?
Example 1: In addition to building a fun, life-long skill, piano lessons help children learn
Key Reading and Math Skills
How to Set Goals to Achieve their Dreams
The Need for Persistence in Learning
How to take Responsibility for their Success
Example 2: I love my children and want to help them live out their potential and to prepare them for a positive future with activities that are challenging and and that provide long-term rewards.
Here┬?s the Follow-Through.
Once you have made a decision and set your course, plan to re-direct your focus whenever you begin to veer off course. Dont begin by thinking this will not happen to you. This happens to everybody! Setting goals is the easy part, staying on course and following through takes practice. But the only way to overcome distractions that will inevitably come is to be prepared with a plan and give it time to work.
Heres the Plan for Achievement.
Get a piece of paper and write down the What and the Why. Post it in several locations where youll see it throughout your day. Then when you have that inevitable low day and begin to think Piano lessons are expensive, It takes time to drive the kids to their lessons, or your child complains (because thats what kids do best) you can look at your goals and remember the What and the Why and find your passion and your motivation again. This is the best way to stay focused and follow through with your piano goals in each New Year. Help your children do the same and youll be preparing them for a positive future of success.
For great home piano activities parents can use to help children ages 5 to 11 develop their musical talent, visit Piano Adventure Bears Music Education Resources Youll find a treasure box filled with piano resources to create an exciting musical adventure for your child - right in your own home! Visit their website and subscribe to their free internet newsletter so you can download free piano sheet music and mp3s of original piano compositions.
These exciting stories, games, piano lessons, and inspirational gifts feature the Piano Adventure Bears, Mrs. Treble Beary and her new piano student, Albeart Littlebud. Young students follow along with Albeart to learn what piano lessons are all about in a fun way that kids readily understand appreciate. Click here to visit PianoAdventureBears.com For a wealth of information about piano lessons, visit tallypiano.com


Elementary school teachers’ knowledge on dyslexia
ABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.


This document provides a brief overview of what is involved in podcasting, what you need to do it, and some examples of how it can be incorporated into various aspects of the music and broader curriculum.
Make your life easier, for no cost. So you want to cut down on the time you spend at your desk and more time working with your students. Cloud computing and Web 2.0 technology to the rescue. This document outlines a number of ways to build these practices into your Read more →
Being an effective teacher means keeping up with the best practices of the teaching profession. Embrace technology to create your own Professional Learning Network. This document covers a range of ways to build the network, and increase your professional links.
This document contains an extensive set of links to websites which would be extremely useful to music teachers who are time poor, but interested in cutting to the chase finding suitable sites, articles and resources to support their use of Web 2.0 in the music classroom.
Informal learning, differentiated instruction, collaborative and cross-curriculum learning projects or development of general capabilities are all enhanced by savvy use of digital resources. But what about sequential developmental music education? Is this still a relevant goal? What does a curriculum continuum for a technology-rich music education look like? What is Read more →
The Internet is becoming an increasingly more interactive and dynamic place, exploding with intuitively easy-to-use, and free, programs for music teachers and their students. In addition to web-based applications ("apps") such as wikis and Google docs used by all educators, there are a host of online music programs to explore Read more →
This document outlines the process of creating a website using Worpress. It covers many aspects including examples of Australian music websites done in WordPress, aspects of the site including blogs, posts, managing the dashboard and saving, as well as listing very useful support links.
This document is a comprehensive guide to the many creative uses of QR codes in music education. It covers what they are, how to create them and read them, and how to link to the desired objects you wish your students to have instant access to. It is a step Read more →
This document outlines the philosophy and key teaching elements of Musical Futures, which is a new way of thinking about music making in schools. It supports active, contemporary music making, drawing on the existing passions young people have for music and reflecting and building upon these in the classroom. It is Read more →
This short document discusses the meaning and purpose of digital curation in the context of the creation of the Australian Jazz Real Book. It contains references to assist teachers in the consideration of digital curation in their classrooms and with their students.


