What reading experts say:
Good readers are actively involved in what they read and think about a story as it is read to them. Researchers have found that good readers and learners can pick out the most important parts of a story and restate the information. The ability to recall and retell a story helps clarify its meaning and leads to better comprehension. Story retelling helps kids see the different parts of a story - the beginning, the middle and the end - and how all these parts fit together.
Retelling doesn't mean memorizing - it means recounting the story in the child's own words. Parents who engage children in conversations while reading a book encourage reading comprehension skills. What Research Has to Say About Reading Instruction, International Reading Association. Retelling Stories Boosts Kids' Understanding, Northwest Regional Educational Laboratory (2003).
What good readers know:
Good readers can retell a story from beginning to end, adding important ideas and details.
Good readers can answer these 5 questions:
- Who was the story about?
- Where did the story take place?
- What happened at the beginning?
- What happened in the middle?
- What happened at the end?
What parents can do to help children Grow Up Readingâ¢:
Record each day's weather on the calendar with symbols for sunny, rainy, windy, cloudy, etc. at the end of the month, count each kind of day.
Read five books from the "Talking" book list.
Watch a science or nature program and talk with your child about unfamiliar words or concepts.
Go to the Library and check out an information book related to the science or nature program you watched. Talk about questions you have and read the book together to find answers.
Activities - Talking:
- When talking to your young child emphasize location words (up, down, in, on, under) and feeling words (sad, sick, happy, angry). These words will encourage curiosity and increase your childâs literacy and vocabulary skills as well as increase cognitive knowledge.
- Play games that encourage listening as well as build language skills such as âI Spyâ or âSimon Says.â These games are fun and creative but also great for childrenâs literacy development.
More Great Books to Read(click on a title to check for availability at the Library)


Reflect on the course learning objectives (CLO) which are listed below. For each CLO, describe what you have learned and what you still need to learn in order to master that objective.
- CLO 1: Describe and apply the
findings of current theoretical principles and research on best
practices for early literacy learners.
- CLO 2: Analyze assessments that evaluate performance of developing readers.
- CLO 3: Identify stages, principles, and components of early literacy development.
- CLO 4: Identify and apply instructional
techniques and assessments that focus upon building comprehension,
fluency, and independence in reading.
- CLO 5: Apply principles of balanced literacy
toward a lesson plan which includes concepts and instructional practices
related to phonics and early literacy.
**Chapters 1 â 5 will be uploaded**


Livingsta shares her positive experience in business administration, customer service, and education.
Explain and justify the reasons behind your choice of teaching and learning approaches and use of resources for one of your delivered sessions.
This hub gives a brief description of how the micro-teaching session was delivered, what resources were used and why they were used.
What activities and why?
I have included activities in my teaching session which include
- Visual teaching method - where I used PowerPoint slides / presentations, diagrams, models, animations, etc. and these were to help students who understand things and facts by seeing
- Demonstration - where the actual phenomenon or experiment was demonstrated by applying practically what was learnt. This is to help students get a better understanding of what actually happens. They get to see it, rather than imagining or just visualising things.
- Video clips - where the students can see how different processes take place, what actually happens. Some experiments that can not be demonstrated in a classroom environment or some phenomenon that can not be demonstrated physically can be explained with ease and understood easily through video clips.
- Classroom activities - where students get to sit together in groups to discuss certain topics, where they share knowledge. They can also sit down together to solve problems, finish off certain assignments or look into creative thinking
- Group discussions - where students feel free to share their thoughts and ideas, which can be later on summarised to create a short note or study which will help with better understanding and more creative ideas to learn and apply.
The reason for using all these methods is to bring in an inclusive method of teaching, so that learners with different learning approaches and learning difficulties can benefit and understand the subject with ease.
What resources were used?
I used different types of resources like:
- Visual methods - which included PowerPoint slides and I used them for displaying my objectives for the session, demonstration of formulae, diagrams, pictures, photos and for displaying conclusions
- Diagrams - which were relevant to the session for clear cut understanding of the structures and arrangements and all the other particles and subjects that needed demonstration visually.
- Video clips - which helped the students see for real what the actual phenomenon was and what a ctually happens in real
- Handouts - which are a reflective tool, that will help them remember important information delivered during the teaching session so that a positive attitude is developed towards the use of resources and all pupils appreciate and benefit from it.
Why have I used?
I have used these resources, because they support the learning objective and are very appropriate and supportive for this learning and thereby completes the inclusive learning process. Every student's need is met, every student leaves the session with a complete understanding of the subject in whichever learning method that suited them. Activity sheets distributed in the class help learners improve their literacy and numeracy skills because the sheets contain questions which are objective type, logical, short answers and small mathematical problems. Group discussions and activities help learners to improve their communication and interpersonal skills, thereby giving students confidence to talk or communicate and also to get to know each other in the process.
What assessments were used and why?
There are various assessment methods that can be used in a classroom depending on the students, subject taught and it might differ with each learning session. Assessment of learning will be done by
- Group activities - where students sit in groups to discuss about the same topic in different groups, or different topics in different groups and at the end of the discussion share the ideas between groups. As they always say, team work is fruitful, as we get to collect ideas from a wide range and diverse set of people.
- Class tests - which is through different types of tests, which can be objective type, short answers, problems, puzzles, etc. The answer sheets can be exchanged between students for marking,. as long as all the students are happy to go ahead with that.
- Questions and answers - which can be done in groups or individually where the teacher asks questions and asks voluntters for answers or ask individuals if they have the answer, and if they do not, the teacher can facilitate or help the learner arrive at an answer.
This will help students to openly discuss the understanding they have gained during the teaching session. It will also invoke participation of all students. At the end of each session or unit feedback will be given to help learners gain confidence, interest and motivation in learning.
P.S: On a kind note, please do not copy anything submitted here and display them in your file. This has been published here, purely to help you gain an idea / understanding of what they expect you to write and how you have to write. You will have to relate to your own subject area, experience in your classroom and lectures while preparing the files. Thank you for your co-operation.
livingsta (author) from United Kingdom on September 07, 2012:
Thank you JThomp :)


Brandon Literacy Council uses two levels of assessment to determine your combined reading comprehension and writing skills. Both assessments use pictures, diagrams, tables and charts, letters, and paragraphs to assess your abilities. These assessments start out with simple questions and get progressively more challenging.
The assessment you will be given depends upon your English language level and the discretion of the instructors.
Below are some strategies to help improve your reading comprehension. Keep in mind that your reading comprehension is also assessed through your ability to give the answer the question is asking for; make sure that you read and understand the questions before writing your answer.
Reading Comprehension Strategies for Success
- Read the Question Before You Read the Passage.
Always read the question before you read the passage. Knowing what the question is asking will prepare you for what you need to notice as you read the passage. You will be reading with a specific purpose in mind.
- Note the Key Word in the Question.
Often a question will include a key word that identifies the kind of information youâll need to look for. For example, if the question asks, âWhat does the passage emphasize?â the key word is âemphasize,â a word that signals you to identify the main idea of the passage. If the question asks, âWhat is the authorâs purpose in this passage?â the key word is âpurpose,â a word that signals you to pay attention to an authorâs tone and reason for writing a passage. Beware of negative words in the question (except, not, but, least). These words signal that you are actually looking for the only answer among the choices that is not acceptable. If the question reads, âAll of the following ideas are presented in the passage except. . .â the word âexceptâ is the key word.
- Read the Passage and Take Notes.
Once youâve carefully examined the question, read the passage, making notes on scrap paper that relate to the question. For example, if you have been asked the main idea of a passage, write down key ideas from the passage or try to summarize the passage in your own words. Reading test passages are generally short. If need be, use your scrap paper to rewrite the entire passage. The very act of writing can increase your comprehension. Pay special attention to words such as but, yet, although, since, except moreover, unless, nonetheless, however. The ideas that follow these words are usually important to the overall meaning of the passage.


