How to Become an Art Teacher: Step-by-Step Guide
Art teachers help students develop their artistic skills by cultivating creative expression and fostering an understanding of textures, shapes and colors. The majority of an art teacher's work entails guiding students through different projects in ceramics, sculpture and painting and other areas. Some also teach art history and introduce students to the works of master artists.
Step 1: Develop a Range of Artistic Skills
Art teachers need to show proficiency in various styles and subjects. They should be able to demonstrate basic skills in oil painting, watercolor, clay, charcoal and other types of art mediums. Colleges and universities offer a variety of art courses in which students can explore their interests.
Step 2: Earn a Bachelor's Degree
Traditionally, many aspiring art teachers complete a bachelor's degree program in art education. However, students can also become art teachers by obtaining a bachelor's degree in art and then completing a teacher education program. Many students concentrate in a specific art-related field, such as art history, graphic arts, painting or digital art. Accordingly, classes may differ, but generally cover topics in color theory, design and painting.
Step 3: Complete a Teacher Education Program
Bachelor's degree programs in art education generally include teacher education preparation programs so college students can earn their credentials and begin teaching after graduation. Teacher education programs typically require students to complete supplemental courses in lesson planning, classroom management and teaching methods. Additionally, students are assigned to teach at a school under the supervision of a licensed teacher. This allows them to apply learned methods and techniques, as well as gain teaching experience.
Step 4: Obtain a Teacher's Certification
The requirements for obtaining a teacher's certification vary by state, but most states only offer certification to applicants who have completed a formal education program. States also require that applicants pass basic skills tests in math and reading, in addition to demonstrating competency in art, media and design. Public schools hire only certified art teachers, while private schools and community art programs may not require teachers to be certified.
Step 5: Gain Experience Teaching
Completing an internship, volunteering as an art teacher for community children's programs or working as a substitute teacher may provide prospective art teachers with valuable teaching experience and networking opportunities. Employment openings for art teachers can be found through local school boards, publications for educators and teachers' unions, as well as classified ads.
The U.S. Bureau of Labor Statistics, BLS, (www.bls.gov) predicts that kindergarten, elementary, and middle school teachers will experience a 17% hike in job growth between 2010 and 2020, while high school teachers will experience a 7% jump during the same decade. Additionally, the BLS reported that median annual salaries for these career fields ranged between $53,400 and $55,050 in May of 2012.
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Amateur Architect is a hands-on math project that requires students to read directions and compute fraction operation problems. Students use the resulting measurements and a ruler to construct a house and garage. (See pictures below.) This is one of my all-time favorite math projects!
(View Actual Pages from the Amateur Architect Fraction Project)
(42 Math Lessons, Projects, and Games – 438 pages)
(9 Number Sense Lessons and Projects)
Lesson Description: Amateur Architect is a hands-on math project that requires students to read directions and compute fraction operations problems. They use the resulting measurements and a ruler to construct a house and a garage. Students use pencil and ruler to draw and center parts of the house and garage. This project combines the foundational skills of solving fraction operation problems with the practical application of ruler measuring skills.
Math Content: Fraction Operations, Measuring and Constructing Drawings with a Ruler
Suggested Grade Level: 5th-8th
Time Required: This project usually takes about 4-7 class periods, depending on whether or not the Ruler Skills worksheets are used and if you allow any part of the project (such as the final title and drawing) to be done at home.
Materials Needed: Rulers (class set), two transparencies, construction paper (optional)
Teacher Testimonial: This is one of my all-time favorite math projects. Amateur Architect was created over 10 years ago and has been used in the classroom many times by a number of teachers. Students combine their knowledge of fraction operations with the practical application of ruler measurement in order to create a house and garage. It has been amazing to see how many students did not previously know how to read a ruler or to construct and center objects accurately. The project also provides a real-life context for the use of fractions. The students enjoy the project and the finished projects make a great display for the classroom.
The Amateur Architect Project includes:
- 1 Amateur Architect project cover sheet
- 3 Ruler Skills worksheets (for optional preparation prior to the Amateur Architect project)
- 3 Ruler Skills worksheet answer keys
- 2 Amateur Architect project pages
- 1 Amateur Architect project Fraction Calculations worksheet
- 1 Amateur Architect project Fraction Calculations worksheet answer key
- 2 Amateur Architect Grading Templates (one with dimensions included)
- 1 Amateur Architect project Terms Transparency
- 2 Amateur Architect Teacher Tips pages
- 1 Amateur Architect Grading Rubric
17 pages in all!!
VERY IMPORTANT: When printing Amateur Architect be sure that “NONE” is selected for Page Scaling in the Adobe Print Box. Otherwise, templates of the project and the lengths of the segments on the Ruler Skills pages will not be accurate.
Enjoy your lesson!!
Mark P. Tully
“I’ve taught for 30 years and this is the best project, using fractions, that I have ever used. The kids love it! I love it!”
-Judy Arlotti, Suzanne Middle School, Walnut, CA
“I recently bought your book of projects and I am in the process of doing the Amateur Architect with my class. I love it! The students have found it to be challenging and fun. The student discussion has been great. I can hear the math as they discuss how to figure out the dimensions.”
-Cheryl Blum, Mandarin Middle School, Jacksonville, FL
“I just collected the Amateur Architects that I used with 7th math. Students really worked hard and were motivated. Again, I like the reinforcement and practical application of fractions. I think they may actually be able to measure with a ruler on their own….The teacher directions were perfect. I was able to follow your directions and feel successful at it the first time around.”
-Linda Adrid, Suzanne Middle School, Walnut, CA
“My students loved working on the Amateur Architect project. The project allowed them to practice their fraction skills, collaborate with classmates and realize yet again how relevant math is in everyday life!”
-Bethany Korn, The Archer School for Girls, Los Angeles, CA


Pianomouse's musical circus is a comprehensive music learning program designed for children ages 4 and up. Developed by Kathleen Thyberg, a music teacher with more than 30 years of experience, the Pianomouse program teaches children to play piano in a fun, interactive manner. With the Pianomouse system, children will learn to read music and will be introduced to the works of the great composers.
Each lesson introduces new musical concepts that are reinforced with fun activities. With Pianomouse, your child will learn by singing, coloring, and listening to the works of Bach, Beethoven, Mozart and more.
Research studies have shown that children who learn music do better at school and that music education enhances memory and abstract thinking skills that are necessary for reading, math and science. With Pianomouse, parents can learn music and how to play the piano along with their children – Anyone can teach the program! NO music background is required.
The Pianomouse learning program consists of four Lesson Books with four accompanying Activity Books. Each Lesson Book comes with an instructional CD and Parent’s Notes that correspond with each lesson. In addition, the Pianomouse website will provide parents with an opportunity to give feedback and hear success stories from other parents and their children.
You can purchase the entire Pianomouse system – all eight books and four CDs – for much less than the cost of a few piano lessons! Give your child the gift of music – it’s a gift that will last a lifetime.


