Great Piece of Turf by Albrecht Durer
Great Piece of Turf (1503)
Albrecht Durer ranks among the top Old Masters of the Northern Renaissance and is undoubtedly the greatest artist of the German Renaissance (1430-1580). An expert in printmaking as well as painting, much of his work is a unique synthesis of Northern eye for detail allied to Italian humanism and disegno. One of his most individual attributes was a love of landscape painting combined with a fascination with nature and animals. In 1490, in accordance with guild custom, Durer began four years of educational travel - known, in Germany as Wanderjahre. This included a visit to Colmar to study woodcuts under George Schongauer. In 1494 he was back in Nuremberg long enough to get married before setting off again, this time to study Renaissance art in Italy. Stopping off in Venice, Mantua, Padua, Cremona and elsewhere, he became the first German artist to seek artistic education in Italy rather than the Netherlands, and one of the first Nothern Renaissance artists to absorb the principles of the Italian Renaissance in situ. During his travels, he completed numerous nature studies as well as landscapes, the results of which can be seen in the Albertina, Vienna; the Kunstsammlungen, Basel and the Kupferstichkabinett, Berlin. The studies he did also served as the basis for his later watercolours A Young Hare (1502, Albertina) and A Great Piece of Turf.
Durer completed Great Piece of Turf in 1503 at his studio in Nuremberg. One of his most realistic nature studies, almost certainly based on meticulous observation of nature, it is an artfully contrived snapshot of an apparently random group of wild plants. These include cock's-foot, creeping bent, daisy, dandelion, greater plantain, hound's-tongue, meadow-grass and yarrow. Combining botanical chaos and disarray, with the precise detail of each individual plant, all highlighted for greatest effect against a blank background - it is a perfectly conceived, continuous and inextricable "slice of nature". A printed illustration might provide us with something similar but Durer depicts the unique reality of each blade and stem, each leaf and flower of each species. And although each shrub is clearly identifiable, the painting remains a clump of living undergrowth.
Even so, unlike his Young Hare - an independently valuable work in its own right - Great Piece of Turf was more of a functional study, designed to assist Durer in the creation of his other larger works, such as the engraving entitled Adam and Eve (1504).
Here is our analysis of some of the greatest paintings of the Netherlandish and German schools.
Altarpiece (1425-32) St Bavo Cathedral, Ghent.
Altarpiece (c.1425) Metropolitan Museum of Art NY.
Altarpiece (1476-9) Uffizi Gallery, Florence.
Triptych (1477-80) National Gallery, London.
Altarpiece (1515) Unterlinden Museum, Colmar.
For the meaning of other landscape studies, see: Homepage.
ENCYCLOPEDIA OF ART EDUCATION


Standards for the lesson plan
Dance: Emotions in Motion
- Dance (K-4) Standard 1: Identifying and demonstrating movement elements and skills in performing dance.
- Dance (K-4) Standard 2: Understanding choreographic principles, processes, and structures.
- Dance (K-4) Standard 3: Understanding dance as a way to create and communicate meaning.
From National Standards for Arts Education. Copyright Â© 1994 by Music Educators National Conference (MENC). Used by permission. The complete National Arts Standards and additional materials relating to the Standards are available from MENC -- The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191. http://www.menc.org/publication/books/standards.htm


Bowling and beer made Milwaukee famous. But so, too, did the books, dolls quilts and other handmade items created by thousands of women during the Great Depression. As someone who sews, itâs a story near to my heart.
The Milwaukee Handicraft Project was one of the many projects created by the Works Progress Administration to provide work for millions of Americans in the 1930s. Unlike other WPA programs, though, the Milwaukee program was unique in putting women to work, while many other early projects were geared toward men.
Elsa Ulbricht from the Milwaukee State Teachers College came up with the idea for the Milwaukee Handicraft Project. She envisioned a work relief program for women who needed to support their families that would create artistic items for public institutions at cost while also providing employment for graduates of her college that couldnât find teaching jobs.
Ulbricht selected art education student Mary Jane Kellogg and Anne Feldman to serve as art director and general supervisor respectively.
Kellogg identified product needs for schools and hospitals in cooperation with state and local governments. The project first started compiling scrapbooks of articles and puzzles to entertain hospital patients. Workers also bound and repaired books for schools.
Eventually, 11 different units were created for bookbinding, block printing, screen printing, weaving, rugs, applique, dolls, toys, costumes, wood toys and furniture. New units were added as staff developed new products that would improve the lives of children and families.
A state order for coverlets for all WPA nurseries in Wisconsin created work for 75 women. Those workers who became competent in their craft were encouraged to find employment in other WPA projects, like the sewing project which paid higher wages.
More than 200 women reported to work on Nov. 5, 1935. Two weeks later, 700 women were employed. Unlike most other workplaces at the time, the Handicraft Project was racially integrated, employing a large number of African-American women. The project employed only women at first, but when it expanded to include furniture, men were also hired.
Orders for products came from every state and the project gained national attention for its use of unskilled labor to produce handmade products in an integrated workplace. First Lady Eleanor Roosevelt even paid the project a visit in 1936, writing about her experiences in her newspaper column, âMy Day:.â
âI have just come back from one of the most interesting mornings I have ever spent. Milwaukee has a handicraft project for unskilled women which gives one a perfect thrill. They are doing artistic work under most able teachers,â Roosevelt wrote.
Federal support for the project ended in 1942, but Milwaukee County continued it for a time as a rehab program for older and disabled workers.


Common elementary education classes teachers are required to take in college are education foundations, child learning, adolescent development, educational society and instructional technologies. Toward the end of a studentsâ college studies in elementary education, they take courses applying curriculum, methods and assessment of specific topics, such as science and math.
Education foundations is the introductory course for elementary education students learning about teaching background and framework. It requires study of historical and sociological impact on American education, and the study of the current challenges in education for new teachers.
Child learning development covers study of the physical, cognitive and emotional growth. Teachers learn different ways children learn and progress in literacy, and explore the interaction of learning methods within environmental contexts.
Adolescent development involves analyzing the implications of educators, and detailing effects educators have on young students.
Educational psychology covers aspects of brain systems affecting learning â sensory, motor, language, social, emotional and self-regulation â and involves discussing the executive functions with physical and social environments inside and outside school.
Instructional technology enables students preparing to be teachers master technology tools and learn to utilize them to teach youth in classroom settings, becoming digitally aware of modern technology and their uses.


This is the set of the NGSS âI CANâ Kindergarten posters that I use in my classroom. I laminated each poster and I display them on my bulletin board. I keep the black and white posters in my lesson plan binder. Iâve also included my checklist, which lists every standard on one easy-to-glance-at page!
Each poster has the name of the general standard as well as the exact number. Every standard in this packet is available in color as well as in black and white. There are 10 Kindergarten NGSS standards and three grades K-2 NGSS engineering standards in this packet, for a total of 13 standards.
Follow my store! You will receive an email every time I put up a freebie or a new product for sale.To follow me, go to the top right of this page where you see my photo, next to the little green star it says âFollow Meâ. Click on that and youâll receive the email updates. Thanks for stopping by my PK â 4 science store! Sue
Please note: these units are for the use of one educator.
If you would like to share my lesson plans with a co-worker, your team, your school, or your district, please purchase multiple licenses which are offered at half price.
When you click âadd to cartâ, please also click on â buy licenses to shareâ and then enter the quantity of half-price licenses. Thank you so much!!
Sue from Science for Kids :)


Now Hiring Art Teachers
What type of work you would do all day?
Art teachers teach drawing, painting, and creative crafts. They use many different materials. They may demonstrate methods of painting, drawing, sculpting, and making pottery to students. They prepare lessons, plan activities, and help students develop their art skills.
Kind of work environment would you work in?
Do you work with people or alone?
Art teachers work with younger children and sometimes other teachers.
Working with your hands, head or both?
Use your head for ideas so that your hands can make art.
What are the earnings potential?
The typical salaries range from $33,890 to $76,580 per year.
What hours would you work?
Are you supervising others?
What qualities do you have to succeed in this career?
You have to be Social, artistic, and investigative.
Do you need some type of training or college?
Art teachers earn a bachelor's degree in art education and they gain classroom teaching experience. Also school districts hire qualified individuals who apply directly to them. They also contact college placement offices for qualified graduates.
How do you know you could do this type of work?
Students will want to develop a portfolio, examples of their best artistic or creative work and show the person who is hiring them.