S.T.E.A.M. Lesson Ideas
- This topic has 1 reply, 2 voices, and was last updated 9 years, 7 months ago by .
- The forum âGeneral Musicâ is closed to new topics and replies.
My school is starting the process of becoming S.T.E.M. certified (Science, Technology, Engineering, Math) and I would really like to push for us to go in the S.T.E.A.M. direction (add arts) for many, many reasons. However, I am having a hard time finding lesson ideas online. Besides the obvious connection of science & sound does anyone have any experience or know of any great S.T.E.A.M. resources/lesson plan ideas. THANK YOU SO MUCH FOR YOUR HELP!
Look into the Kennedy Center Arts Integration activities. They are doing extensive presentations on this very topic.
There are great lessons/videos online for you to use via the Kennedy Center.
Also, you could look into the MetOpera Live in Schools series. I have been involved in this program for 3 years now and it integrates plot, literacy, geography, history, social studies, music, drama, etc. and is a phenomenal program. The link to that is:
I have taken students from 1st through 6th to the opera with lessons on character development, plot and sequence, etc. and the students LOVED it!
Also, if you look into the National Conference in Octoberâtwo of my colleagues will be performing under the InOvations umbrella on Arts Integration. They were the instructors for a federal grant that our district received that spanned 3 years.
I wish I had more direct lesson plans to share with you, but hopefully this will get you started.
Western Division Representative
Council for General Music Education, NAfME
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Resistance Through Creativity: The Impact of Art Education on Socio-Politics
As high school students across South Africa receive their matriculation results and begin to consider their options for tertiary education, it's worth considering the potential impact of studying art at tertiary level.
While it may not immediately seem as practical or financially viable as other fields, the influence of art education on the socio-politics of a country should not be underestimated.
This was certainly the case during the apartheid era in South Africa, when artists such as David Goldblatt, Ernest Cole, and Zwelethu Mthethwa used their work as a form of resistance against the racist and oppressive government.
Their images and performances provided a visual language for the struggle against apartheid and helped to bring attention to the injustices taking place.
But it's not just during times of political turmoil that art education can have a significant impact on a society. When art and creativity are valued and supported, they can play a vital role in fostering critical thinking, empathy, and innovation.
Furthermore, art education can help to promote diversity and inclusivity, as it allows for multiple perspectives and voices to be heard.
Unfortunately, in many countries including South Africa, art education is often underfunded and undervalued. This can have dire consequences, as a society that neglects the arts is one that is likely to lack empathy, creativity, and the ability to think outside the box.
However, there are a variety of art and creative-related courses available at South African universities, such as Fine Arts, Graphic Design, Film and Television, and Photography. These programs can provide students with the skills, knowledge, and resources they need to make a meaningful impact in their communities and beyond.
One need not look further than the Black Lives Matter movement, which was sparked by the killing of George Floyd in the United States and the subsequent protests, to see the powerful role that art and creativity can play in bringing about change. From street murals to protest signs to virtual performances, art has been a driving force in the movement, helping to amplify voices and bring attention to issues of racial injustice.
As the artist and activist Ai Weiwei has said, "Art is not a tool for politics, it is a weapon."
The power of art to shape and influence society should not be underestimated, and investing in art education at the tertiary level is crucial for building a better future.
In conclusion, art education at tertiary level can have a profound impact on the socio-politics of a country. From the powerful acts of resistance during the apartheid era in South Africa, to the role art has played in bringing about change in other societies, it is clear that art has the power to challenge and transform societal norms. By providing students with the tools and opportunities to express themselves through creative means, art education can play a vital role in dismantling the notion that a society cannot be changed.
âVisionaries in focusâ
By nurturing the next generation of artists and thinkers, we can build a better future for all. In the effort of building that future, Joburg Post is putting one brick at a time by featuring local artists, creatives and visionaries in our weekly articles. Discover the stories and inspiration behind each week's featured guest.


When school budgets are tight, art programs often find themselves on the chopping block. Todayâs definition of arts education has evolved considerably from what it once was. Todayâs art programs encompass a wide array of disciplines â from fine arts to digital media, from music to landscape architecture â and are encouraging creative thinking, problem solving, and healthy emotional development among other things. In fact, studies show that students who have strong exposure to the arts do better academically and are more satisfied in school, making arteducation a vital component in any well-rounded curriculum.
Why The Arts Matter looks at various art programs across the state and the positive impact they have on thousands of public school students each year. From elementary-age kids learning to ballroom dance, to slam poetry competitions and creative music education, see how children benefit when schools make the arts matter.


Elementary teachers looking for lesson plans and activities for The Lion and The Mouse will find this post helpful. It includes resource recommendations, free teaching ideas, and information about the book. Youâll have everything you need to deliver engaging interactive read aloud lessons based on this story.
With themes of kindness, this The Lion and The Mouse picture book by Jerry Pinkney is a favorite in 1st, 2nd and 3rd grade classrooms. It will be a big hit in your classroom too! Learn more about this book below!
Engage Your Students with The Lion and The Mouse Lesson Plans & Activities in 3 Easy Steps:
- Read a summary of The Lion and The Mouse. You can find it in the section below.
- Check out the teaching ideas for reading comprehension strategies, grammar topics and social emotional learning skills that can be taught using this childrenâs book.
- Download the book companion to make lesson planning simple with The Lion and The Mouse reading comprehension questions, writing prompts, teaching ideas & no-prep extension activities.
THE LION AND THE MOUSE SUMMARY
The fable, The Lion and the Mouse, teaches the lesson that no creature is too small to help another.
At the beginning of the story, the Mouse runs across the nose of the sleeping Lion. When the Lion wakes up, he catches the Mouse and is about to kill her. The Mouse promises that if the Lion lets her go, she will someday repay the favor. The Lion laughs, thinking there is no way a small mouse could ever help him, but lets her go anyway.
Days later, the Lion finds himself caught in a hunterâs net. When the Mouse hears the Lionâs roars in the forest, she runs to help. She is able to gnaw through the rope and free the Lion. The Mouse points out it is true that a creature as small as she can help a lion.
THE LION AND THE MOUSE LESSON PLAN IDEAS
Each of our 400+ Starts With a Story book companions come with a teacherâs guide to make lesson planning quick and easy, printable worksheets and digital resources that cover ALL of the standards-based reading comprehension skills.
When it comes to writing lesson plans and finding activities for The Lion and The Mouse, weâve already done all of the heavy lifting for you.
We found this book was especially good at teaching the topics listed below.
READING COMPREHENSION QUESTIONS
The text-based The Lion and The Mouse reading comprehension questions focus on:
- analyzing character
- cause and effect
- identifying theme, message, moral
- summarizing / retelling
LITERATURE-BASED SOCIAL EMOTIONAL LEARNING LESSONS
We found this story to be a great SEL picture book to promote:
GRAMMAR, VOCABULARY & WORD STUDY
THE LION AND THE MOUSE ACTIVITIES
Youâll receive all of the following resources aligned to the story:
- comprehension questions
- 30 writing prompts with themed paper
- vocabulary activities
- word study print & go activities
- ideas for grammar lessons with focus sentence printables
- social emotional learning discussion topics
- graphic organizers to target specific comprehension skills and strategies
YOU HAVE 2 OPTIONS! WHERE WOULD YOU LIKE TO PURCHASE THIS BOOK COMPANION?
BOOK INFO FOR ELEMENTARY TEACHERS
What are the reading levels for The Lion and The Mouse?
- LexileÂ® Measure: N/A
- Guided Reading Level: N/A
- DRA Level: N/A
- Accelerated Reader Level (ARC): N/A
Who is the author? Who is the illustrator?
The book was written by Jerry Pinkney. It was illustrated by Jerry Pinkney.
What genre is The Lion and The Mouse?
How many pages are in the book?
The story is 40 pages long.


Music education for children has been shown to have numerous benefits, both in terms of academic achievement and personal development. One particularly valuable aspect of music education is the opportunity for children to play together in orchestras.
One of the most obvious benefits of being in an orchestra is the opportunity to develop musical skills and knowledge. Children who play in orchestras learn to read sheet music, to understand the structure and theory of music, and to develop their technical abilities on their instrument. They also learn to work together as a team, to listen to one another, and to be sensitive to the needs of other musicians in the ensemble.
But the benefits of being in an orchestra go beyond just musical development. Studies have shown that children who participate in music programs have higher test scores, better grades, and improved cognitive development. This is likely due to the fact that playing music requires concentration, discipline, and practice, all of which are skills that are transferable to other areas of life.
In addition, children who play in orchestras have the opportunity to develop important social and emotional skills. Being in an orchestra is a team sport, and children learn to work together, to share the spotlight, and to support one another. They also learn to take constructive criticism and to give and receive feedback in a positive way. These skills are essential for success in any area of life, whether it is school, work, or personal relationships.
One of the most important benefits of being in an orchestra is the opportunity for children to experience the joy and satisfaction of making music together. Playing music is a shared experience, and children learn to appreciate the beauty of music and the power of collaboration. They also learn to appreciate the diversity of different cultures and styles of music, which can broaden their perspective and understanding of the world.
Another benefit of orchestral music is that it can be a way for children to express themselves and to communicate with others. For children who may have difficulty expressing themselves verbally, playing music can be a powerful way to communicate emotions, thoughts, and ideas. Music also can be a way for children to connect with other children who share the same interests, which can be especially important for children who may feel isolated or lonely.
Finally, orchestral music can be a way for children to develop self-esteem and self-confidence. Playing in an orchestra requires children to take risks, to be vulnerable, and to put themselves out there. When children see the results of their hard work and see that they are capable of making beautiful music, it can be a powerful boost to their self-esteem and self-confidence.
In conclusion, the benefits of children being educated in music and playing together in orchestras are numerous and far-reaching. Music education can help children develop important skills, such as discipline, concentration, and teamwork, that will serve them well throughout their lives. It can also be a way for children to express themselves, to connect with others, and to develop self-esteem and self-confidence. As a result, orchestral music programs can be a valuable investment in the future of our children.


