Getting an online art education doesn’t have to cost you thousands of dollars. Nowadays, there are many free courses and tutorials from universities and other institutions that can be found online.
Here’s a list of 25 educational resources worth exploring:
Art and Technology – The Capilano University of Canada offers this 15-week art history course. The course focuses on the connection between technology and art.
Arts and History – This 16-hour course from The Open University discusses the effect The Enlightenment era has had on the arts.
Art of Color – The Massachusetts Institute of Technology (MIT) provides this 15-lecture course that explores the principles of visual design. The Art of Color focuses on the science of color and how it affects visual arts.
Understanding Theatre – This introductory course from Utah State University sets aside roughly 76 hours to understanding and appreciating theatre as an art form.
History of Western Art and Civilization – Connexions, a site devoted to sharing scholarly material, offers this art history course from the Fashion Institute of Technology. The course discusses the history and art of Italy.
Drawing with Lines – Draw Space offers several free tutorials for beginner to advanced artists including this basic drawing class. Drawing with Lines discusses the basics of line drawing and the different forms of lines used.
20th Century Art – This art history course from MIT contains 27 lectures and two papers about modern art. Through this class, art students will cover objects, history, and the context of art after WWII.
Visual Communication Design – This course offered by Carnegie Mellon University explores the visual dynamics of creating technical documents. The course effectively discusses visual hierarchy and grouping.
Introduction to Photography – This introductory MIT course teaches the basics of photography through lecture, video, and hands-on projects. The course covers black and white, digital imaging, camera operation, lighting, and film.
Creating Interactive Multimedia – This 14-week course from the University of Southern Queensland introduces programs, tools, and techniques for creating interactive multimedia.
Art Composition and Perspective in Paintings – This About.com tutorial offers several resources to help students understand and improve painting skills, such as composition and perspective.
Advanced Form – Interactive Art School offers 12 free mini painting tutorials for anyone looking to perfect their technique. This tutorial on Advanced Form uses a 3D generation of the human form to teach light and shadow.
Philosophy & the Arts – This free course from Minnesota State University discusses an interpretation of art through history. The course offers many art form examples.
Introduction to Art History – The University of Utah offers this free online course that explores the changes in interpretation of art through history. Students take an in-depth look at the change in the meanings of art through the ages.
Classic Drama and Theatre – Utah State University’s drama and theatre course analyzes the purpose and function of Roman and Greek drama. The course is presented through a series of slides and book readings.
Starting a Watercolor Painting – Larrysart.com offers several free painting tutorials including this introduction to watercolor painting. The tutorial provides easy tips and tricks to make your first attempt at watercolor successful.
How to Draw People – ArtGraphica provides many free detailed tutorials on technical art and theory. This tutorial is a descriptive discussion of the techniques and tools needed to create a charcoal composition.
Illustrator: Live Trace and Live Paint – This introductory tutorial from Design Mentor Training discusses how to accurately use the live trace and paint tools in Illustrator.
Realistic Clouds – PlanetPhotoshop offers several different video tutorials on the different effects and designs that can be accomplished in Photoshop. This tutorial teaches students how to use Photoshop to create realistic looking clouds.
Color Balancing – This Photoshop tutorial from Tutorialman.com teaches students how to use the color balancing tool effectively.
Effective Text For Web Design – This web design tutorial discusses the key strengths of text over graphics to teach students about basic typography principles.
HTML Tutorials – The HTML tutorials offered by w3school.com are just one of several on-site web design tutorials. This tutorial focuses on the basic, intermediate, and advanced uses of HTML.
Learn To Paint With Acrylics – The first part of this 3-part video tutorial from how-to-draw-and-paint.com teaches the technical application of working with acrylic paint.
Digital Cartography – This 9-part digital cartography tutorial from Art Tutorials Wiki discusses the art of digital line drawing.
Patrick’s Free Art Course – Patrick Lawrence offers a comprehensive art course for free through his blog. The course addresses drawing, painting, and many other art techniques.
The author, Karen Schweitzer, writes about online colleges for OnlineColleges.net.
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UC researcher seeking to improve childhood speech disorder
UC researcher seeking to improve childhood speech
December 9, 2012
A University of Canterbury (UC) study is looking at how best to improve the literacy and education achievements of New Zealand children who struggle with speech disorders.
UC senior literacy lecturer Dr Brigid McNeill is conducting a national study by following 54 children aged five to seven years with suspected childhood apraxia of speech.
Childhood apraxia of speech is a poorly understood speech disorder. There are huge gaps in knowledge about how to diagnose it properly, what aspects of communication and literacy development are likely to be affected and how best to support children with the disorder.
``Traditionally, the disorder has been thought of as a purely ‘motor’ impairment with children’s difficulty pronouncing sounds thought to be due to difficulty planning movements for speech,’’ Dr McNeill said today.
``More recently, concerns over the language and literacy development of those affected have received attention in the literature. Such findings implicating language and literacy development in those affected have cast some doubt over whether this can be viewed as a purely ‘motor planning’ disorder.
``My current project is the first study of its kind to explore the broad profile of children with the suspected disorder over time with a large sample. Children in the study participate in a comprehensive speech, language and literacy assessment five times during the two year study.
``Speech production, oral movements, vocabulary knowledge, listening comprehension, storytelling, grammatical skill, reading and spelling are among the areas of development monitored. The study draws participants from Northland to Dunedin. Data collection for the project is nearing completion, with the participants undergoing their final assessment in the next three months.’’
Dr McNeill said initial analysis of the results showed participants were generally affected in their motoric, language and literacy development. More than 75 percent of children in the study required support in at least one area in addition to speech production.
More work was needed to be done to enhance the literacy and educational achievement of children with the disorder in New Zealand, she said.
``Children with severe speech difficulty are usually referred for speech and language therapy support in the pre-school years. There’s a lot we could be doing to facilitate early literacy development in this group rather than waiting for difficulties to be recognised later on.
``These findings have huge implications for the selection of speech therapy approaches for the group. It seems that it is not enough to work on ‘output’ or speech movement skills alone for many children with the disorder. Such an approach is likely to ignore the broader underlying difficulty and do little to enhance early literacy development.
``The results show a need to integrate speech therapy and educational support for children with speech disorder. Such a model has the best chance of seeing children affected by such difficulties meet their communication and academic potential,’’ she said.
About five percent of New Zealand children are affected by some form of speech disorder. Dr McNeill’s project has received $300,000 from a Marsden Fund fast start research grant for excellent early career researchers.


Definitions for numeracy
This page provides all possible meanings and translations of the word numeracy
skill with numbers and mathematics
skill with numbers and mathematics; -- the skill with numbers analogous to literacy, the skill of reading.
The quality of being numerate; numerical skill
Numeracy is defined as the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental mathematics like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as, 2 + 2 = 4, then one would be considered possessing at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life. By contrast, the lack of numeracy or innumeracy can have a negative impact if the skills are absent. Numeracy has an influence on career professions, literacy, and risk perception towards health decisions.
The numerical value of numeracy in Chaldean Numerology is: 9
The numerical value of numeracy in Pythagorean Numerology is: 1
Images & Illustrations of numeracy
Translations for numeracy
From our Multilingual Translation Dictionary
Get even more translations for numeracy »
Find a translation for the numeracy definition in other languages:
Select another language:


Answers to all of the exercises in the workbook can be downloaded here
Exam boards: Edexcel, AQA, OCR, WJEC
The AS Music Literacy Workbook will develop students’ notational skills to the level necessary to succeed in the exam.
This workbook explains the notation of a wide variety of instrumental techniques, and includes a whole chapter devoted to score reading.
Students will be able to read and understand any classical, jazz, pop or guitar scores they might come across during their AS studies and beyond.
The workbook emphasises learning by doing. It includes numerous scorereading exercises based on jazz and classical music, which encourage students to cross-reference their knowledge. The workbook builds towards a series of exercises and model answers, allowing students to check their work.
This workbook is tailor made for anyone wanting to develop a grounding in music theory to AS level, but is also a refreshing new resource for candidates preparing for higher grade exams in music theory, BTEC National and Scottish Higher Grade Music.
Rebecca Berkley is a freelance writer and musician, and is a music education consultant. She has taught percussion to students of all ages, both as a private teacher and as a workshop leader, and published percussion music. She is also a choral conductor, running several choirs and directing music festivals with her husband. After starting her career as a music teacher in secondary schools, she became a lecturer in music education at the University of Southampton and the Institute of Education, University of London. Her PhD thesis focused on how GCSE students learn to compose, and how best to teach them. She is the co-author of Rhinegold’s Edexcel GCSE Music Listening Tests (Book 3) and contributes as a freelance writer to Classroom Music Magazine.