United Way's Education Goals:
â¢ 92+% of Treasure Valley 3rd graders score âproficientâ or better in state reading evaluations
â¢ 90+% of low-income students (receiving free/reduced price lunch) score âproficientâ or better in State 3rd grade reading evaluations
â¢ 70+% of Treasure Valley children enter school (kindergarten) scoring âat benchmarkâ in State competency evaluations
â¢ Increase accessibility of existing resources through co-location, coordination, and other opportunities that decrease or remove the barriers of transportation, time and information
â¢ Increase college attainment (degree or certificate) by 25-64 year olds to 60% (TVEP and State goal)
United Way of Treasure Valley knows education is a key building block in life and can often be the best way to lead to stability for families. Much of our work and fundraising efforts focus on education, because, as a community, we simply cannot afford not to. Research shows that students who are not reading at grade-level by third grade are more likely to drop out of school. This is why United Way supports early childhood learning and literacy programsâto keep kids learning and engaged and to ultimately build an educated workforce and a stable community.
Many children from low-income households do not have access to early learning opportunities. Thatâs why United Way of Treasure Valley provides funding and support for education programs like the Caldwell P16 Education Project and the Boise Pre-K Project. These programs provide high quality, guided-discovery preschool learning opportunities in areas of high need in the Treasure Valley.
â¢ The Caldwell P16 Education Project, with support from the YMCA, Lee Pesky Learning Center and the Caldwell School District, operates in Wilson Elementary School and Sacajawea Elementary School.
â¢ The Boise Pre-K Project, in conjunction with the City of Boise and Boise School District, operates in Whitney Elementary School and Hawthorne Elementary School in the Vista neighborhood.
United Way also supports local education efforts through Treasure Valley Education Partnership, a collaborative effort of education stakeholders and leaders across the community who are focused on building an excellent education system. TVEP embraces the âcradle-to-careerâ mantra, focusing on early childhood learning and literacy through college and career readiness.
What impact has United Way made?
In 2017, United Way of Treasure Valley invested over $1 Million into local education programs and initiatives. Here are some of the highlights and outcomes from United Wayâs work:


The picture shows our research group enjoying some shared reading time at Oxfordâs Story Museum.
We know that shared reading matters. Study after study shows that children vary enormously in the amount of shared reading they experience in the pre-school years. In turn, this variation is associated with language and literacy development once they get to school. But why is shared reading so important?
Iâve written a feature for the Times Education Supplement, The secret language of the book and why shared reading matters more than you think. Hereâs some links to background papers and resources.
Book Share Time, a fantastic resource by speech pathologist Ceclie Ferreira to help choose picture books to exemplify specific types of language
Bus, A.G., Ijzendoorn, & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read. A meta-analyses on intergenerational transmission of literacy. Review of Education Research, 65, 1-21.
Cameron-Faulkner, T., & Noble, C. (2013). A comparison of book text and Child Directed Speech. First Language, 33, 268â279.
Flack, Z., Field, A. & Horst, J. (2017) The effects of shared storybook reading on word learning: a meta-analysis. Developmental Psychology. ISSN 0012-1649.
Hayes, D. P. (1988). Speaking and writing: Distinct patterns of world choice. Journal of Memory and Language, 27, 572â585.
Horst, J. S., Parsons, K. L. & Bryan, N. M. (2011). Get the Story Straight: Context Repetition Promotes Word Learning From Storybooks. Fromtiers in Developmental Psychology, 2(17), 1-11.
Law, J. Rush, R. King, T. Westrupp & Reily, S. (online early). Early home activities and oral language skills in middle childhood: A quantile analysis. Child Development.
Lingwood, J., Billington, J., & Rowland, C. (pre-print). Evaluating the effectiveness of a shared reading intervention: a randomised control trial.
Mol, S. E., et al. (2008). Added value of dialogic ParentâChild book readings: a meta-analysis. Early Education and Development, 19, 7-26.
Montag, J. L., et al. (2105). The words children hear: picture books and the statistics for language learning. Psychological Science 26, 1489-1496.
Montag, J. L. & MacDonald, M. C. (2015). Text exposure predicts spoken production of complex sentences in 8-and 12-year-old children and adults. Journal of Experimental Psychology-General 144, 447-468.
Noble, C.H., Cameron-Faulkner, T., & Lieven, E. (2017). Keeping it simple: the grammatical properties of shared book reading. Journal of Child Language (online early).
Neuman, S.B. (2017). The information book flood: Is additional exposure enough to support literacy development? The Elementary School Journal, 118.
Olson, D.R. (1996). Towards a psychology of literacy: on the relations between speech and writing. Cognition, 60, 83-104.
Sedivy, J. (2017). The rise and fall of the English Sentence. Nautilus, November 2017.
Snow, C.E. (1983). Literacy and Language: Relationships during the preschool years. Harvard Educational Review, 53, 2.
van Bergen, E., van Zuijen, T.L., Bishop, D.V.M., & de Jong, P.F. (2017). Why are home-literacy environment and childrenâs reading skills associated? What parental skills reveal. Reading Research Quarterly, 52(2), 147-160.
van Bergen, E., Bishop, D.V.M., van Zuijen, T.L., & de Jong, P.F. (2015). How does parental reading influence childrenâs reading? A study of cognitive mediation. Scientific Studies of Reading, 19(5), 325-339.
Willingham, D. (2018). What does it mean when a book flood fails? February 2018.


Cybersecurity is one of the most important aspects of information technologyâit protects companiesâ and organizationsâ networks, programs and data from malicious cyberattacks like website hacking, data theft or ransomware. âCybersecurity is extremely important to the health care industry because our role is to protect our membersâ private health care data,â says Angela Williams, director of information and cyber security for Blue Cross Blue Shield of Michigan.
A career in cybersecurity has grown considerably over time. âMany years ago, most companies were primarily focused on implementing technologies to minimize a denial of service attack on the network or ensure data didnât leave the network unauthorized,â Williams says. âToday, itâs more complex because criminals have become much more sophisticated.â The evolution of tools and technologies used by cybercriminals has created an environment that, as Williams says, âcan bring a company to its knees in a very short period of time.â
With there being such a high value on health care data, itâs necessary to have an educated workforce that fully understands their role in protecting this information. âCybercrime is a big business,â says Williams. âItâs critical to also have a highly skilled cybersecurity team.â
A Growing Demand
There is currently a great need for cybersecurity professionals in the United States. In 2015, more than 209,000 cybersecurity jobs went unfilled. And itâs projected that by 2019, between one and two million cybersecurity jobs will be vacant. âThere are so many opportunities in cybersecurity, especially within Blue Cross,â says Williams. Depending on your interests, you can become a specialist in a number of areas.
- Security Operations Center Analyst â Members of this team perform daily analysis of Blue Crossâ IT data and networks to identify any threats or incidents.
- Applications Security Testing â These specialists often have a programming background and focus on identifying vulnerabilities in web applications and databases.
- Engineers/Architects â For those who are technically driven, this specialty is responsible for designing and implementing the latest security tools.
- Governance/Risk â These professionals ensure that the appropriate security policies, standards and controls are in place. Under this group, you can also focus on risk management or security awareness and training, which helps all employees learn and understand cybersecurity.
For more information about career opportunities with Blue Cross cybersecurity, visit MI Blue Talent.
Launching a Cybersecurity Career
While an IT background is valuable, the route one takes to cybersecurity does not have to be straight. âThere is no perfect background,â says Williams. âMy IT career started as a desktop support specialist, and my continued curiosity to understand how technology should/shouldnât work eventually led me to a career in cybersecurity.â Curiosity is key characteristic of many cybersecurity professionals, as is a love for problem-solving. âIn this field, one almost has to play the role of a detective,â Williams says.
If youâre just starting out, Williams recommends pursuing internship opportunities. âBlue Cross has a phenomenal internship program and the Information Security department actively participates by onboarding s three or four interns each year,â she says. âWe give our interns real work and, by the end of the program, theyâre ready to be hired.â Some entry-level IT positions are also a great starting point. âDeveloping foundational skills and knowledge of how technology and applications function can prepare potential candidates to a future career in cybersecurityâ Williams says.
Visit these blogs for more information about careers in Blue Cross IT:


