Facilitating Elemental Composition in an Orff Classroom
Stewart, C. A. (2013). Facilitating Elemental Composition in an Orff Classroom (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from http://hdl.handle.net/10289/7575
Permanent Research Commons link: http://hdl.handle.net/10289/7575
This study sought to gain an understanding of how the programming and pedagogical decisions of an Orff teacher impact on the success of a group of children in composing in an elemental style. Orff-Schulwerk is a child-centred approach to music education, which uses songs, dances, rhymes, clapping games, poetry and stories from the child’s world as the basis of music and movement activities. Carl Orff, originator of the approach, called this music and movement activity “elemental” – basic, unsophisticated, concerned with the fundamental building blocks of music and movement. This self-study project focused on two questions: 1. What pedagogical decision-making facilitated student achievement of the music programme learning objectives? 2. What activity design factors facilitated student achievement of the music programme learning objectives? To answer these questions, a programme of work was planned and implemented with a group of sixteen Year 5 and 6 students. The students worked sequentially with a range of Orff processes and media before embarking on their own compositions. Data were collected through four methods: a personal reflective journal, video recordings of two sessions, the observations of two critical friends and a focus group made up of five students, randomly selected from the participants who were interviewed at the mid- and end-point of the programme. An inductive, thematic approach was used to analyse the data. Themes emerging from an analysis of journal reflections were compared and contrasted with themes emerging from an analysis of critical friend observations and focus group interviews. This study found that the most successful pedagogical strategies that facilitated successful outcomes for this group of students were: creating a safe and supportive environment; facilitation of collaborative learning; encouraging and empowering the children to make connections to, and draw on, their previous learning; facilitating opportunities for in-depth reflection by the peer group and the students themselves; providing constructive feedback and feed-forward; the provision of sufficient time and opportunity; the use of humour; teacher modelling: ensuring the aims and expectations are clear and managing classroom behaviour. In investigating the general nature of activities, this study found that the most successful were those that: explored Orff media and utilised Orff pedagogy; energised and focussed the participants; involved the children in practical music making where they were using their whole bodies to sing, move and play; were scaffolded and allowed children to enter at a level that was comfortable for them; had clear links to both the short and long-term goals; and made links to children’s lives and experiences. The specific activities that the students found most successful were those that explored the pentatonic scale and provided opportunities for improvisation and the playing activities, with both body and untuned percussion. The study was limited to a small group of children in a high-decile school that was well resourced. All students except one had a strong musical background with some instrumental skills. Results may have been different with a cohort of students from a lower decile school, who may not have had the musical background that this group had.
University of Waikato
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- Masters Degree Theses


Developing Fluent Readers: Teaching Fluency as a Foundational Skill.pdf
Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards. Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers.
"An invaluable resource for beginning and experienced teachers. Drawing on rigorous classroom research, Kuhn and Levy offer numerous ideas and strategies for providing young readers with extensive learning opportunities based on principles of effective fluency instruction. Further, they provide important information for assessing reading and making informed decisions on issues such as book selection and individual and group support. This essential book will help K/-2 teachers understand the role of fluency and how to provide meaningful reading instruction that aligns with the CCSS."--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas "As teachers nationwide seek ways to help their students achieve the CCSS, they will find invaluable guidance in this short, comprehensive book on the importance of fluency in the development of reading skills. It is filled with easy-to-use research-based strategies and assessments that will help all students, especially struggling readers, engage with challenging texts. I can't wait to apply these methods in my classroom!"--Kristina Z. Phelan, MA, EdM, reading specialist, Tinton (New Jersey) Falls Public Schools "This is unquestionably the most comprehensive volume to support fluency instruction and improved comprehension! Early primary grade teachers will appreciate the clear explanations and many lesson plans that align essential fluency strategies with the CCSS. Preservice teachers will find this resource an invaluable addition to their coursework and their professional libraries--every essential research-based fluency strategy is included. Teachers will find a great deal of support and ideas for using challenging texts linked to scaffolded instruction, another important way to promote fluency and to make a connection to the CCSS."--Mary Lee Bass, EdD, Department of Speech Pathology, Educational Counseling, and Leadership, Monmouth University "This is a great book that I'm gl
Melanie R. Kuhn, PhD, is Associate Professor of Language and Literacy in the School of Education at Boston University. She began her career teaching in the Boston Public Schools and spent three years as a literacy coordinator at an international school in England. Dr. Kuhn is coauthor or coeditor of two previous books, Fluency in the Classroom and The Hows and Whys of Fluency Instruction. Lorell Levy, EdD, is a learning disabilities teacher/consultant with the West Windsor-Plainsboro School District in New Jersey and a part-time instructor at the Graduate School of Education, Rutgers, The State University of New Jersey. Formerly a special education teacher, Dr. Levy is a recipient of the New Jersey Governor's Teacher Recognition Award.


Performing neighborhood service is a worthy endeavor that brings people and communities closer collectively and improves the wellness of these volunteering their time and effort. UNESCO offers global and regional leadership in education, strengthens education systems worldwide and responds to contemporary international challenges via education with gender equality an underlying principle. You can assume that classroom-primarily based teachers have a certain level of coaching in educational philosophy, efficient teaching techniques, classroom management, and content.
Primarily based on the problems or causes identified above, the following options are proffered: Schools must respect and restore back discipline to bring back the lost glory of our educational standards. Teachers ought to be educated so that they can meet up with any new challenges Educational facilities must be upgraded to modern requirements while teaching facilities should be adequately offered. This education focuses on a quantity of significant sexual matters that are supplied with particularly designed courses and applications. State in really clear terms what will occur, in terms of your educational prospects, if you never obtain enough financial aid.
An additional advantage of building materials for informal educational settings is that they might be useful to parents at home with their kids, or to adult learners who are seeking to expand their understanding, either for their own enrichment or to boost their profession alternatives.
They are hence able to manage children’s difficulties and clear their ambiguities in the very best possible way, whereas magazines, films, Tv and other channels and mediums of supplying sex education are be reliable. This Web site is developed & developed by National Informatics Center and maintained by Department of Education and Sports, Government of Maharashtra. One fantastic hallmark of visual art education is its less theoretical component and excellent emphasis to sensible lessons.
He also use written and spoken English as a yardstick for measuring regular of education which University of London carried out a analysis in West Africa and the outcome showed that teachers trained by colonial masters had been better of than these trained by indigenous teachers.


High-interest paragraphs about 25 countries that cover geography, economics, history and current issues, with 2-3 questions per passage. No-prep for bell work, enrichment, centers, homework, extra credit, early finishers, and more. Use to supplement your curriculum-specific activities in World History, U.S. History or Government; as part of a geography unit; for a study of current issues; or in an ELA class for informational text. Includes separate vocabulary worksheets for over 90 social studies terms.
Fascinating facts about 25 countries, one per page. The countries featured are those that students may not be familiar with in Africa, Asia, Latin America, and Europe. Helps expand your students' background knowledge as global citizens. For example, one concept covered is why some nations are so poor.
The questions with each entry cover Common Core Standards for SS/History, focusing on analysis, main ideas, fact/opinion, and visual information. 94 social studies vocabulary terms are included in the text, from latitude and civil war to infant mortality rate and per capita gross domestic product. Two worksheets for matching vocabulary/definitions and countries/continents are also in the packet. ANSWER KEYS for the questions and for the vocabulary/countries worksheets are provided.
Detailed teaching tips give suggestions for different uses and implementation: note taking practice, map work, individual writing, and/or discussion. Each entry could be used for a few minutes for several days for different purposes and skills.
Visually appealing format with colorful clip art, including the flag, global location, and cultural illustrations for each country. Paragraphs are enlarged on a full page for screen projection, or they can be photocopied in gray scale. See the Preview for a sample and a complete list of all countries.
May be appropriate for high school or Adult Ed.
Another engaging product to involve students in learning more about other countries!
Country Report for 7-12 Using CIA World Factbook
Bundle of worksheets for improving understanding and retention of textbooks and informational readings:
Reading Comprehension Strategies and Student Self-Assessment
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Music Lessons: The Best Thing A Parent Could Do For Their Child
The effects of music education will last a lifetime. This holds true whether or not your child becomes a professional musician. A comprehensive study of the effects of music on children was conducted by the German Socio-Economic Panel. It stated that the power of music lessons is very clear:
“Music improves cognitive and non-cognitive skills more than twice as much as sports, theater or dance.”
There are a large number of neurological and social benefits that come along with taking music lessons. Imagine what your child could do with:
Improved Reading And Verbal Skills
Many studies have shown a link between music lessons and verbal and comprehension skills. Northwestern University found there are five skills that underlie language comprehension: “phonological awareness, speech-in-noise perception, rhythm perception, auditory working memory and the ability to learn sound patterns.” They found that each of these skills is strengthened by music lessons. The study found that children participating in music training outranked their peers participating in non-musical stimulation. Music students tend to score 64 points higher on verbal testing than their peers who play sports or other non-musical activities.
Improved Mathematical And Spatial-temporal Reasoning
Music and math go very well together. Math helps determine intervals in musical scales, the arrangement of musical scores as well as the rhythm used in songs. It’s no wonder students who participate in music tend to score 44 points higher in math than their non-musical peers. PBS education says abstract spacial temporal skills are vital to solving multi step problems. Coupled with a boost in verbal skills, young musicians can succeed in any field they decide to pursue.
Better Grades In School
A 2007 study by Christopher Johnson, a professor of music education and music therapy at the University of Kansas found that “elementary schools with superior music education programs scored around 22% higher in English and 20% higher in math scores on standardized tests compared to schools with low-quality music programs.” Every year scores were measures, music students outperformed their peers in non-musical activities.
Not only will your child’s grades be higher, but their academic IQ will also see a boost.
Learn Other Languages Quicker
With boosts in verbal skills, this should not come as a surprise. Children who study music earlier in life have stronger linguistic abilities leading to more complex vocabularies, a better understanding of grammar and higher verbal IQs. This counts not only for their primary language, but also for secondary languages the may learn in the future.
Better Listening Skills For School And Life
Developing an ear for music helps makes music students much better listeners. Not only that, students that stick with their instrument show a much slower decline in peripheral hearing. This means, as they age, they will not have as much trouble hearing specific voice or tones from a noisy background. See adults, music can benefit you too!
Music Helps Keep You Younger, Literally
Not only can it delay hearing loss, it can slow the cognitive declines associated with again. Music is an effective way to fight dementia due to the neurologically restructuring. Even students who stop playing their instrument can see the benefits, but it takes at least 10 years to see lasting effects, so you might as well stick with it.
Improves Your Long-Term And Short-Term Memory
Music puts high demand on your brain and requires you to learn an number of things in a sequence. This help developing short term in long term memory in both children and adults alike.
If you would like to offer these benefits to your child, get in touch with us today for your trial assessment lesson to learn how we can help your child start playing an instrument.
Get More Information On Taking Lessons Today!