Teaching with primary documents encourages a varied and active learning environment for teachers and students, and fosters the development of lifelong learning skills.
The following curricula were created by graduate research assistants using primary source materials from the holdings of the Georgia State University Library’s Special Collections and Archives. All of the lessons plans were created to adhere to national and state education standards. Some of the lesson plans contain documents that are reproduced from the original form, and may be printed and reproduced for classroom use.
We encourage teachers to develop lesson plans derived from our collections. For more information, please contact the Special Collections and Archives at 404-413-2880 or firstname.lastname@example.org.
Southern Labor Archives
- Work ‘n’ Progress: Lessons and Stories in Southern Labor History (7th – 12th Grade)
- PATCO Strike of 1981 (9th – 12th Grade)
Popular Music and Culture Collection
Lesson plans that were created by music education graduate students with support from The Johnny Mercer Foundation.
- A Musical Trip Across America (1st Grade)
- The American Musical (7th Grade)
- American Popular Music, 1900-1950 (8th Grade)
Women and Gender Collections
- Silenced Voices: Understanding Domestic Violence through Primary Sources (8th – 12th Grade)
- The ERA: Oral Histories Curriculum (8th – 12th Grade)
- Exploring Gender Roles in Society, Literature, Art, and Film (8th – 12th Grade)
- Georgia Women Speak! (8th – 12th Grade)


4 Stages of Literacy Development:
1. Beginning Literacy
2. Early Intermediate Literacy
3. Intermediate Literacy
4. Early Advanced Literacy
Students demonstrate little or no receptive or productive English skills. Beginning to understand a few concrete details during unmodified instruction.
In the beginning stage, students may go through a silent period where they speak very little, if at all. We must acknowledge that they need time to build their vocabulary and confidence before they feel comfortable enough to speak in class. Frequent opportunities for these students to interact with their peers in a more social setting, such as on the playground, will help them build their vocabulary and confidence.
Activities for Beginning Literacy
Identify key words in stories
Listening to oral reading
Oral story retelling
Drawing as a means of written expression
Early Intermediate Literacy
Students continue to develop receptive and productive English skills. Able to identify and understand more concrete details during unmodified instruction.
During the second stage, students will begin to use one-word utterances and short phrases to communicate socially, express a need, or reply to a question. We need to again provide these students with frequent opportunities in the classroom to interact with each other and TALK to each other. We must be careful to encourage their language use and not correct them in front of their peers.
Activities for Early Intermediate Literacy
Predict/confirm events in a story
Complete the sentence
Students begin to tailor English language skills to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction.
During the third stage, students are beginning to understand more abstract concepts and are beginning to use English to learn content.
Activities for Intermediate Literacy
Silent reading or structured readers or patterned stories
Student developed stories
Arranging words into sentences or paragraphs
Early Advanced Literacy
Students begin to combine the elements of English language in complex, cognitively demanding situations and are able to use English as a means of learning in content areas.
During the fourth stage, students can use English to learn content and can use English in cognitively demanding situations.
Activities for Early Advanced Literacy
Word identification, categorization
Silent and oral reading
Structured book reports
Completing the story
Use dictionaries and other reference materials.
Compare and Contrast the Stages
The first two stages involve the development of social language (BICS).
The third and fourth stages incorporate the addition of academic language (CALPS).
It is important to note that content area learning does not come into play until the fourth stage. Prior to this stage, students are in the "learning to listen, speak, read and write stage". It is not until the fourth stage that students are able to "listen, speak, read and write to learn".


P-20 Task Force Goal 1: Increase Student Achievement
Visual Culture and Art Education
NIU College: Visual and Performing Arts
Location: St Mary School, DeKalb, IL
Level: Grades 3 and 7
We understand our world by finding meaning in visual and verbal information and the coded messages we encounter every day. Through Art Education, students can learn how to interpret visual and verbal cultural codes. By creating, critiquing, and discussing art, students develop and enhance their understanding of their world and culture.
As part of the Visual Culture and Art Education Project, NIU Art Education students will develop lessons that incorporate topics from other academic subject areas for 3rd and 7th grade students at St. Mary School in DeKalb. These lessons will provide opportunities for St. Mary’s students to increase their understanding of art vocabulary and the concept of “Visual Culture” according to Illinois State Learning Standards, while providing NIU Art Education students with real classroom experience.
- NIU students begin teaching art lessons in the classrooms.
- Evaluation data is collected.
- Second semester NIU students continue teaching art classes incorporating lessons learned from fall semester.


Are your kids bored with Mother May I? Is hopscotch less exciting than it used to be? This hunting game is just as fun outdoors as it is inside. And while they’ll never suspect they’re learning, it helps kids develop listening skills, too!
What You Need:
- An assortment of familiar objects. Some suggestions:
- beach ball
- potato masher
- plastic bowl
What You Do:
- Before you start the game, talk to your child about the basic commands you’ll be using. Ask what the terms near/far, left/right, and behind/in front of mean to him. Have him demonstrate by using a chair.
- Ask your child to close her eyes while you go around the house and hide some familiar objects. You can use the list above, or come up with your own ideas.
- Once the objects are scattered around the backyard (or the house, if the weather refuses to cooperate) ask your child to open her eyes. Explain the rules: when you say “Go!” she’ll set off to find the first object. And once she’s located it, she should freeze in place. No touching!
- The next part of the game is somewhat like Simon Says. Your child is not allowed to touch the object. Instead, he must follow your directions as rapidly as you fire them at him. Use commands like: “near”, “far”, “left”, “right”, “inside”, “outside”, “under”, “over”, “behind”, “beside”, “in front of”, and other similar words that indicate position. These are all terms that your child will work with as part of kindergarten math.
- Use your creativity, and what’s around you! For example, a backyard swing set is a great prop if you’ve got one. Porch steps are the perfect excuse to use “above” or “below”. And trees work perfectly for words like “beneath” or “around”. So take play outside, and take your child’s listening skills to the next level!
Alicia Danyali, BS Elementary Education, taught primary-level students for four years at the International School of Amsterdam, The Netherlands. The last four years of her teaching career, she taught at the Washington International School in Washington, D.C. She recently completed writing a series of children's picture books and is a mother of one young son.


ERIC Number: ED494212
Record Type: Non-Journal
Publication Date: 2007
Reference Count: 0
Best Practices in Writing Instruction. Solving Problems in the Teaching of Literacy
Graham, Steve, Ed.; MacArthur, Charles A., Ed.; Fitzgerald, Jill, Ed.
Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes. This book provides an array of research-based techniques for classroom use. Case examples and vignettes demonstrate realistic applications. The book emphasizes a balanced approach to teaching. Special attention is paid to multilingual and struggling students. It presents the Introduction: Best Practices in Writing Instruction (Steve Graham, Charles A. MacArthur, and Jill Fitzgerald), and then is divided into three parts. Part I, Designing Writing Programs, contains the initial chapters: (1) Writing Instruction in Engaging and Effective Elementary Settings (Michael Pressley, Lindsey Mohan, Lauren Fingeret, Kelly Reffitt, and Lisa Raphael Bogaert); (2) Best Practices in Implementing a Process Approach to Teaching Writing (Ruie J. Pritchard and Ronald L. Honeycutt); (3) Best Narrative Writing Practices When Teaching from a Developmental Framework (Anne McKeough, Jaime Palmer, Marya Jarvey, and Stan Bird); and (4) Best Practices in Developing a Writing Across the Curriculum Program in the Secondary School (George E. Newell, Susan Koukis, and Stacy Boster). Part II, Strategies for Teaching and Learning, contains: (5) Writing Instruction for Young Children: Methods Targeting the Multiple Demands That Writers Face (David Coker); (6) Best Practices in Teaching Planning (Steve Graham and Karen R. Harris); (7) Best Practices in Teaching Evaluation and Revision (Charles A. MacArthur); (8) Improving Sentence Construction Skills through Sentence-Combining Practice (Bruce Saddler); (9) Best Practices in Spelling and Handwriting (Bob Schlagal); (10) Best Practices in Promoting Motivation for Writing (Pietro Boscolo and Carmen Gelati); (11) Best Practices in Using the Internet to Support Writing (Rachel Karchmer-Klein); (12) Best Practices in Teaching Writing to Adolescents (Dolores Perin); and (13) Best Practices in Writing Assessment (Robert C. Calfee and Roxanne Greitz Miller). Part III, Special Populations, concludes the book with the final two chapters: (14) What Is Sound Writing Instruction for Multilingual Learners? (Jill Fitzgerald and Steve Amendum); and (15) Best Practices in Teaching Writing to Students with Special Needs and Susan De La Paz).
Descriptors: Writing Instruction, Instructional Improvement, Teaching Methods, Elementary Education, Instructional Effectiveness, Process Approach (Writing), Descriptive Writing, Writing Across the Curriculum, Secondary Education, Program Development, Young Children, Beginning Writing, Instructional Development, Teacher Evaluation, Revision (Written Composition), Sentences, Transformational Generative Grammar, Spelling Instruction, Handwriting, Student Motivation, Writing (Composition), Internet, Computer Uses in Education, Adolescents, Writing Evaluation, Multilingualism, English (Second Language), Second Language Learning, Special Needs Students, Literacy
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: Teachers; Practitioners
Authoring Institution: N/A