Last fall, as part of an application to an online doctoral program, I wrote an essay in response to the following statement:
âTechnological developments over the past 10 years or so hold the potential to revolutionize music education.â
To paraphrase Seth Godin, âAn artistic age is dawning as the industrial age founders.â Music educators must pursue new answers to new challenges and new skills for new tools in order to equip todayâs students for success.
I have two boys, and friends and relatives always tell me, âThey will grow up before you know it.â The same adage is true in regards to technology and how we live life: âLife will change before you know it.â Life is changing and the challenges of today require not only different solutions than would have been suggested a generation ago, but also different ways of thinking.
Over the past ten years we have seen immense leaps forward in the power and availability of technology, and in how technology interacts with everyday life. In 2000 the average computer had a speed of around 500 Mhz; now a new computer usually boasts speeds of at least 2 Ghz, a 300% increase. In addition a whole new generation of tools has been introduced: iPods, iPhones, iPads, and iCloud, just to name a few. Perhaps we should call this generation the âiGeneration.â And not to miss the obvious, I am writing this essay in part to apply for a respected degree offered online, something which was not even possible 10 years ago.
The possibilities for education are massive simply due to the ability to connect over long distances via Skype, Facebook, and many other applications. No longer does a piano or composition instructor need to find students in their own neighborhood or city. Now a teacher can simultaneously teach students from around the world while sitting in his or her living room, a bedroom, an office, a park, or wherever they choose. The Eastman School of Music recently built a state-of-the-art recital hall which has built-in video conferencing technology so that masterclasses can be held across continents, a development possible because of the advances of the past 10-15 years.
This new reality brings new responsibilities to bear on the educator of today and tomorrow. Schools much build students who know how to use the tools of today. Educators must also build students into artists rather than assembly line thinkers. The industrial age brought the ability to mass produce large quantities of identical products. This new artistic age brings the ability for individuals around the world to create large quantities of unique and high quality products. No longer is quantity or even quality a measure of potential success; anyone with a few basic tools can produce large quantities of high quality products. Or, to speak in music education terms, now many more educators can produce high quality students in great numbers because teachers now have access to the entire world.
The question, then, is this: âIf quantity and quality are more readily available than ever before, how does a student distinguish himself from the masses?â The answer comes in whether or not a student is willing to instigate creative and unique ideas and techniques. A great example is the organist Camperon Carpenter. His performances and techniques either outrage the establishment or delight the playful, but the most important point is that he has established himself as different, unique, creative.
Now is uniqueness for uniquenessâ sake desirable? Of course not. At one of my previous church positions an individual applied for the newly vacant senior pastor position with a cover letter decorated with playful stickers. Unique, definitely. Effective, no. His effort completely backfired, to say the least. Creativity, however, that takes what is known or unknown and extends it to new places with maturity and vision, that will be successful.
Unfortunately, educational systems today are based on an industrial, assembly line approach to life and success. This approach is dying or even gone. More than ever schools and colleges have the responsibility to unleash young minds to think creatively. Survival for a student in the artistic age must include excellence and the ability to produce, but success and distinctiveness for todayâs student require an entirely new ability to dream and create what has not been and revise what once was into something new. Schools, and not just students, must change, which means that the change must begin with teachers if it is to begin at all.


This article explores high school studentsâ perceptions of visual arts integration in the social studies. In an all-boys, public school in a major metropolis in the Midwest, lessons on art by African American and Mexican artists were introduced in a social studies classroom. To assess the impact of the program, the studentsâ anonymous responses to two surveys and their work on a collaborative, digital portfolio were analyzed. The findings of this study suggest that arts integration in the social studies increases studentsâ interest in learning, appreciation of culture, and understanding of history.
Taylor, Julie Anne; Iroha, Okezie; and Valdez, Vito
"Culturally Responsive Teaching with Visual Art in the Social Studies,"
The Councilor: A Journal of the Social Studies: Vol. 76
, Article 3.
Available at: https://thekeep.eiu.edu/the_councilor/vol76/iss1/3
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


GOAL #3: Literacy and Numeracy
- School will continue in keeping the development and delivery of literacy and numeracy pro- grams an educational priority.
- Literacy. The Fundation pilot project will continue to be implemented from the K5 to the grade 4 level. The Wilsonâs Reading will continue for special need students selected from the grade 5 â 7.
- Parental Nights:
â¢ The School will invite Bev Avano, the Yukon Wilsonâs Reading consultant, for a series of workshops for parents to promote and coordinate literacy efforts on a School â community level.
- Numeracy. We charted our own Math course last year on a primary and elementary level simply because the language based Math textbooks had proven to be beyond most studentsâ comprehension level. The grade 1-2 will use âOntario Math Bookâ (Workbook 1 & 2) which exposes the students to Number Sense, Patterns and Algebra, Measurement, Probability, Data Manage- ment, and Geometry in an easy to grasp concepts. We will use the certain strong elements of the course, and search for other programs which will better address our studentsâ specific needs, particularly in the problem solving area. The grade 3-4 class combines the Jump Math with the Math Quest, and the Math Makes Sense learning resources in a dynamic program de- livery. The teacher will add a new curriculum resource from the Department of Education as needed.
- Parental Nights: School will invite Paula Thompson for Math parental nights.
- Use of Information Technology:
(a) Internet information research and data collection;
(b) Success Maker program;
(c) Smart Board.
The Ross River Schoolâs educational processes are as complex as the needs of the commu- nity. The learning is impacted by societal dynamics to which the facilitation of learning is of- ten expected to respond with âaccurate immediacyâ; yet, the efficiency of the Literacy and Numeracy Programs largely depends on meeting the objectives of the first two goals, and isrelative to the studentsâ level of learning (as defined in the School Context on page 1). The ratio of programsâ success under such circumstances can be measured only by careful obser- vations with consequent anecdotal reporting rather than by strict percentile ratings. We strive for a well balanced assessment of learning and assessment for learning in order to avoid me- chanical manipulation of numbers, thus encouraging understanding of concepts. The progress in most students can not be defined by a narrow horizontal base of the curriculum relative to a vertical acceleration of knowledge in a given, often non-negotiable timeframe. This fact alone affects:
âº Selection of learning and teaching materials within a grade and classroom;
âº Multileveled organization for instruction within a grade and classroom;
âº Instructional time and concepts suitable for target groups within a grade and classroom;
âº Expectations for student performances;
âº Classroom management.
The Literacy and Numeracy Curricula will be taught at different levels and in different pro- grams to meet every studentâs distinct needs.
STRATEGIES AND OBJECTIVES
- Assess the grade 1 studentsâ reading, writing, and math skills by the end of October, and decide on appropriate programming levels.
- Continue with Reading Recovery Program for the grade 1 students to accelerate their la- tent reading skills.
- Observe the regular program of studies for the students not affected by learning disabili- ties.
- Deliver Individual Education Plans or Group Education Plan to elementary students in the Resource Room.
- Teach rudimentary literacy and numeracy skills to the Level 1 junior high students in the Experiential Learning class in the morning, and deliver a life skills/outdoor education oriented program in the afternoon.
- Teach modified programs to the Level 2, and adapted programs to the Level 3 students.
- The students in regular programs will read, write, and calculate at their grade level.
- The Level 3 programs will be adapted to address studentsâ specific needs, and yet meet or almost meet the basic curriculum requirements.
- The Level 2 programs will be modified without necessary consideration for curriculumcriteria.
- Assessment of learning for learning (student portfolios, teachersâ observations)
- Quizzes, mini tests, chapter tests, YAT tests, etc.
- School Wide Write (or equivalent).


ââ¦imagine the implications of music education on the mind of a student with a learning disability.â
Harpists are master adapters, able to adjust at a momentâs notice to the atmosphere around us. With the size and unpredictable nature of our instrument, we have to be! Why not take that adaptability and implement it in our teaching style? It can better our teaching and broaden the scope of those we can reach with the harp.
But adapting our teaching styles and methods to a student with a learning disability is no easy taskâand itâs a task for which most harpists have no specific training. However, there are harp teachers out there charting this territory and leaving paths for other harpists to follow who want to expand their teaching to include students with learning disabilities.


Physical Education is a core component of the primary school curriculum. The primary years are perhaps the most significant period for motor development in children, a time during which basic movement competencies are developed and which offers the first opportunity for embedding physical activity as part of a healthy lifestyle.
The Physical Education Hub recognises the importance of PE in the primary curriculum and the key issues facing primary teachers today, such as inclusion, training needs and the development of creativity.
What is this qualification?
A NEW bespoke physical education and school sport qualification for primary school teachers developed by the Association for Physical Education (afPE) and Sports Leaders UK.
This qualification will be an effective use of some of the physical education and school sport premium funding. By upskilling primary teachers it will ensure a sustainable legacy which will impact on children and young people.
Who is the Qualification for?
Primary school teachers and higher level teaching assistants will be able to undertake the qualification.
Stage 1 is open to teachers and teaching assistants to assist in raising standards within primary school physical education.
Stage 2 will allow primary school teachers to become physical education and primary school sport specialists.