Early childhood education, otherwise known as early nursery schooling, is basically a branch of early childhood education theory which relates to the training of young children from conception right up to the age of seven. This is usually equivalent to third grade. ECE is often defined as an important educational milestone in child development. It is an essential phase for early learning and development as it helps children acquire skills and knowledge that they will need to survive in society. Below are some of the benefits of early childhood education.
Early Learning & Childhood Education â Preschool
Preschool education is necessary for every child in order to ensure their early childhood education programs are successful. However, a lot of parents want to enroll their kids in preschool but donât have the financial means. In this situation, the United States federal government provides grants for parents who wish to enroll their children in pre-school. The grants are provided based on the performance of the preschool â its suitability and ability to promote early childhood learning. To apply for these grants, you will need to submit application forms for each of the children that will be enrolled.
Early Learning Center = Plan for the Future
An eight-year-old is considered a young child. Hence, the role of an early learning center should be played in such a way that the child will have the maximum advantage at this critical age. If these pre-school programs are successful, then the child will not only gain the advantage of having regular hours for sleep, play, and study but he or she will also have developed mental competencies and decision-making capabilities. These are crucial aspects that are developed after the child has spent three, four, and eight years at primary school.
Language & Communcation
Language and communication skills are very important in ensuring success in the early years. Many early learning centers focus on this. You must not forget the fact that it is language that plays a key role in shaping self-confidence, self-esteem, and socialization. It is imperative for pre-school children to learn the basic elements of the language such as spelling, punctuation, grammar, and pronunciation. It is important for the teacher to ensure that there is effective interaction between the teacher and the child for building these basic skills.
The other curriculum-based activities include proper punctuation, grammar, and spelling. A good example would be to have the child write a short citation needed for the lesson or to answer a question. This task requires skills in writing, reading and listening. Children who are able to use self-control, self-discipline, and self-control are those that are successful in learning these skills.
Music, Art & Movement
Another important skill in early childhood development is music, art, and movement. Music therapy is an important intervention that helps in reducing stress, developing self-esteem, and enhancing memory and concentration. Art therapy enhances creativity, imagination, and visual reasoning. Early childhood education programs based on music therapy have been successful in reducing absenteeism in preschools, improving social competence, reducing drug use, delaying the onset of aggressive behaviors and substance abuse, and promoting healthy interpersonal relationships.
Take a Positive Approach to Early Learning
In order to facilitate the development of early childhood skills, pre-school teachers must give individual attention to each child. A positive approach is very important. The teacher must pay special attention to children with special needs. Pre-schoolers with autism and other special needs usually require extra care from the teacher. Special education teaching, for example, is necessary in special education schools for children who suffer from autism. A Perry Preschool is designed specifically to address the educational needs of these children.
Special Education Vs. General Education
Special education provides education with special instructions to children with disabilities that prevent them from the benefits of traditional educational ways of teaching. There are many different types of special education, which all help individuals overcome impediments to their learning. As children move into the early learning center and preschool stage, they will experience new experiences, interact with new people and learn new skills. It is during this time that teachers should pay special attention to how the child is developing. A focus on early learning and communication allows young children to learn faster and be rewarded for their efforts.
Interested in play tables & accessories for your learning activities? Click the link below!


Level K-1, were developed for parent guided reading practice of the most basic sight words. A Sight Word is a word recognized on sight and not sounded out. No more than 20 words are presented in each book. The stories are engaging and have lots of reading practice and cute, colorful pictures. Before each story, all of the words are presented in flashcards. After the story, there are reading practi...
File Size: 1932 KB
Print Length: 46 pages
Publisher: Ryetown Classics; 2 edition (October 17, 2013)
Publication Date: October 17, 2013
Sold by: Amazon Digital Services LLC
Word Wise: Enabled
Lending: Not Enabled
Screen Reader: ::::
Format: PDF ePub Text djvu ebook
A tough female ranch owner who gets her M/F/M passionate mÃ©nage, and a HEA. It exposes the issues plaguing the solar industry, with the ultimate goal of finding the best solutions needed to bring photovoltaic technologies to an acceptable level of efficient, reliable and cost-effective operation in large scale power generation plants. It is the best Bluetooth speaker I have found yet. book Sam And Ann: I Can Read Easy Words Sight Word Books: Level K-1 Early Reader: Beginning Readers (I Can Read Easy Words: Sight Word Books Book 2) Pdf
. This updated and expanded Third edition of Roger Bootle's critically acclaimed book includes further material on European reform, mass migration and a major new chapter on the UK referendum and its consequences. "Make no mistake about it, by harnessing the power of writing simple emails and building relationships online, you wont need to pound the pavement or your phone by approaching strangers and face harsh rejections. , Southern "way of life"). There's still a special place in Mr. With the moss restored, Eddie can concentrate on his big date with the lovely Jo. Stories of courage, sacrifice, laughter and love will make you laugh and cry and will appeal to mothers of all ages - from the mother-to-be to the revered grandmother. Donât be a statistic. I'm a big fan of Rosalind James' "Escape to New Zealand" rugby romance series, and have faithfully read them all. I admit, in order for me to read a book, if my attention is not grabbed within the first few pages, chances are I will not finish it. It was made out in the descriptions to be a historical fiction, which we like and while the basic facts are there. And his individual story is echoed in the larger story of Argentina in the 1970s and â80s, where money is everything: promise and punishment, dream and disaster. The Bones of Others by Vickie McKeehan tells the story of Skye and Josh as they vow to track Whitfield down and bring him to justice.
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s and a timed word list.Nancy Genetti was a Special Education teacher for 28 years. She holds a teaching degree in both; Elementary Education and Special Education, as well as an endorsement in English as a Second Language. Her commitment has always been to find creative ways of teaching children with learning disabilities, children learning English, and beginning readers. The I CAN READ EASY WORDS SIGHT WORD BOOKS are a result of her lifelong dedication to bridge those challenges. She is also the illustrator of the books.


Drumming activities can tackle many elements of music and world cultures. Sue Keeble shares her experiences:
- Timbreâproducing contrasting resonant sounds between the tone and bass
- Rhythmâpatterns played within the framework of a steady pulse
- Formâperforming contrasting sections
- Textureâone rhythm vs. multiple rhythms
Young children can play the rhythm of a rhyme and improvise with the high and low sounds of the drum, while older children can freely improvise within a safe and noncompetitive environment. Keeble says, âThereâs nothing that makes a child feel better than hearing classmates hoot and holler after a great drum solo!â
Keeble has studied and taught West African drumming. Once her students have learned one style, they can compare it with others. She says, âWhile I may not have a collection of doumbek drums from the Middle East or Koto drums from the Far East, young students can easily watch a short video and immediately dive into a lively discussion about the differences in sound, shape, and style of drumming.â
Keebleâs students love West African drumming with its ârepetition of the main rhythm and the contrast provided with its many âbreaksâ,â she says.
Getting Started with Drumming
Keeble recommends taking lots of drumming classes. She says, âExposure to different styles of teaching and playing the drum will serve as inspiration for developing your own ideas.â She likes the clear and exciting arrangements in Jim Solomonâs book D.R.U.M..
âDonât give up,â Keeble advises. âDrumming is messy when you first start. Discipline is a large part of a successful drumming class. Itâs so powerful when children learn to respect the drum by knowing when it should and should not be played . . . but this takes time.â
She also recommends allowing yourself to make mistakes. âLess is almost always more. Even the simplest arrangements designed for young children can work extremely well with upper elementary and beyond,â she says. âContrasting sections are key to making a simple arrangement work with older children. Change rhythms that donât jive with your kids . . . once again, simplify.â
Music Connected to Life
Keeble related to her teacherâs description of the role of drumming in West Africa (see Part 1), helping people through their joys and sorrows. âBolokada mentioned that ânobody complainsâ when hard labor is accompanied with drumming,â she says. âMusic can serve a greater role in our lives than performance on the formal stage. We can learn about our history in a multitude of creative and imaginative ways that arenât connected to a computer screen or a textbook. . . . I find this very inspiring.â
NAfME member Sue Keeble teaches at Sangamon Elementary School in Mahomet, Illinois.
âLinda C. Brown, November 30, 2011, Â© National Association for Music Education (nafme.org)