General Education Program
UDC’s General Education Program is rooted in both the classical ideals of undergraduate liberal education and UDC’s unique history, mission, and student population. It gives students a solid foundation in the liberal arts and sciences, helping them develop the intellectual tools they need to excel in any endeavor they pursue. It exposes students to the wisdom and perspective of a variety of disciplines, and it builds fundamental skills that they will be able to use no matter what their ultimate major or career. In a rapidly-changing, increasingly complex world in which our graduates may change careers multiple times, a strong general education is needed more than ever.
The GEP is built on three values that are fundamental to UDC:
Freedom is at the heart of the GEP. UDC traces its roots back to the antebellum era, when abolitionist Myrtilla Miner challenged the conventions of her time by founding the “School for Colored Girls.” For Miner and her teachers, education and freedom were inextricably intertwined: education offered hope for the future and provided a solid foundation for a fruitful life of freedom. At UDC today, we embrace the idea that education broadens our world and makes us more free – free to think and act, to analyze and question, to explore and discover. Through interdisciplinary courses that build foundational skills and encourage intellectual inquiry, the GEP helps students appreciate the opportunities and confront the challenges of freedom.
The GEP supports UDC’s mission to serve the city. As the only public university in our nation’s capital, UDC has a special responsibility to the people of the city and to the country. We expect our students not only to excel academically and professionally, but also to become community leaders. With courses that foster ethical awareness, global engagement, and civic responsibility, the GEP challenges students to take responsibility for themselves, participate fully in civic life, and contribute meaningfully to our democracy.
The GEP encourages our students to be lifelong learners who pursue educational opportunities both inside and outside the classroom. UDC students come from a variety of backgrounds and arrive on campus at varying stages in their lives, and their needs and interests change over time. By offering a broad array of interdisciplinary courses that emphasize independent inquiry, the GEP helps students learn to ask relevant questions, find and evaluate answers to those questions, and use the answers to make informed intellectual, social, and ethical decisions about local, national, global, personal, and professional issues throughout their lives.


Presentation on theme: "Williamsville’s Title 1 Program… Teachers and Parents Working Together for Children."— Presentation transcript:
Williamsville’s Title 1 Program… Teachers and Parents Working Together for Children
Welcome from… Dr. Charles Galluzzo, Maple West Principal Reading Specialists: Linda Sievert Sue Dewald
What is Title 1? A federal government initiative Directs special funds to schools where there are children from economically challenged families.
Title 1’s Purpose To be sure that no child is left behind. To enable all children to meet high academic standards. To provide meaningful and challenging opportunities for student learning. To form partnerships with parents to enhance their child’s learning.
Title 1’s focus Literacy Skill development for success in Reading, Writing, Listening, and Speaking in English Language Arts, Math, Science and Social Studies and in life!
Our Comprehensive Literacy Program Core reading program 1-6: Houghton Mifflin Reading Focus on 5 components of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension Ongoing instruction and assessment of target skills and strategies Balanced Literacy Framework: daily reading, writing, speaking, and listening Reading: guided reading, shared reading, interactive reading independent reading, read alouds Systematic word study/spelling Writing: interactive writing, shared writing, guided writing, independent writing Listening and speaking activities Research investigations
Pre-K Camp Phonemic awareness: rhyme awareness, beginning sound awareness Phonics: upper- and lower-case alphabet, letter sounds Print awareness: print not picture, front of book, knows where to begin reading print, directionality, concept of word, concept of first and last, lower and upper case letters Pre- and post test to monitor growth
Kindergarten Phonemic awareness: Rhyme awareness, beginning sound awareness, letter sounds, manipulation of sounds Phonics: alphabet knowledge, letter sounds, spelling Fluency: letter-sound, concept of word, sight words Vocabulary: background knowledge Comprehension: via read alouds
First Grade Literacy DRA—Developmental Reading Assessment (November, March, June) AIMSWEB (October, January, May/June) DRA Word Analysis Spelling Inventory Writing sample Sentence dictation Interventions based on needs—guided reading, phonemic awareness, sight words, fluency, accuracy, strategy use, comprehension. Flexible grouping. Home practice/book bags
Kindergarten Literacy PALS ( Phonological Awareness Literacy Screen in September) DRA—Developmental Reading Assessment (March and June) Sentence dictation Writing
Reading Recovery 30 Min. one-to one teaching for 12-20 weeks Reading familiar stories Reading a story that was read for the first time the day before Working with letters and/or words using hands-on materials Writing a story (sentences) Assembling a cut-up story I ntroducing and reading a new book Home practice/ book bags
Reading Recovery Outcomes Child demonstrates grade-level performance Child shows progress but still requires some intervention Child does not reach grade level standards resulting in additional assessment and possible CSE referral
Second Grade Literacy AIMSWEB—October, January, May/June DRA Word Analysis Spelling inventory Writing samples AIS during the school year, summer school Interventions- Leveled Literacy Intervention, Orton-Gillingham, etc. Flexible grouping. Home practice book bags (varies)
Third and Fourth Grade Literacy AIMSWEB—October, January, May/June DRA Word Analysis Spelling inventory Writing samples NYS Grades 3 and 4 ELA Tests AIS in and out of school, summer school Interventions- Orton-Gillingham, etc. Flexible grouping.
No magic cure… International Reading Association “We believe that there is no single method of single combination of methods that can successfully teach all children to read.” Williamsville Central School District—ongoing, individualized assessment and evaluation of each child’s reading progress AND developing partnerships with parents.
Parent Involvement Book Bags at primary levels Home Connection Letter at Intermediate level Daily reading at home PARP activities Parent-Teacher conferences Reading intervention observations Parent information sessions
Ideas for Vacations/Summer Literacy Development Read alouds daily Shared reading/writing daily Independent reading/writing daily Library visits/ programs Museum visits, trips to build background knowledge


- Emphasizes safety. Providers choose only the activities that are appropriate for the children in their group, and supervision is a requirement.
- Provides consistency and a predictable routine, which is comforting to children. Children are relaxed and ready to learn when they can anticipate what is happening next. As children move through developmental milestones they will need to practice skills at which they are successful. The variety of skill levels will vary greatly with any group of children, even those that are all the same chronological age. Only you know how long to stick with an activity for the benefit of the children in your care. Activities may change or be repeated. You may spend fewer or more minutes on a specific activity; the daily/weekly routine is a guide.
- Includes open - ended activities and materials that build a learning community in your program. When materials can be used in a variety of ways, more children benefit. Activities that allow for multi-ages and multi-skill levels will include more children. Older, or children with advanced skills will be models for younger children or those who haven’t yet attained the skill. Activities in this curriculum encourage children to work together, share, and be successful at their individual skill level.
- Encourages participation in two and three dimensional art, music, dramatic play, and creative movement. We provide the activities and many of the materials for you to expand learning and experiences around a theme or topic.
- Promotes multi-sensory experiences. Many opportunities are included in our activities that allow children to learn through touch, smell, taste, vision, and hearing. We know that children learn most when information is provided through all the senses.
- Invites exploration and discovery. The kits for fine motor and creative art include open - ended questions to promote thinking and problem solving. Teachers who model curiosity and wonder will help children reach new levels of development and deeper understanding of concepts.
Our Program Goals
- The curriculum will be based on current research and sound educational theories of early childhood learning and development.
- We will provide a wide range of hands-on, interactive materials allowing children to experiment and explore their surroundings.
- The activity and project suggestions provided in our curriculum kits are aligned with specific Learning Goals and Objectives.
- The program will encourage involvement of family members in each child’s learning.