Semi Detailed Lesson Plan On Social Studies
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A DETAILED DEMOSTRATION LESSON PLAN IN SCIENCE AND HEALTH V I. OBJECTIVES At the end of the lesson, the pupils should be able to: a. Identify ways .
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A detailed lesson plan on Government, the Declaration of.
Title - Government By - Michelle Eaton **Note - This lesson plan uses some worksheets that are not available, however, much of the lesson plan can be
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HighScope Preschool Curriculum
The High/Scope® Preschool Curriculum is the preschool component of High/Scope's research-based system of education for the preschool and infant-toddler years. The curriculum has a set of teaching practices for adults, content areas for children, assessment tools to measure teaching behaviors and children's progress, and a training model to help adults use the curriculum to support children's development.
Active Learning. The curriculum is based on the belief that children learn best through "active learning," direct, hands-on experiences with people, objects, events, and ideas. Children are encouraged to "construct" their own knowledge by pursuing their personal interests and goals, guided by trained adults who understand the important learning areas for children in the preschool years. Active learning is central to all the activities in the program, whether planned by adults or initiated by children.
Classroom Arrangement, Materials, and Equipment. The space and materials in a High/Scope® setting are carefully selected and arranged to promote active learning. The center is divided into "interest areas" organized around specific kinds of play, for example, block area, house area, small toy area, book area, sand-and-water area, art area.
Daily Routine. High/Scope® teachers give children a sense of control over the events of the day by planning a consistent daily routine that enables children to anticipate what happens next. A central element of the preschool daily routine is the "plan-do-review sequence"; other key elements are small- and large-group times, greeting time, and outside time.
Preschool Curriculum Content. In a High/Scope setting, children explore, ask and answer questions, solve problems, and interact with classmates and adults as they pursue their choices and plans. During this process they engage in teacher- and child-initiated learning activities in 10 child development content areas. Within each content area are "key experiences" that foster developmentally important skills and abilities. There are 58 key experiences for the preschool years. The 41 key experiences for the infant-toddler years are sometimes used in High/Scope preschool programs that also serve developmentally or chronologically younger children.
Assessment. The COR (Child Observation Record) is used to evaluate child progress in High/Scope infant-toddler and preschool programs. The Preschool Program Quality Assessment (PQA) is used to evaluate the quality of the program, focusing on five key areas: learning environment, daily routine, adult-child interaction, curriculum planning and assessment, and parent involvement and family services.
Using the High/Scope Curriculum in State and School District Pre-K Programs. As more and more states and local school districts move toward universal or targeted pre-kindergarten (pre-K) programs, they must consider which curriculum model to adopt, how to train staff, and how to measure the program's quality and effectiveness. High/Scope's child development orientation makes it highly compatible with various state standards for early childhood learning and with Head Start outcomes. As a comprehensive, research-based system of child instruction, staff development, and accountability assessment, High/Scope meets the needs of those seeking a proven Pre-kindergarten model, as described in our Pre-K Prospectus.
Reprinted with the permission of the HighScope Educational Research Foundation. © 2007 All rights reserved.
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Family and Community
Families and communities play an integral role in children’s school success. With partners such as National PTA, we work at all levels to help educators engage families and communities in ways that directly support schools and student learning.
Webinar Series: Achieving Excellence and Innovation in Family, School, and Community Engagement
Produced by the U.S. Department of Education and its partners United Way Worldwide, National PTA, SEDL, and Harvard Family Research Project, this nine-part webinar series explores the research, best practices from the field, and latest innovations in engaging families and the community to support school improvement and student learning. Available online free of charge. Read more
National Center for Family and Community Connections With Schools: Housed at SEDL, this national center disseminates research-based information and resources to foster connections among families, communities, and schools that support school improvement and student learning. Available products include toolkits, an online database of resources, research syntheses and briefs, and webinars.
National PIRC Coordination Center: Through October 2012, the National PIRC Coordination Center, a partnership of SEDL, the Harvard Family Research Project, and the Miko Group, Inc., supported the work of the nation’s 62 Parental Information and Resource Centers (PIRCs) by providing training events, research-based materials, new grantee orientation, on-site visits, and regional and national conferences.
National Institute for Literacy Dissemination Project: SEDL helped the National Institute for Literacy get its free booklets, which provide parents with tips for developing children’s early reading skills, into the hands of parents nationwide.
Collaborative Action Teams: SEDL staff evaluated and refined the process for creating Collaborative Action Teams, which worked to develop partnerships among students, families, communities, and schools at the local level. These teams identified pressing issues in a community and took action to address them.
Supporting Family Involvement in Education: In the 1980s, SEDL provided guidance and tools to assist businesses, schools, and communities in helping working mothers be more involved in their children’s education. We also conducted field-based research on building successful school-family-community partnerships, particularly in lower-income and minority communities.
Family and Community Research Studies: In the 1970s, SEDL undertook three projects that sought to study and improve relationships among schools, families, and communities. The most significant was a groundbreaking 6-year study examining the beliefs and attitudes about parent involvement in children’s elementary education. The results revealed that educators supported more traditional roles for parent involvement, whereas parents supported more active roles such as school advocate.
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Electrician: Educational Requirements and Career Profile
Electricians help bring power to residences, commercial areas and industrial complexes. They're employed in a variety of industries, installing and fixing electrical wiring and components. Electricians may specialize in construction or repair, though they often perform both functions. Read on to learn about the education and licensing needed to become an electrician.
Educational Requirements for Electricians
Electricians usually gain career training through apprenticeship programs. Some electricians may begin the training process by attending a classroom-based vocational program or serving as an electrician's helper; however, these electricians often go on to complete apprenticeships.
Candidates who hold high school diplomas or the equivalent may apply to become apprentices through various unions, such as the International Brotherhood of Electrical Workers or the National Electrical Contractors Association. Completion of these 4-year programs allows apprentices to become journeymen and work on both construction and repair projects.
Apprentices receive approximately 600 hours of in-class instruction on safety principles, electrical circuits and blueprint reading. Aside from learning in the classroom, apprentices also receive on-the-job training under the supervision of experienced electricians. Apprentices may practice wiring outlets and soldering electrical components.
Career Profile for Electricians
Electricians may work for utility companies, construction firms or service providers. Electricians in different industries may have varying job descriptions. For example, maintenance electricians working for factories may be required to service and repair assembly lines, while construction electricians who work on remodeling homes may need to install switches and rewire lighting.
Electricians in most states must be licensed by their respective state board. Licensing requirements generally include completing a qualifying test on electrical applications and building codes. The BLS notes that self-employed electricians working as contractors may need to earn a separate contractor's license and complete a bachelor's degree program in electrical engineering or a related field.
Job Outlook and Salary Information
The BLS stated that opportunities for electricians were expected to increase by 23% between 2010 and 2020. The Bureau also noted that employment is very sensitive to economic swings, so electricians may find themselves unemployed when the number of construction projects decreases. In May 2012, the BLS reported that the average annual wage for electricians was $53,030. Electricians in the top tenth percentile earned $82,930 per year, whereas the bottom tenth percentile earned $30,420 per year.
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What is the Ministry of Education?
Several countries throughout the world possess government departments known as the Ministry of Education. For this article, we will discuss the Ministry of Education of India, also known as the Ministry of Human Resource Development. The Ministry of Education of India is a part of the government of India, responsible for the development of human resources and the educational system in the country.
The Ministry of Education of India is divided into two separate departments: the Department of School Education and Literacy, which is responsible for organizing and funding various aspects of primary education and literacy, and the Department of Higher Education, which deals with secondary and post-secondary educational efforts.
The Ministry of Education, or the Ministry of Human Resources Development, is headed by a minister of cabinet rank as a member of the Council of Ministers. The current head of the Ministry of Education of India is Kapil Sibal; Mr. Sibal is assisted by a single Minister of State, Daggubati Purandeswari, who is officially labeled as the Minister of State for Human Resource Development.
The Department of Ministry of Education basics functions:
Within the Ministry of Education exists the Department of School Education and Literacy. This sub department of the Ministry of Education is responsible for primary education, in both the formal and non-formal setting. The stated goal of the Department of School Education and Literacy aims to offer elementary education across the country; in the simplest of terms, the department aims to create a universal elementary education system.
This department originated as the Indian Education Department in the early 1900s under the British Raj. After the nation gained independence, a full-fledged ministry formed, officially named the ministry of Education, was created in 1947.
This newly formed Ministry of Education was then merged with the newly-established Ministry of Human Resources Development in 1985. Together, these departments aim to achieve universal access and enrollment for all primary education students in the nation, including a universal retention of children up to 14 years of age. In addition to supplying primary education to all citizens of the nation, the department aims to achieve universal retention of children up to 14 years of age, as well as providing substantial improvement in the quality of education to enable all children to achieve proven essentials levels of learning.
The Department of Higher Education, another sub category of the Ministry of Education of India, is responsible for providing and improving secondary and post-secondary educational systems in the country. The department is empowered to offer grants to universities and academic institutions who they deem fit; the issuance of grants is initiated based on the advice of the University Grants Commission of India.


Enhancing the early literacy development of children at risk for reading difficulties
This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition
skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for
children with language delays.
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These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
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|Copyright Owner:||Copyright 2006 Learning Difficulties Australia|
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|Deposited On:||28 Mar 2007|
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The art of creating musical instruments by hand is probably as old as man's use of tools. In fact, instrument making may actually predate tool making because I'd be willing to bet that ancient man found it more enjoyable making music than digging holes. I have always found xylophones to be some of the funnest of all instruments because of the carefree nature of their sounds. It seems to me that the xylophone lends itself to the idea of building one of your own so I went in search of xylophone ideas and have brought you some of the ones that I find most noteworthy.
You can start by checking out a web page titled: Basic Xylophone Building, by Jim Dobel
of Elemental Design. In his web page, Jim gives you a good quick tutorial about what makes a xylophone tick. He gives a very basic description of the elements of a wood xylophone and how they are constructed and work. Jim also has some other interesting musical instrument links on his page that you might want to check out.
There's a fascinating article on Mother Earth News
describing how to make a pipe xylophone. The instructions are well explained and seem easy enough to follow. I believe that following their guide will produce a very nice home made instrument and they even provide you with a little fundamental music education also. I enjoyed their presentation of the concept and they carefully keep the project cost effective.
In contrast to the pipe xylophone instructions on Mother Earth News, eHow has "git er dun" type instructions for building a xylophone using two-by-four lumber
and an old dresser drawer. You might not make the concert tour with this instrument but it's a place to start.
If you are the DIY adventurous sort, or if you are already an accomplished xylophone builder, check out this link from Wannalearn.com . They have a cornucopia
of ideas about instruments that you can build for yourself
and they provide links that will lead you in endless musical directions.
You can build them out of wood strips, copper pipes, brass rods or even build a xylophone using wrenches
like the idea I saw on instructables. I even found a site which outlines making a xylophone out of bottles
but they want to sell you the plans for doing it . The point of the whole project is to make something useful and to have some fun in the process. Have you ever built a xylophone? If so, please tell us about it!