Date of Defense
Teaching, Learning and Educational Studies
Dr. June Cottrell
Dr. David Dynak
The art of puppetry has been in existence for several centuries. In their long history puppets have been used in various activities such as early Christian Church services, as interpreters of morals and customs in Indonesia, and in Europe to make political statements. They started to appear in children's theater in the eighteenth and nineteenth centuries. Educators began using puppetry for educational purposes in the 1920's. The uses of puppetry in education has expanded over the years to include being used to develop communication and language skills, for entertainment, as an instructional tool, and as a therapeutic tool.
Flaugher, Elaine M., "Uses of Therapeutic Puppetry in Elementary Education" (1994). Honors Theses. 993.
Honors Thesis-Campus Only


The spacious art room at JSSPSHVG, helps to unleash the creative streak in students and the soothing ambience makes it a much sought after room. Art plays a vital role in the all-round development of the students towards moulding the thought process and values of life.
The Art Department at JSSPSHVG, is committed to the cause of nurturing creative thinking and artistic growth, through inspirational instruction and a structured, goal-oriented curriculum. Creativity is an inborn quality in children. Teachers guide and encourage them to explore and exhibit their hidden talent and artistic potential from the budding stages to develop as blooming artists.
Art Education in the pre-primary classes begin with learning and identifying different colours. The foundation course at the Primary school level is based on encouraging the students to explore the drawing skills, understand the theory of colours and colouring concepts, to get acquainted with the usage of various colouring materials, while practicing the art of blending colours.
The designing skill is evident in the various posters, props and models created for all annual events and fests, displaying an artistic touch of excellence.
FINE ART EDUCATION
âArt is everywhere, except it has to pass through a creative mind.â â Louise Nevelson
Art Education is an integral part of curriculum for Classes I to X. The participation of the students in arts, develops the aesthetic sense & appreciation amongst the children. Drawing and painting is the privilege of an artist and students express their emotions with the help of brush and colours.
- Itâs been proven that early exposure to visual art, music, or drama promotes activity in the brain.
- Art helps children understand other subjects much more clearlyâfrom math and science, to language arts and geography.
- Art nurtures inventiveness as it engages children in a process that aids in the development of self-esteem, self-discipline, cooperation, and self-motivation.
- Participating in art activities help children gain the tools necessary for understanding human experience, adapting to and respecting othersâ ways of working and thinking, developing creative problem-solving skills, and communicating thoughts and ideas in a variety of ways.
This school has the honour of producing excellent child artists in large numbers. Under the able guidance of the Fine arts specialists, children are taught mixed collage, card board scripture, wall painting, clay modeling, print making, wood carving, modern art/design, ceramic painting, glass painting, flower making and greeting cards. Students are awarded grades instead of marks in these subjects.


Many parents think of blocks as Lego bricks and have a supply at home, which provide lots of exercise for parents picking up the hundreds of tiny pieces.
Any type of interlocking block provides opportunities for fine motor skill development, but block play can be much more.
Advertising has created an idea that these interlocking blocks are almost the only type of blocks available or needed.
But in any well-equipped preschool and daycare centre, you will notice a block play area that looks quite different from a bucket of small blocks.
You may see that the area is large, with a flat surface on the floor (not just a table), and that the blocks are easily brought out by children independently. The area is away from high use and somewhat protected from other activities.
The blocks are large and sturdy and can be used in whatever way the children choose â no complicated written instructions are included. Parents can provide block play in your own home, that will encourage various areas of child development
Through their play with large blocks, children develop physically in the areas of large motor skills and eye-hand co-ordination.
Cognitive skills are enhanced as the children experiment with balance, structure, design, size and shape.
Social skills develop as children share, co-operate and discuss ideas to accomplish their building goals. The children also experiment, problem-solve, and achieve a sense of accomplishment.
Other learning that takes place as children have fun with blocks, involves learning about size and shapes-parents can introduce new words such as rectangle, square, triangle. A lesson on gravity takes place naturally when stacked blocks fall. Math skills are introduced as you count and talk about concepts of bigger and smaller.
Many types of large blocks are available to purchase; wooden, foam, or cardboard. Be aware that most sets of large blocks do not come with many pieces and this can be a frustration for children. However, you can make your own large blocks by saving milk cartons; washing and sliding them together for studier construction, or by using any cardboard boxes or plastic containers.
Many parents save scraps of 2X4s from household projects and then sand them for smoothness and safety.
You can then purchase some extra types of shapes such as arches and triangles to add to the play. Accessories for block play are any items that will encourage block play.
Dollhouse furniture, small animal and people figures, cardboard tubes, toy cars and trucks, can all be use with the blocks as children create roads, cities and other imaginative places.
So if you are looking for durability, play value and learning value, create a well-equipped block play area in your home. It will provide hours of fun and learning.
Positive Parenting appears every week in LIFE. This weekâs column was written by Laurie Lafortune, Understanding the Early Years co-ordinator with Family Services of Central Alberta. Lafortune can be reached by calling 403-343-6400 or www.fsca.ca.


The Art Education Program in the School of Interdisciplinary Arts is a hub for students interested in teaching through art, with art, and about art.
Some students involved in the program are pursuing an art teaching license, while others focus on general education, arts integration, and art as a form of therapy. All students involved in the program are taking classes to learn theories and methods of using the arts as a tool for development.
One example of a course taught through the Art Education program is âTeaching Art in the Elementary School.â In this course the students develop an after-school art program in a local elementary school. Hampshire Art Education studentâs design and implement art lessons which they teach to children. The course generally involves fifty to sixty elementary age students plus Hampshire and five college students.
This class represents Hampshire's pedagogy and community values at its finest. The Art Education program is also affiliated with the Critical Studies of Childhood, Youth and Learning (CYL) Program.


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Effective Wonders phonics review, interventions and sub plans quick as a wink!
Aligned to support and supplement Wonders Kindergarten phonics instruction, this resource is the perfect for review, interventions, and sub plans for all year long! Designed to engage little learners who tend to rush through, to help them slow down a bit, listen for sounds and work intentionally on practicing and mastering fluency with phonemes.
Included in this resource:
â¢Single Letter Initial Sound Sorts
I hope this resource is a helpful and fun way for your kids to master sounds!
Key Words: Wonders, McGraw-Hill, initial sounds, first sound fluency, phonemic awareness, phonics, sound sorting, sound sorts, write the room, centers, literacy centers
This resource was created as a supplement to the McGraw-Hill Wonders Program.
It is neither endorsed or reviewed by McGraw-Hill.


Education Scotland, working with ADES, EIS, SLS and other partners, has published support materials on the NQ area of Glow to help staff develop programmes of learning. Further materials will be added as they become available.
These support materials, developed by teachers for teachers, are not intended to constrain staff, hence are neither prescriptive nor exhaustive. They provide suggestions on approaches to learning and teaching which will promote development of the necessary knowledge, understanding and skills in the subject.
Staff are encouraged to draw on these materials, and existing materials, to develop their own programmes of learning which are appropriate to the needs of learners within their own context.
This website provides:
You can access:
The development of literacy and numeracy skills is the responsibility of all in Scotlandâs education system.
Literacy and numeracy skills are expected to be developed within all National Courses and how this takes place will vary from Course to Course, depending on the context/subject area.
The new National Literacy Units form a mandatory part of English and GÃ idhlig Courses at National 3 and National 4. A stand-alone National Literacy Unit is available at National 5 and it is possible that work done by learners in National 5 English could contribute to evidence for the Unit at this level.
The National Numeracy Units form a mandatory part of Lifeskills Mathematics Courses at National 3, National 4 and National 5, and of the National 4 Mathematics Course.
The Literacy and Numeracy Units are available on a freestanding basis at SCQF levels 3, 4 and 5 for all learners, including adult learners.
Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your child's learning.


Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science
The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade studentsâ science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. ^ The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessmentsâimmediate, close, proximal and distal. A survey instrument was used to assess studentsâ self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. ^ This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. ^ Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this study support the hypothesis that the intervention group students will obtain dramatically larger gains on the three measures: Cornell Critical Thinking Test, Curriculum-Oriented Test, and the Self-Efficacy in Technology and Science (SETS) survey.^
Mathematics education|Elementary education|Educational technology|Science education
Ronelus, Wednaud J, "Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science" (2016). ETD Collection for Pace University. AAI10257709.
Remote User: Click Here to Login (must have Pace University remote login ID and password. Once logged in, click on the View More link above)