During Music In Our Schools Month, musicians raise awareness of impact of music education on lives of students.
Can playing the piano strengthen a child’s reading and math skills? Can joining a school band be a catalyst for building self-confidence? Does one develop strong analytical abilities by taking violin lessons? Some music experts say yes.
"Every minute that you’re engaged in music, you’re applying more than one concept or one knowledge," said Dr. Kevin Strogher, Head of Music at The Heights School in Potomac, Md. "Music develops analytical thinking because it requires students to be creative. They don't just regurgitate memorized facts. They have to apply those facts."
March is Music in Our Schools Month and some music aficionados are trying to raise awareness about impact of music education on the lives of students. The National Association of Music Education in Reston cites a strong body of evidence which shows that participation in musical activities can enhance a student's education. "For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators," said Elizabeth Lasko, assistant executive director. "Music In Our Schools Month gives music teachers the chance to … let everyone know how learning music benefits kids, and how it contributes to their growth and development both as students and as future adult citizens."
Instructors say playing music can boost brain power. "Music helps build and develop cognitive skills because you have to do three or four things at the same time to perform music," said Holly Vesilind, music instructor at Westgate Elementary School in Falls Church and a private flute instructor in Fairfax. "It builds math skills because it involves counting and fractions.
Experts say music activities can affect social development. "Music ensembles work much like team sports, students learn the necessity of teamwork and collaboration," said Dr. James Criswell, director of the Middle School advanced band and Upper School wind ensemble and orchestra at St. Stephen’s & St. Agnes School in Alexandria.
Strogher dispels the notion that the discipline attracts social misfits. "It is not just the choir geeks or the band nerds," he said. "When [The Heights Men’s Chorus] was performing in Austria recently, we had the [school’s] best lacrosse player with us, we had baseball players, basketball players. In fact, most of our top athletes are also in the music program. It is actually a cool thing to be in music." read more
For more parenting articles, visit the ChildUp Blog.


Finland and Scandinavia
At the very top of Northern Europe sits Scandinavia. Scandinavia is comprised of Norway, Denmark and Sweden. Along with Finland, these countries represent an ancient way of life. Much of Scandinavia sits in the Arctic Circle which makes winters here cold and snowy.
During the summer, the sun shines both day and night. It would be hard to go to sleep when the sun never sets! During the winter, though, the sun never shines, even during the day. At the most northern part of Scandinavia, it is dark for two months!
Fun Facts about Finland and Scandinavia for Kids
- Norway, Sweden and Finland seem wild. They are covered with forests and swift rivers.
- Norway and Sweden have many mountains while Finland and Denmark are low-lying. Denmark is known to have many farms.
- Most people in these countries live near the sea or near lakes.
- The people of Scandinavia have a high quality of life. They pay very high taxes, but this way the wealth is better shared; the Scandinavian people thus get good education, health and social benefits, great infrastructure and a safer, cleaner public transport system. Therefore, most of the population enjoy a good standard of living.
- The northern part of Scandinavia is called Lapland.
- The Lapland region is inhabited by Sami people. These people have their own language. The five Sami languages spoken in Lapland are North, South, Skolt, Inari and Lule.
- They herd reindeer for meat and milk in Lapland.
- The other languages spoken in Scandinavia includes Danish, Swedish and Norwegian.
Finland and Scandinavia Vocabulary
- Comprise: made up of; includes
- Represent: symbolize
- Arctic Circle: the northern most part of the Earth
- Swift: fast
- Resource: the tools or products needed for life; includes food, shelter, healthcare, employment and education
- Infrastructure: the basic facilities needed by the country
All about Finland and Scandinavia Video for Kids
Here’s the best kids Finland and Scandinavia video you can watch right now to learn more all about Finland and Scandinavia:
Finland and Scandinavia Q&A
Question: How large is Scandinavia?
Answer: Scandinavia is approximately 1,850 kilometers, which is 1,150 miles long or 340,000 square miles. The peninsula has a width varying from 370-805 kilometers or 230-500 miles. This makes Scandinavia the largest peninsula in Europe.
Map of Finland and Scandinavia
Here’s a map of Finland and Scandinavia, and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Finland and Scandinavia! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities in Finland and Scandinavia, as though you are actually there!
Enjoyed the Free Geography Kids online resources all about Finland and Scandinavia info? Take the FREE & fun all about Finland and Scandinavia quiz and download FREE Finland and Scandinavia worksheet for kids. For lengthy info click here.
Cite This Page
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MLA Style Citation
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Let’s face it, digital technology isn’t going anywhere. It’s seeped into every aspect of our lives, whether it be social, professional and in our classrooms. What was thought to be unimaginable 20 years ago is now at at the tips of your students’ fingertips. Here’s some reasons to embrace digital technologies as an educational mechanism for teaching art.
We’re all familiar with the incessant saying, “get off your phone!” at the dinner table and in the classroom. But, do your students really have to? The internet and social media has changed the way the audience views the art world, and likewise the way art is shared worldwide. Arts organizations now have access to a profound number of internet and mobile tools to showcase artists, promote exhibitions and educate schools, groups and guests. A study by the Pew Research center found that 99% of organizations that received grants from the National Endowment of the Arts have a website, and 75% are active on Facebook, Twitter, YouTube, Flikr or other social media platforms.
The free, digital tools that art oganizations provide are a great way to make learning interactive and fun for your students.
Here’s some great resources that you can use in your classroom:
The Smithsonian offers students the chance to learn and explore! The museum offers a wide array of topics, from watching a livestream of the zoo, to building your own sod house and even an interactive journey through American art. There are activities that integrate art with core subjects, such as math, science or sociology. For example, one activity asks students to decorate Day of the Dead shrines, while another explores history through literature and hands-on activities. There is a wide variety of activities and difficulty levels for your to choose from, so your students will never run out of stimulating material.
The Metropolitan Museum of Art has a section dedicated to elementary education called #metkids. The site has a map of the different halls and exhibitions in the museum. Students can press a red or yellow circle to see the work of art, learn about it and even receive instructions on how to create it themselves. There is a fun and engaging time machine feature that allows students to choose their own time period and geographical location to explore art. Your students can even watch various educational and instructional videos to complete their own projects.
The National Gallery of Art
The National Gallery of Art also has their own Kids Zone. Here, kids can click on many of the options for interactive fun! For example, students can design a moving sculpture on their mobile, or use the collage machine. There is even a section for teachers that is packed with resources, like interactives and lesson plans. Teachers can use this site as a secondary source of information while covering a topic, or even base an entire lesson on one of the many activities on this site.
The Museum of Art
The Museum of Art, otherwise known as the MoMa has an Art Safari section for students. The Art Safari guides students through their adventure, exploring animals an art. One section allows students to write their own stories, in the context of the art given on the page. The project is interactive and can be done as a class. Or, students can create their own art, while learning about some masterpieces and art movements along the way. And guess what! Students can even display their own art to share with the world!
The Tate Modern
The Tate Modern has a great student-oriented section called Tate Kids. This has a student gallery, games, videos and a section filled with creative projects. Students can share and interact with other students’ art, and see Tate Modern’s artists’ collections as well. There’s even a featured artist and a gallery of the month! Games include Cuboom (learning about Cubism), Art Detective (discovering facts behind mysterious object found in Britain) and an Art Lab! There are tons fun instructional videos, such as How to be a street artist and How to be a screen printer. Hours upon hours can be spent exploring this site and creating the art projects offered here.
Looking for a place to showcase your class’ amazing galleries? Creatubbles is a safe, encouraging space shared be creators all around the world!
Creatubbles™ is the safe global community for creators of all ages. Save, share, discover and interact with multimedia creativity portfoliosSign up to Creatubbles
Creatubbles ™ è la comunità sicura e globale per i creatori di tutte le età. E' lo spazio ideale, adatto a bambini, famiglie e insegnanti, per salvare, condividere, scoprire e interagire con portfolio creativi e multimediali.Crea il tuo profilo