Kandinsky Abstract Painting: Free Lesson Plan Download
Level: K-2 Art Education Lesson Plan
Art Elements: Line and Shape
Art Skills: Drawing, Painting, Abstract Art
Art History: Kandinsky
* Get more free lessons like this, on our Lessons Page
This lesson is one of the first lessons to introduce line and shape to 1st grade students. Students will independently draw at least 1 geometric shape and 3 different line types, all while learning about Kandinsky’s style of abstract painting. Because Kandinsky listened to music while he painted, the students also get to experience classical music while painting. It’s amazing how quiet the room gets when this happens. These paintings are successful not only because of the art history and art elements they teach, but the products also turn out to be something parents want to frame in their homes: a win/win situation for everyone.


Children ages 6 to 9 are a delight. Picture the one or more you know. They enjoy good motor skills and are able to reason sometimes better than the adults in their lives. Their erratic eating habits and not wanting to shower may aggravate you. Their ongoing physical activity includes building their self-image through competition. Remember those days when you could do absolutely anything. I went from being a ballerina to being an ambassador to being a journalist. What about you? What could you do when you were these ages?
During these years, school and learning are generally enjoyed and most meet academic challenges. Crayons and markers are exchanged for pencils and pens. They challenge you to table and board games. Left to their own resources they recover quickly from failure and learn to use good manners and develop secret codes and languages. Though they aren’t perfect, this is a fun age because their individuality develops and potential pops out all over.
Emotionally these 6- to 9-year-olds are becoming much more independent and exhibit stress in various ways, which means they become less cooperative, but want responsibility and attention. They imitate older children and adults and tend to love or despise their teacher(s).
Socially, this age group feels secure in a group and they talk and talk to prove a point. They have a special friend and want to be involved in a school sport. They like to compete with peers and realize they have a father as well as a mother. Girls develop interest in clothes and boys often develop interest in gutter language. They often like to collect things. I remember at that age becoming obsessed with collecting pieces of ribbon, mounting them, and labeling them. At age 15, I looked at my collection and pitched it wondering why it had been so important.
Literacy development takes many encounters. Promoting literacy is in modeling by reading often and reading a variety of items ourselves. The more this age sees us reading and the more variety they see us read, the more they’ll imitate literacy. This age still likes to be read to, even on your lap, but they often like to read to you. They don’t like boring voices and they love drama. The most important idea for children to catch at this stage, in fact at all stages, is that granddad/grandma can read to me; uncle/aunt can read to me; brother/sister can read to me; babysitter/friend can read to me and I can read to them.
Other important concepts for a child to catch are that reading is fun, and I’ll be good at it too. Those are pretty powerful statements for anyone. No one really knows how powerful an effect we can have on the future of a child from six to nine.
It is delightful to overhear comments such as: “Could I finish my book before going to bed?” “Jane, let me finish this story before coming out to play?” “Mom, would you read this book to me again?” “Dad, when you read to me tonight would you read...?” “Please tell my babysitter to read...” “Grandma please read the new book to me that you bought me last month.” “Grandpa would you do story hour next week at school for my class?” “Thank you Aunt Alice for my new book. I’ve been wanting it so much. I didn’t know you knew which one I wanted.” “This year for Christmas could I have a subscription to...?” “Dad, is it OK if I read the book you’re reading before you finish it?” “We get to go to the library!” “Which book do you think I should read first?” “You know that book you told me about because you read it when you were young —I like it too.” “My family and I read the newspaper together on ..., so we’ll have to meet after that.”
Literacy invades our lives if we let it and it can be used for learning and enjoyment no matter what our age. We never are too young or too old. It is at our command as long as we get the basic essentials. Our country allows every one of its citizens to reach his/her potential literacy, but like any gift of any worth it requires us to accept the gift, open the gift, and use the gift. Literacy is not a walk we do alone. We need guides that lead us to its richness and we need to be a guide to lead others to its richness. I believe the pursuit of happiness, a freedom we still enjoy in this country is active; pursuit means progressing. Are you progressing in literacy; are you helping another progress in literacy? Until next week… Christine Pauley


Algebra 2 builds upon previous algebraic concepts such as Powers, Roots, and Radicals and expand to more advanced levels such as Polynomials and Factoring and Conic Sections – Hyperbolas. Sophisticated applications are found in Exponents and Logs where you will develop special scales for measurement, used for the Richter scale for earthquake magnitude, and the pH scale for acidity. Methods for solving Systems of Linear Equations and Inequalities and Rational Functions are covered in our more basic topics which provide strong proficiency to master Matrices and Determinants. Algebra 2 is a highly integrated subject that establishes strong foundational skills and supports mastery at more advanced levels that are sure to challenge you.
Study fundamental topics in college-level algebra with emphasis on application.
Grasp core concepts of statistics such as probability distributions, approximations, and hypothesis-testing.


Australian Bureau of Statistics
4228.0 - Programme for the International Assessment of Adult Competencies, Australia, 2011-2012 Quality Declaration
Previous ISSUE Released at 11:30 AM (CANBERRA TIME) 15/02/2013
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For literacy and numeracy, proficiency scores have been grouped into five skill levels with Level 1 being the lowest level. For a full description of the skill levels, refer to the appendix titled Scores and skill levels. The relatively small proportions of respondents who actually reach Level 5 often results in unreliable estimates of the number of people at this level. For this reason, whenever results are presented by skill level for literacy and numeracy, Levels 4 and 5 are combined.
Please note that data previously released in the Adult Literacy and Life Skills Survey (ALLS) and Survey of Aspects of Literacy (SAL) publications are not directly comparable with PIAAC data. For further information refer to the Data Comparability section of the Explanatory Notes.
PRELIMINARY DATA - SKILL LEVELS IN LITERACY AND NUMERACY
Approximately 7.3 million (44%) Australians aged 15 to 74 years had literacy skills at Levels 1 or 2, a further 6.4 million (39%) at Level 3 and 2.7 million (17%) at Level 4/5. For the numeracy scale, approximately 8.9 million (55%) Australians were assessed at Level 1 or 2, 5.3 million (32%) at Level 3 and 2.1 million (13%) at Level 4/5.
Proportion at each skill level, literacy and numeracy
PRELIMINARY DATA - STATE AND TERRITORY OF USUAL RESIDENCE
Results for literacy and numeracy across all states and territories showed similar proportions to that of Australia as a whole for most levels. For numeracy, the Australian Capital Territory recorded the highest proportion at Level 4/5 (23%).
PRELIMINARY DATA - AGE
The proportions of people at Level 1 are higher among the oldest age groups (people aged 60 years and older) than in the younger age groups (people aged 15 to 29 years) for both literacy and numeracy skills.
Proportion at each literacy level, By age group
Proportion at each numeracy level, By age group
PRELIMINARY DATA - SEX
There was little difference in the proportion of males and females at each level of the literacy scale, however a higher proportion of males (17%) attained scores at Level 4/5 on the numeracy scale compared with females (9%).
Proportion at each literacy level, By sex
Proportion at each numeracy level, By sex
PRELIMINARY DATA - LABOUR FORCE STATUS
The tables of this publication apply a concept of labour force status as defined for the international PIAAC survey and hence the international labels are used. (For example 'Out of the labour force' is used in place of 'Not in the labour force'.) While the concept of 'employed' aligns with that used by the ABS Labour Force survey, there is a subtle difference in the concept of 'unemployed', which in turn impacts on the numbers in 'out of the labour force'. For further information refer to the Glossary.
There was a statistically significant difference in the proportions of those employed and those out of the labour force at Levels 3 and 4/5 for both the literacy and numeracy scales. For literacy 42% of employed people achieved Level 3 compared with 31% of people out of the labour force whereas for Level 4/5 the results were 20% and 9% respectively.
Similarly for numeracy 36% of employed people attained a Level 3 score compared with 23% of people out of the labour force and for Level 4/5 the respective results were 16% and 7%.
Those out of the labour force had the highest proportion of people assessed at Level 1 for both scales (literacy 24% and numeracy 36%).
Proportion at each literacy level, By labour force status
Proportion at each numeracy level, By labour force status
More information on literacy, numeracy and problem solving in technology-rich environments skills will be available once the data are finalised later in 2013.
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This page last updated 8 October 2013