March is Music In Our Schools Month; all across the country there are countless musical events and advocacy programs marking this special month, and special subject in the lives of children everywhere. Our area is no exception, with several events planned during the month.
Specifically, Friday and Saturday March 22 and 23, area schools will take part in the 2013 WSMA District Solo and Ensemble/Jazz Festival at Kingsford High School.
Over 300 events will participate from Norway, Iron Mountain, Kingsford, Niagara, Pembine, Gwinn, Westwood, North Dickinson, and West Iron County.
Please watch your newspaper for information on other events upcoming. At Norway, we celebrate Music In Our Schools Month by our grades 5-6 students holding an advocacy contest with posters in our Fine Arts Center halls, and in addition to helping our students prepare for the District Festival, we are also working in partnership with the drama department to rehearse our upcoming musical production. Our elementary students are working on meaningful and uplifting songs to present to nursing homes and senior centers this spring.
Music in the life of a young person is of vital importance to a well-rounded education.
Music helps to develop a thoughtful, creative individual capable of problem-solving skills, collaboration, listening skills, and possessing cultural awareness.
All of these attributes are the cornerstones of the 21st Century Skills in education. In fact, the latest research shows students who continuously take music courses score higher on the verbal portion of the SAT test.
Good school administrators and educators know that music is not just a time that classroom teachers call their "prep period," but it is also the time where spirits are nurtured and lifted, feelings explored, and math, science, social studies and language arts are reinforced.
However, music stands on its own in education. In this day and age, we could certainly use more focus on nurturing the feelings and creative expression of our young people into a positive direction.
Please take a little time this month to explore the many musical offerings in our area, talk to your child about the importance of music in education, and if you have seen music make a difference in your child's life, please let your school administrator know about it.
Music education is truly orchestrating success in our student's lives. If you want to know more about your school's music department, or even how you can help, please contact the music teacher through your school; I know my colleagues and friends in the area school music departments would be happy to speak with you.
So many wonderful things are going on in the music classrooms across the area-stop and visit sometime.
Dawn S. Kranz, BME, MM
Norway-Vulcan Area Schools


Training organisations and student support
A training organisation (also known as supervising registered training organisation or SRTO) should identify any special learning requirements a student has prior to the commencement of training.
This will help to identify any access and equity or learning support services that may be required to maximise the student's chances of successfully completing their apprenticeship or traineeship.
The Australian Skills Quality Authority's Standards for NVR Registered Training Organisations requires all registered training organisations to ensure all learners receive training, assessment and support services that meet their individual needs.
Training organisations should ensure that:
students' training and learning support needs are assessed
students have access to relevant learning support services, including assistance with language, literacy and numeracy
learning support services are consistent with the training and assessment strategies
learning, assessment and support services are monitored and improved as necessary.
For more detailed information refer to the Standards for NVR Registered Training Organisations 2012, Part 2, SNR 5, Element 5.5.
Language, literacy and numeracy support
Registration under the Australian Skills Quality Authority's Standards for NVR Registered Training Organisations requires a registered training organisation to take account of language, literacy and numeracy (LLN) skills as a part of its core business.
Training organisations should provide information to schools about the underpinning language, literacy and numeracy skills that are required for successful participation in school-based apprenticeship and traineeship qualifications.
Training organisations should also incorporate LLN into the training and assessment strategies. When developing training and assessment strategies, the training organisation should consider:
the LLN skills of the learner
the LLN skills required to participate in training
the LLN skills required in the workplace.
When creating the training plan, a training organisation is required to conduct a literacy/numeracy assessment to determine if the student has the pre-requisite literacy and numeracy skills.
Following this assessment, the training organisation, school and employer should work together to give the student the best opportunity to acquire the necessary language, literacy and numeracy skills.
If it is identified that the student does not have the required underpinning literacy and numeracy skills, the training organisation, school, student and parent may need to carefully consider whether the chosen qualification is appropriate for the student to undertake as a school-based apprenticeship or traineeship.
School-based apprentices or trainees with disabilities
Under the Australian government's Disability Discrimination Act (DDA) 1992 all registered training organisations must ensure equal access to education for people with a disability.
The Disability Standards for Education 2005 is subordinate legislation to the DDA and elaborate on the legal obligations of training organisations. They clearly identify rights and responsibilities to assist people to understand and comply with their obligations.
To assist Queensland training organisations meet their obligations under the Disability Standards for Education, the Department of Education and Training has developed the Reasonable Adjustment in teaching, learning and assessment for learners with a disability - a guide for VET practitioners.
Skills Disability Support
Skills Disability Support is a service available to pre-qualified suppliers (training organisations that are contracted through the department to provide funded training under the User Choice program) to assist in the training of apprentices and trainees with disabilities in areas such as:
- assessment of learning support requirements
- adaptive equipment, and training in its use (software)
- support personnel (AUSLAN interpreters and specialist support workers).
For further information visit the Training Queensland website.


Music, Gender, Education
Cambridge University Press, 28 mrt. 1997 - 282 pagina's
This is the first book to focus on the role of education in relation to music and gender. Invoking a concept of musical patriarchy and a theory of the social construction of musical meaning, Lucy Green shows how women's musical practices and gendered musical meanings have been reproduced, hand-in-hand, through history. Dr. Green views the contemporary school music classroom as a microcosm of the wider society, and reveals the participation of music education in the continued production and reproduction of gendered musical practices and meanings.
Wat mensen zeggen - Een recensie schrijven
We hebben geen recensies gevonden op de gebruikelijke plaatsen.
MUSICAL MEANING AND WOMENS MUSICAL
women playing instruments
Towards a model of gendered musical meaning
Affirming femininity in the music classroom
From affirmation to interruption of femininity in the music
Overige edities - Alles weergeven
absolute music activities affirmative feminine argued associated autonomous band body celebrated century Chapter characteristics cited Citron Clara Schumann classical music classroom composition concept connotations constructions of femininity contemporary context creative curriculum definitions of femininity delineated meanings delineation of music discourse surrounding discursive construction discussion displayer drum kit drums electric guitar equally example feel female feminine delineations feminist formance GCSE gendered delineations gendered musical meanings girls and boys guitar improvisation inherent meanings instru instrumental performance instrumentalists interruptive involved jazz keyboard lack listening experience Loleatta Holloway male masculine delineation McClary music education music's inherent meanings musical delineations musical experience musical performance musical styles orchestral patriarchal definitions piano player polyphony popular music position pupils reference relationship reproduced rock rock music role sexual singing social sonata form suggest symbolic teachers teleology tend tion vocal voice woman singer women composers women musicians women's musical Yeah


School-based music education programs are a great introduction into
the musical arts. But more often than not, the school environment has
its limitations. There simply isn’t enough time during the course of a
single class to provide the kind of in-depth instruction that some
children need. In addition, a child with true musical potential might
face a glass ceiling if they don’t have exposure to musical education
outside of the school setting. So it’s time to get kids extra music lessons at home.
Finding alternatives to school-based musical education can be a
challenge, but here are some of the possibilities you can consider for
* Private music lessons.
Private music lessons are the ideal alternative to school-based music
education. Private lessons give the student lots of quality time with
the instructor. Not only that, in a school setting the instructor is
often a “jack of all trades, master of none.” A private teacher, on
the other hand, will be well-versed in both teaching and playing the
There are many places to find private music instructors, both in the
print world and online. One such resource is TakeLessons.com, a site
that allows you to locate a private instructor based on your
instrument and location.
* Multimedia instruction.
There are more options out there today than ever before when it comes
to music education without an in-person instructor. Instructional DVDs
and books can help a student to master the basics of playing a given
If you choose multimedia instruction for your child, there are a few
points you need to keep in mind when selecting which programs to use:
* Always check the program’s reviews.
Some are better than others, and there’s no one better than a former customer to tell you how this
* Make sure you don’t put all of your instructional eggs in one
basket. Just because you find a stellar DVD series to help your
daughter with her flute playing doesn’t mean she doesn’t need
instruction in music theory. Consider supplementing instrument
instruction with materials that teach things like music theory and
* Home-based music instruction.
If you play an instrument or sing, there’s no reason you can’t work with your child to help him hone his
skills. Keep in mind that there are a number of different dynamics at
For example, try not to bring any relationship baggage you or your
child might have into the practice room. When you’re there, focus on
the task at hand and leave normal parent-child relations aside.
* Group musical education.
Your child may have the opportunity to participate in a community
group or another organization that has a musical component. Playing at
church is a great example of this. Other community groups may have a
marching band that attends local parades or festivities. Opportunities
like these reinforce the teamwork aspect of music and help your child
learn to work with others.
* Virtual instructors.
One of the newer movements in education is the idea of the virtual
classroom. If your local school doesn’t offer orchestra and your child
wants to play the violin, he may still be able to participate in an
online “classroom” with other students. The technology to support
these kinds of scenarios is fairly new, but will become more
commonplace in the next few years.
What your child learns about music at school is useful and makes for
a solid foundation. Loot at some of these alternatives today, and see
just how much more effective your child’s music education can be.
Suzy St. George is a blog writer at TakeLessons. Since 2006, TakeLessons has provided affordable, hassle-free music
lessons to students of all ages. With certified instructors in cities
nationwide, students can learn to play the guitar,
the piano, drums and more.