The teacher reports that your child is underachieving in the classroom, and suggests an assessment. It may have been a series of phone calls, possibly from several teachers over the years, and you are feeling increasingly hounded. Where do you turn?
If ADHD (Attention Deficit Hyperactivity Disorder) is suspected, then one of three types of medical specialists could be consulted, namely a child and adolescent psychiatrist, a neurodevelopmental paediatrician or a paediatric neurologist. The symptoms of ADHD are divided into three clusters, inattentiveness, hyperactivity and impulsivity. In order to qualify for the diagnosis, a child should display at least six symptoms from the inattentive cluster (such as distractibility, forgetfulness and disorganisation), or six of the hyperactive/impulsive symptoms (such as excessive talkativeness, blurting out without waiting his turn and restlessness).
In assessing these symptoms, apart from the interview, the doctor will engage the child in structured tasks (drawing, puzzle-building, etc) in order to make direct observations. But feedback from the school teacher is also crucial in ascertaining how the child is functioning in the classroom. Now, it is one thing to have these symptoms â even six of them â but quite another to be significantly impaired by them. This is where the concept of functional impairment comes in. In ADHD, there are three important domains of functioning to think about.
Firstly, ADHD is likely to affect a childâs learning. This is especially important in the early grades, when foundational skills are being learnt. For example, a preschool child learns to identify certain sounds, or phonics which is crucial for the development of reading and spelling. If her concentration is impaired, gaps can emerge in this area, which can be much harder to address later on. ADHD can affect the brightest children, the slowest, and anyone in between. But whatever the childâs intelligence, it will cause her to underachieve relative to her potential.
Secondly, this condition often affects the social functioning of the child. This is usually the result of hyperactivity and impulsiveness, affecting how he interacts with his friends, his siblings and authority figures. He often irritates his peers and becomes ostracised as a result. Family relationships are similarly affected.
And thirdly, as a consequence of the above, these children are often distressed and demoralized. Many have developed a negative attitude to school and learning. We now know that ADHD does not resolve in adolescence or even adulthood. In as many as two thirds of cases, the disorder persists into adulthood. And as one gets older, other conditions are likely to complicate the picture, including anxiety disorders, depression and substance abuse. Even suicide is statistically higher in those with ADHD than without. The stakes are high!
Many parents raise concerns about âlabelingâ their child with ADHD. In practice, I have encountered many children with undiagnosed ADHD symptoms who have been branded as âlazy,â âdisobedient,â âa bullyâ or worse, with far-reaching implications for their developing self-concept. What these children really need is an appropriate diagnosis; not an excuse but an explanation. Used appropriately, the diagnosis becomes a springboard for a holistic management plan, which ushers in relief, hope and ultimately dignity for the affected child.
Dr Brendan Belsham is a child psychiatrist and author of Whatâs the fuss about ADHD?


âIf I do not practice for one day, I know it; if I do not practice for two days, the critics know; if I do not practice for three days, the audience knows it!â
Ignacy Jan Padarewski, Polish Pianist and Composer
To master the piano your child will need to practice daily. Even after 32 years of playing piano, I am still learning and perfecting my skills. One of the biggest challenges the parents face, particularly if no one in the family has ever played an instrument before, is getting their children to practice regularly. Here are some tips that will help you and your child to build good practice habits from the outset.
I believe that successful practice is dependent on a childâs mood and environment. Children today live in a world full of distractions. It is important to create an environment that will allow your child to focus on their practice for a period of time without interruptions. Your piano should be located in a quiet area of your home.
Practice Time and Length
Consistency is the key to mastering the piano. Arrange your childâs schedule in such a way that they can practice every day for 15 to 40 minutes. The length of time will vary depending on the level your child has mastered and their age. Practicing every day at the same time will helps to develop good practice habits. Never set a specific amount of time for practice. The â30 Minutes Ruleâ never works. Instead, set specific goals for each practice session and allow your child to take a 5 minute break if they are having trouble concentrating.
Set goals on a daily, weekly and long term goals for your child. For example a goal for todayâs practice can be to master the D Minor scale and arpeggio and to learn 4 measures of Sonatina with right fingering. I will give your child homework on a weekly basis. Ensure that time is allotted throughout the week to finish the homework before your childâs next lesson. I will mark any area of difficulty your child is having on the sheet music provided. Have your child work on these sections before their next lesson. It is important to master every section before moving on to another piece.
Quality practice time is better than hours of practice on end. Itâs not about how long you practice, but about how well you practice. Stop practicing before it becomes a war of wills. Come back when your child is ready to continue.
When facing the challenge of getting your child to practice, remember that music education does wonders for your childâs brain and is worth the time and effort. Getting your child to practice is hard work, but once it becomes a regular routine it will get easier. When you look back you will be amazed at what your child has accomplished.


"Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is yes. If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.
Building on the experiences gained in her own English classroom as well as those of colleagues in different disciplines, Cris Tovani takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:
Cris's humour, honesty and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.


Reynolds, A.M., Jerome, A., Preston, A.L., & Haynes, Holley. (2005). Service learning in music education: Participant reflections. Bulletin of the Council for Research in Music Education, 165: 79-91.
The researchers conducted a qualitative study of a service-learning music-education partnership between a mid-sized university and a large public elementary school that did not have a music specialist. As part of the project, pre-service music teachers provided music classes over a seven-week period to first grade children who did not receive any regular music instruction. The purpose of this study was to better understand the impact of the partnership on selected participants, including ten pre-service music education teachers, twelve first-grade teachers and the elementary schoolâs principal.
Researchers examined pre-service teacher perceptions of their reflective practice, classroom teacher observations of the service-learning arrangement, and how the service-learning program contributed to arts activities at the elementary school over the projectâs five-year period.
Researchers concluded that pre-service teachers in the program benefitted from the real-world experience and that classroom teachers enjoyed watching their students learn in new ways. The impact of the music program on children was also noticeable with the first-graders using music during non-music times. Over the projectâs duration, classroom teachers noticed campus-wide changes in the role of the arts in the school including the hiring of a full-time music specialist.
Related to the studyâs primary research questions, findings reflect pre-service teacher, elementary school teacher, and school-wide outcomes.
Pre-service teachers were interviewed about their reflective practice in relation to their music-teaching service learning experience. Researchers found that:
- Authentic teaching experiences fostered reflective practice throughout the project period.
- Pre-service teachers actively prepared for lessons.
- The project fostered many opportunities for in- and out-of-class reflection.
- Pre-service teachers transitioned from being students to actively seeing themselves as educators.
The projectâs participating elementary school teachers were also interviewed about their experience as observers and evaluators of pre-service teachers. Teachers reported that:
- Having pre-service teachers in their classrooms promoted their own reflection, providing them with insights about their students and the potential role of music in other class activities.
- Children integrated music into their daily expression (i.e. singing, writing about music activities) and life perspectives (i.e. thinking about being a music teacher).
The principal was also interviewed, revealing that the partnership benefited children and teachers alike, which ultimately led to the hiring of a full-time music teacher at the school.
Significance of the Findings:
The study suggests that long-term music education service learning partnerships benefit children, pre-service teachers, classroom teachers, and school administrators and promotes creativity, growth, and reflection at all levels of contact. Despite the potential complexity of building and sustaining such a partnership, this study argues that the effort can produce meaningful and valued outcomes for all stakeholders.
The researchers built off of an existing five-year service-learning music education partnership that involved the university and elementary school site. Ten pre-service teachers who completed an elementary school general music methods course were selected. Twelve elementary school teachers and the related principal voluntarily participated. All 23 participants were interviewed face-to-face. Transcripts were created for each interview and independently summarized and then coded by the studyâs researchers. Lesson plans, reflection forms, evaluation forms and observation forms were triangulated and used to verify the interview findings. Member checks were also used to produce trustworthy findings.
Limitations of the Research:
This is a well-designed study that could, however, benefit from providing more details about participant selection and partnership management. This is especially important because the authors highlight that a major drawback of service-learning projects is their feasibility. Having descriptions about who is participating in such a study and how it is maintained would give more leverage to the studyâs suggestion that such partnerships should be replicated. All of the researchers, except for one external researcher, had at least some degree of insider status in relation to the partnership, possibly producing subjectivity in the analysis.
Questions to Guide New Research:
How do the effects of a service-learning arts partnership last beyond the partnership period? What is the lasting effect of a service-learning program on teachers after the service-learning ends?


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Mary Immaculate High School: Raising standards of Literacy and Numeracy for our young learners through the LNF and NRT/NNT tests
Launched by the Welsh Government in Sept 2013, the Literacy and Numeracy Framework (LNF) is used by teachers in all subjects to increase emphasise on developing studentsâ Literacy and Numeracy skills.
What does this mean for my child?
* The LNF has been developed to help achieve the National Educational aim that the children of Wales are able to develop excellent Literacy and Numeracy skills â essential to compete in todayâs workplace and live fulfilling lives.
* From May 2013, all children in Wales from Year 2 to Year 9 have taken compulsory tests in reading and numeracy at the end of each school year.
What are the purposes of the tests?
1. Give schools an accurate gauge of individual childrenâs skills and abilities
2. Help drive up literacy and numeracy standards in children throughout Wales
3. Paint a clearer picture of how children are performing nationally (until now, individual schools have carried out their own tests)
When do we get the results?
* You, the parents, will receive a report back by the end of the summer term on how your child did.
* This will include
a) their standardised score,
b) a score of how your child performed compared to others the same age in Wales and
c) a progress score to show improvement from tests in the previous academic year.
* Pupils that fall below an average standardised score will receive targeted âcatch-upâ intervention designed to ensure that they can reach their full potential in accessing materials in preparation for their GCSEs.
(aimed at adults)


Telling the time
Telling the time is a core numeracy skill that your child will be taught in stages during primary school.
From reading the time to the hour on a clock face to converting analogue to digital, in this section of the site you'll find tips on how to help your child learn to tell the time, as well as practice clock templates and tell the time worksheets on all the core skills including matching digital and analogue time, calculating time intervals, reading the 24-hour clock and writing time.
And you'll find even more help in our fantastic Telling the time learning pack.
Learning to tell the time is a process which spans the primary-school years, and children can find it overwhelmingly hard. The Telling the Time pack is a complete guide to everything you need to know to support your child and help them get to grips with this vital skill, bursting with practical suggestions, advice from experts and activity sheets for all the key stages.
What you'll find in your Telling the Time pack:
- Teachers' advice and tips to help your child learn about time
- How to help your child understand an analogue clock face
- 21 ways to incorporate practice into everyday life
- Telling-the-time game ideas
- Reading and writing time worksheets covering o'clock, half past, quarter past and quarter to and reading time to the nearest minute
- Estimating and predicting time puzzles
- Blank clock templates
- Telling the Time Bingo
- Telling the Time Dominoes
Teach your child time
Teach your child time is a reference guide and home-teaching kit which will help you understand exactly what telling-the-time skills your child is expected to have mastered in each year of the primary school curriculum.
Primary school teacher and parent Alice Hart has compiled information, tips and activities to ensure that you have the right information at your fingertips so you can quickly make sure your child has fully grasped and achieved each and every skill for their correct year group and using the same methods that they are taught (rather than confusing them with the one you were taught at school!).
You'll be able to print off highly targeted and child-friendly fun worksheets to help them master each of the essential skills as they progress through school â in fun, five-minute sessions.
Teach your child time is a downloadable, printable eBook, available for Â£4.99.


