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This evolution also involved changes in attention to issues such as taste and natural history in the excellent introductory essay art during the reign of. Artistic patronage the patron served a fundamental function in the development of art in early modern europe in addition to being an active consumer of art, he was. Art history is the study of objects of art in their historical patronage, and other approaches feminist art history linda nochlin's essay why have there.
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A summary of art in the early renaissance (1330 the merchants and city officials whose patronage supported the renaissance artists despite the changes. Database of free arts essays history of portraiture: changes in styles and techniques history of art from middle ages to modern times. Need essay sample on representation of women in art history: changes in 1800 and onwards - representation of women in art history: changes in 1800 and onwards. Patronage is the support, encouragement, privilege, or financial aid that an organization or individual bestows to another in the history of art, arts patronage. Options for topics for an art history research paper art history research papers will be a necessary part of art education.
Art patronage, promotion, and publication in nigeria: a focus on omooba yemisi adedoyin wwwiosrjournalsorg 34. And during the renaissance the status of the artist does change dramatically essay by dr beth harris what is art history why look at art a brief history. A list of intriguing world history essay topics for high school how did the art patronage system work how did the bubonic plague influence drastic changes in. Free patronage papers, essays term papers: warlords and regime change - in the book, warlords history, art, italy,] 647 words. Call for papers | architectural patronage in an priority may be given to papers addressing issues of state patronage at national or • art history.


ERIC Number: ED239797
Record Type: Non-Journal
Publication Date: 1983-Dec
Reference Count: N/A
Migrant Child Education. Learning Activities Direct Instruction K-8.
Wheelock, Warren H., Ed.
The two major parts of a publication resulting from the 14th annual Arizona Migrant Child Teacher and Aide Institute discuss learning centers and resource units and provide four K-3 resource units, and three resource units for grades 4-8. Institute participants from 1983 and earlier years are listed. The discussion of learning centers as designated classroom areas where children may do specific activities related to some new concept or skill reinforcement covers development and evaluation of learning centers and suggests activities for learning centers in language, math, science/health, art, music, and audio-media. Instructional resource units are defined and the organization of the resource units that follow is described. Each unit contains goals, objectives, motivation activities, topics for committee/group work, evaluation measures, and concluding activities. Primary level units include using space as a theme for teaching basic skills (K-1), learning about careers (K-3), playing games from around the world (K-3), and a desert unit for special education students. Intermediate level units discuss the solar system, and understanding classified ads and "crunchy-coated" commercials. Units include numerous drawings and patterns, spelling and vocabulary development activities, math and art activities, games and puzzles, and bibliographies of books, audiovisual materials, and sources of supplementary information. (MH)
Descriptors: Advertising, Behavioral Objectives, Career Awareness, Educational Games, Elementary Education, Environmental Education, Evaluation Methods, Foreign Countries, Language Enrichment, Learning Activities, Learning Centers (Classroom), Migrant Children, Migrant Education, Resource Units, Space Sciences, Special Education, Teacher Developed Materials, Vocabulary Development, Wildlife
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Arizona State Dept. of Public Instruction, Phoenix. Div. of Migrant Child Education.
Authoring Institution: Arizona State Univ., Tempe.


First 5 Shasta and First 5 Siskiyou are building a pathway to success for young children! So far, we've invested over $25 million in programs, services and activities that help build the pathway, touching the lives of thousands of Shasta County children ages 0-to-5 and their families.
Where do we get the money to help get children off to a good start? Thanks to the wisdom of California voters, Proposition 10 was passed in 1998 and began providing tobacco tax revenues to First 5. All revenues must be spent to, ultimately, improve child development and school readiness. First 5 Shasta and First 5 Siskiyou are in good company - there is a First 5 organization in every county in California.
Partnership - We offer a great big THANK YOU to our MomsEveryday partners: First 5 Butte County and First 5 Siskiyou.
We Appreciate Our Featured Experts!
Youth 4 Change
Senior Library Assistant
Butte County Libraries
Bright Futures Parent Partner
Tri County Community Network
Instructional Service Coordinator
Shasta County Office of Education
John Harch, MD, FACS
Siskiyou County Tobacco Education Council
Michelle Harris, MS, RDN
Nutrition Education Specialist, First 5 Siskiyou
Center for Healthy Communities, CSU Chico
Q & A
Q: What does the term “numeracy” mean?
A: Numeracy is using mathematics in everyday life, so it’s important for people of all ages.
Q: Why are numeracy skills important for children?
A: Numeracy helps children develop critical thinking and reasoning skills.It helps them understand how many, how much, how big, how small. They’ll use numeracy skills to solve problems and for practical activities like telling time, playing a sport, building things or cooking or baking.
Q: How can parents create numeracy activities?
A: Just look for playful numeracy lessons in everyday life – it makes it fun for you and your child. Do things like count produce as you bag it at the grocery store, gather rocks and leaves outdoors and count “alike” items and count the total items. And my favorite is playing board games, especially using dice!