Research Seminar “Culture and Inequality”
- be able to explain culture preferences through social stratification perspective
- be able to understand the link between cultural production cultural consumption
- be able to generate research hypothesis
- be able to develop academic skills in reading, writing, and presentation.
- be able to understand and discuss topics related to culture and inequality and improve skills in developing research design in the framework of culture and inequality studies
- Culture and Inequality (Course introduction)Why does art and cultural consumption matters. Status symbols and status groups. Schools, labour market and marriage markets as spaces of exclusion.
- Taste culturesArt perception as decoding process (Bourdieu original thesis). Code and legitimate culture. Abstract and contemporary art as specific objects for decoding. Upper classes as main consumers of legitimate art. Disinterested vs. Interested involvement: decoding or decorative qualities of art objects.
- Art as a professionDevelopment of artistic educational institutions & art museums. Art academies and challengers in art education. Dominating and competing groups: curators, trustees, managers. Conflict between curatorial and educational functions inside museums. Neoliberal turn and stimuli for marketization.
- Cultural production and urban milieusDistinction and reproduction of symbolic boundaries. Consumer “sets” or repertoires. Symbolic boundaries and negative choices (dislikes). Symbolic exclusion and musical taste. Contradiction between Bourdieu statements and contemporary political cultures. Preferences for democracy and tolerance. Race VS. status intolerance.
- Сultural production as labourConcept of creative labour. Creative careers. Cultural and creative industries. Inequality and precariat in creative industries.
- Art-world structure: producers, consumers, prosumersH. Backer’s circular model of art world. Professionals vs. mavericks. Professionals, art institutions and definition of creativity. Conventions. Who creates genius? Prosumers as recent phenomenon.
- Networks and creativityArt-production as two-mode data. Core-periphery structure of cultural industries. Advantages and disadvantages of periphery positions. Weakness and strength of core positions. Team position and composition. Small-world phenomenon in creative industries. Legitimacy vs. innovation dilemma.
- Class cultures and inequality reproductionClass cultures and cultural capital. How to measure cultural capital. How cultural capital influence educational attainment and chances on marriage markets.
- Artistic careers and prestigeTraditional bureaucracies and single-projects organizations. Pareto-distribution and Matthew effect. Creative, technical and managerial careers. What roles are good starting positions in creative industries? How to measure creative prestige?
- Migration, ethnicity and cultural capitalAdaptation of migrant children and transmission of cultural patterns. Ethnic capital vs. taste for legitimate culture. Schools and transmission of cultural capital.
- Interim assessment (4 module)0.2 * Exam + 0.4 * Homework + 0.4 * In-class Participation
- Alexander, V. D., & Bowler, A. E. (2014). Art at the Crossroads: The Arts in Society and the Sociology of Art. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.25367D5F
- Tanner, J. (2003). Sociology of Art : A Reader. London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=111300


visual artist, art historian, and art critic, was the youngest child born to Frank Donaldson and Clementine Richardson Donaldson of Pine Bluff, Arkansas. When Jeff Donaldson was four years old his father died. To support the family Clementine Donaldson worked as a grammar school principal and high school principal. Donaldson received his early education in Pine Bluff, where he studied art with John Miller Howard, a professor at Arkansas AM&N College (later the University of Arkansas at Pine Bluff). After earning a BA in Studio Art from Arkansas AM&N in 1954, he returned to Chicago, where he had moved as a teenager with his family, and took courses at the School of the Art Institute of Chicago. Donaldson went on to study photography, color and design, and printmaking at the Illinois Institute of Technology, where he earned an MS in Art Education and Administration in 1963 ...
Kimberly M. Curtis
Born and raised in Baltimore, Maryland, James Amos Porter studied art as an undergraduate at Howard University, graduating in 1927. He joined the Howard faculty that same year as a drawing and painting instructor and remained a professor there until the end of his life.
The first exhibition of one of Porter's paintings was in 1928. Group and solo exhibitions followed in the United States and abroad. In 1937, already an acknowledged teacher and painter, he earned an M.A. in art history from New York University. In 1935 and 1945 he received Rockefeller Foundation grants, and traveled to Europe, Haiti, and Cuba to seek inspiration for his work.
As an artist, Porter was best known for his portraits, including the prize-winning “Woman Holding a Jug” (1933). Several of his paintings are now held by the National Archives in Washington, D.C. ...


ERIC Number: ED595308
Record Type: Non-Journal
Publication Date: 2017-Apr-28
Abstractor: As Provided
The Role of Cultural Task Value in Engaging Rural and Indigenous Science Learners
Jablonski, Erica; Middleton, Michael J.; Abrams, Eleanor Diane; Koper, Marlena; Kirsch, Catalina C.
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017)
Early adolescents, particularly from underrepresented or marginalized communities, may feel disconnected from school science leading to a lack of engagement. The lack of connection between their out of school experiences and school science may lead them to devalue science. This study examines interviews with 56 middle school students and 12 teachers from rural and indigenous communities participating in a highly contextualized science curriculum that examines the sustainability of local activities or social practices (e.g., maple sugar farming, hunting, etc.). The majority of students reported valuing the community-oriented tasks they were asked to complete as part of the curriculum. Two elements of the curriculum that particularly contributed to their enjoyment and appreciation for community task value were the involvement of local community experts and the greater awareness of how everyday local practices affect their lives. This paper discusses the concept of community task value in relation to Eccles (2009) explanation of the role of collective/social identity in motivated behaviors with implications for science educators.
Descriptors: Learner Engagement, Science Instruction, Rural Population, Indigenous Populations, Early Adolescents, Student Attitudes, Middle School Students, Middle School Teachers, Science Curriculum, Sustainability, Local Issues, Social Environment, Identification (Psychology), Student Motivation, Disproportionate Representation, Student Behavior, Cultural Context, Indigenous Knowledge, Curriculum Development, Expertise, Systems Approach, Learning Activities, Informal Education, Community Role
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: firstname.lastname@example.org; Web site: http://www.aera.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 4; Intermediate Grades; Grade 5; Grade 6; Grade 7; Grade 8
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Hawaii
Grant or Contract Numbers: 1223703