Despite progress in recent decades, millions of women worldwide face discrimination and inequality in every sphere of life. Discrimination against women, which begins in the womb and continues till the tomb. Cultural preferences for sons over daughters in many countries leave women deprived of their right to quality education and healthcare, ultimately pushing them into a lifetime of poverty. Evidence shows that with equal access to education and economic opportunities, women can lift themselves, their families and even their communities out of poverty. Because, when women are empowered:
We aspire to build better societies where every woman has increased access to education, economic opportunities and healthcare and is able to achieve her full potential and live a healthy and productive life. We do this by:
Through adult literacy classes offered in 16 major languages in four different countries, we help illiterate women learn how to read and write, giving them a second chance at education. The structured learning not only helps them acquire literacy and numeracy skills, but also opens new doors of opportunity to boost their earning power and create a better life for themselves and their families.
We empower disadvantaged women economically through a range of free vocational training programs including tailoring, embroidery, weaving, soap making, and many more, thus providing them with a sustainable livelihood. Along with skill training, we also give them necessary tools so that they can leverage their newly learned skills to earn a stable income and become self-reliant.
We impart health education to women in rural areas who lack access to vital health information and healthcare services. The awareness classes are taught by trained healthcare instructors who systematically teach women about health and hygiene and how to prevent and treat health problems which routinely afflict them and their children. This enables women to make informed decisions about their health and the health of their families.
In many cultures, when a woman loses her husbandâthrough no fault of hersâinstead of treating her with kindness and sympathy, she is blamed for his death. Society brands her cursed and her own family forces her out of their home. Condemned to a life of seclusion, faced with extreme poverty, she is forced to live an austere life devoid of hope and joy. This is the bleak reality of millions of widows in Asia.
By ensuring that their basic needs of food, clothing, and shelter are met and by equipping them with a trade, we help destitute widows overcome poverty, thereby giving them hope for a better future.
Kamala and her husband Narayanlal were in the midst of building a new home as the family looked toward their future. But the future suddenly...Read More
Urmila was troubled. Like any concerned mother, she wanted her children to succeed. But she felt unable to help them learn and grow because she...Read More


When did you last feel your ears âpopâ and lose the sound of your own voice?
Like many people, this happens to me fairly frequently on flights and car journeys. Adapting to the muffled world of partial hearing is quite intriguing as it offers a rare glimpse into what my brain is doing behind the scenes while Iâm having a simple conversation. Of course, Iâm always extremely grateful when my hearing returns to normal again.
Our awareness of speech is organised for the most part around our perception of sound, which is probably why our awareness of the rapidly changing jaw movements or the movements of facial muscle groups is suppressed while we are speaking. Consequently, losing the sound of our own voice is extremely disruptive to normal speech production.
If like me youâve tried to persevere with a conversation in the absence of sound perception, you may have experienced that the movement sensations produced by facial muscles and jaw muscles are no longer suppressed, but that you become aware that your perception of your facial muscles is magnified, revealing in detail the intricate facial shapes necessary for the formation of syllables and words.
Even though the power of speech feels far slower and more effortful in the absence of sound, itâs still possible to continue speaking by monitoring the rhythmic patterning of the jaw and the facial muscles. In this way, rhythm unifies intention and movement in language, overriding the temporary disruption to the auditory system.
Losing the sound of my own voice made me realise how tiring communication can become if the sounds of language are not clearly relayed from the voice to the auditory system. It also indicated the importance of the role of rhythm as a bidirectional frame both for anticipating and tracking the number of syllables produced in an utterance.
The development of early reading depends on the efficient coordination between the ear and the eye. Strong associations between letters and their sounds help children to learn to recognise words on the page. Voices matter too. Educators have realised that poor oral language skills are a strong predictor of poor literacy (Stackhouse & Well, 1997) and that socially disadvantaged children are more likely to lag behind in their vocabulary development when compared with more affluent peers (Fernauld et al, 2013). However, research indicates that sharpening rhythmic awareness supports childrenâs ability to process information (Long, 2016), better perceive the sounds of language, to read more fluently and with more understanding (Long, 2014).
If this interests you, why not dip into the case studies and sign up for weekly updates.
Fernald, A, Marksman, A & Weisleder, A (2013) SES differences in language processing skill and vocabulary are evident at 18 months. Developmental science 16, (2) pp. 234-248.
Long, M. (2016) Rhythm for Reading, English 4-11, 56, pp. 5-6
Long, M. (2014) âI can read further and thereâs more meaning while I readâ An exploratory study investigating the impact of a rhythm-based music intervention on childrenâs reading Research Studies in Music Education, vol. 36, no. 1, pp.107-124
Stackhouse, J. & Well, B. (1997) Childrenâs Speech and Literacy Difficulties: A psycholinguistic framework. London: Whurr.


Children are natural scientists, artists, mathematicians, authors, and scholars. From the time they are born they seek out information about the world around them in an effort to construct meaning and further their development. While children have an inherent drive to make sense of their reality, parents have a unique opportunity to harness their childrenâs curiosity and channel it into a love of learning.
Playful learning is the magic that takes place when we meld a childâs sense of joy and wonder with thoughtfully planned learning experiences. Through easy-to-implement, hands-on projects you can engage your child in fun and creative ways that encourage learning and impart the joy of discovery. With a little bit of information and forethought, you can play a pivotal role in the cognitive and creative development of your child
Mariah Bruehl has worked in the field of education for over a decade. She has taught in the classroom, developed curriculum in many different subject areas, trained teachers, and implemented programs across many grade levels. She is the mother of two girls and the owner of Playful Learningâa retail space and education center in Sag Harbor. Learn more at www.playfulearning.com.
"An enlightening read, this book not only contains creative and practical organizational solutions but is full of inspiring lesson ideas for every area of learning." âParents & Kids Magazine
"Parents, teachers, and caregivers alike will treasure this superb book! Mariah Bruehl brings the wisdom of a gifted educator and the heart of a devoted parent to each insight and activity contained within its pages. Readers will appreciate the warmth and accessibility with which she shares her ideas as much as the joyful family memories and passion for lifelong learning that are sure to follow." âEmma Walton Hamilton, author of Raising Bookworms: Getting Kids Reading for Pleasure and Empowerment
"Chock-full of amazingly inventive suggestions for how to educate your child in the home. Mariah Bruehl offers a world of inspiration and engagement where literacy development becomes play and where play becomes purposeful and educational. Her knowledge of childrenâs development and her deeply attuned understanding of the importance of relationship-building with your child make this book a true winner." âPam Allyn, author of What to Read When: The Books and Stories to Read with Your Childâand All the Best Times to Read Them
"A great guide for parents who want to encourage a childâs joy and wonder." âPortland Book Review


The report shouldnât be a surprise to anyone who has been involved with ICT school improvement. Estyn have held up the mirror and confirmed what we already very much knew. It was quite a coincidence that I blogged about the need for a robust, reliable and resilient infrastructure within schools last Thursday evening, and then woke to a BBC Wales breakfast news report saying that this was the main finding of Estyn's report - spooky! For me, the other main highlight of their findings concerns the lack of ICT vision in most schools. Again, this is something that we have been finding in our recent discussions with schools. Even in schools who budget well and sustainably for ICT there is often a lack of vision around what they want ICT to achieve in their school, and very rarely (if ever) the impact it has on standards.
Here are my interpretations of the Estyn main findings. A primary school who uses ICT well would be one where:
- Pupils develop a full range of ICT skills by the end of KS2 (to include data handling and modelling).
- They use ICT to stretch the more able and talented.
- Pupils apply the skills learned in ICT lessons in other subjects.
- They use ICT to improve literacy standards in reading.
- They use video filming, editing and animation to improve pupilsâ oracy, presentation, research and writing skills.
- They can show a link between the use of ICT and an improvement in standards.
Teaching and Learning
- Teachers use ICT to engage and enthuse pupils.
- Teachers are confident to deliver ICT the full range of the ICT programme of study in KS2.
- The ICT SoW is implemented effectively across the school.
- They assess and track pupilsâ ICT skills against the NC.
- They have a good understanding of ICT standards.
Leadership and Management
- They have a clear vision for ICT.
- They have a clear determination to improve staff capacity, planning and provision for ICT.
- They ensure that all staff have the competence and confidence to use ICT well.
- They ensure there are opportunities for staff development in ICT that meets the learning needs of the pupils.
- They have an ICT plan that priorities key developments.
- They rigorously evaluate the effectiveness of their ICT plan against the impact on the pupilsâ ICT or literacy and numeracy skills.
- They take a baseline assessment of pupilsâ ICT skills before implementing a project or initiative.- In Welsh language schools they take the decision to turn on the Welsh language interfaces of key software
At the risk of sounding 'old school' to some people - engage with the NAACE self review framework. By fully engaging in the SRF all these Estyn findings get addressed. Nothing should then be a surprise to you when Estyn come knocking on your door.