NCASE Resource Library
On September 15, 2021, the National Center on Afterschool and Summer Enrichment hosted âSupporting Out-of-School Time Through the American Rescue Plan Actâ webinar.
On June 30, 2021 the National Center on Afterschool and Summer Enrichment (NCASE) facilitated the webinar, Supporting and Promoting Mental Health in Out-of-School Time. During the webinar, NCASE introduced a new Voices from the Field brief which shares research and information on the current men
This webinar provides an overview of literacy development and instructional practices for literacy and writing. It showcases 21st Century Community Learning Center (CCLC) programs in CO, MO, and TN that focus on literacy. The National Writing Project shares their strategies and resources for successfully fostering children's literacy development.
This webinar provided a discussion among thought leaders about lessons learned and strategies for responding equitably to learning loss and other loss resulting from the pandemic and child care and school closures. They suggested a strengths-based response to what children have learned while at home with their families.
Online learning environments, like physical learning environments, provide opportunities for youth to learn, grow, and practice skills. In virtual learning spaces, educators must still plan program goals and a sequence of learning experiences, employ experiential education, build relationships, and promote positive youth development.
The National Summer Learning Association has provided more than 40 webinars called the Voices of Summer Webinar Series. The webinars were held between spring 2019 and spring 2021. Presenters include national thought leaders, program providers offering promising practices, and researchers.
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
This webinar series explores how insights from the science of learning and development can help advance anti-racist and equitable learning in both schools and OST environments. Webinars feature thought leaders in education and informal education, as well as school and program leaders.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources focused on supporting the out-of-school time (OST) workforce. This publication, NCASE Workforce Resources, is part of a series compiling NCASE resources on a particular theme for the benefit of state, territory, and tribal Lead Agencies and their designated networks.
This webinar provides information about how two states are supporting Family, Friend, and Neighbor care (FFN), which has become an especially important part of the child care supply in COVID-19. New Mexico has created a path for temporary FFN care that lasts for 6 months. Providers can serve up to 4 non-residential children and can access subsidy and food programs.


Over the past year to mark the centenary of women's right to vote in Canada, the Coalition for Music Education has been gathering stories and playlists, to compile a catalogue of Canadian female musicians and artists. They are thrilled to announce a new learning and teaching module for middle and high school years titled: Finding Your Voice.
The resource involves four modular units; Bread and Roses, Music Industry Trailblazers, Finding a Voice, and In Our Own Voices. Each unit includes teaching objectives and a lesson overview, a compilation catalogue on female Canadian musicians and artists, links to audio and visual materials, activity templates, and an additional resources guide. While this resource is recommended for middle and high school years, it may be adapted for students in other grade levels.
This is fantastic opportunity to honour our Canadian heritage by celebrating the importance of female musicians and artists who have paved the way for us all in Canada. Today, on International Women's Day, we celebrate these trailblazing women past and present, and their remarkable efforts, achievements, and powerful dedication to music.
Discover this resource for FREE on their website by clicking here. For more information, contact email@example.com


Subject Leader: Mrs E Warburton
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The National Curriculum for music aims to ensure that all pupils:
â¢ Perform, listen to, review, and evaluate music
â¢ Be taught to sing, create and compose music
â¢ Understand and explore how music is created, produced, and communicated.
Children are given many opportunities to engage in a wide range of musical experiences, including listening, singing, performing, evaluating, and composing across a range of historical periods, cultural traditions, and musical genres. Our objective is to develop a love of music, to inspire creativity, and an appreciation of a wide range of musical styles. We are committed to ensuring children develop an appreciation of the cultural and historical importance of music.
All children participate in weekly whole class music lessons delivered by music specialists in KS1 and KS2 and singing worships are delivered weekly to the whole school including EYFS. The elements of music are taught as part of carefully structured classroom lessons based on the Kodaly method, enabling all pupils to participate and analyse how music is created. They also learn how to compose, focusing on the different dimensions of music which develops understanding when listening, playing, or analying music. As part of the curriculum, pupils are taught to listen, play, perform, improvise, compose, and appreciate music. Specialist instrumental teachers are available for private tuition after school. The Music Coordinator runs a weekly choir club throughout the year for children in EYFS, Key Stage 1, and Key Stage 2. Children in KS1 and KS2 are given the opportunity to perform at a range of concerts in collaboration with Saint Georgeâs Church of England Secondary School, the Alethia Academies Trust, and Young Voices.
Children will develop an understanding of the different components of musical structure and will be able to enjoy music as a listener, creator, or performer. Children acquire vital knowledge about the possible careers in music that are available to them by attending concerts and listening to local musicians performing in school and in the wider community.
Children will develop their listening skills and be able to identify music from different historical periods and discuss the similarities and differences of various musical genres.
Children will develop their confidence, social skills, and sense of achievement when singing and performing and will develop a sense of achievement from representing the school as part of the school choir.
For our Primary Phase Overview for Music Click Here


This paper presents an analysis of music specific data generated in a national collective case study of Australian children's perceptions of the meaning and value of the arts in their lives and their descriptions of the nature and extent of their participation. Specifically, the paper reports on children's (aged 6-17 years) perceptions of this phenomenon in relation to their participation in four music youth arts sites. i Data were generated through individual artefact-elicited interviews with 25 participants across these sites. A thematic analysis of these data was undertaken and five key factors emerged concerning children's perceptions of participation in music youth arts settings. Children attribute participation in these settings to: a love of performance; a shared unity of purpose; a desire for challenge and 'professionalism'; the quality of relationships developed and sustained in these settings; and, the opportunities for individual growth and well-being that arise in these settings. Consideration is given to the implications that these five factors hold for music education in school settings.


Reading with children and helping them practice specific reading components can dramatically improve their ability to read. Scientific research shows that there are five essential components of reading that children must be taught in order to learn to read. Adults can help children learn to be good readers by systematically practicing these five components:
- Recognizing and using individual sounds to create words, or phonemic awareness. Children need to be taught to hear sounds in words and that words are made up of the smallest parts of sound, or phonemes.
- Understanding the relationships between written letters and spoken sounds, or phonics. Children need to be taught the sounds individual printed letters and groups of letters make. Knowing the relationships between letters and sounds helps children to recognize familiar words accurately and automatically, and âdecodeâ new words.
- Developing the ability to read a text accurately and quickly, or reading fluency. Children must learn to read words rapidly and accurately in order to understand what is read. When fluent readers read silently, they recognize words automatically. When fluent readers read aloud, they read effortlessly and with expression. Readers who are weak in fluency read slowly, word by word, focusing on decoding words instead of comprehending meaning.
- Learning the meaning and pronunciation of words, or vocabulary development. Children need to actively build and expand their knowledge of written and spoken words, what they mean and how they are used.
- Acquiring strategies to understand, remember and communicate what is read, or reading comprehension strategies. Children need to be taught comprehension strategies, or the steps good readers use to make sure they understand text. Students who are in control of their own reading comprehension become purposeful, active readers.
Taken from the U.S. Department of Education Website


Many teachers use some form of literature circles or book clubs, but many others do not and are even afraid to get them started. Literature circles are âsmall, peer-led discussion groups whose members have chosen to read the same story, poem, article, or bookâ (Daniels, 2002.) Some teachers worry that the kids will just fool around and not really run their own discussions. Setting up literature discussion groups in your classroom takes time, planning, modeling, as well as reflecting, reevaluating, and making changes when necessary.
One teacher I work with has decided to play around with book clubs now, at the end of the school year, then read and think more about them over summer break and get a great start with them next school year. Previously her reading workshop looked like this: daily time for individualized reading, conferring 1:1 with her students, presenting mini-lessons on reading comprehension strategies, encouraging students to branch out and try different genres, having students write in response to their reading as well as keep a log of what they are reading, occasionally meeting with a small group with a non-fiction text, and so on.
Here are some of the ideas we talked about so that she can give book clubs a try.
1. Start by making a class chart with the students. Make a T-chart and put âInteractionâ on one side and âInterpretationâ on the other side. Tell the kids that interaction means âwhat a good discussion group might look like and sound like.â The interpretation side means âthese are some of the things we might be discussing in our group.â The children make suggestions of what to put on the chart. This acts as your anchor chart. Here is what one class came up with.
â¢Eyes/ears on the speaker
â¢Speak clearly, loud enough, slow enough
â¢Sit in circle; invite others in; make room
â¢Ask shy ones to share
â¢Donât be the discussion hog
â¢Speak into the silence
â¢Ask for clarification
â¢Add on to another personâs thought
â¢Exciting, interesting, sad parts
â¢Characters thoughts, feelings, agree or disagree
â¢Lines you like; author style
â¢Ask questions of each other
In Harvey Daniels second edition of his book Literature Circles he uses a similar chart, but the headings are âsocial skillsâ and âthinking skills.â
2. I tend to NOT use the roles that are sometimes suggested in certain books â for example, Connector (makes a connection), Literary Luminary (share words or phrases you liked), Summarizer, etc. The ultimate goal is for kids to have deep discussions around texts and the roles sometimes sidetrack them. They begin to think that the groupâs purpose is to meet and have each person âdoâ their role job. (In my next post, Iâll share how Daniels clears up the misunderstandings about role sheets.)
3. Use picture books to model and practice the elements of a good discussion. Read the book and break the class into small groups for discussion. Then afterwards refer back to the anchor chart to see how the groups did. Sometimes doing a fish bowl also works (a small group of students have a discussion and everyone else watches and makes notes about what the group did well).
4. Develop sheets for the groups to keep track of what they are reading, how far they should read between times, when the next meeting of the club will be, and what to bring with you to the club meeting.
5. Allow groups to choose to read the same book or various books by the same author.
6. Suggest that the groups donât OVER-meet. Sometimes just meeting 2 times during the reading of the text is enough. Then the club can have several meetings after the book reading is completed. Once everyone has completed the book, the discussions are richer; students can return to various parts, develop theories about the texts, search for evidence of their ideas, and so on. When students meet too often, after every chapter or every 10 pages, the book drags on and children loose interest.
In my next post, Iâm going to review some professional books and their highlights. Perhaps you might want to read one over the summer if you wish to implement book clubs in your classroom next school year.