Professor Sandra Levey (Speech-Language-Hearing Sciences, SLHS) explores the complexity of speech and language development in young children in her new textbook, Introduction to Language Development (Plural Publishing, 2013). The book is designed to help undergraduate and graduate students better understand the process of language acquisition.
“Many of the students who study language tend to become speech language pathologists,” explains Professor Levey. “Students take these separate classes in understanding how hearing plays a role in learning language, in language acquisition, and in bilingualism. Language develops because of all of these factors. This book integrates all of the classes students may take into one book so that they are introduced to a cohesive view of how language develops.”
Professor Levey incorporated aspects of her research on bilingualism and multicultural studies in her textbook, introducing the important role that anatomy, articulation, hearing, and literacy development play in children’s acquisition of language.
A graduate of Stanford University, Professor Levey earned her Ph.D. in speech- language-hearing sciences at the CUNY Graduate Center. As a trained linguist, she received research grants to study at Bayero University in Kano, Nigeria. On another research grant, she served as a consultant in Bratislava, Slovakia.


A child's long educational journey often begins with a simple tune — "A-B-C-D-E-F-G . . . Now I know my ABC's. What do you think of me?" Since English is an alphabetic language, it makes sense to start children at a young age learning this series of squiggles and lines that, when combined, create something spectacular — printed words. Teaching the most common sound-spelling correspondences helps children understand the alphabetic principle. For some children, this is a tremendous "aha." Reading becomes like a puzzle in which they map a sound onto a letter or letter cluster, and blend the sounds together to read words. For other children, the process requires more practice and time. These children need additional opportunities to hear the sounds, play with sounds and letters, write letters and words, and practice reading simple words using the sound-spellings learned. As children progress through the grades, the teaching of sound-spellings will become even more complex as they encounter longer and more difficult words. Yet, the teaching never stops — from the ABCs to learning the six syllable types in the intermediate grades, it's all important.
This site is designed to help you along this important educational journey. Classroom resources, research documents, model lessons, and games are included. Watch and listen as my colleagues and I demonstrate and discuss key aspects of phonics instruction, including how to best teach your students the skills they will need to achieve reading success. As you teach your students phonics, remember to share your excitement and interest in our sometimes complex, yet always fascinating, written language. Introducing your students to the joys of reading is one of the most important things you can do!
Wiley Blevins has taught elementary school both in the United States and South America. He completed his undergraduate work in Elementary Education at Bowling Green State University and his graduate work in Education at Harvard University. Currently Editorial Specialist for Early Reading at Scholastic, Inc., Blevins is the author of several books on phonics instruction, including Phonemic Awareness Activities for Early Reading Success, Quick-and-Easy Learning Games: Phonics, and Phonics from A to Z: A Practical Guide.


What’s Happening This Week
There is much more to explore in our calendar. Find other important events in literary history, authors' birthdays, and a variety of holidays, each with related lessons and resources.
Looking for age-appropriate book recommendations, author interviews, and fun activity ideas? Check out our podcasts.
Music in Our Schools Month is in March.
|Grades||3 – 12|
|Calendar Activity Type||Holiday & School Celebration|
Since 1985, March has been filled with sound as music in our schools is celebrated around the nation. Sponsored by the National Association for Music Education, the event focuses the nation's attention on the need for and benefits of quality music education programs. Schools and community groups celebrate with creative activities and events, based on a designated theme. This year's theme is "Music Inspires"
American film and theater have many examples of musical works that have been adapted from a novel or other non-musical version. Explore the effects of music on a story by examining one example with your class.
- First, brainstorm a list of such works, which could include examples such as A Christmas Carol, Les Misérables, and numerous Disney films.
- Next, after reading a story, novel, or play (or viewing a non-musical version on film), have students view the musical version.
- Then, have students discuss the differences they observed between the two versions of the story. Were the characters, setting, and main events the same? In the musical version, what role did song lyrics play in telling the story? Do both versions seem equally dramatic (or funny, or sad, etc.)? Which version do students prefer? Why?
- Finally, have students select a text that you've read in class. They should imagine that they are a songwriter working on a musical adaptation of the story. They can work alone or in groups to write lyrics to one song. They can use the tune to a song they know or compose their own music. Students should be able to explain how this song would help tell the story and which character or characters sing the song. Students can perform their songs for the class or use the interactive CD/DVD Cover Creator to design a cover for the soundtrack. More tips are available for use with this tool.
- Music in Our Schools Month
This site, from NAfME, offers information about the history of Music in Our Schools Month, as well as suggested activities, and advocacy information.
The Kennedy Center's ARTSEDGE provides tools to develop interdisciplinary curricula that integrate the arts with other subjects. Their site offers free standards-based lessons and other student and professional development materials, including Perfect Pitch, an exploration of the orchestra.
- ArtsAlive: Music
This site from the National Arts Centre offers media-rich resources for kids and their teachers and parents related to music and orchestra, including an instrument lab and music library.
Activities & Projects
Grades 3 – 5 | Activity & Project
Have children practice combining sentences using initial impressions of music. The finished message goes on an illustrated postcard.
Grades 6 – 12 | Podcast Episode
In this episode, you'll hear about fiction and nonfiction books that explore the importance of music in the lives of young people.
Grades K – 5 | Podcast Episode
Share your musical heritage with kids this summer and get inspired by four stories about family, jazz, and the relationships that last a lifetime.


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read.
High School Tutors
Band practice, soccer games, French club, dual enrollment, volunteering, study groups…the life of a high school student is never ending and neither is that of their parents. High school is a crucial time in everyone’s life. Most students tend to take on more than they can mentally and physically handle, but want to prove they can do it. As a parent, when you see the signs of your student struggling, do not wait until it’s too late. A simple call to hire a tutor now can make all the difference later. A tutor well versed in working with high school students understands these students are juggling a lot and they have ways to help the student stay focused, organized, well-prepared, and achieve their academic goals. Contact us today to learn more.
Known as “The World's Greatest City of the Arts and Outdoors,” Eugene, OR, was the original home of Nike, which is not surprising with all the lush greenery, river ways, hiking trails, bicycling, and other recreational activities. Also home of the University of Oregon, Eugene places a great importance on education. As such Eugene residents demand the very best in private tutoring. They appreciate the outstanding service they receive when working with our customer service team and our tutors. We provide highly qualified and experienced tutors available in all areas of Eugene from Pleasant Hill to Junction City, and best of all they come directly to you! Our reputation as a premium service in Eugene and surrounding areas is evident in the hundreds of testimonials we have received from parents, students, and schools throughout Oregon.
View Some Of Our High School Phonics Tutor Profiles
Our Tutoring Service
We believe that one-on-one, personalized, in-home instruction is the most effective way for students to focus on academic improvement and build confidence. We know that finding you the best tutor means more that just sending a qualified teacher into your home. We provide our clients access to the largest selection of highly qualified and fully screened professional tutors in the country. We believe that tutoring is most effective when the academic needs of the student are clearly defined. Our purpose is to help you clarify those needs, set academic goals, and meet those goals as quickly and effectively as possible. Using a tutor should be a positive experience that results in higher achievement and higher self-confidence for every learner.


Dedicated to Dr. David Lambert, Professor of Geography Education, University of London, and to the Geographical Association of the United Kingdom.
Using a Classroom Observation System to Analyze Content and Inquiry in Physical Geography
Robert J. Ruhf & Lisa M. DeChano-Cook
Volume 13 (2011), Number 1, Pages 5-19
This study examined the extent to which two undergraduate physical geography teaching modules are aligned with national science teaching and learning standards and inquiry-based approaches to learning. These modules, which were implemented at a mid-sized university, were designed for both general education and pre-service elementary education students. The modules addressed the topics of differential heating and the Beaufort wind scale. Observations of teaching methodology were recorded in the physical geography classroom lecture and inquiry sessions as they were taught. These recorded observations were then analyzed and coded using a Lesson Observation System that is based on teaching and learning standards and inquiry based approaches to learning. Ratings data obtained from the System provide evidence that the two modules were taught with a high degree of consistency following the recommendations of the standards. The modules provided authentic examples to elementary and secondary education students of physical geography topics taught using an inquiry-based and standards-based approach. Pre-service teachers should benefit from models of inquiry presented in a similar manner.
Keywords: science standards and inquiry, physical geography, classroom observations, pre-service teachers
Using Geography to Help Teach History: Dual-Encoding History Lesson Plans
Lisa K. Tabor & John A. Harrington, Jr.
Volume 13 (2011), Number 1, Pages 20-34
How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of the Kansas Geographic Alliance’s programmatic activities, Kansas’ geography and history standards were examined for development of dual-encoded educational units. Five units, each containing four lesson plans, were developed. Three workshops were delivered to share the newly developed materials. Attendees at the workshops provided assessment and feedback on the unit plans. Participant feedback indicates that dual-encoding is helpful, and, thus, the integration of history and geography using this method is likely to result in considerable progress for increased geography in students’ education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons might also advance teacher content and pedagogical knowledge. Most importantly, however, a dual-encoded approach to classroom teaching of geography and history will improve the learning of both subjects
Keywords: geography, history, education, dual-encoding, lesson planning, K-12 social studies curriculum
Geographic Education for Preschoolers: The Dora the Explorer Contribution
James R. Carter & Mariana Diaz-Wionczek
Volume 13 (2011), Number 1, Pages 35-49
We propose that the preschool show Dora the Explorer contributes to geography education by introducing the use of a map on every episode, demonstrating a significant step in teaching preschoolers about maps and map use. Furthermore, we suggest that the format in which the map is presented supports learning, allowing it to serve as a cognitive organizer. This program is an important component in the development of geographic concepts and skills of children aged two to five. Because the show is seen by millions of preschool children around the world every day, it seems apparent that Dora provides geographical experience and background for these young viewers and will enhance the start of their formal education. Therefore, to assess the contribution of Dora the Explorer, we propose some research questions that might be addressed to assess the contribution of this show to the geographic education of preschoolers.
Keywords: Dora the Explorer, preschool geography education, map use, cognitive organizer, TV format, spatial intelligence
Solem, M., Foote, K., & Monk, J. (Eds.). (2009). Aspiring academics: A resource guide for graduate students and early career faculty. Upper Saddle River, NJL Prentice Hall. ISBN 978-0-13-604891-6. 240 Pages.
Butt, G. (Ed.). (2011). Geography, education and the future. United Kingdom: Continuum International Publishing Group Ltd. ISBN 978-1-84-706498-1. 272 Pages.