Now showing items 1-3 of 3
Gomez and Gomez Dual Language Enrichment Model: Is It Keeping the Promise for ELLs?
The number of school-aged children in the United States (U.S.) who spoke a language other than English at home rose from 4.7 to 11.2 million between 1980 to 2009 (U.S. Department of Education, National Center for Education ...
ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPALâS AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST
The principal is a true leader, exercising managerial and organizational leadership functions. The demands on principals have changed and principals âare asked to lead in a new world marked by unprecedented responsibilities, ...
An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School
Illiteracy in America is one of the key correlates for poverty (Roman, 2004). Far too often, students graduate from high school without having basic literacy skills (Alliance for Excellent Education, 2011). Coupled with ...


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Lower Key Stage 2 (Y3/4) English Plans - Set A
Hamilton's Y3/4 English plans cover all of the statutory objectives of the National Curriculum for England for Lower Key Stage 2. The Coverage Chart lays out where these are met across a two-year rolling programme (Set A & Set B). Medium and Long Term Plans summarise books used and grammar taught. Individual plans include an outcomes table.
For Homework and for texts to use with children (Oral Stories and Rhymes) appropriate for this age range, see Year 3 and Year 4.
Using the delightful illustrations and books of Michael Foreman (Dinosaurs and All That Rubbish and I'll Take You to Mrs Cole), children have many opportunities to practice simple, compound and complex sentences with powerful verbs. They then create their own stories based around I'll Take You to Mrs Cole, by Nigel Gray and Michael Foreman.
Children have plenty of opportunities to explore Indian folk tales and myths, read Seasons of Splendour by Madhur Jaffrey, and The Tiger Child by Joanna Troughton, before performing their own oral re-telling and written adaptations. They will learn about adverbial clauses to make their writing more interesting and use commas to organize their writing.
Children will learn about instructions and explanations based around the glitzy world of the game show. They will learn about features of explanations before going on to write their own based on a game show with a special treat at the end.
Children study the structure and language features of non-chronological reports (DK Childrenâs Book of Sport, and DK Eyewitness Guide: Football by Hugh Hornby) before planning, researching and finally composing their own sports report. At the end of the plan the class explore persuasive language and different points of view, ending in a debate.
Christmas is coming. This fun plan builds up to Christmas with writing letters to Father Christmas, learning about tense, writing in the 3rd person and using powerful verbs, and reading Dear Father Christmas by Alan Durant. Hamilton Group Reader, The Christmas Story, demonstrates how to write a good letter.
Use a selection of poems to explore how to create images using words, Daddy Fell into the Pond by Alfred Noyes (Read Me chosen by Gaby Morgan) The Bug Chant by Tony Mitton (The Works chosen by Paul Cookson) and I Like this Poem by Kaye Webb. Children find and use adjectives and adjective phrases to convert a poem to prose. Use their voice to add excitement to a poem performance and compose poems using the themes of animals and weather.
Children will enjoy these humorous poems about teachers which will inspire learning about powerful verbs, verb tenses, adverbs and adverbial phrases. Children use the poems they read as models for writing their own verses and poems.


ERIC Number: ED103474
Record Type: RIE
Publication Date: 1974-Sep
Reference Count: 0
Evaluation Data and Schemes for Summer Happening 1974.
Anttonen, Ralph G.
A summer happening for children was organized and analyzed according to the ideas that educational accountability means that the system of education should provide both data and information about the educational process and examine educational outcomes. A major goal of the program was to generate an awareness for first year participants of the concepts of open education, team teaching, individualized instruction, open space, and educational media. The report presents evaluation models for school districts to assess their open education programs, including both standardized and unobtrusive measures. It provides measurement instruments for data collection from parents, teachers, and children with the teachers' instrument emphasizing classroom observation and the children's stressing school-related attitudes. The report stresses the need to develop self-examination and evaluation techniques in the school district. (Author/BJG)
Descriptors: Accountability, Elementary Education, Evaluation Methods, Individualized Instruction, Models, Nongraded Instructional Grouping, Observation, Open Education, Program Evaluation, Questionnaires, Rating Scales, Student Attitudes, Summer Programs, Teacher Effectiveness, Teacher Evaluation, Team Teaching
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Millersville State Coll., PA. Div. of Education.


Using Haring's Subway drawings as a starting point, New York City high school student will create prints of their own personal symbols.
Students will interpret the work of Keith Haring.
Students will discover that different students have different interpretations of the same symbols.
Students will develop a series of prints bases on a personally relevant symbol or combination of symbols.
The art work of Keith Haring, concentrating on his Subway Series.
Begin the discussions by asking students to make observations about the artworks they see. After some general observations have been made, encourage the students to point out and examine the symbols in the work, making assumptions about their possible meaning. Have them explain why.
What symbols does this artist use in his work? What do you think the symbols mean? How does color influence the meaning of a symbol? What else can influence a symbols meaning?
Have the students come up with symbol to represent themselves or their interest. Have them begin by drawing out their ideas on paper. When they have created symbols that they are satisfied with, then draw the symbol into the Styrofoam plate. Have them think about the colors they are going to use to print their symbol.
Demonstrate the Styrofoam plate printing procedure. Inform the students that their prints with be a mirror reflection of their drawing. This is important if the students want to write words into their image. Show how much ink to use, how to roll the ink with the brayer until the ink has become tacky, and then how to apply the ink by rolling over the Styrofoam plate. Have the students create a series of prints, which they explore a range of color.
If the students want to experiment, they can create smaller Styrofoam plate and juxtapose another image over the first print. Also show the students how to two color onto the same plate. Encourage experimentation.
Have the students hang up their series of work and explain which of their prints is the strongest. See if the rest of the students agree or disagree.
Assessment will be judged on closure discussion when the students justify which print is the strongest based on how it was printed or the color they used.
If the students are having trouble coming up with ideas for symbols just have them tell you about what they draw in their notebooks. Usually, what students doodle in their notebook are very symbolic and can be the prefect subject for this project. Students can also represent what they are interested in, like sports or what they do with their friends.
The author of this lesson, Deidre Kenna, a Masters in Art Education student of the School of Visual Arts in NYC, is the 2003-2004 scholarship recipient of the Keith Haring Scholarship award. This project is a collaboration with The School of Visual Arts & a local NYC public high school.
To find out more about The Keith Haring Foundation Scholarship offered through the School of Visual Arts, please contact: Director, School of Visual Arts/Visual Arts Foundation, 15 Gramercy Park South, NYC 10003 or SVA's web site.