Flipped instruction is something that has been gaining interest in my district for the last couple of years. Flipped instruction is when you use a combination of online and face-to-face interaction to deliver content. There is a variety of methods to this and rather than re-explain, you can see them here.
One question that comes into play when thinking about Art Education, is how can you flip it? Or maybe better: Why would you want to? Art class is so hands-on, what really can flipping instruction do to benefit instruction in an art room. Here are 3 ways to Flip Art Education:
1. Sub plans: Nothing is worse than trying to prepare Art sub plans. More likely than not, the person coming in to take over has little to no experience using Art materials and the students are probably going to have a hard time figuring out what to do without your guidance. A couple of ways to combat this through the Flip model is recording a video of yourself explaining what needs to happen for the Sub to show students (or if the kids have access to computers, they can watch it at their own pace). That way they can see what you want them to do and the expectation is more clear than a sub trying to decipher your notes. I also tell students to email me when I am out if they hit a snag in a project and I try to talk them through it via email. It makes the students feel in control and me at ease when I am not there.
2. Snow Days: Today was the 5th one in my district. I am not complaining, but it does mean that I have lost a week's worth of instructional time with students. Instead of completely giving up on a lesson or presentation that you were planning to give on a Snow Day, you could create a video recording of it and email it to parents/students to view before returning to class the next day. I try to keep videos like this to ten minutes or less. It never takes the place of me being there in class and not all students will take the time to view it, but it does offer students the opportunity to get prepared for when we return to class the next day. Those students who do view can then take the lead in explaining the process and help others get on track with what we are doing.
3. Differentiate Pacing: What do you do with the student who is always ready to move onto the next assignment? What about students who are gone on vacation or sick? One thing you could offer is the resources for the assignment online. I house all of my projects on our Moodle page and students can check out what we are going to to do next when finishing their current projects. Sometimes I will make videos available that showcase an artist or go through a presentation I or other students have prepared. This allows students to move ahead when they are ready or get caught up if they are behind.
Imagine less time lecturing or presenting about Artists in class and more time for making Art. What might happen when students share their learning with parents by watching those presentations at home? Think of the potential this type of model offers the Art classroom when it is employed effectively. There are many tools you can use to create screen castings or videos. Two I frequent are Camtasia Relay by TechSmith and Quicktime on the Mac.
If you are interested in learning more about this type of instructional model and would like a chance to talk technology with other forward-thinking teachers, check out the upcoming PD at the GRAM this Saturday - it is only $5 for MAEA members. If you have used this type of instruction in your classroom, what are some tips or tricks you can offer others? If you have not, do you think you will? What are some potential issues that you see from using this strategy?


I saw this great Pom Poms and Cardboard Tubes activity for babies from How We Montessori on Pinterest and set it up for Caterpillar. Wild Thing (my 2.5 yo) also enjoyed putting the pom poms down the tube, so I decided to create a pom pom-tube activity that included some key learning elements for him.
I put pipe cleaners around toilet paper rolls for color matching and put our color magnets above the rolls. Plus, I wrote the color names on each magnet. I added this early literacy element because Wild Thing's color matching is pretty solid, and he has started making the connection of letters meaning something -- when we go for walks, he loves to tell me that S-T-O-P spells stop (more often, he says P-O-T-S spells stop, but he's still getting the concept).
I didn't point out the words to him, but he immediately noticed them and starting telling me the letters. This provided a great opportunity for me to point out that R-E-D spells Red. I would then ask him what it spelled and, of course, he answered correctly because he knew the color. Was he actually reading the words? No, but he is recognizing that those letters create a specific word.
As the activity evolved, we added the circle toys and muffin liners below the toilet paper rolls. He really loved trying to drop the pom pom through the tube so that it would land in the circle or muffin liner. I like the fine motor skill aspect of this activity, and eventually we also integrated counting into the activity as he tried to see how many pom poms he could get in each circle or muffin liner.
With counting, early literacy/pre-reading, color matching and motor skill development all rolled into one very low-cost and simple activity (that kept him occupied for quite some time while I did dishes and prepared dinner), this activity ranks very high for me as a go-to, fun learning exercise -- a major thank you to How We Montessori for inspiring this learning activity.


Music Education has a whimsical side to it. Music teachers and student musicians get to see the funny in class and rehearsals. Cello There takes all of this and puts it in one place where we can see a new set of Music Education Funnies every weekday by Gregory Pavliv and MusicTeachingGuru.com
These online music trivia games for kids can be assigned as homework, completed in music class or used as part of a technology lab / computer lab class period. All are safe for school and most have links to additional quizzes. But as always, it’s always a good idea to test them yourself before unleashing your music students onto them.
[by Edward Droscher at RealMusicProduction.com] Starting a composition is a difficult task. Getting your inspirations, thinking creatively, applying your creative thoughts to your music and supplementing your ideas with additional composition are all difficult tasks to accomplish. For starters, your current state of mind will greatly affect the music you right - whether you feel angry, joyful or sad chances are your musical composition will in some way reflect this mood.
Educating the parents of our children in the value of music education is equally important to the other educating we do in the the classroom. The value of music education is being questioned like never before. Once considered dispensable, music education is back on the agenda at school board meetings in many communities. But, getting a music education is an option available to all. If you're looking for a way to provide your child with a source of life-long joy, satisfaction, and accomplishment, childhood music education is an excellent first step.
By Tiffany L. Love: A comprehensive music education begins early, in childhood. A music education must consist of not only repertoire knowledge, but theory, composition, history, and people. Professor Zoltan Kodaly, a Hungarian composer and teacher in the early 1900s, found that young Hungarian children were unaware of how to read and write music fluently, and also unaware of their musical heritage (Chosky, 1999). To know Hungary now, one would not know that this was the case in the 1900s. Hungary lives and breathes music.
When you need a piano for your music classroom, you can get one. And you can find one free. (More on that in my book available below). Anyway, often times when we hear the word "free" we think that it's a lie. Truth is, finding a free piano isn't like looking for a needle in a haystack. It's like looking for a haystack in a field of haystacks. There are PLENTY of free pianos out there! You just have to find the right one.
So where is the oddest place to find the Backstreet Boys? How about in a national article on the importance of music education! The Backstreet Boys state that, “Practicing music reinforces teamwork, communication skills, self-discipline, and creativity” (Why Music?). These qualities are all highly sought out in the workplace. Creativity, for example, is, “one of the top-five skills important for success in the workforce,” according to Lichtenberg, Woock, and Wright (Arts Education Partnership 5).Participation in music enhances a student’s creativeness.


Learn to Play an Instrument
Learning an instrument can enhance your life in a multitude of ways - it can also help with learning - find our more here www.musichelpsuslearn.co.uk
Associate Teachers are instrumental and vocal teachers who work with individuals and small groups of pupils. They are quality assured by the Leicester-Shire Music Education Hub who carry out regular lesson observations and offer training. All Associates are DBS checked and have attended Child Protection Training.
You can contact our Associate Teachers directly by using the spread-sheet below which lists instruments taught and areas covered. If you are having difficulty contacting an Associate Teacher, please let us know - 0116 3050400 or email@example.com
- Associate Teachers List (MS Excel, 42 Kb)
Please click on a heading below to access further information.
Learn to play the Bassoon!
The Bassoon is the lowest in pitch of the woodwind family, and is classed as an "endangered species" instrument because nationally not enough people are taking it up.
LSMS is looking for young people who would be interested in learning to play the bassoon, and is committed to making this affordable. We would like to hear from potential beginner instrumentalists with an interest in music, or students who already play an instrument and would be interested in either transferring to it or taking it up as a second instrument. The basic fingering is the same as the Treble Recorder. Find out more by watching our video below and get in touch if you are interested. Email LSMSPerformance@leics.gov.uk or call 0116 3050400


Making connections : teaching and using concept maps in a fourth grade mathematics class
Mathematics requires a vast foundational knowledge in order for students to be successful as they advance through the years. Often times, it is common for teachers to teach these foundational skills over and over to ensure mastery prior to students' advancement. Given this fact, my capstone project was dedicated to increasing students' conceptual knowledge of mathematics through the use of concept mapping in the classroom. This project spanned a total of four math investigations, with two of the investigations taught using concept mapping in addition to the regular curriculum. Data collected to identify the effects of mapping on conceptual understanding, long-term memory, motivation and teacher professionalism included; preunit, postunit, and delayed assessments, interviews, journal entries, surveys, and the concept maps themselves. The results of the study were mixed. Concept mapping had positive impact on conceptual understanding in general. Data also indicate that mapping within the classroom increased student motivation. Finally, the results indicate that concept mapping had a positive impact on my goals as a teacher and my professionalism within the community.


17 May Why Should I Take Music Lessons?
Music is an incredibly powerful tool. Universally loved, music comes in so many genres and can encapsulate so many different emotions, it’s understandable why so many people wish to be musically talented. However, music isn’t as simple as being naturally talented; you also have to be willing to work hard and learn. If you are interested in mastering a musical instrument, whether it is violin, piano, guitar, or your own voice, come into Expression City today. We have many different instructors who are ready and willing to teach you the music skills you need. If you still need some convincing, here are some reasons why taking music lessons is a good idea at any age.
Enhances Verbal, Visual, and Communication Skills
Research has shown that learning music is beneficial to children’s brain development, helping advance verbal, visual, and communication skills. One study of four to six year olds gave participants one month of music education that included melody, pitch, voice, rhythm, and basic concepts. At the end of the study, it was shown that they had improved understanding of words and their meaning. Another study of eight to 11 year olds discovered that students who took music classes as an extracurricular developed higher verbal IQs and had better visual ability. There is evidence that even children as young as one year old can benefit from music lessons in the form of better communication skills, more smiling, and more sophisticated brain responses to the sound of music.
Keeps the Brain Healthy
Recent studies have shown that music lessons, as well as listening to and playing music, help the aging brain stay healthy. Music acts a “workout” for the brain, which results in better mental sharpness and memory over time. Research shows that even people who experience brain damage are able to recover some or all memory from listening to music, which draws old memories back and reflects previous neurological patterns because music stays in the mind for a long time.
Makes You Happier
If you have ever listened to an uplifting song or blasted your favorite artist’s album on your commute home, you know that music has the power to improve your mood. Listening to music triggers your brain to release dopamine, a neurotransmitter that makes you feel emotions such as joy and excitement. One study found that listening to music in a major key with a quick tempo made people happier.
Improves Heart Health
You probably know that music is good for the soul, but did you know it is also good for the heart? Research shows that music is good for heart health, even speeding the recovery process of people with heart disease. Listening to your favorite music is good for your heart health because it helps ease stress by releasing endorphins and lowering your blood pressure.
Betters Sleep Quality
Sleep is often disrupted by anxiety and stress, due to elevated heart rates. Because music can ease anxiety and slow heart rate, music has been used to improve sleep quality with positive results. Studies have shown that music improves sleep patterns and makes for more restful sleep. This means that music could be potentially be used to treat insomnia or other sleep disorders. If you struggle to sleep, you could practice your new instrument before bed, or listen to your favorite relaxing album.
At Expression City, we offer a wide variety of music lessons, including guitar, piano, drums, voice, violin, and more. Whether you are interested in group music lessons or private music lessons, we offer talented and knowledgeable instructors who can help you master the instrument of your choice. See our schedule here today!