Library Open Repository
Music, sociality, and digital technology
Holmes, WN (2009) Music, sociality, and digital technology. Computer, 42 (9). 104, 102-103. ISSN 0018-9162
Cm09St.pdf | Download (550kB)
Available under University of Tasmania Standard License.
This essay starts by reviewing the neurological basis of music and its relationship to language, touching on the implication from the study of the Amazonian Pirahã language that language evolved from music. Next the strong social aspects of music are outlined, and the social benefit of musical exposure in early chilhood, and the related implications for rehabilitative education, outlined. Four radio broadcasts about music education by two trained music teachers, available on the Web, are then summarised. The conclusions drawn are that early music education is of fundamental importance, and that digital technology can be applied in such education very effectively.
|Keywords:||music education, rehabilitative education, origin of language, neuromusic, digital technology, sociality|
|Journal or Publication Title:||Computer|
|Page Range:||104, 102-103|
|Identification Number - DOI:||http://doi.ieeecomputersociety.org/10.1109/MC.2009.295|
|Additional Information:||Links to the four ABC radio programs summarised in the essay were included in the draft of this essay but were removed by the editors because they were unable to successfully use them. Possibly this was because their browsers did not handle MP3 files properly, possibly because they did not realise that several minutes might elapse before the downloaded file started playing. The four tinyURLs were tinyurl.com/l2ehup tinyurl.com/nakek6 tinyurl.com/llvsk4 and tinyurl.com/mrhp7r.|
|Date Deposited:||19 Oct 2009 01:21|
|Last Modified:||18 Nov 2014 04:06|
|Item Statistics:||View statistics for this item|
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Rice University's Shepherd School of Music will bring together distinguished scientists, composers and musicians to discuss music's role in human cognition and behavior for the Exploring the Mind Through Music conference March 27-29. Aimed at increasing the dialogue between musicians and scientists, the conference events are free and open to the public.
The Shepherd School conference aims to be a trendsetter in encouraging neuroscientists and musicians to interface and share their latest findings and research.
"We hope this will serve as a catalyst for deepening the collaboration between musicians and scientists," said Anthony Brandt, organizer of the conference. "We see this as the first step to something bigger -- something that may help further the research and enable us to gain new insights into ourselves."
The top researchers from this burgeoning field of mind and music will present their work on topics ranging from congenital amusia (tone-deafness) to synesthesia to functional brain organization in relation to music.
"I expect to see some new collaborations forming as these experts discuss their work and experiences," said Brandt, associate professor of composition and theory at Rice. "Perhaps musicians will become advisers on research studies or neuroscientists will investigate the importance of early childhood music education, assess the importance of the arts in our mental and social development and consult on such issues as productive and efficient practicing habits."
Brandt's own interests focus on how classical music can offer insights into the mind, the limits of language and the elusive connections between thought and feeling. He has studied how music with cyclic structure -- a main idea repeating in its entirety either identically or with variations -- creates a predictability ideal for social situations. Classical music features musical statements broken into smaller fragments and reassembled in new forms. To process that music, the mind has to be active and diligent, according to Brandt.
"Because of the cyclic nature of pop music, you are constantly at risk of tuning it out," Brandt said. "Not so with classical music where your mind is hard at work. Because of its cognitive richness, I believe classical music is potentially a powerful resource for investigating the mind."
Neuroscientist and Rice alumnus David Eagleman will present his research in synesthesia -- where stimulation of one sense in the brain triggers an experience in a different sense. For example, the feel of sandpaper might evoke a sensation of forest green or a symphony might be experienced in blues and golds. Eagleman, director of the Laboratory for Perception and Action at Baylor College of Medicine, will concentrate on musical forms of synesthesia where pitches, chords or instrument timbres trigger the experiences of colors, textures or shapes. He will discuss the cutting-edge technology used in his laboratory to study such things.
Isabelle Peretz, co-director of the International Laboratory for Brain, Music and Sound Research at the University of Montreal, will explore how congenital amusia provides a rare chance to examine the biological basis of music by tracing causal links between genes, environment, brain and behavior.
A talk by David Huron, professor of musicology at Ohio State University, will focus on how music evokes feelings akin to sadness or grief.
Other speakers will be Jonathan Berger, co-director of the Stanford Institute for Creativity and the Arts at Stanford University; Fred Lerdahl, the Fritz Reiner Professor of Music Composition at Columbia University; Sarah Rothenberg, renowned pianist and artistic director of Da Camera of Houston; Gottfried Schlaug, director of the Neuroimaging Laboratory of Beth Israel Deaconess and Harvard Medical School; Ron Tintner, director of the Department of Neurology of The Methodist Hospital; and Mark Tramo, director of the Institute for Music & Brain Science at Harvard.
|Contact: David Ruth|


Contact: Science Press Packages
American Association for the Advancement of Science
Lion lifestyle logic
A lioness approaches her prey.
Image © Science.
In the story of The Lion King, lion cub Simba learns about how everything lives together in a delicate balance called "the circle of life." It's no wonder Simba needed a song to make sense of it all: up close, Africa's Serengeti lions and the animals and plants they depend on interact in a way that looks more like a big messy tangle than a circle.
One of the most puzzling things about lion lifestyles is that lion populations in the Serengeti stay pretty much the same size for years and then suddenly get larger or smaller. Understanding what causes lion populations to grow and shrink should be important for protecting the lions, since these animals are also threatened by human activities.
In a study in the 21 January 2005 issue of the journal Science, Craig Packer of the University of Minnesota and his colleagues investigated why those jumps seem to occur out of the blue.
The scientists looked at records from the last several decades that kept track of the numbers of lions, the numbers of their prey (such as wildebeests, gazelles and zebras), and the amount of grass available for these prey animals to graze on.
Surprisingly, the amounts of prey and plants changed gradually, unlike the lion numbers.
The researchers determined that an important piece of the puzzle was the way that groups of lions, called "prides," split when they reach a certain size. Because the males defend territory while the females do the hunting, prides must have just the right ratio of males to females in order to make sure that there is enough food and that the lion dens are protected.
Typically, a small group of related females will leave a pride and set off to start their own, and then they'll be joined be a smaller number of males. Baby cubs can only be born and grow up to be adults when their prides have just the right amount of food, territory and male lions.
The scientists determined that sometimes all these different pieces fit together just right, allowing lots of cubs to be born and the lion population sizes to shoot up. And, sometimes, the pieces don't work together at all, and the population size drops.
Thus, the sudden jumps in lion numbers that Packer's team had found so puzzling didn't actually happen out of the blue. The changes just involved so many pieces that the researcher needed to study a long period of time in order to see the whole picture.
Back to Science for kids
Science is published by AAAS, the non-profit science society.