A Celebration of Darwin's Legacy Across Academic Disciplines
Thursday, Friday and Saturday
March 12, 13 and 14, 2009
Darwin's Reach for K-12 Educators
The conference begins Thursday, March 12 with a daylong session on Darwin in the Classroom - Evolution and Education focusing on the pedagogical and societal challenges encountered in teaching about evolution.
In addition to seminars designed to help teachers understand and teach evolution, there will be invited speakers discussing the pedagogy and politics of teaching evolution.
Keynote speakers for Darwin in the Classroom - Evolution and Education are:
Judge John E. Jones III, U.S. District Court for the Middle District of Pennsylvania, who ruled against the Dover (Pennsylvania) area school board’s attempt to introduce teaching on "intelligent design" into school science classes
William F. McComas, Ph.D., Parks Family Professor of Science Education, University of Arkansas; 2007 recipient of the Evolution Education Award sponsored by the American Institute of Biological Sciences (AIBS) and the Biological Sciences Curriculum Study (BSCS)
Jay Labov, Ph.D., senior advisor for education and communications at the National Academy of Sciences, Washington, D.C.
Registration for secondary and elementary education teachers wishing to attend Darwin in the Classroom - Evolution and Education on Thursday, March 12, 2009 will be available at a reduced rate.


Music is a language and just like an alphabet, it has its own set of symbols. The purpose of this workbook is to introduce pre-service teachers to the language of music in a fun and interactive way. The workbook aims to familiarise students with both musical symbols and concepts of music which can then be followed up with discussion and practical activities in their tutorials. Each chapter is designed to be completed before each tutorial so that the language of music can be introduced in small, manageable chunks. This is also a method to show students how concepts can be broken down and taught sequentially for the maximum education benefit. Bedrock: Foundations of Music will ensure students develop a solid foundation in music theory.
1. Rhythm & Beat
2. Rhythm II
4. Pitch II
7. Tone colour
8. Expressive techniques
9. Putting it all together
10. Listening song: reflection & evaluation
Anita Collins has extensive experience in music education at all age levels in Australia and Britain. Currently lecturing at the University of Canberra, she has research specialisation in boys’ education and thinking styles. This, and her knowledge of conducting and ensemble development, see her continuing to practise as a teacher at Canberra Grammar School in both the classroom and their extensive co-curricular program.
A seasoned performer across many musical genres, Lucas Edmonds has a diverse range of skills. He’s a tutor at the University of Canberra and teaches instrumental music at Canberra Grammar School. An experienced educator, his wide-ranging talents have given him not only an exciting performance career, but also the opportunity to consult as a graphic designer and complete a degree majoring in molecular biology.


Did you study Tchaikovsky at age 6? Could you read a musical score at age 10? Could you explain how vibration creates sound at age 8?
Our kids do and our kids can.
Our gifted and award-winning music specialist, Kimberly Taweel, has taught music at Carpenter for 20 years. In 2004, she was honored by the Los Angeles Philharmonic and Music Matters as "Unsung Hero" (music teacher of the year) at Hollywood Bowl. Mrs. Taweel holds a B.S. in Music Education from Lebanon Valley College, PA, a Master of Music degree from Pennslvania State University, was the former Assistant Director of Education for the Pittsburgh Symphony Orchestra and the former Executive Director of the Harrisburg Symphony Orchestra.
She provides our children with a comprehensive music program that includes the history of music, singing, music appreciation, and movement and instrument instruction. Consulting with teachers, Mrs. Taweel provides a music curriculum that supports Science, Open Court, Social Studies, and the Cougar Character Program. In addition, she orchestrates the school's annual Winter Holiday Program, 4th and 5th grade chorus, and the 5th grade musical.
"From studying Tchaikovsky to Mozart, Beethoven to Vivaldi, and so much more, I try to give our children unforgettable musical exposure and knowledge," says Mrs. Taweel. "Music connects us with our emotions, and for our children to have an appreciation and understanding of music, is a gift they'll have for their lifetimes."
Here is an inside view of just some of what your child might be learning in Music:
Kindergarten: Study Tchaikovsky's Nutcracker Ballet and Prokofiev's Peter and the Wolf; differentiating high and low notes, fast and slow tempos and the structure of music. Playing percussion instruments.
First grade: Study Mozart; reading and performing notes of the scale: do, re, mi, fa, sol, la, ti, do; reading and performing whole, half, quarter, and eighth note rhythms and rests; identifying patterns in music and variations in music.
Second grade: Study Beethoven; reading and performing raps about each family of the orchestra, analyzing how each instrument makes sound; explaining vibration and how it creates sound and how we hear.
Third grade: Study Vivaldi; reading and identifying parts of the musical score such as treble clef, coda, bar lines, measure, staff; writing poetry inspired by music; analyzing music using tempo, tonality, texture, mood, dynamics, instrumental effects.
Fourth grade: Study Foster and Saint-Saens; student compositions of original, autobiographical lyrics to "O Susanna"; playing recorders and reading musical notes G, A, B; completing a Venn diagram. Continue to learn musical score reading, use appropriate musical language when discussing music.
Fifth grade: Study The National Anthem, music of the colonies, slaves, and Civil War; learn basic stage directions, participate in a dramatic performance using music; identify ways a composer uses music to tell a story. Continue to refine musical score reading and discover and identify music's important role in our country's history.
As we all know, the importance of music has been recognized for centuries. As Greek philosopher Plato stated "Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything." And, more recently, studies show that "Music optimizes brain development, enhances multiple intelligences, builds social-emotional skills, promotes attention to task and inner speech, develops impulse and motor control, and communicates creativity and joy." - Educator Lorna Heyge.
At Carpenter, our mission is to educate the whole-child, and through superb enrichment classes such as our Music Program, we give our children the best education possible.


The LifeWays® Principles are listed below:
- Young children thrive in the presence of parents and other devoted caregivers who enjoy life and caring for children. They learn primarily through imitation/empathy and therefore need to be cared for by people with integrity and warmth who are worthy of being imitated. This is the foundation for learning and healthy development.
- Having consistent caregivers, especially from birth to three years old and, preferably, up to primary school age, is essential for establishing a sense of trust and well-being.
- Children need relationship with people of all ages. Infants and toddlers thrive in family-style blended-age care, while older children see nurturing modeled by the adults and experience their own place in the continuum of growing up. Children of all ages can both give and receive special blessing when in the company of elders and youth who enjoy children.
- Each person is uniquely valuable, gifted with purpose and worthy of respect throughout all phases of his or her life’s journey.
- Human relationship and activity are the essential tools for teaching the young child all foundational skills for life. Infants and toddlers develop most healthily when allowed to have freedom of movement in a safe environment. For three- to six-year-olds, creative play, not technology or early academics, forms the best foundation for school work and for life-long learning.
- In infancy and early childhood, daily life experience is the “curriculum.” The child’s relationships to the caregivers and to the environment are the two most important aspects through which the child can experience healthy life rhythms/routines. These include the “nurturing arts” of rest and play, regular meal times, exploring nature, practical/domestic activities, social creativity, music and simple artistic activities.
- Young children thrive in a home or home-like environment that offers beauty, comfort and security, and connection to the living world of nature. Healthy sense development is fostered when most of their clothing and playthings are of non-synthetic materials and their toys allow for open-ended, imaginative play.
- Childhood is a valid and authentic time unto itself and not just a preparation for schooling. Skipping or hurrying developmental phases can undermine a child’s healthy and balanced development.
- Parents of young children need and deserve support in their path of parenting—from professionals, family, and one another. They thrive in a setting where they are loved, respected and helped to feel love and understanding for their children.
- Caregivers also have an intrinsic purpose and need to be recognized and appropriately compensated for the value of their work. They need an environment where they can create an atmosphere of “home,” build true relationship to the children, and feel autonomous and appreciated.