Because of this, Polaris Christian Academy offers a wide range of opportunities for students to explore their talents and find their passions. Our Middle School includes grades sixth through eighth. Students receive their own locker and exchange classes between several core and elective teachers. Students have the opportunity to sign up for their electives for the first time. They can choose from a variety of physical education and art courses. We also offer Band, Choir, and other life skill courses too.
Middle school students can also participate in school events such as Speech Meet, Creative Writing and the Spelling Bee.
Middle School Language arts focuses on both writing and reading. Students are challenged to read several novels throughout the school year. They dive deeper into book studies identifying themes, analogies, and reflection on messages all through a Christian filter. Students write extensively in a variety of styles such as journals, poetry, persuasive, and research styles. They continue their study of grammar and develop a deeper vocabulary. In 8th grade, students have the opportunity to spend half of their time learning Spanish.
All of Middle School social studies emphasizes geography, map skills, and current events. In 6th grade students focus on world history from Mesopotamia to the Roman Empire. In 7th grade students study world history from the Middle Ages to modern times. 8th grade learns about U.S. history from exploration to Reconstruction.
Middle School students have their science class in our science lab and frequently work in groups to complete labs. They study a variety of subjects like Physical Science, Earth and Space science, and Life science. 6th grade focuses on basic lab knowledge and skills. 7th graders focus on body systems and get to practice dissection. 8th graders focus on the scientific method through the participation in the ACSI Science Fair.
Middle School math is designed to prepare students for Algebra. Each grade delves deeper into the skills that will help students be successful in their high school math courses. Sixth grade focuses on number patterns, ratios, order of operations with fractions and decimals, probability, and geometry. In 7th grade students encounter topics such as about the different types of numbers, nonlinear functions, proportions, percents, and some geometry as well. In 8th grade students learn equations, graphing, radical and rational expressions, polynomials, analyzing and solving linear equations.
Students in Middle School will read the entire Bible by the time that they graduate. We believe that it is vital that each student understands God’s word. 6th grade focuses on Genesis through Daniel. 7th grade continues with the Minor Prophets through Revelation. 8th grade then builds upon what they have learned by studying apologetics. 8th grade reads the student editions of Case books by Lee Strobel. They then study comparative religion
Middle School Students have opportunities to be involved in other activities besides their core courses and electives. 7th and 8th grade students who qualify can serve in National Junior Honor Society. Polaris Christian Academy offers Co-Ed Soccer, Volleyball, and Girls and Boys Basketball as well. Each spring, the Middle School puts on a play as well. Choir and Band have further opportunities to compete at the Ohio Music Education Association each year too.
Choir Ensemble 1
Choir Ensemble 2
Family Consumer Science
2150 E. Powell Rd.
Lewis Center, Ohio 43035


Teachers are always learning, and one thing that they are still learning about is how to incorporate technology into their classrooms. Music educators might have a hard time figuring out what is appropriate to use, and sometimes even just finding something and trying to get ideas on how to use them to teach. Technology should be about enhancing learning, not making it easier or replacing the teacher. One elementary music teacher, Amy Burns is an example of this. She is a teacher, author, and clinician (see her bio for more information) that has been working to incorporate technology into music education. On her website she has available many tabs and categories for people to get ideas for their elementary music classrooms. She even has a blog with specific projects and some history on other teachers that are working to make technology in classrooms more common and less scary for everyone.
I think that most teachers, especially ones that have not had exposure to different technologies recently or in their education, are almost afraid to even consider using technology because they aren’t comfortable with it themselves and they aren’t sure how it will be received. People like Amy Burns are paving the way for teacher like this, people like me. When I first started thinking about becoming a music teacher I never thought that technology had a place in a music classroom because I had never used it outside of a metronome and tuner over the speakers in band. As I got further into school I realized that maybe teachers should consider using it more and give their students a “better” experience. Maybe better is not the right word to use, but as I said, incorporating technology into the classroom should enhance the experience and help to have students get all that they can before they walk out of your classroom. I began to be exposed to more and more technology, and even when I started university I was skeptical as to how I could use different technologies in music, and ensembles because I was not familiar with most of them myself.
I have talked to a lot of different people and of course, got different ideas and information (some through classes) on how to use different technologies. Technologies don’t all have to be electronics. Last year I attended AMEA and went to different seminars on how teachers are using different things and trying new things all of the time. There were some things that just blew me away, like having students listen to a piece of music and draw a picture of how they perceived it, or give them a piece of art and have them write a song about it. When I saw Amy’s blog I was reminded of things like that, where teachers are doing so much more than they used to and that there are so many possibilities in what you can do. On her blog she has an article about “Flipping the Classroom” where teachers make a lesson available outside of the classroom so that they can further it the next time the class meets. Ideas that I have seen and perhaps modified a bit are things like having students transcribe a song that they like and teaching them how to use music-writing software like Musescore to make it neat and help them check their work, or having them use in Garage Band to create an original composition, using the existing loops (or create their own) and record a solo or small ensemble piece over it. They could even go so far as to make a music video in something like iMovie for something that they like in order to see what it is that they get out of it instead of drawing a picture. The possibilities are endless when you approach this idea of “Teachers and Technologies” with an open mind.


Avon Maitland’s English as a Second Language (ESL) and English Literacy Development (ELD) Programs support young English Language Learners (ELL) from both Canada and countries around the world. The goal of the program is to ensure that all ELL’s are able to become academically fluent in English and therefore capable of succeeding in school and becoming positive contributors to Canadian society.
English as a Second Language and English Literacy Development
The English as a Second Language and English Literacy Development program uses a Supported Immersion model for educating ELLs; this means that all students are immediately immersed in regular, age appropriate classrooms where their program is adapted to suit their individual linguistic and learning needs until they reach fluency in English. Classroom teachers working with ELLs are assisted by special ESL Educational Assistants who provide special tutoring for the least fluent students that helps them to accelerate their language learning.


At Al-Bustan we believe that full appreciation of a culture requires knowledge of its written and spoken language. Similarly, the study of a language is inextricably tied to an enriched understanding of the multiple layers of its cultural context. Moreover, for those of Arab heritage living in the United States, exposure to the Arabic language is often a critical link to their cultural heritage and Arab identity. Arabic is taught daily at summer camp and in new program for teens, and throughout the year its integrated in arts instruction through choir and art at schools and in the community. Language instruction incorporates learning to speak, sing, read, listen and write Arabic in fun and engaging ways.
Al-Bustan Music includes a vibrant music education program led by Hanna Khoury, Director of Al-Bustan Music Program:
Weekly instruction (in and after-school) in percussion, singing, and general Arab music appreciation in several Philadelphia public schools
Residencies in-school at public and independent schools
Community music ensembles: Philadelphia Arab Music Ensemble and Philadelphia Arab Percussion Ensemble
Professional development for music educators
Evoking Nostalgia in a Rousing Evening of Turath Music
Visual art is taught at various settings throughout the year, from in-school art demonstrations to semester-long weekly art classes on the geometry and patterns of Arab/Islamic art and daily multi-media art sessions at summer camp each July. The students’ artwork is displayed at schools and in the community.
A series of collective artworks incorporating the Arabic alphabet has been created by participants at Al-Bustan Camp since 2006. Each year 28 letters of the Arabic alphabet are represented in artistic ways using different media related to the summer’s camp theme.
Tabadul Project: Cross-Cultural Exchange through the Arts
Teaching the literary arts of Arab and Arab American authors is an important part of Al-Bustan programs. Students are encouraged to explore their identity and heritage by telling their stories through creative writing. In reading and analyzing the works of various authors, they write poetry and prose in response, while grappling with their own experiences navigating their place in American society. Notable authors invited by Al-Bustan for public readings, workshops, and short residencies with youth have included: Naomi Shihab Nye, Ibtisam Barakat, Nathalie Handal, Suheir Hammad, Nada Bakri, and Human Writes Project’s Mark Gonzales, Omar Offendum, and Nizar Wattad.
(DIS)PLACED Project: Expressions of Identity in Transition
Led by Music Director Hanna Khoury, Al-Bustan presents a series of concerts that feature internationally renowned guest artists invited to collaborate with Al-Bustan Takht Ensemble, with programs ranging in music genres and disciplines, including visual and literary arts.
Al-Bustan Digital Education is an online resource with interactive learning and playing applications to further educators’ and students’ understanding and appreciation of the Arabic language, arts, culture, and history.