Literacy and Life Skills for Pasifika Adults: Results from the Adult Literacy and Life Skills (ALL) Survey
The 2006 ALL survey was designed to measure the distribution of literacy and numeracy skills among the adult population of New Zealand. The ALL survey included an oversample of Pasifika adults. This design feature has allowed meaningful insights into the distribution of literacy and numeracy skills among the adult Pasifika population of New Zealand.
Author(s): Elliot Lawes, Research Division, Ministry of Education.
Date Published: August 2009
This report is available as a download (please refer to the 'Downloads' inset box). To view the individual chapters please refer to the 'Sections' inset box. Links to related publications/ information can be found in the 'Where to Find Out More' inset box and on the webpage (below).
Section 13: Publications
Adult Literacy and Life Skills Survey (ALL) Releases
Links to Adult Literacy and Life Skills Survey publications are listed below:
Other Publications using Adult Literacy and Life Skills (ALL) Data
The publication 'Profile and Trends: New Zealand's Tertiary Education Sector' uses Adult Literacy and Life Skills Survey data in their 2007 Research Summaries and Short Analyses. You can download these articles listed below:
- The Educational Inheritance of New Zealanders
[MS Word 87KB]
This short article contained in Profile & Trends 2007 covers a range of questions on education inheritance including: 'How much does parents' education level influence that of their children?'
- Higher-level Education is Strongly Associated with Greater Skills
[MS Word 72KB]
This short article contained in Profile & Trends 2007 explores higher level education and how strongly it is associated with greater skills.
- Healthy and Wise: Does Education Improve Wellbeing?
[MS Word 128KB]
This short article contained in Profile & Trends 2007 used the results of the Adult Literacy and Life Skills Survey to analyse the relationship between New Zealanders' education level and their assessment of their own wellbeing.
- Literacy & Numeracy in NZ: ALL Survey Findings
[MS Word 79KB]
This short article contained in Profile & Trends 2007 summarises the first findings from the Adult Literacy and Life Skills Survey.
- Section 1: Executive Summary
- Section 2: Introduction
- Section 3: Age
- Section 4: Gender
- Section 5: Labour Force
- Section 6: Attainment
- Section 7: Language
- Section 8: First Language
- Section 9: Place of Birth
- Section 10: Income
- Section 11: Ethnic Populations
- Section 12: Discussion
- Section 13: Publications
Where to find out more
For more information about this publication please email the: Research Mailbox


A Man Drawing from a Cast, c. 1641
Rembrandt van Rijn
etching on ivory laid paper
9.5 x 6.6 cm; plate: 9.3 x 6.4 cm
National Gallery of Canada (no. 42570)
Given Rembrandt's numerous references to art history, it is surprising how few of his works, excluding the self-portraits, take art practice as their subject. "A Man Drawing from a Cast" shows Rembrandt's investment in the values of art education. Though a small print, it is filled with visual detail and symbolism. The dependence of art upon higher learning is indicated by the setting of "Man Drawing from a Cast" in a library. A book is used, quite irreverently, to raise the bust that serves as the draughtsman's model. The burning candle to the right tells us that it is a night scene, suggesting that this is either an exercise in chiaroscuro or an admonishment to students to practise constantly. Indeed, the features of the artist portrayed have been compared to those of Gerbrandt van den Eeckhout (1621-74), Rembrandt's pupil in the late 1630s and early 1640s.


In celebration of National Peace Day on September 21st, your child can create a colorful peace collage, using magazine clippings and colorful pieces of paper. Along with honing fine motor skills, he’ll learn more about the concept of peace and harmony.
What You Do:
- Start by discussing with your child what peace means to him. He can create a list of all the words that pop into his head to use later with his collage.
- Now he can go on a scavenger hunt around the house for all those magazines and newspapers hiding in the corners of the house. He can begin searching through them for peaceful images and any of the words he had added to his list.
- Offer your child a pair of scissors and encourage him to cut out what he finds.
- Once he’s cut lots of pictures and words, your child can begin the arrangement of the peace collage on a larger sheet of white paper. Along with using some glue to secure the cut papers, he can think about arrangement and design, challenging his creativity!
- Encourage your child to keep working until his peace collage is complete and his entire paper is covered.
Help your child find a peaceful spot to put his finished collage, reminding everyone how important peace really is.
Did you know:
World Peace Day occurs annually on September 21? It was originated in 1981 with hopes of promoting and strengthening the concept of peace and acceptance.
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Most children’s financial habits are formed by the age of seven, according to the UK government-backed Money Advice Service (MAS), as it urged parents not to “underestimate the effect their own good (and bad) money habits will have on their children”.
The organisation pointed to a Cambridge University study that suggested that most young children had grasped all the main aspects of how money works and formed “core behaviours which they will take into adulthood and which will affect financial decisions they make during the rest of their lives”.
Caroline Rookes, chief executive of the Money Advice Service, said: “This study really demonstrates the power of parental influences, and illustrates how much of what you learn and absorb when you are young, both consciously and subconsciously, affects the choices you make throughout the rest of your life.” The service has called for money education to be included in the primary school curriculum in England.
The MAS, which is funded by levies on financial companies, some of which is ultimately passed on to customers, said the study results showed most children of seven knew how to recognise the value of money and to count it out, understand that money can be exchanged for goods, as well as what it meant to earn money and have an income.
They could also plan ahead with money and delay a decision until later, and they understand that some choices are irreversible. But it was also suggested that children under eight years old had not developed an understanding of the difference between “luxuries” and “necessities”.
David Whitebread of Cambridge University, a co-author of the study, said: “The ‘habits of mind’ which influence the ways children approach complex problems and decisions, including financial ones, are largely determined in the first few years of life. Simply imparting information is now recognised as being ineffective in this area.
“By contrast, early experiences provided by parents, caregivers and teachers which support children in learning how to plan ahead, in being reflective in their thinking and in being able to regulate their emotions, can make a huge difference in promoting beneficial financial behaviour.”
Tracey Bleakley, chief executive of the Personal Finance Education Group, said: “This useful research underlines how crucial it is that financial education starts from a young age, which is why we need to see it taught in all primary schools as well as at secondary level. Parents have a key role to play in reinforcing this by talking to their children about money and helping to pass on good financial habits.


Sarva Shiksha Abhiyan is an effort to universalize elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA program is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.
∑ A programme with a clear time frame of universe elementary education.
∑ A response to the demand for quality basic education all over the country.
∑ An opportunity for promoting social justice through basic education.
∑ An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum Level Education Committees, Parentsí Teachersí Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools.
Objectives of SSA:
∑ All children complete five years of primary schooling by 2007.
∑ All children complete eight years of elementary schooling by 2010.
∑ Focus on elementary education of satisfactory quality with emphasis on education for life.
∑ Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010.
∑ Universal retention by 2010.
SSA in the light of Right To Education Act (RTE)
The RTE Act provides for:
SSA Chandigarh mandated the following provisions in the light of RTE:
Website of Department of Education, Chandigarh Administration


A sense of self-efficacy is essential if students are to fulfil their potential. Yet too many students, particularly disadvantaged students, do not have confidence in their ability to tackle mathematics tasks.
The answer appears to be yes. Schooling plays a surprisingly large role in short-changing the most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Bringing you the highlights from the OECD Directorate for Education and Skills
Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year. What can students expect from their teachers this year? The new Teaching in Focus brief: Teaching beliefs and practice sheds light on some of the most common teaching practices and what teachers in Teaching and Learning International Survey (TALIS) believe is the nature of teaching and learning.
Français, PDF, 1,862kb
La plupart des enseignants ayant participé à l’Enquête internationale sur l’enseignement et l’apprentissage (TALIS) estiment que leur rôle est d’aider les élèves à effectuer leurs propres recherches et qu’il est préférable de laisser les élèves réfléchir eux-mêmes à des solutions pour résoudre des problèmes pratiques avant de leur montrer la marche à suivre.
The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China.
Totally wired. That’s our image of most 15-year-olds and the world they inhabit. But a new, ground-breaking report on students’ digital skills and the learning environments designed to develop those skills, paints a very different picture.
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
Français, PDF, 2,151kb
Ce rapport présente une analyse comparative internationale – la première dans ce domaine – des compétences numériques des élèves et des environnements d’apprentissage conçus en vue de les développer. Il révèle l’immense décalage entre la réalité de notre école et les promesses des nouvelles technologies.
It’s that time of year; and as sure as there are new pencil cases on desks, pristine notebooks in backpacks and fresh textbooks with nary a wrinkle up their spines, there’s a new batch of OECD reports ready to inform and challenge your thinking about education.