Music Education is an integral part of core curriculum. Formal instruction in music provides students with unique experiences not taught in other core areas. Music, as a discrete discipline, offers powerful tools for expression. These tools make it possible to connect the intellect and emotion and bring meaning and beauty into our lives.
The study of music contributes to awareness and respect for the global community and the pluralistic society in which we live. The study of music in the context of historic and cultural perspectives provides a foundation for understanding the present as well as the future.
Performing music enhances self-esteem, builds self-discipline, and reinforces societal values such as cooperation, commitment, and working towards a common goal. These are all fundamental qualities that serve as the basis of our education system.
Music Education in the Arlington Public Schools provides students with instruction in all aspects of music: singing, playing, moving, reading, listening, analyzing, creating, and performing. In Arlington, music educators enhance instruction through various uses of technology, involvement in continuing education, and the pursuit of improved pedagogical methods. The rich and varied talents in our community are tapped through the visiting artists from the Humanities Project. Arlington Public Schools strives to educate all students to the highest level of musical skill and knowledge commensurate with talent and ability.
This page contains links to one or more websites that are outside of the Arlington Public Schools network. APS does not control the content or relevancy of these links.


Preschool students at The Learning Lamp in Jennerstown are using touch-screen tablet computers to learn.
"They are teacher-friendly and kid-friendly," said Kayla Trexel, center director and preschool teacher.
The tablets use an adaptive teaching software, the iStartSmart program. Each child logs in by touching his photo on the screen. They then chose a frog, duck or platypus and choose travel, garden or safari. They go through a session about numbers, letters, shapes or colors.The 19 3-, 4- and 5-year-olds at the preschool have been using the five tablet computers for about three weeks. The children wear headphones so the others don't hear what they hear.
"It's very animated and interactive; they think they are playing games and don't realize they are learning," Trexel said. "It is targeted to their age. I can log in and track what they have done and can print it out for their parents. The program locks so they can't move to things they are not ready for until they learn the previous session."
Erica Ponczek, director of child development and early learning for The Learning Lamp, said the integration of technology such as iStartSmart in early learning settings is an approach that is aligned with Pennsylvania's Comprehensive Literacy Plan and national Common Core State Standards.
"Both recognize that technology has changed the way we read, write, teach and learn and place greater emphasis on digital literacy," she said. "The National Institute for Literacy believes that just as young children need book-handling skills associated with early literacy development, they need opportunities to develop the early technology-handling skills associated with early digital literacy."
The International Society for Technology in Education recommends that children become familiar with basic skills in technology operations and concepts by age 5.
"Technology such as the iSS doesn't replace traditional hands-on learning. It can't," Ponczek said. "What it does do is complement it. Children will still use crayons and blocks and engage in interactive lessons with the teacher, but they'll also use an awesome standards-based adaptive software to sharpen foundation reading and math skills."
The children at the Jennerstown center only use the tablet computers for 10 minutes every other day as young children have short attention spans. While a group was using the tablets, one of the girls reached over to another girl's tablet to move shapes for her.
"They like to help each other," Trexel said. "They know they are only to do their own computer, but they forget. I wondered at first how to fit it into the curriculum, but it worked out well. I've had no negative comments from any of the parents."
The Learning Lamp operates seven preschools in Somerset, Cambria and Bedford counties, serving 219 children. The Jennerstown center's tablet computers were funded through North Star School District's Keystones to Opportunity grant. The Learning Lamp has applied for a PNC Grow Up Great grant for tablet computers for the Somerset preschool. The second phase of the project will be to apply for grants for the preschools in Cambria and Bedford counties.


Course Number: 470*/3.0 3L (Course Code Explanation)
Open To: B.Mus. and B.Mus./B.Ed. students, non-B.Mus. students
Area(s): Music Education
Instructor(s): Dr. Kip Pegley
Day(s) and Time(s): M: 11.30-1.00, Th: 1.00-2.30
Seminars offered by faculty related to their music education research/interests. Content varies year to year. See departmental brochure for further details.
Music pervades many mass-mediated cultural forms and is consumed both actively and passively by millions of people on a daily basis. In this course we begin by considering the work of key cultural and media theorists after which we explore both how we consume music within a range of media (film, television, radio, internet), and where we consume it (homes, elevators, grocery stores, gyms). This course is designed to help educators facilitate their students when thinking critically about the functions and effects of music in everyday environments.


FAQs are frequently asked questions on Right to Education Act by various stakeholders such as Parents, Children, School Owners, Principals, Administrators, Teachers, Government officials.
FAQs have been categorised stakeholder-wise and topic-wise.
This is a common perception since it is difficult to see beyond the centuries old custom and culture of failing and expelling children. That the learning level of a child who is punished by failure at any time in the elementary stage shall improve the next year has no educational or research backing. If at all, the social stigma of failure, particularly for a child coming from a poor home is more likely to ensure that the failed child shall drop off from the next year. It is a method to weed out children who are harshly judged for being ‘weak’ or ‘dull’, which may have a lot to do with the learning environment of the school, the psychological and coping stress on the child, rather than any innate deficiency in the child. More often, failure and expulsion of the child hides the deficiencies of the learning environment of the class room. That is why the CCE, which continuously monitors the learning levels of the child and helps in timely intervention is far superior educationally to annual or board examination based punishments of failure and expulsions. CCE also takes into account the interests, abilities and talents of the child beyond the school subjects that must be recorded while issuing the completion certificate at the end of the elementary stage (see also Q71). Properly implemented, CCE will ensure that children do not advance without learning better than mindless testing of children. Private schools in particular use the failure and expulsion route to weed out what they call ‘dull’ and ‘weak’ in order to keep their school brand at a premium to charge more fees. The Act attempts to prohibit this malpractice, which has been upheld by the Delhi High Court decision in relation to a prominent private school of Delhi, mentioned previously.
The curriculum must follow some basic principles which have been laid down in the Act, including be in line with Constitutional values and designed to develop a child's full potential.
The state governments shall have to specify academic authorities that will lay down curriculum and evaluation procedures at the state level. These could be SCERTs or other academic institutions of the state. The state curriculums must however be prepared according to certain common principles of content and process described in Section 29(2).
Yes, under Section 7(6a), the central government has to develop a framework of national curriculum with the help of academic authorities of state governments. This is significant since the present practice of the NCERT preparing the NCF was of an advisory nature; under the Act, it has become mandatory, and shall involve the state governments too.
Providing technical support and resources to the state governments for promoting innovations, research, planning and capacity building is a task assigned to the central government (Section 7(6c)). Model Rule 19(2)(b) prescribes that a teacher may perform the tasks of curriculum formulation, development of syllabi, preparation of training modules and text book development, in a manner that these tasks do not interfere with his/her regular teaching.
The term ‘child’ in the Act means a child in the age group of 6-14 years.
The procedure for certification is described in the respective State RTE Rules. The Model Rules says that the certificate will include the Pupil Cumulative Record of a child which will contain the talents and abilities of the child beyond school subjects. The implication is that such a cumulative record, spanning eight years of elementary stage shall be kept for each child, and teachers shall be facilitated through trainings and other means to fulfill this task.
No. The Act guarantees the completion of elementary education. It means therefore that the child can continue to study till she has completed class 8, irrespective of her age at that time.
The Act makes it the responisbility of the school to provide a child with "special training" in the school premises to enable her to come upto her age appropriate class. In other words, a 10 year old has the right to be enrolled in class 4 while she attends remedial classes provided by the school in the same premises till she is able to be mainstreamed. This could take 3 months to 2 years.
No school, governmental or private, can detain (fail) or expel any child at the elementary stage.
The Delhi High Court has already given a verdict on this on the basis of the Act (April 7, 2010), against St. Xavier’s School, Delhi, which had to take back all the children they had declared failed and expelled from the school


WELCOME TO THE
Music instruction at Spoede Elementary involves a variety of methods, teaching to all learning styles. The curriculum develops musical concepts such as form, harmony, musical expression, music history, music reading, and rhythm. The curriculum is taught using an eclectic approach of methods such as Orff, Dalcroze, Kodaly, and traditional approaches to music education. Each year is a building block, adding to the knowledge and skills learned in previous years. Click on the links to learn more about vocal music at Spoede.
MUSIC CLASS EXPECTATIONS
Spoede's students have music for one hour and 15 minutes per week. The rules for the classroom are as follows:
Respect everyone and everything in the room.
Show Ownership. Admit your mistakes and do what you can to fix them.
Cooperate by always being "in harmony" with others.
Only use Kind words.
Show safety by keeping your hands, feet, and objects to yourself.
By following these simple rules we can create a positive atmosphere where everyone can learn.