Musikgarten is the leader in early childhood music education - for children and teachers. We offer a program that helps infants, toddlers, and children develop a deep love of music and the ability to express it.
A centuries-old tradition of community singing and dancing has returned. It’s the European way of immersing a child and the family in music. Music should be taught as a second language – hearing it, singing it, becoming totally immersed in it, with the final step of reading it as musical notes on the page. It’s an aural and kinesthetic approach to music lessons, with the ear and the body being important components of the process.
Musikgarten was founded in 1994 by the same person who started Kindermusik in 1974, Lorna Heyge. Originally from Germany, Heyge drew from Montessori and from the ear specialist , Dr. Alfred Tomatis for essential concepts and her instructional approach. She added solfège training to the curriculum (do, re, mi, fa, sol, la, ti do). We, Edwin Gordon method of teaching rhythm, attaching easy-to-say syllables to the note values e.g. the beat. This curriculum introduces these methods around age 2 when the children begin to imitate what they hear.
“Tonal and rhythm patterns are the building blocks of music, just as words are the building blocks of language,” says director Susan Fonger. “After a child learns these patterns, reading music comes easily to them at about age 6.” Fonger believes that all children are born with musical ability. However, research has shown that there is a specific window of opportunity for this ability to be developed, and that is between birth and age 9. If a child receives music instruction early enough, he/she can learn to sing on pitch and the ear can be trained. However, if music instruction is neglected, those same neural pathways in the brain that are used for music are then allocated to other disciplines after age 8 or 9.
Musikgarten classes offer a path to music literacy from birth through beginning piano. Students learn melody, rhythm and music dynamics through traditional, content-rich folk songs - singing, dancing, listening, and playing simple instruments.
Through Musikgarten, children receive fun instruction that lays the foundation for singing, rhythm, musicality, and personal growth. The program is cumulative in its teaching approach; however, any portion can “stand alone.” It is age-appropriate to benefit any child.
Music is not learned as an isolated skill; we take a holistic (the whole child) approach to music. The primary goals are singing, movement, and ultimately playing an instrument. We have wonderful CDs of the songs sung in class, age-appropriate instruments, and parent guidebooks. These home materials reinforce lessons and involve the whole family in the fun.
Weekly classes range from 30 to 45 minutes, and usually, caregivers participate in these classes with their child.
Musikgarten’s founder, Dr. Lorna Heyge, comments: “While educational leaders turn to early childhood music because it promotes brain development, they will stay with music because of the joy and stimulation experienced in actual music-making.
Music learning requires total involvement – that is why it appeals so much to young children!”


Pediatric physical therapists are specifically trained to improve the lives and daily function of children who suffer from a wide range of injuries and congenital conditions. The role of a pediatric therapist is to work with the child and their family to assist each child to reach their maximum potential to function independently and to promote active participation at home, in school, and in the community. Pediatric patients range from infants in the Neonatal Intensive Care Unit to teenage competitive athletes, specifically 0 to 18 years of age, and young adults with childhood disorders.
What conditions can be treated with pediatric PT?
There are many familiar childhood disorders and diseases that present with movement dysfunction and motor skill issues that can be treated by physical therapy. These include Cerebral Palsy, Autism, Down Syndrome, Muscular Dystrophy and associated disorders, Spina Bifida, Juvenile Rheumatoid Arthritis, Arthrogyposis, Cardio-PulmonaryDisorders, Cystic Fibrosis, Cancer, and Traumatic Brain Injury. In addition, many children present with hypotonia and developmental coordination disorder without a formal diagnosis. Orthopedic conditions that can also be treated with PT include scoliosis, back pain, sports injuries, fractures, and orthopedic surgeries.
What is the pediatric PT’s role?
The role of the pediatric physical therapist is to evaluate and provide treatment for delays in motor skills by developing the strength and range of motion that children need to move through their environment easily and effectively. In addition to assessment of flexibility, strength, posture, gait, sensory processing, balance, coordination and skill, the pediatric therapist is trained to assess motor development using standardized testing for age equivalents. The long-term goal includes gross motor skill development solid to age with good quality to both sides of the body.
What makes pediatric PT different from regular PT?
Children often don’t understand why they are in therapy. Play, family involvement, and one-on-one care are exclusive to the pediatric therapists’ care of children. Fun and motivational factors are incorporated into functional activities to make therapy enjoyable for the child. Collaboration of care includes recommending and training in orthotics, prosthetics, adaptive equipment, custom wheelchair seating systems and assistive technology. In addition the pediatric PT provides family support including coordination of services, advocacy, and assistance with enhancing development.
Where can you find a pediatric PT?
Pediatric physical therapists practice in hospitals, outpatient clinics, home-care, schools, day care centers, and Early Intervention Programs.
Overall, a primary benefit of practicing pediatric Physical Therapy is the joy of helping children and their families achieve their greatest abilities under challenging circumstances. The mission of the APTA Pediatric Section is to promote the highest quality of life for children, people with developmental disabilities, and their families using evidence-based practice.
What clinics offer pediatric care at PT Solutions?
All of our clinics actively treat patients of all ages, however we have facilities in Florida and Illinois specifically devoted to treating children which offer physical therapy, occupational therapy and speech therapy.
- Palm Coast, FL | PT Solutions of Parkway Medical Plaza – Freytag Children’s Rehabilitation
- Hinsdale, IL | PT Solutions of Paulson Pediatrics
About the PT
Susan Horwath, PT graduated from the University of Vermont with a B.S. in Physical Therapy. She has been treating pediatric patients exclusively for the past 35 years. Prior to joining the staff at Freytag Children’s Rehabilitation Center at Florida Hospital Flagler, Susan owned a private practice offering pediatric physical therapy, occupational therapy and speech therapy for 20 years. She enjoys living at the beach and participating in outdoor sports, running, biking, tennis and golf.


You are here
Starting this fall, Hy-Vee, Inc. will provide an innovative curriculum it developed on a variety of nutrition topics for first- and second-grade students in the Sioux City Community Schools. The curriculum includes instruction about the NuVal nutrition ranking system, which rates all foods on a scale of 1 to 100 based on nutritional value.
Peter Streit, manager of perishables at the Gordon Drive Hy-Vee, put the program together with the help of Hy-Vee registered dietitians Sarah Nelson and Lindsay Lannan. The three one-hour courses, which teach basic information about the role of diet in a healthy lifestyle, will be taught in all first- and second-grade classrooms during the 2010-2011 school year.
“Nutrition education is a vital component of health education,” Streit said. “The earlier we start helping children develop good eating habits, the more successful we will be in combating childhood obesity and other health issues related to diet.”
The courses developed for the Sioux City schools incorporate information about the NuVal nutritional scoring system used at West Des Moines, Iowa-based Hy-Vee and other stores throughout the country. NuVal analyzes more than 30 nutrients in foods and assigns each food a score between 1 and 100, with a higher score indicating the greater nutritional value of the food. NuVal scores are found on the shelf tags at participating supermarkets.
Lannan noted that the system has proved to be an excellent tool for helping children develop healthier eating habits. “NuVal is very easy for even young children to understand, because all they have to do is look for a single number on the shelf tag,” she explained. “Choosing healthy foods becomes something of a game for them, which makes nutrition fun instead of a chore.”
“NuVal’s biggest strength is that it reduces complex science about the food we eat into an easy-to-understand system; you get expert advice in a glance,” observed NuVal president Nancy McDermott.
Mary Jo Salem, director of elementary education for the Sioux City Community Schools, said the partnership with Hy-Vee is one example of the ways schools can bridge the gap between what students learn in the classroom and what they experience at home and in the community.
“Providing students with information on the NuVal system and the importance of making healthy choices is a nice way to enrich our health curriculum at the elementary level,” noted Salem.
Hy-Vee representatives recently visited Nodland Elementary School to preview the three nutrition courses that will be presented in all Sioux City public schools next year. The course content and delivery drew positive responses from school officials.
Employee-owned Hy-Vee operates 229 retail stores in eight Midwestern states.


Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines and tools for helping families identify and create language and literacy opportunities in their home environment that reflect their unique strengths and routines.
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal (doi: 10.1007/s10643-009-0312-5 ) published by Springer. Copyright restrictions may apply.
Available at: http://works.bepress.com/deborah_carter/7/


Can rhyme teach children the rhythm of speech?
Have you ever wondered why we can remember nursery rhymes from our childhood? What is it about well-written verse that stays with us like a favourite song? Why do we love reading the same rhyming poems and stories we read as a child – to our children and grandchildren? To answer these questions, we need to get to the nuts and bolts of it all.
Here are 5 things I love about rhyme:
1. The sounds taste delicious on our tongues when we read rhyme out loud.
2. When a story is told in rhyme, the words seem to dance between the lines.
3. We learn to ‘picture-read’ as the story springs to life through sound bites.
4. The anticipation of rhythmic patterns adds excitement to the experience.
5. The beat stays with us and makes us want to read it over and over again.
Instant recall: Whatever our reasons are for loving rhyme, research has shown that children form stronger affections toward characters when a story is told in verse. Rhyme has a way of wiring our brain receptors to the rhythm of speech, so we can remember the words well into our adult years. Now let me expand on some of the points I made above.
Building blocks: Stories and poems told in verse are probably the most important part of a young child’s literacy development, during the critical window of phonological learning in the pre-school years. Rhyming skills are, in fact, one of the earliest milestones in a child’s path to becoming a good reader. Well-written verse teaches patterns and internal rhythms that help children connect the dots in the world around them. How cool is that?
Making friends: Rhyme teaches children a love of language through the excitement and anticipation of sound. Each verse is picture-poetry, painting a vivid storyboard for the reader. When I visit schools for storytelling sessions, children often complete the last word of many rhyming sentences before I say them, after hearing the line just once. Sometimes, we have great fun ‘rapping’ the words to the rhyming story.
Between the lines: Well-written rhyme seems to spring to life and dance in the empty spaces between the words. A child once told me that when she reads my picture book, The Whoosh of Gadoosh, she feels like she’s bouncing along in an inner tube. Now that’s a budding writer! Rhyme seems to wire the brain with an internal beat that lives on inside of us, sometimes for many years. I’m sure that’s why so many people can still remember favorite rhymes from early childhood.
Powerful stuff: The use of rhyme in teaching children oral language skills can be fun and interactive for parent and child. It’s no wonder that children who can recite nursery rhymes from an early age usually become better readers than those who cannot. So it stands to reason that preschoolers who speak clearly are most often reading and producing rhymes.
Great fun: I have always loved stories in rhyme. In addition to the traditional nursery rhymes and wonderfully wacky Dr. Seuss books, I enjoy the creative works of some great Canadian children’s authors like Sheree Fitch, Loris Lesynski and the late Phoebe Gilman, who have all written excellent rhyming storybooks that entertain both children and adults. And of course many of the books I’ve written for children are in rhyme.
Hooked on rhyme: I believe strongly in the 3 R’s for teaching children language – Reading, Rhyming and Reciting. It’s important for kids to absorb the world through the ears and not always through the eyes. As children get hooked on listening to the patterns, the rhythms and the way words are put together in a good book – it’s easy to fall in love with the delicious sound of language. It’s all right there waiting to be discovered, inside the scrumptious words of a wonderful story.
When a rhyme is read,
I can tap it in my head.
When the beat is neat,
I can touch it with my feet.
When a word is sprung,
I can taste it on my tongue.
When the rhythm goes deep,
I can hear it in my sleep.
When a sound gets in,
I can feel it in my skin.
Please check out my books in rhyme: Wowwy and Me, The Whoosh of Gadoosh, Monster Lunch, Rhyme Stones and What a Hippopota-Mess! at www.pressheretostartpublishing.com
See you between the lines,
Follow me on Twitter @PatSkene


Students study visual arts with a dedicated art teacher from preschool through 8th grade. They are introduced to a variety of techniques and mediums, including architectural design, drawing, three dimensional artwork, ceramics, collage, mixed media, printmaking, painting, fiber arts and glass fusing.
Preschool and kindergarten art introduces students to the elements of art and the use of art materials. Exploring colors, shapes and textures are an essential part the Reggio philosophy and students will become familiar with a number of mediums, including two-and three-dimensional art, drawing, collage, clay and painting.
Students are encouraged to use their imaginations and views of their environment as they create. Artwork will be linked to classroom interdisciplinary projects, classroom curricula and interests of children whenever possible.
Art classes become more frequent in 1st - 4th grade with a strong focus on interdisciplinary projects. In 3rd grade students will plan and present their own art gallery exhibit. Art materials, art history and cultural art are all used as resources to inspire imaginative self-expression. Art terminology, design elements and composition are explored and applied to each lesson. Students at this level will observe, think about, discuss, choose, plan, organize and respond to each art lesson.
Critical thinking skills are utilized as students develop an understanding of expression through art. National Art Education Association art principles and element foundations are formally introduced, and students begin to explore their art with an analytic and thought-provoking approach. Students are urged to be creative, pre-form their ideas, engage their imagination and develop perceptual awareness.Whenever possible, the visual arts program is enriched by school-wide themed projects, visiting artist workshops, service-learning experiences and art museum or event field trips.


When Does Gender Become an Influential Factor in Education?
In recent years, there has been much attention paid to the benefits of single-sex education, especially in the case of girls. Findings from major research projects show time and time again the overwhelming benefits for girls-only classrooms beginning in puberty, when girls become acutely aware of their body image and care deeply what others think of them. Though both boys and girls go through a transition period in adolescence, American Association of University Women research shows that it is a significantly more difficult time for girls. Studies continually find that girls of this age flourish in a single-sex environment, with particular benefits in the areas of self-esteem, leadership skills, academic achievement and a more positive attitude toward learning.
After examining a wide range of research, it is believed that boys and girls at this stage of development benefit by learning together, not apart, for several reasons. First, child development experts have long realized the benefits of valuable interactive play and shared learning at this age. Through working together in play and learning situations, boys and girls gain social maturity, which is an essential part of their development. Whether on the playground, in the cafeteria, in gym class or in cooperative learning groups in the classroom, coeducational experiences foster the development of the whole child. What they learn in these years they will carry with them throughout their lifetimes.
Another significant rationale for keeping boys and girls of this age together points to the area of brain research. We now know for sure that girls and boys are "wired" differently from the beginning, with structural, hormonal and functional differences. As one example, males tend to have more development in certain areas of the right hemisphere of the brain, providing them with better spatial abilities, while females tend to have better verbal abilities using the left hemisphere. Because of these differences and others, boys and girls will choose activities based on their natural tendencies. IGGS educational research suggests that at a time when brain development is crucial, both boys and girls may benefit from choosing "against the grain gender experiences to help create a well-balanced brain, better equipped to handle the range of tasks and challenges a person will face throughout life."
Research about the benefits of single-sex education generally relates to adolescence, when so many other factors come into play. Until then, it is believed that boys and girls should learn together as they grow and develop in a safe and supportive environment.
Karen Carter, a Kindergarten teacher for 29 years, has a BS in early childhood education from the University of Delaware and an MEd in elementary education from Wilmington College. She teaches at Ursuline Academy, a 120-plus-year-old school in Wilmington, DE, that provides a coed education from age 3 through grade 5, at which point the academy becomes a single-sex educational setting for young women in grades 6 through 12. This article was compiled from key research done by Jo Ann Deak, Ken Rowe, M and D Sadker and the AAUW (American Association of University Women).


Music education and technology programs for children and teens with
special needs including but not limited to autism, Aspergers, cancer,
multiple sclerosis, physically handicapped and hospitalized children.
- Music Discovery – 2 to 5 year old children learn the basics of rhythm, theory, singing and dancing through a fun and interactive approach.
- Music Technology – Recording, composition and editing with state of the art computers, hardware and software.
- Private Music Instruction – Guitar, Bass, Drums, Piano, Voice, Brass, Strings, Woodwinds and more.
- Vocal Performance – Guys and girls learn how to perform on stage, sing solo and in groups and showcase their talent. This is a great way to prepare for American Idol, X-Factor and the Voice!
- Group Guitar – Learn popular songs and jam out with others that share similar ages, interests, styles, artists and goals.
- Rock and Pop Band – Students learn how to play along with guitar, bass, drums, keys
and voice. We prepare them for live performance, original composition and recording.
- Instrument and Technology Drive – We are currently accepting music instruments such as guitars, basses, drums, percussion, keyboards, brass, strings and woodwind. We are also accepting mac computers, ipads, ipods, and other music based devices.
Collaborating with local non-profits and charities providing music programs and performances to bring awareness, unite, and encourage the support of young local musicians in our community.