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Multiplication and Division Word Problems
Hello! In this one-time class your learner will help me create several multiplication word problems. I use Google Slides in all of my classes to help visually express the ideas being taught. I can't wait to see what we create.
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Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
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Creating math problems helps make math fun! Your learner will pick a number between 1 and 8 and find two or three options per number. Do you want to make a math problem about gumball machines or pizza? Ice-cream cones or monsters? In my carefully created Google Slides presentation, your child will be guided through a process to create a multiplication word problem. We'll laugh together, and get hungry together as we work our way through as many examples as we can in our half-hour together....
Many students struggle with the difference between a multiplication word problem and an addition word problem. My goal is to help them understand the difference by listening for buzz words such as âeachâ. Students will have an opportunity to make up their own multiplication word problem as a way for me to check their level of understanding.
A piece of paper and pencil, or a whiteboard and marker are very handy! Your learner can help write down the problems we are solving. They can draw their own quick pictures to help illustrate the math facts we will be learning.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
30 minutes per week in class, and maybe some time outside of class.
Bubbly teacher that incorporates digital effects in the classroom
ðºð¸Lives in the United States
130 total reviews
168 completed classes
Hello! My name is Julie and I live in Arizona. I received my Bachelorâs degree in Elementary Education from Arizona State University in 2005. I also have a current teaching certificate in the state of Arizona. For the past 3 years I have taught...


The liver is a complex organ located in the abdominal cavity. It's the largest gland in the body and is responsible for a variety of metabolic functions. You can make a simple model to show the external portions of the liver or a more detailed model that demonstrates various veins, ducts and cells.
- Diagram of human liver
- White paint
- Fine paintbrush
Create a more interactive model by not gluing the various lobes together. Use paint to add detail to each lobe.
Use brown clay or modeling foam to create the lobes. Follow the diagram closely for correct shape of each lobe. Set lobes aside for later assembly. Use blue clay or modeling foam to create the inferior vena cava and the portal vein. Set aside. Use red clay or foam to make the proper hepatic artery. Set aside. Use green clay or foam to make the gallbladder. Set aside.
Build the model from back to front. Place the left lobe and right lobe next to each other, according to the diagram. Layer subsequent lobes on top of each other.
Place the hepatic artery and portal vein under the caudate lobe so that a small portion of the ends are visible. Put the gallbladder toward the bottom of the liver with the common bile duct close to the hepatic artery and portal vein.Place the hepatic artery and portal vein under the caudate lobe so a small portion of the ends are visible. Set the gallbladder toward the bottom of the liver with the common bile duct close to the hepatic artery and portal vein. Place the inferior vena cava above the gallbladder and atop the final layer of lobes. Use glue to attach lobes and parts to each other as necessary.
Stick a toothpick into each part you plan to label. Allow clay to dry overnight.
Use white paint to create the ligaments on both sides of the liver model. Allow paint to dry.
Write labels on small pieces of paper and glue them to the appropriate toothpicks.
Things You'll Need
- Create a more interactive model by not gluing the various lobes together. Use paint to add detail to each lobe.
About the Author
Based in Minneapolis, Dawn Marcotte has been writing for more than 10 years. Her recent writing has turned to nonfiction and includes articles on home and garden, education, crafts and automotive subjects. She currently has several eBooks published and available online. Marcotte has a Bachelor of Science in elementary education from the University of Iowa.


4th Year, Art Education, Specialization
Oil on Canvas
48â x 40â
Art holds the power to reveal stories and create dialogue. This painting is part of a series focused on a 26-year civil war that took place in northern Sri Lanka. The paintings intend is to reveal the loss of the people affected, not only by the loss of family and friends but also the loss of their homes, rights and privileges. Consequently, the paintings are meant to serve as a method of awareness, in order to connect viewers to the various effects of the civil war.
The images create a narrative to inform viewers of events that took place during the final months conflict. Although officially the bloodshed had ended in 2009, the repercussions of this conflict continue, leaving mental and physical burden for the Tamil people today. Many resources were used to create this series. The stories were collected through media, photographs, documentaries, news reports, as well as from relatives and friends. I donât think there was a particular story that influenced my work but the effect and consequences of the war.
The creative process involved understanding countless stories from the past and present, one by one uncovering the horrors of the time, in order to share with others through art. Stories create an impact; visuals create a greater impact.
**original image is currently not available**


Every one can imagine something under music education, i.e. making music with the background of educating young people. Music geragogy, on the other hand, has become more and more popular in recent years but is still largely unknown not like the latest celebrity fashion trends.
Effects of music in general
Music has a very special influence on everyone. When you listen to music, feelings are triggered â sadness, happiness, joy, anger, motivation. Music is not just any sound to your ears, on the contrary: When you listen to music, your body and mind are noticeably influenced.
Canadian scientists have even found that your reward system in the brain is activated when you find music beautiful. When you listen to music you like, it has a similar effect on your brain as for example intoxicants or delicious food.
You certainly know the feeling of automatically becoming calmer with calm and balanced music, right? This is not just your feeling, something is actually happening in your body: the adrenal gland releases the hormone norepinephrine when you hear calm and gentle melodies. This hormone is responsible for the fact that stress hormones are reduced and your body automatically becomes calmer.
The opposite is the case with aggressive and fast music: Here the adrenal and pituitary glands release the stress hormone adrenaline.
Music in old age
It has long been known that music has a positive effect on people with dementia. Scientific studies have shown that active music-making noticeably promotes the networking of nerve cells. This counteracts the deterioration and loss of nerve cells so that one of the typical consequences of dementia is positively influenced.
Of course, making music is also wonderful for healthy older people. Singing together is fun for all seniors. In addition, the mind is refreshed through beautiful music, memories of long-forgotten days are awakened.
Make music with seniors
If you want to make music with older people, one thing is particularly important: The focus is on the fun and well-being of the elderly! It doesnât matter how well or how badly they make music, and it doesnât matter how long it takes the elderly to operate a musical instrument. When a person with dementia struggles to manage a small part of a melody, one must be able to truly enjoy them.


FIRST, TAKE THE PSATs
The PSATs are given in October of each year. You should take them no later than the fall of your junior year in high school.
Get a booklet from your school counseling office and study it. The PSAT has fewer questions than the SAT I.
In our opinion: Unless you are determined to be a National Merit Scholar, don't spend money prepping for the PSAT. Save your money and your time for SAT or ACT prep. THEY are the tests that matter. IF you do take the PSAT, study for it as if you were preparing for the SAT.
Major reasons to take the test include: being freaked by tests, and feel the PSAT would help you get used to the test environment and prepare for the real SAT.
Shorter than the regular SAT, and not requiring an essay, the PSAT is still a wake up call about the SAT.
The Preliminary SATÂ®/National Merit Scholarship Qualifying Test is a co-sponsored program by the College Board and National Merit Scholarship Corporation (NMSC).
PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT Reasoning Testâ¢. It also gives you a chance to enter National Merit Scholarship Corporation (NMSC) scholarship programs.
The PSAT/NMSQT measures:
- critical reading skills
- math problem-solving skills
- Identifying sentence errors
- Improving sentences and paragraphs
You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes.
The most common reasons for taking the PSAT/NMSQT are:


PHILOSOPHY ON MUSIC EDUCATION
The socio-economic environment of every child varies among our societies and therefore, those facing more challenges due to these disparities are likely to lag in their educational progress. This is one primary factor affecting the development of children in underserved communities. In addition, the constant budget cuts among schools and school districts leave children without the possibility to enhance and explore their knowledge beyond the primary disciplines of language arts, math and science. Needless to say, the arts have taken a major hit in this area where school cannot or will not promote extended learning in this area of discipline. Music education, however is among one of the most important subjects children should learn from the early stage of their development. The benefits found in years of scholar research are endless which range from high development in language, critical thinking, cognitive reasoning, artistic talent, self-discipline, self-esteem, curiosity and creativity, auditory skills, mathematical pattern recognition, scientific approach, among many other essential skills leading to a successful career. (https://nafme.org/20-important-benefits-of-music-in-our-schools/).
Guitars Antiqua Music Program believes every child deserves the opportunity to discover about the beautiful world of music despite the obstacles they face in their environment. Therefore, it is within our mission to create a program that can facilitate the access to music and create a place where children can feel safe and free to express themselves without judgement. We want to break away from the stereotype that children from low income communities are unsuccessful but instead prove how every child has the capacity to dream big and become someone who will contribute to the world in a positive way. We want to support, embrace, and encourage our students to succeed not only in our program, but in school, at home and among their peers. We want to serve as mentors in their studies and in their social development so they can think before they act in this challenging world. We hope to guide them so they can make positive choices. Finally, we hope to make a difference in their lives where someday as adults they can look back and feel proud to have been part of this experience and know that music will always be by their side in their future endeavors. If we change the life of one child with music, it will all be worth it.