Changing Technologies, Changing Minds: Taking account of music technologies in the curriculum1
Brown, Andrew R. (1997) Changing Technologies, Changing Minds: Taking account of music technologies in the curriculum1. In Gifford, E, Brown, A.R., & Thomas, A (Eds.) Australian Society for Music Education XI National Conference.
Our music education history is littered with changing technologies and the future horizon seems equally full of new technological developments. As a part of maintaining quality and relevance in our music curriculums this paper seeks to reveal the way technological change interacts with the music curriculum to change the minds of our students through their musical understanding. Such change can best arise through growth and development in the student through making and reflecting with a variety of technological resources, from paper and pencil to instruments and computer. Although sound recording technologies have been the biggest technological change effecting music education this century, digital technologies, in the form of computers and synthesizers, are the most visible technological change with which we are currently engaged. In order to understand how these changes can best serve music education we need to be clear about the ways in which technologies interact with thinking. The technological environment in which the student can developed is established by the teacher and the curriculum, so choosing engaging activities and appropriate technologies is vital.
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|Item Type:||Conference Paper|
|Keywords:||music, sound, education, technology, computer|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) > Musicology and Ethnomusicology (190409)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||Copyright 1997 Andrew R. Brown|
|Deposited On:||14 Feb 2007|
|Last Modified:||09 Jun 2010 22:37|
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Here is a clip of the Brazilian group Barbatuques that makes organic music using their voices and bodies as instruments. The group performs in Brazil as well as internationally, teaches workshops, gives trainings and participates in educational and social projects.
The professional development course that I am giving with Jeanne in Luxembourg 26-27 November is called “No Instruments? No Problem!” The idea for the workshop was born because of the reactions we often get from teachers: “At our school we don’t have (a budget to buy) enough instruments for all the students…” Making music and exploring musical elements and concepts is possible without any instruments at all, just like the Barbatuques show in their video (all right…they have included a Jew’s harp in this particular piece, but even that sound could be produced with the voice only).
Body percussion is probably the most ancient universal instrument. Ethnomusicologist Curt Sachs writes in ‘World History of the Dance’ (1937):
“The original time beater is the stamping foot… To the dull stamping sound is added the sharper sound made by slapping the hand on some part of the body; thus the upper arm, the flanks, the abdomen, the buttocks and the thighs become musical instruments. [...] Besides stamping… only hand clapping is found among all cultures at all periods.”
Add another instrument that we all are equipped with, the human voice (vocal sounds, singing voice and speaking voice), and we have endless possibilities to create music!
26-27 November 2011 Jeanne Schmartz and Katja Maria Slotte will lead a professional development workshop for teachers, childcare professionals, social workers, and music educators in Luxembourg.
The workshop is called “No Instruments? No Problem!” and is designed to cater to the needs of many educators and schools that struggle with (budget) issues and not having (enough) musical instruments for their students. In the workshop we will explore the vast possibilities there are to teach music in a meaningful and creative way without using any instruments at all. The participants will get introduced to the possibilities of working with body percussion, singing voice, speaking voice, and vocal sounds, and get lots of hands-on activities and ideas to bring back to their own classrooms and teaching situations.
In the workshop we will explore the connection between the Orff Schulwerk approach to music education and common elements used in world music styles, such as ostinato patterns, echo, improvisation, and other techniques. The workshop repertoire consists of children’s singing and rhythm games from all over the world. Participants will not only receive a lot of ideas and activities to bring back to their own classrooms, but also train their own vocal and rhythm skills and become more confident in presenting music activities.
This professional development weekend is organized by SCRIPT (Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques), the institute for professional development of the Luxembourgish Ministry of Education (Ministère de l’Education Nationale et de la Formation Professionnelle).
Workshop languages: English and Luxembourgish.
Jeanne Schmartz; percussionist, music teacher, musicologist (MA, BMus)
Katja Maria Slotte; singer, musician, singing teacher & music educator (BMus, MMus, Authorised CVT Teacher)


Language Arts:This text is intended for Elementary Language Arts Methods courses, and courses combining elementary and middle school language arts. It is also suitable for use in block courses combining introductory reading methods and language arts. The course can be found in school of education departments of elementary education, and curriculum and instruction.LANGUAGE ARTS: LEARNING AND TEACHING brings together three of the most respected names in the field of reading education. It offers a balanced perspective and is distinguished by its attentiveness to the teaching of language arts in a time of systemic reform. No other text offers this much emphasis on standards for teachers and students. Grounded in state of the art research, this book is filled with practical teaching ideas and vivid illustrations of language arts teachers in action.
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Rent Language Arts 1st edition today, or search our site for Dorothy S. textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by CENGAGE Learning.


Lenses on reading : an introduction to theories and models
Source:The Guilford Press, Volume 2nd, New York, p.251 (2012)
Call Number:Cubb LB1050 .T69 2012
Keywords:Psychology of--History, Reading, Reading--Philosophy--History, Reading--Research--Methodology--History
Summary: "Subject Areas/Keywords: behaviorism, cognitive processing, constructivism, educational psychology, literacy development, literacy instruction, models, reading, research methods, social learning, teaching, theories, theorists, theory. Description: This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies"-- Provided by publisher.


ERIC Number: EJ667084
Record Type: CIJE
Publication Date: 2001
Reference Count: 0
Defining Art Appreciation.
Seabolt, Betty Oliver
Art Education, v54 n4 p44-49 Jul 2001
Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Art Education is a refereed journal.


Seminario de Investigación en Museología de los Países de Lengua Portuguesa y Española, II, 2010
Museus e públicos com deficiência visual : um estudo de caso no centro de arte moderna em Lisboa
Patrícia Roque Martins
AbstractThe importance of art education for people with a visual deficiency tries to emphasize its value with regard to the promotion of individual growth, always taking into account the active role that education plays in the production of knowledge. Denying the access to people with a visual deficiency, signifies neglecting the human potential that can exist in each of them. In general terms, society is accustomed to build barriers -by omission -which can be summarized as a lack of solutions to the needs of people with a deficiency. Not taking actions in favor of visual impaired people creates new obstacles which contribute to the acquisition of other inabilities, generated by the lack of access to knowledge and information, which end up isolating them for life. This communication has been set out from a case study -developed at the Modern Art Centre in Lisbon- whose objective was to demonstrate, through the analysis of three works pertaining to three Portuguese artists, that people with a visual deficiency may be part of the public at art museums and what is more important: they can see paintings. On the one hand, this approach between the artwork and the visitors visually impaired was developed as a support to multi-sensible materials, trying to provide a more expressive and attractive museum visit and the methods which resulted most effective for the analysis of artworks will be targeted. This case study tries to demonstrate the importance of the abolition of social barriers in museological institutions, pointing to the creation of permanent, inclusive proposals focused on the individual differences of each person, apart from quantitative factors that often explain the policies pursued on the educational programmes. On completion of this case study a survey among participants with visual impairment was conducted. One of the questions was, "What is the motive that led you to participate in this visit to the Modern Art Centre ?" A participant answered: "To see what I have never seen". The use of the word see took on a broader meaning here, referring to non-visual perception related to what was described, discussed, felt or analyzed . Key words: Accesibility. Inclusion. Multisense materials. Publics with visual deficiencies.
Last Update: 2013-12-05
DestaForma, Design e Multimédia
Biblioteca Central © 2006 - All the rights - FLUP


Creating an Australian Curriculum for English
Product Code: 978-1-921586-53-8
This book cuts through the rhetoric about a national curriculum in order to raise important questions about the implementation of the Australian Curriculum: English. The aim is to inquire into the claims made on behalf of this curriculum through critical accounts generated by people working within a range of educational sectors and jurisdictions across the country.
Key questions posed by this book are:
How can the Australian Curriculum be implemented in a principled, ethical, research-informed way for the benefit of all Australian students?
- How are teachers, educators and professional groups across the country anticipating, engaging with and planning for the new curriculum? How will it connect with the lived experience of teachers and students in Australian schools?
- What challenges does it pose for developing and implementing curriculum at a school and classroom level
- How might the three strands – Language, Literature, Literacy – be integrated in a meaningful way?
- How will educators be able to ensure that young people in schools engage with the curriculum on terms that are relevant to them?
- How might a single national curriculum that privileges the use of ‘Standard Australian English’ meet the particular needs of Australian students within diverse communities?
- How does the new national English curriculum, compare with existing state-based curriculums?
- The book seeks to productively engage with issues that are likely to emerge as systems and schools implement the curriculum, re-envisioning curriculum as something that teachers and their students create within their local school communities.
- The new curriculum for English in Australia and student achievement
- ‘Australia, you’re standing in it’: curriculum in its place classrooms, creativity and everyday life
- Literature, hospitality and wreading
- ‘The visitor, the learner, the guest’: an Australian teaching in England
- Reimagining poetry: innovative literacies, national agendas and digital landscapes
- From literature to literary practice:teaching texts in the Australian English curriculum
- Literature teaching in The Australian Curriculum:retaining key practices
- What happened to the education revolution? new media technologies and The Australian Curriculum
- Youth literacy development through applied learning and the national curriculum
- As if they could be otherwise… : Finding spaces for creativity in the enacted curriculum
- Making sense of The Australian Curriculum: one school’s journey Creative writing and/in/beyond The Australian curriculum The future of diversity and difference: Can the national curriculum for English be hospitable?
- Grammar, Standard Australian English and The Australian Curriculum:English: what could principled implementation look like?
- Castaways, aliens and colleagues in a new curriculum world:reading and implementing The Australian Curriculum: English
Abstracts - see Related Downloads
Review -' English in Australia', Vol 47 No 2 2012 - see Related Downloads