John Dygon's Proportiones practicabiles secundum Gaffurium
A rare example of musical scholarship from the Tudor period, in translation and fully annotated
John Dygon was the prior of St. Augustine’s monastery in Canterbury when Henry VIII boldly dissolved the English Catholic Church during the 1530s and reorganized it under royal control. Only a single copy of Dygon’s treatises on music theory has survived, held by Trinity College, Cambridge. This volume is the first publication of the two treatises, providing both a scholarly transcription and English translation.
Dygon’s work provides a rare and important example of musical scholarship from the early Tudor period, demonstrating the status of music education at the time, the affiliations of English scholarship with music study in Europe, and the music that was actually performed in England. The treatises address questions of musical notation, especially regarding rhythmic proportions, as well as practical issues about performance. Theodor Dumitrescu’s introduction situates Dygon’s treatises within the larger history of European music, paying close attention to its borrowings from and adaptations of prior treatises.
"Theodor Dumitrescu's study, edition, and translation of Dygon's works is exemplary in every respect. . . . The book sheds light on aspects of English musical culture that go well beyond the specific topics covered in the treatises and provides valuable insights into musical relations between England and the continent in the early decades of the sixteenth century."--Renaissance Quarterly
To order online:
To order by phone:
(800) 621-2736 (USA/Canada)
(773) 702-7000 (International)
Edited by Gillian B. Anderson & Ronald H. Sadoff
Edited by Neil Lerner
Claude V. Palisca
Edited by Eve Harwood
The Federal Music Project in the West
New Critical Texts, Translations, Annotations, and Indices by Jan Herlinger
New Critical Text, Translation, Annotations, and Indices by Robert Forgács
Genres in Historical Context
Edited by William D. Paden
Edited by Horace Maxile, Jr.
Music, Language, and Emotion in Islamicate South Asia
Richard K. Wolf
Russian Popular Music and Post-Soviet Homosexuality


So far this tutorial has been the most motivating and exciting for me from any of those that we have explored so far in this class. The more I continue taking classes for elementary education the more I realize how integral technology is in the classroom. I find it almost an obligation for me to learn how to use technology in the classroom. I feel this way because I think that by the time our students that we teach enter the workforce they will be completely surrounded my technology and will be at a disadvantage if they don't understand it. I even see it happening at this time so it only makes me further feel that the workforce will get more and more technologically advanced as time goes by.
I really enjoyed these tutorials because there were ideas that I hadn't thought of that I really feel I could use in the classroom. I felt that the "Brown Bear" style book that the kindergarten class did was very creative. It was simple enough for all the students to participate in yet it created something professional that they could be proud of it. I also felt that having the computers in with the students for their use was great. Not only is it useful because they will eventually need to learn computer skills, but the programs that computers provide are also great. I think that programs can be used to increase chilren's reading or help them in the speech, etc. I have seen in other classrooms, computers used to help teach scientific principles and show graphs and videos. I also really liked the ice cream lesson because it was such a fun and creative way to teach that principle and allow the students to be hands on. They didn't have to just listen to a lecture on freezing points but instead were actually able to experiment and observe it happening.
I feel that TPACK is something that all teachers should have. Not only is it important to know content well or just how to teach it but it is also important that students can incorporate it into their daily lives. Technology is the future and I'm ready to get on board. It will allow students to learn so much more in such a short amount of time that I think it can only increase their time to learn even more information.
We Love to Be Outside (at least for now)
3 years ago


Units and lesson plans should be designed with an end goal in mind and should be based on the National Standards for Elementary Music. If your district does not have Pacing Guides or Curriculum Maps, then it’s your responsibility to make your own. You must never sacrifice your integrity and professionalism as a teacher by just providing random fun songs and activities with no thought to your purpose and the music education of your students.
I have been working very hard on re-writing my "Lesson Plans for a Year" item. A few years before I retired, I was known to comment that I could do my lessons in my sleep. While not entirely true or even wise, my lesson plans on paper were pretty skimpy at best. All I had to do was look at the title of a song and I knew why it was there and what needed to be done. That's the beauty of 30-years' experience.
When I posted these on Teachers Pay Teachers, I realized that I needed to be a lot more detailed for the new teachers. So that's exactly what I'm doing. And, oh, my goodness, it's taking a long time! But these lessons will be worth it when I'm through. Because so many of you do not have access to the wealth of materials and resources that I was blessed to have, I am providing links, song sheets, and very detailed descriptions of the activities that worked for me through the years.
I've been so excited about this set of plans that I couldn't wait to share. So I've put Lesson 1, Unit 2, on Teachers Pay Teachers as a FREE download. Grab it quickly because when I have completed Unit 2, I'm going to remove it.
Check it out and I think you'll find everything you need to create your own fabulous lessons based on the standards.


Music education programs are failing in schools, performing arts programs are being cut, all because schools are no longer choosing to fund these. Can we talk about this for just a minute? The reasoning behind these cuts are obscure, and the ones that are clear make any music educator or musician cringe. Schools have become a place where a grade is more important than the value of the education given, and arts don’t fit into the mold of standardized testing. “Music education is pointless” some might say. “What does this do for my child?” parents are asking. Music creates individuality and gives the freedom of expression. Without these, the world is dull at best. Without expression, without music, think about how boring your life would be. No more dancing around as you clean your house, or jamming to your favorite song in the car. Just silence. Maybe talk radio. Maybe nothing. Music is creativity that appeals to the ears and evokes emotions that some people didn’t even know they had. But music should be taught from the very start. Starting with music education programs in schools.
A rationalization for keeping music education programs alive in schools is that studies have shown that adolescents who are involved in some sort of music education program show better puzzle solving skills and reach decisions faster and easier. From personal experience, I can tell you that is true. It is much easier for me to make decisions than some of my friends who have not been involved in music education to the extent that I have, or have not been involved in music at all.
Another rationalization is that music education raises standardized test scores. Can you believe that? This is disgraceful! Standardized tests do little to show the knowledge actually gained at schools, and students are more than grades and test scores. Music is expression and freedom, and it shouldn’t matter whether standardized test scores are raised or not! If it were up to me, there wouldn’t be any standardized tests. But that’s a whole different topic. And while I feel that music educators shouldn’t have to rationalize the validity of their programs using facts like that, it’s a very good reason to keep music education alive in public and private schools.
As a future music educator, I reach out to you in hopes that you can do something to fight the decrease of music education programs, as well as any other arts program, in schools. Without these, we are dull and boring. Without these, our creativity won’t be unlocked, and creative expression will be null. Without these, we might as well be robots.


The objective of Hyla’s three-year visual arts program is to provide an art education that utilizes four basic art disciplines to teach art concepts and skills. These disciplines are art production, art history, art criticism, and aesthetics. By integrating these four disciplines, unlike most art programs that focus primarily on art production, Hyla’s program helps students develop perceptual awareness (understanding how all the parts fit together or why an artwork is well composed), critical thinking skills, and an understanding of art as a means of communication. Students also develop skills in producing visual art in a wide variety of media and techniques.
- Develop skills in producing visual art in a wide variety of media and techniques.
- Encourage creativity and support students “thinking outside the box” in their artwork. Every artwork created at Hyla, even if it is skill-based or simply an exercise leading up to a larger project, includes some aspect that encourages creativity. Very often at the middle school level this may be the most difficult part of an artwork because this age group is so driven by peer acceptance.
- Teach students to recognize, distinguish, and appreciate art and cultural influences of different historical periods and cultures.
- Communicate ideas and feelings through creative visual expression. Teach students that artists are inventors. Teach students the skills to communicate their ideas and feelings more clearly.
- Analyze, compare, interpret and evaluate art of self, other students, and major artists. Students will learn to identify and discuss the sensory (line, shape, color, value, texture, form, space), formal (balance, proportion, variety, movement, etc.), technical (media, tools, etc.), and expressive (mood, message, or idea) properties of works of art. Students will learn to distinguish between personal preferences and objective judgments of works of art.


CSMA’s Little Musicians program for preschoolers (ages 18 months - 5 years) focuses on sequential learning in music,with classes that continually build on concepts, skills and techniques. Most classes are parent-participation, providing a fun music experience that parent and child can experience together.
Elementary & Middle Schoolers
Getting Started classes are a great way for young children to begin their music education. These classes teach basic musical concepts through games, exploration, singing and notation. By learning fundamentals, students prepare to begin instrument study through an introductory music class or private music lessons.
- Do Re Mi (Gr K-1)
- Fa Sol La (Gr K-2)
Intro classes introduce young students to instruments and basic music concepts in a group setting. They are a wonderful way to try out an instrument before making the commitment to private music lessons.
- Intro to Suzuki Violin (ages 4-5)
- Intro to Drum Set (Gr 1-2)
- Intro to Violin/Strings (Gr 1-2)
- Jr. Intro to Keyboard (Gr 1-2)
- Intro to Keyboard (Gr 3-5)
- Intro to Singing (Gr 3-5)
- Intro to Guitar (Gr 4-8)
- Intro to Jazz Performance (Gr 4 & up)
Teens & Adults
Teens and adults are welcome to begin their musical journey at CSMA! Intro classes for teens and adults include:
- Intro to Guitar
- Intro to Keyboard
- Intro to Voice
Music Theory for Beginners
Music theory helps students develop the skills to understand the language of music. Understanding music theory, and the language of music, makes better musicians. CSMA offers a variety of Music Theory classes for beginning students.
- Intro to Music Theory (Gr 1-2): This is a beginning music theory class for young students just starting lessons and not yet proficient at reading music.
- Theory 1 (Gr 3-4): In this class, students learn basic ntoe reading and rhythm skills, along with basic ear training and sight singing. This class is for beginners in grades 3-4, or students who have completed Intro to Music Theory.
- Theory 1-3 Combo (Gr 5-8): This combination class is designed for older beginners, ages 10-13. Students work at a faster pace to complete the material for Theory 1-3 in one semester.
- Music Theory for Adults 1: This is an introductory course for adults interested in learning the basic of music notation. Concepts include note reading, basic rhythms, scales, intervals and ear training.