Practice in the standing position in front of a hard, solid surface like glass, a mirror, or a cement wall. This will allow you to hear more of the tone as it reflects back at you. By standing, you will be able to breathe deeper to support the tone. When seated, try to hold the sax as much in front of you as possible rather than to the side. Sit at the front edge of the chair with the sax suspended between your knees. This will promote better breathing as well as muscular balance between the two hands as you try to hold the sax as stationary as possible. When the sax itself moves while you’re playing, the pressure on the reed becomes uneven.
Your embouchure is comprised of the many muscles around your mouth. While playing, adjust your mouthpiece so the reed is perfectly level with the floor. You absolutely must apply even pressure to both sides of the mouthpiece and across the surface of the reed. Don’t overdo it when it comes to tightening around the mouthpiece but work on building the muscular control that produces a clear tone.
#3 Technique--Apply With Precision!
Practice scales and various exercises slowly at first while focusing on perfect precision of timing. The fingers need to move quickly and precisely even when the notes are long and sustained. The tongue must be perfectly coordinated with the finger movement. When you can play an exercise or scale precisely at a slower tempo, playing it fast will become less of a hurdle. Don’t make speed your most important goal--build precision first and the speed will come.
#4 Sight Reading--It Matters!
Don’t practice the same music or exercise “all the time.” You need to spend time every day reading music you haven’t seen before. Sight reading is one of the most important skills and is, unfortunately, too often neglected. Sight reading skills allow you to perform in an ensemble without struggling to just find the correct notes and rhythm. It also instills intricate rhythmic concepts in the subconscious that can be called upon to enhance anything and everything you do as a saxophone player. Sight read every day.
#5 Listen--As Often As You Can!
Find time to listen to the saxophone players who’ve come before you. Listen to the great players from bygone eras even if you don’t really want to sound like them. They’re legends for a reason: creativity and originality. When it comes to developing your own playing style or your own “sound”, start by listening to the masters and absorbing what they’re doing. You can then be a conduit for expressing those ideas anew in the combination that results in your own identifiable sound.
Subscribe to our blog! Watch for future articles from The ZOEN about specific recommendations for the areas discussed above. We’ll be looking at alternate fingerings, learning the altissimo register (the super high notes), improvisation skills and much, much more. As a sax player with 45 years of experience, as well as providing online saxophone lessons, I’m excited to share my expertise and be a contributing part of this music education community.
-- Wayne Land, ZOEN Saxophone Instructor
See also: 3 Elements of Sax Success


ERIC Number: ED152652
Record Type: RIE
Publication Date: N/A
Reference Count: 0
The Essentials of a Quality School Art Program: A Position Statement by the National Art Education Association.
National Art Education Association, Reston, VA.
The National Art Education Association prepared this guide to help elementary and secondary schools develop quality art programs. Opinions stressed in the guide are that art experiences are an essential part of an educational program and that all students must be offered a carefully planned, developmental art program from kindergarten through high school. Four aspects of art must be emphasized: seeing and feeling visual relationships, producing works of art, knowing about and understanding art objects, and evaluating art products. Programs in elementary grades should stress creating works of art with a variety of materials and processes. Teaching methods should consider homogeneous grouping of students, flexible scheduling, and use of new technology. Secondary level art programs should offer opportunities for students to develop basic skills and to work in small groups. Art teachers at every grade level must be familiar with the nature of visual arts, elements and principles of visual organization, visual art materials and processes, and the functional role of visual arts in past and present cultures. Teachers must also be aware of developmental variations in children and relate the art experience to each child's needs. Requirements for space, equipment, facilities, materials, time, and scheduling are also discussed. (Author/AV)
Descriptors: Aesthetic Education, Art Appreciation, Art Education, Art Materials, Art Products, Art Teachers, Class Organization, Classroom Design, Creative Expression, Creativity, Curriculum Development, Educational Needs, Educational Objectives, Elementary Secondary Education, Grouping (Instructional Purposes), Guidelines, Individual Development, Program Development, Self Expression, Skill Development, Student Needs, Teacher Role, Teaching Methods
National Art Education Association, 1916 Association Drive, Reston, Virginia 22091 ($1.00 for 4 copies, paper covers)
Publication Type: Books
Education Level: N/A
Authoring Institution: National Art Education Association, Reston, VA.
Note: Reproduced from best copy available


Chord/Scales and Diagrammed Approaches for Improvisation is a must for the serious improviser aspiring to play music at its highest level. This book is a compilation of personal research on the art of improvisation acquired through years of classroom study, private study, music workshops, jam sessions and countless hours of experimentation. It is comprised of essential chord/scales, techniques, and playing patterns necessary for the development of musicianship and virtuosity. Diagrams are included as visual aids for developing strategies for quick recall and coherent improvisation. In addition, musical examples are transposed to all keys for precise learning.
Chord/Scales and Diagrammed Approaches for Improvisation will greatly facilitate improvisers in developing a multidimensional approach to performance. Whatever anyone gleans from this book will help him or her to become a better musician.
Welcome to Chord/Scales and Diagrammed Approaches for Improvisation. This manual is compiled from notes and ideas on improvisation, continued studies and experimentation. The purpose of this work is to present melodic and harmonic materials essential to the repertoire of aspiring improvisers. It will serve as a guide to supplement ongoing studies in the art of improvisation.
Improvisation involves playing spontaneously using information that has been stored in one’s memory. The process of spontaneous playing occurs most naturally when the player’s thought process is kept simple as possible. The player must process information and integrate it with other data to produce a total work that flows smoothly and is not encumbered by complexity. Therefore, materials in this manual are organized in a schematic manner to assist memory retention and recall. The intent is to enable musicians to process information that can be readily accessed for quick execution during performance. Efforts have been made to give the most convenient spellings for chords and scales. In addition, several studies have been transposed to aid visual learners.
Students should memorize all chord/scales in chapter one. These are the essential harmonic and melodic elements for all improvisers. Other scales and playing patterns throughout this manual will prove to be quite helpful as well when used as a base to create.
Diagrams are included to increase acuity as students work through certain chapters. All diagrams should be studied until students can readily visualize them while practicing. Students can then begin to freely explore endless possibilities for creating solos.
Chord/Scales and Diagrammed Approaches for Improvisation will serve students well. It is recommended that this manual be used in conjunction with play-a-long recordings and that students continue to listen to recordings of great improvisers.
John High, jazz saxophonist and music educator, holds a B.A. degree from the University of Wisconsin-Madison, B.M. degree from the Wisconsin Conservatory of Music and Master of Music Education from Vander Cook College of Music of Chicago, Illinois.
High received much of his jazz training under the direction of Jimmy Cheatham, Richard Davis, Tony King, Manty Ellis, Berkeley Fudge and William ‘Buddy’ Collette. High has participated in jazz workshops presented by Barry Harris, Dizzy Gillespie, Mary Lou Williams, James Moody, Richard Davis, Bunky Green and other notable jazz artists.
During his Conservatory Training, High was a member of the jazz honors combo. The jazz honors combo won numerous awards from the University of Notre Dame-Indiana, Elmhurst College-Illinois and University of Wisconsin-Eau Claire Jazz Festivals.
High has appeared with Barry Harris, Jimmy Heath, Jimmy and Jeannie Cheatham, Jesse Hauck, Manty Ellis and Berkeley Fudge. John has also toured nationally and internationally with gospel music productions and US Army Bands.
John currently teaches instrumental music for the Wauwatosa School District of Wisconsin. He is the Senior Pastor of No Middle Ground Worship Center –Milwaukee, Wisconsin and co-owner and recording artist with Highest Praise Records Inc.
Great for quick learning!
when I first received this book and began looking through the first two chapters, I thought to myself, "great... yet another book but takes a few scales and runs them through every single key". as a guitar player, I don't need this kind of exercise; the fingerings apply anywhere. Then I got to chapter 3... I can tell you that this chapter alone is worth the price of the book. Honestly, there's enough info here to keep me busy for some time. As far as the actual diagrams go, they are completly understandable and memorable. Chapters 4 and 5 lay out a lot of pentatonic applications and a relative way to access that info! If you want to be able to improvise intelligently, Mr. High gives you more than enough material to move your playing to the next level. I would recommend this material to anyone wishing to better understand how and what to play over chords and changes.


Using multimodal texts for assessing pupils' progress in reading
- Every picture tells a story. Sanderson, Rob // English 4--11;Spring2011, Issue 41, p16
The article looks into the use of the wordless picture book "The Chicken Thief," by Beatrice Rodriguez in the classroom. It provides an overview of the story and outlines the characters and their qualities in the story. It offers information on the ways to use the book, the representation of the...
- GRADE 2 Reading Skills Practice Test. // Scholastic News -- Edition 2;Mar2004, Vol. 60 Issue 6, p1
Presents a reading skills practice test for school children.
- Students blame teachers over low test scores. // New York Amsterdam News;10/23/2003, Vol. 94 Issue 43, p20
This month, children in first through third grades are taking a literacy test in New York City. Last year, 61 percent of third-graders to eighth-graders failed the statewide reading test. One of the students says her teacher does not care about that test. Another student says it is not fair to...
- Multicultural Primers for Today's Children. Whipple, Gertrude // Education Digest;Feb1964, Vol. 29 Issue 6, p26
This article reports that in 1962, the Detroit City Schools Reading Program introduced three pre-primers illustrated with multi-racial characters, prepared with the culturally-deprived child in mind. The books had several unique characteristics. From the very beginning, story characters in the...
- NO CHILD LEFT BEHIND? // Parenting School Years;Feb2009, Vol. 23 Issue 1, p106
The article reports that 70% of fourth-graders in the U.S. have reading skills below grade level.
- Phonics reading check failed by four out of 10 pupils. // School Leadership Today;2012, Vol. 4 Issue 4, p6
The article reports on a phonics reading test among the school children in Great Britain which depicted lower rate of passing of children at the test signifying the help of teachers needed in enhancing the reading skill.
- Bringing picture books alive. Hingst, Lisa; Rayner, Gwen // Educating Young Children: Learning & Teaching in the Early Child;Spring2013, Vol. 19 Issue 1, p32
The article discusses the concept of bringing picture books alive which is about sharing quality picture books with children in an entertaining and interactive way. The author reflects on the importance of reading books and telling stories to enhance literacy development and cultivate...
- Headteachers don't trust primary literacy tests, claims expert. Marshall, Michael // Education (14637073);11/25/2005, Issue 201, p2
Reports on the claims of Sir Cyril Taylor, chairman of the Specialist Schools and Academies Trust, that headteachers are skeptical about 11-year-olds' reading skills even if they reach the expected levels in England. Information on the voucher system proposed by Taylor.
- EDITION 4 READING SKILLS PRACTICE TEST. // Scholastic News -- Edition 4;10/5/2009, Vol. 72 Issue 4, p4A
A reading skills practice test for school children is presented.