Learning outcomes in Sierra Leonean primary schools are poor, which has far reaching implications throughout the education system and society.
Early grade reading assessments conducted in Sierra Leone in 2014 showed that few primary students have the basic reading skills needed for academic and life success.
The majority of grade 2 children scored zero on key reading skills and lack skills in simple mathematics.
The Government has placed strong emphasis on reading in the first three years of primary school and strong foundations for early learning through training of early grade teachers in reading and mathematics.
Montrose was contracted to conduct a baseline assessment prior to the implementation of in-service teacher training.
The assessment measured and documented the state of literacy and numeracy skills among children in primary grades 2 and 4. The study established baseline values for programme indicators and built systems for measuring and monitoring the programmeâs outcome and output results.
Experts from Montrose visited schools, assessed children, observed teaching and conducted interviews with head teachers.
The baseline study informed strategies and activities under the Global Partnership for Education (GPE) programme, focusing on improving early grade reading and mathematics.
The study identified difficulties children face in learning to read and solving maths problems, including factors such as the curriculum, teachersâ professional knowledge, teaching methodologies, and classroom practices.
The assessment also captured information related to childrenâs home contexts.
The study also informed on-going teacher training work conducted by the Teacher Service Commission (TSC) and Global Education Dashboard data for Sierra Leone.


Led by their music teachers, students of all ages from California to South Dakota to Brussels, Belgium, want you to view their videos, in celebration of Music In Our Schools MonthÂ® (MIOSMÂ®). The forty creative videos were produced by members of the National Association for Music Education (NAfME). Click on a song title to view videos for each song in the Concert for Music In Our Schools MonthÂ® and invite others to view the videos as well.
The school video receiving the most views by March 31 will receive an AudioBox Stereo Recording Kit and training on how to use the product and software, generously provided by PreSonus.
Information about The Concert for Music In Our Schools Month on the NAfME website includes sheet music and audio tracks for use by NAfME members during March 2014! NAfME sponsor, Hal Leonard, has generously provided these excellent resources for NAfME members to use in lessons, concerts, or any way that will promote the importance of quality school music programs to administrators, parents, community members, and local decision makers.
The songs for the 2014 concert are:
- âAmerica, Of Thee I Singâ
- âExplore, Dream, Discoverâ
- âShake Them âSimmons Downâ
- âThe Best In Meâ
- âThe Star-Spangled Bannerâ
- âUna Sola Vozâ
NAfME designated March for the observance of Music In Our Schools Month (MIOSMÂ®). It is the time of year when music education becomes the focus of schools across the nation. MIOSM began as a single statewide celebration in 1973, and has grown over the decades to encompass a day, then a week, and then in 1985 to become a month long celebration of school music.
The Concert for Music In Our Schools Month is part of NAfMEâs nationwide initiative each March. Music programs nationwide are in danger. State and local legislators are attempting to make up for funding shortfalls in this difficult economy by cutting education budgets, which can place school music at risk.
Music In Our Schools Month â March 2014 â is a perfect time to get involved and do your part to ensure that Americaâs students have access to a comprehensive, sequential music education taught by exemplary music educators!
In addition to voting, music teachers are encouraged to plan their own Music In Our Schools Month. Activities can include a classroom celebration or lesson, a school-wide sing-along, a community concert, or any number of celebrations.
Also teachers who participate in the contest can request an MIOSM Participation Certificate.
Roz Fehr, NAfME managing editor for news, February 28, 2014. Â© National Association for Music Education (NAfME.org)


This artist has no artworks for sale at this time.
Lee Kranser was born on October 27, 1908 in Brooklyn, New York. From a young age, Krasner knew she wanted to be an artist and worked hard to attend the Washington Irving High School for Girls, as it was one of the few schools that offered art education to girls. She went on to first attended the Womenâs Art School of Cooper Union before completing her degree at the prestigious National Academy of Design in 1932. While initially painting in a classical style, Krasner was highly influenced by the opening of the Museum of Modern Art and soon began painting in an advanced neo-cubist style. Her career was stifled by the onset of the Great Depression, and she was forced to return to realism as a mural painter for the WPA and later the War Services department. She turned to her iconic style after joining the Abstract Style, and after her relationship with fellow painter Jackson Pollock began. Krasnerâs continuously experimented throughout her career. After changing into a new style, the highly self-critical Krasner would often destroy previous works. Thus, her oeuvre is small. Several factors unify most of her work however. Krasner often used bright, vibrant colors throughout her paintings. Prior to 1970, her work shows strong evidence of brushstrokes and features no hard lines or geometric shapes. Krasner initially struggled to be recognized, first due her being a woman, and later being overshadowed by the success of her husband, Jackson Pollock. While the critic Clement Greenberg highly praised her work, she wouldnât be recognized by a wider audience until the 1960s, which coincided with the rise of feminism. She exhibited at the Whitechapel Gallery in 1965 and for the first time received widespread acclaim and success. She continued to enjoy success and also won a great critical success when she exhibited at Pace Gallery in 1977. Krasner died in 1984 and six months later, was the subject of a major retrospective at the Museum of Modern Art. She remains one of only four women who have received such a show.


Engaging the Arts in 2020âs Top Education Policy Priorities
Last month, Education Commission of the States President Jeremy Anderson shared six trending education policy topics we will likely see in 2020. Arts education stakeholders and advocates may not be surprised to see that the arts were not listed among the top education issues â but donât worry! The arts interact with these topics in meaningful ways and can be a critical part of the dialogue around the top six trending education policy priorities.
Early childhood education: From funding to literacy development, we are seeing policymakersâ attention shift to early learners. Research demonstrates that arts integration improves literacy and school-readiness skills for preschoolers in underserved communities, and exposure to the arts at an early age impacts the development of studentsâ attitudes toward the arts. The arts are also strongly linked to the development of social skills and emotional regulation for early learners.
School climate: Policymakers are addressing school climate through multiple approaches, including student mental health, culturally responsive curricula and school discipline alternatives. Participation in the arts has been found to have a positive effect on student behavior and school engagement, and culturally responsive teaching through the arts improves student connection to the content and their own identities.
K-12 funding: All 50 states and the District of Columbia have adopted arts education standards for early childhood, elementary and secondary education; and more than 40 states have adopted policies related to instructional requirements for elementary, middle and high school. Fewer than 25 states have adopted policies that develop a statewide arts education grant program, though at least 10 states fund arts education through the state education agency.
Teaching: In 2019, policymakers enacted 281 bills affecting teachers. Forty-five states require arts teachers to be endorsed, licensed or certified in one or more arts disciplines; and 27 states specify arts requirements for non-arts teachers. At least 17 states include the arts in alternative certification pathways for teachers.
College affordability: States have continued the effort to support students in paying for college, and arts education organizations have also made efforts to connect students to college and scholarship resources. Dual enrollment arts courses allow high school students to earn college credit, saving money in the long term. High-achieving students across dance, theater, music and visual arts are also recognized through honor societies that provide opportunities for scholarships and college preparation. There is not yet a similar organization for media arts.
Workforce development: By 2030, 85% of the jobs that todayâs K-12 learners will be doing havenât been invented yet. The arts are uniquely situated to teach transferable skills required for career success â such as communication, problem-solving and collaboration â that will continue to be in high demand by employers. In arts environments, learners have the chance to practice active learning, cultural competence and other skills necessary for the workplace of the future.
While 2020 is probably not the year that we see arts education as a national policy priority, letâs not forget that arts education is education â and it is connected to the education policy landscape in meaningful ways.
Want to continue this conversation?
The Arts Education Partnership is pleased to collaborate with Americans for the Arts to host the Arts Education Policy Briefing on March 29 in Washington, D.C. AEP invites you to join to discuss two of these priorities â workforce development and school climate â together with other education and arts stakeholders. Registration is open, and we look forward to seeing you there!
This post comes from the Arts Education Partnership, a national coalition of over 100 education, arts, business, culture, government and philanthropy organizations at Education Commission of the States. AEP has been supported by the National Endowment for the Arts and the U.S. Department of Education since 1995. This post also appears at Americans for the Artsâ ArtsBlog.