How art is helping shape the next generation
Art can be beautiful, thought-provoking and mesmerizing, but recent studies show it can just as easily be a catalyst for improving education and critical thinking.
A recent article by T Brand Studios in the New York Times highlights how Park West Gallery and its non-profit organization, the Park West Foundation, are working to promote arts education and awareness in the classroom to improve the minds of future generations.
The foundation, along with 14-year-old art prodigy Autumn de Forest, contributes to Turnaround Arts, an art program from the Presidentâs Committee on the Arts and the Humanities that uses art education to improve the nationâs bottom-performing five percent of schools. The program works by having high-profile artists, actors, musicians and entertainers visit these schools to inspire creativity in the students.
For instance, Autumn speaks with the students about how art affected her life, but also holds a hands-on art lesson with them. The Park West Foundation donates the materials used by the students.
âIf [students] can use art and painting as a mnemonic device for [learning], I think itâs just fantastic,â Autumn says in the article. âThey keep track on the schools and the grades, and they just skyrocket, whether itâs arts or dancing or music.â
A two-year study of schools in Turnaround Arts shows that students increased their math scores by an average of 22.5 percent and their reading by 12.6 percent.
âThere has also been a wonderful decrease in behavioral reports,â says Margo Lion, co-chair of Turnaround Arts. âI donât want to say that itâs a panacea, but it really does make a fundamental change.â
World-renowned artist Romero Britto is also among those speaking in favor of art education. Having grown up enduring struggles as part of a family of nine children, Britto voices his favor for keeping art in schools in an article on CBS.
âI still think that, in school, they should emphasize more arts and culture,â Britto says. âIt does give a possibility [to] create something unique and new.â
Museum exhibitions that improve thinking and empathy
Park West Gallery believes that art is for all, and has helped underwrite a number of museum exhibitions around the country so that everyone can enjoy art. These include exhibitions featuring Autumn at the Butler Institute of American Art in Ohio, Yaacov Agam at the Museum of Geometric and MADI Art in Texas and an upcoming exhibition at the Museum of Tolerance in California featuring Anatole Krasnyansky.
A study from the University of Arkansas has determined that field trips to an art museum positively impact how students think and feel. Of the 10,000-plus students surveyed in the study, 70 to 88 percent retained factual information from taking museum tours. They also displayed improved critical thinking skills and gains in tolerance and historical empathy.
âI always believed in developing the whole child in every area and providing them with rich experiences including fine and performing arts,â says Diane Pandolfi, Park West Foundation Director, in the T Brand Studio article. âArt goes to our core as human beings. The Park West Foundation is a supporter, a facilitator â Iâm very blessed to be serving in this capacity.â
Park Westâs charitable efforts stem from the original mission of Park West Gallery Founder and CEO Albert Scaglione to make art available to all. In fact, Scaglioneâs own life demonstrates the power of art, as he was so inspired by art that he switched careers from mechanical engineering to opening Park West Gallery in 1969. He describes how freeing it was to follow his dreams in an interview with the Huffington Post:
âThe defining moment was saying that this is my new career and I see blue skies and good things happening and then decided to walk away from my doctorate and 11 years in Academia,â Scaglione said. âI did it cold turkey, took a mortgage on my house and it worked!â


Art and Photography have the advantage of being subjects which are enjoyed by the majority of children because of their practical nature. They can learn and practise a variety of skills and techniques and use a wide range of materials, with an emphasis on personal expression. Besides teaching the techniques, Art and Photography encourage thinking, creativity and the development of ideas.
Art is taught to all students in Year 7 and 8. Art and Photography are offered at examination level, with the
students achieving GCSE results far above the National A* to C percentage grades.
Key Stage 3
Students in KS3 cover all areas of the National Curriculum programme of study. This involves working on a series of topics, themes and schemes of work, drawing and painting and from observation and looking at other artists and cultures. 3D construction and print making (including Computer Graphics and Photography) are covered.
Key Stage 4
The GCSE courses offered are endorsed and separate Art and Photography GCSEs are available. Thematic work is the main vehicle for stimulus, with the development of skills/techniques in materials handling. The courses also place much emphasis on personal study as critical studies has become increasingly more important in Art Education.
The Curriculum Area provides an Art Club two evenings after school where students are encouraged to pursue their own personal ideas, enter outside Art competitions, or to use the extra time on their coursework.
Trips are organised through the year, including visits to London and regional galleries, and sketching trips in the local area. Photography students have been to the South Bank, The London Eye and on regular visits to Brighton to
establish the landscape aspects of their coursework.
The Curriculum Area is fortunate in having valuable links with local colleges and endeavours to sustain and build on its reputation for providing students with high quality opportunities and experiences. Warblington has a very popular department that produces exceptionally high quality work.
Art1 General Art/3D Construction/Photography.
Art2 General Art/3D Construction/Photography.
Both Art teaching rooms are fully equipped to teach Art and Photography to GCSE level.


Home > Why Belly Time, Crawl & Creep stages are VITAL
Why Belly Time, Crawl & Creep stages are VITAL
Creeping & Crawling - One of the Most Important Developmental Milestones
Educators often hear from therapists, "When in doubt, crawl, crawl, crawl!"
It seems from the onset, crawling (on belly) and creeping (on hands and knees, belly off the floor) are amazing developmental stages that translate into all kinds of motor skill and future academic success.
The importance of a long crawling and creeping period in development is often overlooked by Pediatricians and parents as they don't know the vital importance of this developmental milestone and impact later on in life.
As Occupational Therapists, we see children daily that have poor visual tracking from left to right for reading, difficulty with bilateral skills and crossing midline, decreased trunk/core strength and stability, poor writing and fine motor skills- all due to shortened or missed belly time and weight bearing on hands!
Infants should spend as much time as possible on their bellies from the time they can turn their head at a few weeks. Try not to put babies in supported sitting, car seats, entertainers, walkers, and johnny jumpers more than 30 minutes a day. They need to spend as much time on their bellies as possible to integrate primitive reflexes, build strength and have the foundational skills needed for future learning and motor coordination.
Putting babies on the floor on a developmentally appropriate blanket and on their bellies often, will prevent a myriad of developmental and learning delays later in development!
Crawling is when you are on your belly like an 'army man or snake'.
Creeping is when you are on your hands and knees like a 'cat creeping up on a mouse'.
Doing this activity even through older ages helps in all areas of development:
We have wonderful brochures on belly time to help you find ways to help your infant or child crawl and creep daily!
Go to this link to download a great PDF on belly time! https://www.aota.org/~/media/Corporate/Files/AboutOT/consumers/Youth/Tummy-Time-tip-sheet.pdf
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Throughout the world, children face invisible barriers that limit their futuresâinequality and poverty, as well as the discrimination, prejudice and other disadvantages that these problems cause. A movement to counter these social problems with the power of music is underway in Latin America, and the Latin American Youth Orchestra and Band is a part of that movement.
The youth orchestra has its beginnings in a government-backed music education project called El Sistema, which was first introduced in Venezuela. Implemented as a national strategy to prevent delinquency and eradicate poverty, El Sistema aims to promote society-wide stability by engaging children in musical activities and securing future employment opportunities for them. Yamaha supports these efforts, and for the last 15 years has contributed by promulgating instrument maintenance techniques and training instrument repair technicians.
In Colombia, youth orchestras and bands were launched in MedellÃn (Red de Escuelas de MÃºsica de MedellÃn) and BogotÃ¡ (FundaciÃ³n Nacional Batuta), for example. Yamaha also played a hand in the creation of a scholarship program called ToKANDO, which is run by FundaciÃ³n Incolmotos Yamaha, a major partner of ours in Latin America.
New challenges have also appeared. One major problem is a lack of awareness of the importance of and methods used for instrument maintenance, exacerbated by the fact that there are few people who are able to repair broken instruments. To address this problem, we launched the AMIGO Project in 2014, offering workshops to enable people to maintain instruments on their own, and promoting the training of technicians who can repair broken instruments.


<< -- 2 -- Gordon Rumson MUSIC MATTERS
From these simple starting points ('music matters' and 'what am I hearing?')
Mellers proceeds to investigate connections and ideas with a breadth of
knowledge that is startling.
There is however, one stumbling block to a wider appreciation of Mellers'
contribution: his explanations require a basic understanding of music theory.
At the simplest level this is knowing what an oboe sounds like and why it
is associated with pastoral music. Further along it requires the reader
to understand the cycle of fifths and key relationships such as the mediant
and a knowledge of some of the structures of music, whether sonata-allegro
or the raga.
This should not be a problem, but it is. Literate people should have
a working knowledge of the parts of speech, the idea of rhyming in poetry,
perhaps even an idea of the sonnet. But most people do not have the foggiest
notion of the musical equivalents of these simple ideas. This, in spite
of 'music education' so called.
There is also one interesting facet of Mellers' discussion of music and
that is his frequent appeal to the emotional, even psychological and spiritual
character of a tonality: F minor is lugubrious, D major ceremonial, or B
flat major in Schubert heavenly. At one time such comments were the norm
and Mellers is merely continuing a long-standing tradition.
Because, at one time, not that long ago, the character of the keys was not
a pretense, it was a verifiable fact. Tuners prior to about 1850 did not
aim for equal temperament at all and according to Owen Jorgensen's massive
book Tuning, tuners could not have effectively achieved equal temperament
until around 1900. Therefore, before that they tuned some kind of well-temperament
where, by definition, the keys have slightly different characters based
on the purity or impurity of the intervals. Now, Mellers was born in 1914.
Tuners trained before 1900 or so were probably tuning well-temperament for
many years past Mellers' birth.
As such, Mellers probably heard unequal temperaments in his youth and
never overcame his faith that each tonality had a different character and
that this character means something. Thus, in his detailed analysis of compositions,
Mellers regularly derives philosophic meaning from such information.
Copyright Â© 28 November 2002
Gordon Rumson, Calgary, Alberta, Canada