By Karen Ridings
Many kids say "yuck" when asked to eat spinach. You can lure your kids into eating spinach with a few simple tricks:
1) Share the history and nutritional value of this wonderful vegetable,
2) Try some new recipes.
3) Involve your children in the preparation!
Many people think of Popeye when they think of spinach. But, spinach goes farther back than this 1920s character. Spinach was grown over 2,000 years ago in the Middle East. The Persian word for spinach was "ispanai" or green hand. Spinach eventually made its way to America in 1806. Once Popeye got a hold of it, it became a very popular vegetable associated with strength. So tell your children that when they eat spinach, they are eating an ancient vegetable!
Spinach is jammed packed with important vitamins and minerals. It is low in calories and a good source of fiber, potassium, Vitamin A, and phosphorous. It also contains phytonutrients, iron, and calcium. Now you know why Popeye loved spinach.
Here are some tips for buying and storing spinach:
- There are different varieties of spinach; crinkly "Savoy", flat leaf with spade shaped leaves, and semi-Savoy that is a cross between flat and crinkly.
- All are good, but the flat leaf varieties are easier to clean.
- When selecting fresh spinach, look for leaves that have a rich green color and a springy texture vs. wilting one.
- Never purchase spinach that has a sour or musty smell.
- If you are purchasing spinach in a bag, make a visual inspection to be sure the spinach looks fresh and has not passed the sell-by date.
- Fresh spinach needs to be washed thoroughly and can be dried in a salad spinner. Ends can be trimmed.
- Frozen spinach comes in chopped form or whole leaf form. Chopped form is fine if it is being combined with other ingredients but, look for the loose leaf frozen form if you are cooking and serving it just by itself.
Now it is time to get your recipe ideas together. Fresh spinach can be used in the following ways:
- Mix spinach in a salad
- Stir fry with a Chinese sauce
- Sautee in olive oil with garlic and a little bit of salt and pepper
- Mix in lentil or Italian soups
- Cook in an omelet
Frozen spinach works well in casseroles, soups, lasagnas, quiches, and pies. Whole leaf frozen spinach can also be sautéed in olive oil and garlic.
Below are websites that list recipes that you might like to try! Just maybe your child will "Lick the spoon" when you serve spinach!
- Asian-style spinach salad: http://www.fcs.okstate.edu/food/food/food/1999%20food/1999/2000/asian_malabar.htm
- Warm spinach salad with strawberries: http://www.fcs.okstate.edu/food/food/food/2002%20food/2002/2002/warmspinstaw.htm
- Crustless spinach quiche: http://urbanext.illinois.edu/diabetesrecipes/recipe.cfm?recipe=Crustless%20Spinach%20Quiche
- Spinach lasagna: http://urbanext.illinois.edu/diabetesrecipes/recipe.cfm?recipe=Spinach%20Lasagna
Source: University of Arkansas-Cooperative Extension Service Virginia Tech Cooperative Extension Service
Karen A. Ridings, M.S., R.D., is a family consumer sciences agent located in Frederick County. She joined the Virginia Cooperative Extension, Frederick County office, in January 2008. As a registered dietitian and elementary education teacher, families have always been the primary focus of her career! Email her at email@example.com


Explore 30 Reading Organizations
- American Library Association- The oldest and largest library association in the world, Home of the highly-esteemed Newbery and Caldecott awards for children's literature, ALA offers reading lists and programs including Teen Read Week, National Library Week, and Library Card Sign Up Month.
- Everybody Wins!- A national children's literacy and mentoring nonprofit proven to build the skills and love of reading among low-income elementary students.
First Book- A national nonprofit with a single mission: to give disadvantaged children the opportunity to read and own their first new books.
- National Center for Family Literacy- The nation's leading family literacy organization that provides leadership for family literacy development. NCFL works to ensure that all at-risk families will have opportunities to expand their education and improve their social well-being through quality family literacy programs.
- National Education Association- The NEA's mission is to advocate for education professionals and to unite members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world.
- Reach Out and Read- An evidence-based nonprofit organization that promotes early literacy and school readiness in pediatric exam rooms nationwide by giving new books to children and advice to parents about the importance of reading aloud.
- Reading is Fundamental- The largest children’s literacy nonprofit in the United States.
- Seedlings Braille Books for Children- A 501(c)3 non-profit, tax-exempt organization dedicated to increasing the opportunity for literacy by providing high quality, low cost braille books for children.
- Society of Children's Book Writers and Illustrators- A network for the exchange of knowledge between writers, illustrators, editors, publishers, agents, librarians, educators, booksellers and others involved with literature for young people.
- Youth Adult Library Services Association- A division of the American Library Association, YALSA advocates extensive and developmentally appropriate library and information services for young adults, ages 12-18; promotes reading and supports the literacy movement; and advocates the use of information and communications technologies to provide effective library service.


At the foundation of aimsweb is general outcome measurement, a form of curriculum-based measurement (CBM), used for universal screening and progress monitoring. This form of brief assessment measures overall performance of key foundational skills at each grade level and draws upon over thirty years of scientific research that demonstrates both its versatility to provide accurate prediction of reading and math achievement as well as its sensitivity to growth.
The Power of CBM
Educators and researchers across the country will tell you CBM is their assessment of choice for progress monitoring and Response to Intervention because this method of general outcome measurement is:
- Brief: Can be administered frequently (even several times a week) without disrupting instruction
- Predictive: Provides accurate predictions of reading and math achievement
- Sensitive to improvement: An increase in ability will be reflected in rising scores on the measure
- Easy to administer and score: Can be used accurately by a wide range of education personnel
- A valid measure of skills that are central to the domain being measured (reading, math, language arts)
- Standardized and reliable: Producing consistent results across time or testing conditions
- Available in multiple equivalent forms to reduce practice effects on retesting (up to 33 forms per measure, per grade)
- General Outcome Measurement & the Common Core State Standards, Mark Shinn, PhD
- General Outcome Measurement & Mastery Monitoring, Mark Shinn, PhD
Learn more about the different assessment options offered with aimsweb.


Lexia Reading Core5click to enlarge/reduce chart
Lexia Reading Core5 is an essential component of every reading curriculum.
Lexia Reading Core5 provides explicit, systematic, personalized learning in the six areas of reading instruction, and delivers norm-referenced performance data and analysis without interrupting the flow of instruction to administer a test. Designed specifically to meet the Common Core and the most rigorous state standards, this research-proven, technology-based approach accelerates reading skills development, predicts students’ year-end performance and provides teachers data-driven action plans to help differentiate instruction.
Lexia Reading Core5 expands upon the scope of award-winning Lexia Reading and covers the six areas of reading for students of all abilities in grades pre-K–5. Any students with a Core5 license in grades 6 and above have access to Lexia Strategies. Learn more about Lexia Strategies.
Helping Students Master Foundational Reading Skills
Lexia Reading Core5 provides students immediate corrective feedback, multiple levels of scaffolding, and explicit instruction both online and through direct instruction with the teacher.
Students work independently to develop reading skills in a structured, sequential manner with a focus on:
- Foundational skills to develop automaticity and fluency
- Listening and reading comprehension with complex text
- Academic and domain-specific vocabulary to improve comprehension
Each student follows a personalized learning path, with adaptive placement and pacing in activities designed specifically for the Common Core and the most rigorous state standards.
Teachers are provided data-driven action plans - unique to each student - that are simple to interpret and drive differentiated instruction.
Within the first month of use, teachers will know each student's probability of meeting end-of-year, grade-level benchmarks, and will receive the recommended resources and intensity of instruction necessary to change the trajectory for at-risk students.
Teachers can focus on instruction - without having to stop to administer a test - by using the program's norm-referenced, embedded assessment and Common Core progress monitoring.
Lexia Reading Core5 is available on:
Contact your Lexia representative to learn more about Lexia Reading Core5.