Greek traveler and geographer of the first half of the sixth century
Cosmas Indicopleustes (COSMAS THE INDIAN VOYAGER), a Greek traveler and geographer of the first half of the sixth century, b. at Alexandria, Egypt. Cosmas probably received only an elementary education, as he was intended for a mercantile life, and in his earlier years was engaged in business pursuits. It may be, however, that by further study he increased his knowledge, since his notes and observations show more than ordinary training. His business took him to the regions lying south of Egypt, the farthest point of his travels in this direction being Cape Guardafui. He traversed the Mediterranean, the Red Sea, and the Persian Gulf, and gathered information about lands lying far to the East; but it is not certain that he actually visited India. In his later years he entered the monastery of Raithu on the Peninsula of Sinai. If it be necessary to suppose, as some investigators assert, that Cosmas was at any time a Nestorian, it would appear from his work, the âChristian Topographyâ, that, at least towards the close of his life, he returned to the orthodox faith. While an inmate of the monastery he wrote the âTopographyâ above mentioned, a work which gives him a position of importance among the geographers of the early Middle Ages.
The âChristian Topographyâ has been preserved in two manuscript copies, one in the Laurentian Library at Florence, and the other in the Vatican. In the second half of the seventeenth century Isaac Vossius, Emeric Bigot, and Melchisedech Thevenot first made the work known by publishing extracts from it. The first complete and critical edition, accompanied by a Latin translation, was issued by Bernard de Montfaucon in his âCollectio nova patrum et scriptorum graecorum (Paris, 1707). The âTopographyâ was also printed by Galandi.


New analysis of online search data shows more of Newryâs population are looking to learn a musical instrument than almost any other city in the UKâ¦
The UK has produced some of the biggest names in music over the decades, with big stars and amazing musical talent coming from all over the country. Now, a new analysis of Google search data, by online music education platform Musiversity, has revealed that a higher percentage of people in Newry are searching online for information relating to learning music than in almost any other city in the UK, earning the Northern Ireland city the accolade of being one of the UKâs most musically inclined cities.
According to the study, people in Newry made almost 90 times more searches per-capita than the national average for things to do with learning to play a musical instrument during the past year, indicating a high interest amongst its population for taking up music.
Here are the top 10 most musical cities according to the data:
And amongst the people of Newry, the most popular musical instruments that people were showing interest in were the piano, guitar, banjo, violin, and the fluteâ¦
The study also looked at the most popular instruments across the whole of the UK, as well as which of the four UK nations showed the most musical interest, and which UK counties had the highest and lowest percentage of their populations searching online to learn a musical instrument.
Whilst there wasnât much difference overall between England, Scotland, Northern Ireland, and Wales, the data does reveal some interesting, and fairly large regional and local differences, both in overall musical interest, and in the specific musical instruments people wanted to learn.
To read the full Musiversity study visit https://musiversity.co/blog-post/revealed-which-parts-of-the-uk-are-the-most-musical
To find out more about Musiversity, online music courses visit https://musiversity.co/


She would have been a famous name to millions now for her wonderful voice, if the Germans had not murdered her.
Though hardly well known today, during the few years of her musical performances before the liquidation of the ghetto she made a lasting impression on those lucky enough to hear her. Born in 1921, she came from a musical background (her father, Dovid Ayznshtat, was a well-known musical figure in Warsaw). As a child she was an enthusiastic participant in all sorts of musical activities and school performances. She received a general music education at the Chopin High School in Warsaw, and a secular education at a Zionist school. Although her true love was singing, she was also trained in piano. Under the tutelage of her father, she was introduced to the classics and fell in love with Romantic music. She also always showed enthusiasm for the Yiddish folksongs of her childhood.
When World War II broke out, Marysia became melancholy, fearing what lay in store for her and her people. Despairing of the future in her native Poland, she decided to leave for Russia; although she gained the approval of her father, however, her mother could not bear to be parted from her daughter and insisted on her staying. Soon after, the Nazis arrived, and the Ayznshtat family, along with tens of thousands of Warsaw Jews, were herded into the ghetto. Ayznshtat first began her singing career while imprisoned in the ghetto; prior to the invasion, she had sung only informally for family and friends. In the ghetto, she quickly made a name for herself as a singer of folksongs and opera, and became known as the âghetto nightingaleâ. She frequently performed at the Femina Theatre on Leshno Street, accompanied by her father. As well as being a frequent solo performer, she also sang in the childrenâs chorus.
During a selection in the ghetto, her parents were placed on a different wagon. Desperate to be with them, she dashed toward their transport, only to be shot by an SS officer. She died at the age of twenty-one.
Fater, Y., 1970. Yidishe muzik in poyln tsvishn beyde velt-milkohmes, Tel Aviv: Velt federatsye fun poylishe yidn.
Stompor, S., 2001. Judisches Musik- und Theaterleben unter dem NS-Staat, Hannover: Europaisches Zentrum fur Judische Musik.
Szpilman, W., 1999. The Pianist: The Extraordinary Story of One Man's Survival in Warsaw, 1939-45, London: Victor Gollancz.


Teaching American Indian Students is a comprehensive resource book available for educators of Native American students. The promise of this book is that students can improve their academic performance through educational approaches that do not force students to choose between the culture of their home and the culture of their school. This multidisciplinary volume summarizes the latest research on Native American education, provides practical suggestions for teachers, and offers a vast selection of resources available to teachers of Native American students. Included are chapters on bilingual and multicultural education; the history of U.S. Indian education; teacher-parent relationships; language and literacy development, with particular discussion of English as a second language and American Indian literature; and teaching in the content areas of social science, science, mathematics, and physical education. Jon Reyhner is Professor of Education at Northern Arizona University, Flagstaff.


New at Wordculture: Music lessons for kids. We combine language learning with great leisure activities!
I think itâs great that Wordculture is expanding the childrenâs program. My daughter is learning French here with enthusiasm, even though she had big problems with the language at the beginning. We will certainly try other courses at Wordculture!
Find out more about our music lessons here:
Our music lessons are focused on learning an instrument, the recorder, based on the Diandoalino method.
Diandoalino flute lessons are a new form of music education for children from pre-school age to primary 3, which awakens joy in music making. Elementary musical education, instrumental technique, perception and ear training, music history, acoustics, sound physics, colour theory, composition and improvisation form a unit in the musical learning process. These elements are taught in an interdisciplinary and integral way. Music theory is taught with the help of extensive illustrative material, physical experiments and games, which serve to deepen the learning process. Sensory perceptions play a major role, especially in acoustics and sound theory. The history of music is conveyed vividly and audibly through the repertoire of classical, contemporary, folkloric music and jazz, rock or pop.
In this way, the children are given their first taste of the wonderful world of music and musical expression in a playful, vivid and child-friendly way. Of course, in small groups of max. 6 children and accompanied and guided by our trained music teacher Michaela.
My son is in the child care with Alessandra and I appreciate her kindness and patience a lot. He is really enjoying his time with her.
Important information about our music courses:
It is varied! In our courses, the following competences are taught or promoted, among others:
- Reading notes/sheet music â note values/names â pitches
- Scale according to Kodaly method and absolute scale / circle of fifths
- Recorder course
- Instrumental knowledge and technique
- Motor skills/fine motor skills
- Ear training/voice training
- Music and speech memory / melody and speech/music rhythm
- Learning games on the theme of music
- Rhythm, beat
- Dance and movement
- Sensory and perception development
- Songs and singing / Phonological awareness
Course start date: every month, just contact us!
Course duration: 3 months
Course days: Monday or Friday
Course times: 3-4:30 pm (age group: 4-7)
Course times: 4:30-6 pm (age group 8-12)
Number of lessons: 18 lessons Ã  60min.
Course price: 630 CHF plus 60 CHF materials
The courses are held in German or Swiss-German, so that the children also improve their vocabulary in this special field and get more confident in the active use of language among their peers.
At Wordculture you will find high-quality and didactically valuable leisure activities for children.
Language courses, painting courses, music lessons â all under one roof, it couldnât be easier and more flexible! If you book three courses with us for your little ones, you will also receive a 10% discount.