Steven Van Zandt Unveils New Music Education Curriculum
Steven Van Zandt is spearheading a new way to bring music back into the classroom. His Rock & Roll Foundation has teamed up with the Grammy Museum to create a new curriculum for middle and high school students that teaches kids about the roots of rock music as well as the ways it impacts and reflects society.
The E Street Band guitarist tells “Rolling Stone” that instead of telling kids to “take that iPod out of your ear and pay attention,” students are invited to share what they’re listening to and then “trace it back and talk about it.” He explains that “what that forms is an immediate common ground and immediate engagement.”
Van Zandt introduced “Rock & Roll: An American Story” at an event at New York University on Wednesday. NYU will also host a training program for teachers. Organizers will be launching “RRAAS” this fall.


Onsets and Rimes / Phonograms / Word Families
Follow the link at the bottom of this post for some FREE downloadable word family cards that you can use to help your primary students learn some basic phonics patterns.
First, a quick review:
What are onsets and rimes?
An onset is the consonant(s) before the vowel(s) in a syllable:
/m/ in mind
/str/ in street
Not all syllables have an onset (it and and do not have onsets).
A rime (A.K.A. a phonogram) is the first vowel in a syllable and whatever follows:
/ind/ in mind
/eet/ in street
All syllables have a rime.
Why should we use them in our word study instruction?
Onsets and rimes are important because:
- they are the most psychologically accessible units of sound that may be mapped to a spelling pattern (Goswami, 1996).
- rimes (also referred to as phonograms, chunks, or word families) are very consistent and reliable.
- they can be used to teach children to decode by analogy by using a word they already know to figure out a word they don’t know (this is the strategy used by adult fluent readers).
- about 500 easy to read, high frequency words can be derived from only 37 rimes (Wylie and Durrell, 1970).
Did you know that the chunk –ight can be used to spell over 90 English words?
What are the 37 most common rimes?
How do we use them?
One way is with word family cards. Here is what I do: I give each student who hasn’t mastered the word patterns a packet of cards attached to a 1-inch loose leaf ring. Each card contains a different word family (a list of words all containing the same word chunk/phonogram/rime). Students keep their word cards in their individual book bags or bins and practice reading them whenever they have a few minutes during the day. When students come to the guided reading table, they select a card/s to read to me. If they can read every word on the card quickly without hesitating to decode, I stamp the card. If they stumble on a word, I put a dot by the word and tell them to keep practicing. I require them to earn stamps on each card at least two times (on different days) before I consider the card to be mastered. They keep practicing the word cards until all have been mastered.
To make Word Family Cards for your students, follow these steps:
- Download and print the following document onto cardstock.
- Cut each sheet into six sections.
- Punch a hole in each card.
- Place cards on a 1” looseleaf ring.
A Word of Caution
Word family lists can be a valuable part of our phonics instruction, but they should never be considered the sole focus. While the phonograms do introduce our students to some highly reliable word patterns, they do not allow students to fully analyze words in their entirety. (Blevins, 2006)
This book has been an invaluable resource to me:
It contains a wealth of information for any K-3 teacher who wants to improve his/her phonemic awareness and phonics instruction. Included are ready-to-use assessments, word lists, background information, teaching strategies, games, and more! For samples from this book click here.


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The Suzuki-Orff School of Music engages students, involves families, and provides an exceptional music education to a diverse community in Chicago.
We believe that the study and performance of music serves as a unique and extraordinary tool for human
development. Our programs are designed to help our students roundly succeed in the 21st century by incorporating family as an integral part of the learning experience and by nurturing creativity, self-expression and self-confidence, all while developing discipline and critical thinking skills.
The Suzuki approach to teaching music grew out of Dr. Shinichi Suzuki's belief that all children can develop the ability to play instruments beautifully, just as all children learn to speak their native languages with ease. Often called "the mother-tongue approach," this method focuses on the importance of daily listening to the Suzuki repertoire. Listening to the same musical pieces each day is similar to hearing the same words and expressions when learning one's native language. Children discover and start imitating sounds before they are introduced to written symbols; they talk before learning to read and write. The same process can be used when teaching music: listening to and playing melodies precedes learning to read musical notation, if only for a short time. After students become familiar with the geography of the instrument and master basics of playing technique, the ability to read music comes easier
Orff music, developed by the composer Carl Orff, is based on the premise that feeling precedes intellectual understanding. His approach to music education begins with what is most natural to the child—rhythm and the singsong chant of child's play. Rhythm is present in all of life's activities especially the speech and movement of a child's daily play. Through games and activities, natural speech and movement patterns are used as springboards to musical experiences. After the child has a physical background in rhythm and melody, he is introduced to music notation. This develops the ability to hear what is seen and play what is heard, which is how one sight-reads music.
The Suzuki-Orff School of Music is the originator of the integration of the Suzuki and Orff methodologies as the basis of its programming. Beginning with Baby Steps, our curriculum provides sequential, step by step approach to learning the language of music. This integrated curriculum is important because it lays the foundation for continued study of the discipline. Instrument and Orff teachers work together to ensure students are making connections between concepts learned in Orff classes and private lessons.


Everett Middle School is in full implementation of Balanced Literacy as our approach to Language Arts at the Middle School level. Students get 90 minutes of Literacy instruction a day, divided into two components: a Reader's and Writer's Workshop. Teacher's typically start each component with a mini-lesson rooted in the Common Core Standards for English Language Arts and then students have the opportunity to practice their new learning with an independent reading book at their level, or an independent piece of writing. During this independent work, teachers strategically confer one:one with students or pull small groups, listening to them read, helping them tackle a new school and keeping a running record of notes. This differentiated approach helps us meet students where they are in their stage of literacy development and allows for a wide range of needs to be addressed in a heterogeneous classroom.
Everett is San Francisco Unified's designated Spanish Newcomer Middle School which means we receive students who are new to the country from all parts of Central and South America, as well as other countries around the world (Japan, China, Iraq, Vietnam, India, Samoa, Brazil, Syria, to name a few!). Newcomer students start their day with 90 minutes of English Language Development and then take a series of content classes following Structured English Immersion Model. Newcomer students who are native Spanish speakers continue to advance their native language skills by taking Spanish Language Arts for 90 minutes every other day. Students and staff alike are deliberate about engaging in discussion around diversity and inclusion to ensure our community leverages having such a rich diverse population at our school!
English Language Arts Teachers


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The best dyspraxia treatment depends largely on age of the person diagnosed and what symptoms are manifested. Dyspraxia, which has also been called “clumsy child” syndrome affects each child individually and may have many different aspects. Among these are pronounced delays in gross and fine motor skill development, but speech is another area that may be affected. Additionally, dyspraxic children and adults have higher incidences of conditions like attention deficit hyperactivity disorder (ADHD) and they may have difficult relationships with peers or be subject to social ostracism for which they’ll need help and support.
Ideally, dyspraxia treatment begins in very early childhood, with the condition diagnosed because of fine and gross motor delays and speech problems that become evident during the first few years of life. Some children don’t receive any formal diagnosis until reaching school, and some people aren’t diagnosed as children even if the bear all the signs of the condition. Early treatment may take several different forms, and the most common of these would to work from three areas simultaneously. In early childhood, this could mean having a combination of physical, occupational and speech therapy.
These therapies don’t fully make up all the deficits of the dyspraxic child, and they’re only needed if a child shows problems. For instance, some children don’t have speech delays and wouldn’t require speech therapy. Assessment of the child’s individual manifestation of symptoms is the best way to determine most appropriate dyspraxia treatment.
It is very likely, since fine and gross motor skill delays and speech issues will continue into school age, that dyspraxia treatment would also continue into the school years. To minimize stress on the child, individualized education plans (IEPs) are usually created. These help to change school requirements so they are friendlier to a child with continuing deficits, and they often mandate continuing services such as speech therapy. In many countries, these services are given freely in public schools as part of individualized education plans.
The tendency for the dyspraxic child to develop ADHD may suggest other forms of dyspraxia treatment, if this condition is manifested. One option is to give drug treatment to reduce symptoms, or people may alternately look to natural treatments like radical changes to diet. Any individualized education plan would take into account difficulties with ADHD and could proposed accommodations that help these children cope.
A different area of dyspraxia treatment could address the psychosocial difficulties of the condition and its effects on peer relations. Psychotherapy is definitely advised for people who were undiagnosed until adulthood because the constant sense of being different, and the negative results from peers and/or teachers can take a huge emotional toll. Children may also benefit from therapy, and therapy could not only focus on problems with peers but on issues like developing friendship and coping skills that may be of great use.
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