Online Associates Degree Programs in Education Resource
An associates degree in general education (A.A.) provides the skills and knowledge to advance in the education field and is a good first step towards a career in teaching. In most cases, those who earn an associates degree in education from accredited schools must also earn a bachelor’s degree in education to be hired as a full-time teacher. An associate’s degree program in education can also include specialization in a specific area of teaching such as early childhood education.
Reasons for Earning an Associates Degree in Education
An AA in Education can be a good starting point for someone who is interested in teaching but doesn’t want to commit to a four-year degree or wants to save money. Associate’s degrees are less expensive and many of the course credits can typically be transferred to a bachelor’s program in an area outside of education, providing students with the option to switch their area of focus or continue into a traditional 4-year teacher preparation program or seek employment as a teacher assistant.
Career Opportunities for Individuals With an AA in Education
There are several education jobs available to those who possess an associates in education, such as teacher assistant, teaching aide, substitute teacher, school library technician, or childcare specialist. Since Federal law requires that teacher aides have college training, two-year associate degree programs in education may be a good option for those seeking an education career in a timely manner.
Coursework for Associates in Education Programs
Courses in an associate’s degree program that specializes in education typically involve a combination of core liberal arts and science classes and introductory courses on education topics. Some degree programs also include an internship component where students can test what they learn in a classroom setting.
Examples of courses in an associate’s degree program include:
- Introduction to Child Development
- Intro to Early Childhood Education
- Intro to Elementary Education
- Child Psychology
- Instructional Strategies
Online Associate’s Degree in Education
Online associate’s degrees in education may also be worth considering, since these programs often provide the student great flexibility. An online education degree can be completed on a student’s own timeline, which often allows the student to maintain regular employment. For those who are interested in how to become a teacher, it is important to note that in most cases, one must go on to earn a bachelor’s degree in education.
Associate Degrees and Programs for Teaching
- A.A. in Elementary Education
- Associate of Science in Christian Ministries
- AA in Education (Non-Licensure)
- CERT: Preschool
- Associate of Applied Science: Early Childhood Development
- Bachelor of Science: Early Childhood Development
- Early Childhood Education
Frequently Asked Questions about Earning an Associates Degree in Education
Question: What are the skills required to be a teacher?
Answer: Teachers need a variety of skills, many of which are taught in teacher preparation programs. Teachers must be able to communicate effectively and to work well with a variety of types of people. Teachers need to be calm and patient and good at working collaboratively. Teachers also must have good presentation skills and basic technology skills.
Question: How do I get a teaching degree online?
Answer: There are several schools that offer online education degrees. A quick search online will turn up many options. Once you have a few options, contact the schools to find out how to apply, tuition costs, and other important information. Choose a school, apply for admission, and work towards your education degree.
Question: How to become a teacher without a teaching degree?
Answer: There are several alternative pathways to become a teacher. Some are available at the state level, such as the New York City Teaching Fellows, while others are national like Teach for America. Most of these programs require that participants have a college degree, but it does not need to be in education.


Philosophy of Education:
Learning is done best in a culturally sensitive environment emphasizing interactive, hands-on learning, differentiated instruction, and parent and community involvement. Students bring a wealth of knowledge and backgrounds to the classroom, as well as various learning styles. It is my job to create a classroom that is focused on student centered learning that meets the needs of ALL students. Through collaboration between school staff, parents, and the community, we can create a familiar environment of success for our students which leads to higher learning!
Years of Service:
Woods School: 2 years
University of Wisconsin-Madison
Majors: Elementary Education & History
What parents can expect this year in class:
Both History/Geography and Science students alike will be actively engaged in several approaches to learning. All Social Studies and Science classes at the middle school level are taught with a multi-faceted approach, including:
Texts and Papers—investigating and questioning primary & secondary sources to gain factual knowledge
Student-created Maps—a hands-on approach to investigating the globe
Stories and Journalism—for human interest and to employ analysis and critical thinking
Visuals—interactive displays, powerpoints, videos, and movies for enhancement and reinforcement
Interactive activities—enacting historical events, projects, simulations, creating models, etc.


Williams, Sandra and Reiter, Ehud
Generating basic skills reports for low-skilled readers.
Natural Language Engineering, 14(4) pp. 495–525.
Full text available as:
We describe SkillSum, a Natural Language Generation (NLG) system that generates a personalised feedback report for someone who has just completed a screening assessment of their basic literacy and numeracy skills. Because many SkillSum users have limited literacy, the generated reports must be easily comprehended by people with limited reading skills; this is the most novel aspect of SkillSum, and the focus of this paper. We used two approaches to maximise readability. First, for determining content and structure (document planning), we did not explicitly model readability, but rather followed a pragmatic approach of repeatedly revising content and structure following pilot experiments and interviews with domain experts. Second, for choosing linguistic expressions (microplanning), we attempted to formulate explicitly the choices that enhanced readability, using a constraints approach and preference rules; our constraints were based on corpus analysis and our preference rules were based on psycholinguistic findings. Evaluation of the SkillSum system was twofold: it compared the usefulness of NLG technology to that of canned text output, and it assessed the effectiveness of the readability model. Results showed that NLG was more effective than canned text at enhancing users' knowledge of their skills, and also suggested that the empirical 'revise based on experiments and interviews' approach made a substantial contribution to readability as well as our explicit psycholinguistically inspired models of readability choices.
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By completing B.M. in Music program, students will:
- develop a strong foundation in the theory and history of music.
- select a musical concentration—performance, education, or music business—and develop foundational skills in this area.
- further develop skills in voice or on a musical instrument.
- possess sufficient musical acumen to make creative contributions to musical performances and fusion ensembles.
- further their ability to work in, learn from, and teach groups composed of learners from diverse backgrounds and with multiple skill levels.
- be able to bring musical knowledge into dialogue with motifs learned through the general education component of the undergraduate curriculum.


Preschoolers with actively involved fathers have stronger verbal skills.
Radin, N., 1982, “Primary Caregiving and Role-Sharing Fathers,” in Non- Traditional Families: Parenting and Child Development, edited by M. Lamb, Hillsdale, NJ: Erlbaum, pp. 173–204.
Children with actively involved fathers display less behavior problems in school.
Amato, P.R., and Rivera, F., 1999, “Paternal Involvement and Children’s Behavior Problems,” Journal of Marriage and the Family, 61, 375–384.
Girls with strong relationships with their fathers do better in mathematics.
Radin, N., and Russell, G., 1983, “Increased Father Participation and Child Development Outcomes,” in Fatherhood and Family Policy, edited by M.E. Lamb and A. Sagi, Hillside, N.J.: Lawrence Erlbaum, pp. 191–218.
Boys with actively involved fathers tend to get better grades and perform better on achievement tests.
Biller, H.B. 1993, Fathers and Families: Paternal Factors in Child Development, Westport, CT: Auburn House.
Research shows that even very young children who have experienced high father involvement show an increase in curiosity and in problem solving capacity. Fathers’ involvement seems to encourage children’s exploration of the world around them and confidence in their ability to solve problems.
Pruett, Kyle D. 2000. Fatherneed: Why Father Care is as Essential as Mother Care for Your Child. New York: Free Press.
Highly involved fathers also contribute to increased mental dexterity in children, increased empathy, less stereotyped sex role beliefs and greater self-control.
Abramovitch, H. 1997. Images of the "Father" in The Role of the Father in Child Development. M.E. Lamb, Ed., New York: John Wiley & Sons.
When non-custodial fathers are highly involved with their children’s learning, the children are more likely to get A's at all grade levels.
National Center for Education Statistics. October 1997. Fathers’ Involvement in Their Children’s Schools; National Household Education Survey. NCES 98-091R2. Washington, D.C.: U.S. Department of Education.
Nonresident father contact with children and involvement in their schools within the past year are associated with the same three factors: fathers paying child support; custodial mothers being more educated; and custodial homes not experiencing financial difficulties.
National Center for Education Statistics. October 1997. Fathers’ Involvement in Their Children’s Schools; National Household Education Survey. NCES 98-091R2. Washington, D.C.: U.S. Department of Education
High involvement at the early childhood level - frequency with which parents interact with their young children, such as how often they read, tell stories and sign and play with their children. These experiences contribute to children’s language and literacy development and transmit information and knowledge about people, places and things.
Bredekamp, S. and Copple, C. 1997. Developmentally Appropriate Practice in Early Childhood Programs. Washington, D.C.: National Association for the Education of Young Children.
In honor of Father's Day just a quick reminder of the crucial role fathers plan in the day to day raising of their kids. Without a father in the home or at least engaged on a daily bases, a child is at a huge disadvantage.