The study is to determined the beliefs and practices on sexuality and reproductive health among Bachelor in Elementary Education (BEEd) and Bachelor in Secondary Education (BSEd). There were 304 respondents comprised of 191 females and 113 male, ages raging from 18-29 year old. In this study research design utilized the descriptive and inferential design in order to assess sexuality and reproductive health. A survey with the use of a structured questionnaire for data collection that was modified from the Illustrative questionnaire for Interview-Surveys with Young People by John Cleland. Questionnaire covered BSEd and BEEd students of the College of Education, who has reached puberty but has not yet been married. Scores was carefully recorded and ensure the data collected were accurate. Data was used in the analysis and interpretation of data on age, sex, and socio-economic status of the subjects and respondents. Student-respondents were conscious over the issue of gender and sexuality but they have misconceptions that leads in answering undecided in the instrument. The extent of student-respondents practice of natural contraception was “slightly practiced” where withdrawal was highest. The extent of student-respondents practice of artificial contraception was “never practiced”. Student-respondents were aware of the presence of Reproductive Health (RH) Law in the country but they have misconceptions over the Law like on abortion and policy concerning women. There was no significant difference on their knowledge of gender and sexuality, HIV/AIDS, Reproductive Health Law, natural contraception across all year level concerned and practice of artificial contraception.


A Review of the impact of the health literacy status of patients on health outcomes
Background: Providing quality health information is at the core of health service provision. Patients need access to impartial and high quality health information to make informed decisions on health matters. Poor health information can prevent people from making effective choices. Besides, lack of health information can be damaging for patients, their relatives, health professionals and the entire society. The objective of this review is to examine the extent and impact of low health literacy among patients by focusing on its health, economic and social impacts; it will also discuss the implications for health service providers and other stake holders by focusing on strategies that will help improve patients' health literacy status so that they can achieve good clinical outcomes.
Methods: A search of some standard books and relevant articles on health literacy among patients and its implications for health service providers was done using the Google and Yahoo search engine as well as EMBASE and OVID MEDLINE data bases. Keywords employed were low health literacy, healthcare impact and health outcomes.
Results: The problem of low literacy exists in several countries; most adults lack basic literacy skills as well as basic numeracy skills. The Health literacy statistics report of the Institute of Medicine (IOM) 2004) shows that nearly half the United States of America population has difficulty understanding and using health information.
Conclusion: Low health literacy incurs significant costs to society, investing in health literacy will improve population health outcomes and reduce health care costs.
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Common Problems in Elementary EducationFitness Equipment
Elementary education prepares and introduces students to the very foundation of academic essentials. It is here where they receive a general education such as writing, reading, math, science, social studies and history. In this level of education, students are comprehensively trained for high school level and college curriculum. And as grade level advances, learning methods and materials intensify even more. Elementary education also known as primary educations is advantageous to students, however, there are some problems with elementary schooling that exist within the system.
Teachers in elementary education have a fixed method of transmitting learning information to students. In other words, the coursework is fixed. Teachers will teach in a manner that is effective and appeals to majority of his students. But this method won’t work effectively for other students who have their own unique learning style. Some students can learn and understand the lessons by merely listening to their teacher’s lecture. On the other hand, there are also some students who can only fully understand the lessons if teachers will use a visual learning method. A fixed teaching method and materials are presented and put into practice by most elementary school teachers that is why students will not always have the privilege to learn in a manner that is most comfortable for them.
The quality of learning in elementary education suffers because of limited academic budget. Lack of appropriate and enough school budgets will have an impact on school’s spending. The school will be incapable of providing students the suitable learning materials and tools, new technology, new or renovated classrooms, furniture and other resources. If classrooms are limited, it follows then that the number of students per class will grow in size and the teacher in charge will not be able to manage them all. This will eventually lead to a poor teaching quality. This is so because teachers will find it difficult to give adequate and individualized attention to his students.
Students are given the standardized tests to rank them academically. This has become teacher’s primary concern of improving their scores and they are prioritizing this one. They take time out of their actual lessons to concentrate on teaching their students how to answer a multiple choice questions and how to relax and stay calm when taking the test. The teacher’s focus on standardized test distracts and disregards the lessons that he is supposed to teach.