How We Learn
The San Carlos School District shall provide an innovative and engaging learning experience that fosters the development of the whole child to ensure all students are well prepared for success in the 21st Century, as evidenced by:
- Reaching their highest academic, social, emotional, intellectual, and physical potential
- Becoming problem solvers, critical thinkers, risk-takers, designers, collaborators, and innovators
- Developing into contributing, empathic citizens and leaders who are responsible stewards of their world and care about equity and justice, both locally and worldwide.
Our preschool through third grade schools nurture primary-age learners by providing a range of hands-on experiences and opportunities for exploration. At this stage, children are growing by leaps and bounds across all areas of development: social, emotional, physical and cognitive. Our instructional program is designed to help children thrive!
Academic Excellence and the 5Cs/Habits of Mind
Students master foundational skills in reading, writing, mathematics, science and social studies, applying skills in meaningful ways to create and share new ideas. Students learn individually, in small groups, in whole class lessons, and in collaborative partnerships across classrooms and grade levels. In addition to academic skills, students gain essential competencies across the 5Cs/Habits of Mind, the building blocks for learning and leadership. These skills include taking ownership for learning, collaborating, thinking critically, communicating, creative problem-solving, and actively contributing to our community as a citizen and steward.
Project-Based Learning and Personalized Learning
Children are deeply curious, full of questions about the world around them. We harness this zest for learning by devoting significant time to student-driven projects where children develop a driving question, research, and share high-quality work with a public audience.
Young learners naturally develop along their own unique time tables. Teachers expertly watch for moments when children are ready to take their next steps. Teachers honor each child by celebrating progress, guiding students to set and self-assess learning goals, and partnering with parents to identify learning opportunities both inside and outside of school.
We are dedicated to increasing student ownership, rigor, and engagement. We want our students to embrace new challenges with confidence, and we are eager to help each child take their next "just right" learning steps. Learn more about what we have done to implement Personalized Goal Setting at White Oaks:
Active, Playful Learning and Tinkering
Primary learners are full of creative confidence! Across the curriculum, learning experiences are designed to help children see themselves as capable problem solvers, makers, and innovators. During project- based learning, in our Makerspace, and during classroom lessons, students learn through hands-on experiences and play.
Young children are naturally drawn to the outdoor world. Teachers in our preschool-3rd grade schools foster environmental stewardship and a connection to nature through science lessons, project-based learning and gardening. At every grade level, students learn what it means to be part of our world community, and develop a point of view for how they can make a positive impact.
A Focus on the Whole Child
Each week, students experience music, art, social-emotional learning, physical education, story time in the library, and special events. Engaging assemblies, our fall Book Fair, the school play, Cultural Arts Day, and neighborhood flower delivery on May Day are some of the ways students experience enriched and joyful learning throughout their P-3 years.
As children become second and third graders, they can join a variety of clubs such as Acorn Press News â a student run news station, Environmental Green Team, Choir, and more! In addition, after school enrichment classes and on-site child care are available for students of all ages.
A Caring and Supportive Learning Community
Socially and emotionally, children are learning how to communicate needs and express opinions. They solve problems, resolve conflicts, and help teammates while considering the perspectives of others. Students learn skills in weekly classes with our school counselor, in small groups by referral, as well as in classroom lessons using Books of the Month and other tools to teach a Mindset for Learning. Opportunities to develop self-efficacy by making choices and navigating conflict during play are an essential part of the school day. With the support of our highly professional, experienced and loving staff as well as our generous community partners, parents, and volunteers, our students soar!


Repertoire Selection Is Key in a Virtual World
Four Key Elements to Consider
By NAfME Member Steve Martin, sponsored by GPG Music
For nearly a year weâve shifted from traditional in-person learning of music to running a similar process virtually. During that time, weâve realized that performing arts educators who are trying to achieve the same results from previous years require a bit of a paradigm shift. We are realizing that how educators teach and how students learn are different processes when learning ensemble music and working towards a virtual performance.
One of the key components in the success of an Our Virtual Ensemble (OVE) project powered by GPG Music is considering several key characteristics when choosing repertoire. This is especially important when embarking on your first project, as it will help students stay closer to their comfort zones and promote a higher level of achievement in both the process and the final product.
Be mindful of these key elements when selecting your piece for virtual learning and performance:
Favor a moderate tempo:
Pieces that are too fast or too slow can present challenges to performers when recording to a click track. Itâs best to stay in the range of 88 to 144 beats per minute.
A consistent tempo throughout:
While this is not a deal-breaker, it is certainly more challenging for performers to record videos to a click track containing accelerandos, retardandos, fermatas, and/or tempo changes.
Appropriate difficulty level:
We advise selecting literature slightly less demanding than your ensemble is accustomed to. This becomes less of a factor as the performers are involved in subsequent projects, but it can be a barrier to success when performers are still adjusting to the modified learning and recording process.
Strengths and weaknesses of your ensemble:
The area(s) where your ensemble is less proficient can be amplified and exaggerated in the virtual ensemble environment. Think of it this wayâthis is like putting a microphone next to every single performer in your ensemble. Carefully review your desired selections to be sure youâre setting your performers up for the maximum level of achievement and not risk exposing areas of weakness.
Finally, and maybe most importantly, take the time to select a piece that allows your ensemble to shine and promote a sense of accomplishment among your performers. We would all love to be performing in person together again, but until then, letâs make music together virtually and have fun doing it! The OVE team is happy to work with educators to select pre-licensed music from GPG Music or to utilize other licensed works.
About the author:
Steve Martin, DMA, (ASCAP) is the owner/CEO of GPG Music and founder of Our Virtual Ensemble, a conductor, composer, and trumpet player. Dr. Martin began his career as a high school band director and currently works as a designer and composer for numerous high school and university programs across the United States. As a composer, he has written commissions, arrangements, and drill for nationally acclaimed and award-winning bands for nearly 25 years across a wide variety of genres. In 2004, he premiered his first concert band work High Regard. In 2005, he composed and produced the musical score for the full-length, independent motion picture Compadres. Steve is a founding member and Associate Conductor of the Reno Wind Symphony; a member of the College Band Directors National Association, National Association for Music Education, Kappa Kappa Psi, Phi Mu Alpha Sinfonia, and an associate member of the American Bandmasters Association. GPG Music is NAfME corporate member.
The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.
February 15, 2021. Â© National Association for Music Education (NAfME.org)


ERIC Number: ED448438
Record Type: RIE
Publication Date: 2000
Issues and Trends in Literacy Education. Second Edition.
Robinson, Richard D., Ed.; McKenna, Michael C., Ed.; Wedman, Judy M., Ed.
Noting the field of literacy education is vast and complicated, this book identifies the most significant issues and trends facing literacy educators today and to locate sources that explain principal viewpoints on these issues. Each chapter is made up of four parts: a brief introduction to the topic, the articles themselves, an annotated bibliography, and suggestions for further involvement. Articles in chapter 1, Balance, are: "A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy" (Michael Pressley, Joan Rankin, and Linda Yokoi); and "The Six Aspects of Literacy: A Curriculum Framework" (K. Au, J. Carroll, and J. Scheu). Articles in chapter 2, Phonics, are: "Everything You Wanted To Know about Phonics (But Were Afraid To Ask)" (Steven A. Stahl, Ann M. Duffy-Hester, and Katherine Anne Dougherty Stahl); and "Phonemic Awareness and the Teaching of Reading: A Position Statement from the Board of Directors of the International Reading Association" (International Reading Association). Articles in chapter 3, Multicultural Diversity, are: "Literacy Learning from a Multicultural Perspective" (Jim Anderson and Lee Gunderson); and "Exploring Culture through Children's Connections" (Sandy Kaser and Kathy G. Short). Articles in chapter 4, Reading Assessment, are: "Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices" (Robert J. Tierney); and "Transforming Student Assessment" (D. Monty Neill). Articles in chapter 5, Literacy Materials, are: "Basal Readers and the State of American Reading Instruction: A Call for Action" (The Commission on Reading, National Council of Teachers of English); "The Basalization of America: A Cause for Concern" (Constance Weaver); and "An Attack on Basal Readers for the Wrong Reasons" (Patrick Groff). Articles in chapter 6, Spelling, are: "The Case of Invented Spelling: How Theory Becomes Target Practice" (Edward Miller); and "Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom" (Marcia A. Invernizzi, Mary P. Abouzeid, and Janet W. Bloodgood). Articles in chapter 7, Emergent Literacy, are: "What Readers Do: Young Children's Ideas about the Nature of Reading" (Linda Teran Strommen and Barbara Fowles Mates); and "Research Based Answers to Questions about Emergent Literacy in Kindergarten" (Judi Lucas Lesiak). Articles in chapter 8, Content Literacy, are: "Let's Not Marginalize Adolescent Literacy" (Richard T. Vacca); and "Learning with Text in the Primary Grades" (Andrea M. Guillaume). Articles in chapter 9, Early Intervention, are: "Helping Struggling Readers: Linking Small-Group Intervention with Cross-Age Tutoring" (Barbara M. Taylor, Barbara E. Hanson, Karen Justice-Swanson, and Susan M. Watts); and "A Review of Reading Recovery" (Billie J. Askew, Irene C. Fountas, Carol A. Lyons, Gay Su Pinnell, and Maribeth C. Schmitt). Articles in chapter 10, Writing, are: "Process Writing and the Writer's Workshop: Excerpt from When Bad Things Happen to Good Ideas in Literacy Education: Professional Dilemmas, Personal Decisions, and Political Traps" (James V. Hoffman); "Process Writing and the Secondary School Reality: A Compromise" (Barbara Carney); and "Evaluation: The Center of Writing Instruction" (Jane Hansen). (RS)
Descriptors: Early Intervention, Elementary Education, Emergent Literacy, Multicultural Education, Phonics, Reading Achievement, Reading Instruction, Spelling, Student Evaluation, Writing Instruction
Allyn and Bacon, 160 Gould St, Needham Heights, MA 02494 ($38). Web site: http://www.abacon.com.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A