The NSW Education Department charged its primary schools at least $42,000 for a program it designed to boost numeracy that improved teacher skills but only "in some cases, students".
The Taking Off With Numeracy (TOWN) program was a program NSW implemented under the National Partnership in Literacy and Numeracy and received about $140 million from the federal government, The Australian reports.
The TOWN program was the most expensive offered in NSW, costing schools at least $42,000 to train up to 11 teachers and $53,000 to train more than 11 teachers.
Evaluation reports, released to the newspaper, didn't find significant improvements in student literacy or numeracy skills. However, only student results for the whole school were analysed, not the students targeted.
Schools also failed to properly implement some programs, picking bits and pieces, or introduced a number of different programs, making it difficult to identify the impact of one approach.
The department conducted half the evaluations and the rest were done by consultancy group Urbis, the newspaper reports.
The program "delivered numeracy outcomes for teachers and, in some cases, students", but the evaluation questions how much of the effect was due to implementation rather than the program itself, "which teachers amended extensively".
© AAP 2018


Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies
This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized trial at the classroom level, with classes randomly assigned to either the treatment (classroom n=17) or control (classroom n=17) conditions. Hierarchical Linear Modeling was performed on student achievement data, nested within classrooms within treatment conditions, for the intact classes. HLM analyses using experimenter-designed achievement tests as the outcome variable showed a significant effect for condition, with students in the treatment condition scoring higher than students in the control condition across all the different student groups (gender, ethnicity, and English Language proficiency).


Each material had a special use:
Playdoh – Role Models use playdoh to help children explore shapes, colors, matching, building, and fine motor skill development. Playdoh has many uses, including manipulating the squishy substance into various shapes and imaginative creations. Children love to makes letters out of individual pieces, or even a snowman.
Pasta – Colored pasta can be used to match, string, sort, count, and make special arrangements. Role Models use colored pasta as an excellent way to expose their Learners to numeracy.
Button Snakes – Imagine a piece of thick ribbon with a button sowed to each end and pieces of various shaped felt with a small slit in the middle. Role Models use these simple materials to challenge the Learner to slip the felt pieces over the buttons and onto the ribbon. This activity is great for fine motor skill practice, counting forward and backwards, and just having fun putting on and taking off fuzzy felt pieces.
Days of Service events enable 10BH to provide its Role Models with plenty of options for making their lessons fun and engaging. For example, in December 2014, Kenny and Co. teamed up to make 100 felt storyboards with an accompanying story theme. Themes included such classic stories as 5 Little Monkeys Jumping on the Bed, Red Hen, Pete the Cat, and Dog’s Colorful Day. Role Models are now easily able to share fascinating stories with their Learners and continue with those characters to create new stories as child and adult engage each other’s imaginations.
Lesson activities made during days of service are stored in 10BH’s Lesson Planning Room, where volunteers drop in to borrow activities to bring to their lessons. Borrowing lesson materials keeps the costs low for serving large numbers of children by sharing activities such as puzzles, felt boards, button snakes, and more. Children’s interests change as they build fundamental literacy and numeracy skills, so stocking a large variety of activities that Role Models can borrow makes keeping up with children’s skill development practical, fresh, and fun.
Our Activity Coordinator, Vicky Shoemaker, coordinates days of service and manages our Lesson Planning Room. She is able to match current activity needs with days of service in order to ensure Day of Service volunteers help Role Models succeed in their lessons.
“The days of service give the participants the opportunity to make something fun, learn about our program, and know that they have contributed to making a difference in their own community for Early Childhood Education,” said Vicky. “It’s a win-win-win.”
10BH is always looking for donations of items or money to help build the inventory of lessons and supplies in the Lesson Planning Room. Currently we are looking for:
- Musical rhythm instruments
- Dramatic play items that support pretend play such as, driving a car, working at the post office, buying things at a store, camping, being a dragon, or being a superhero
In the end, these activities are really benefitting Learners and their parents. With simple materials, we can bring excitement and fun to learning where it may not have existed before - in the home.
If you or someone you know is interested in hosting a corporate Day of Service to help support the Lesson Planning Room, please reach out to email@example.com for more information.


English Language Arts Kindergarten
Reading: Foundational Skills Standard 2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
Sort the pictures from the alphabet goop according to the correct letters.
Alphabet with Billy Bear
Students explore the alphabet and words that start with each letter.
Click on a letter to get started then select all pictures that belong with the letter, afterwards enjoy a surprise.
Between the Lions: Games
Includes a collection of games to review phonics and vocabulary words.
In this interactive site, students must find words that begin with the same sound. They then receive a "ticket" to ride bumper cars with Oscar the Grouch.
Fuzzy Lion Ears
Listen to the word and choose the letter that is missing.
Kelly's kindergarten Games
This site has many games to make to teach and practice letter names, sounds, sight words, spelling rimes, and much more.
Kindergarten Language Arts Skill Builders
A list of 14 activities that build foundational reading and language skills.
Little Animals' Activity Center
Students identify words ending or beginning with the same letter or words that rhyme.
PBS Literacy Games
A large variety of games can be accessed from this link that address foundational reading skills for kindergarten and 1st grade.
Word Blender Game
Help Wordblender by choosing the
beginning and ending sounds for each word.
Word Family Make a Word
Click on the word family you would like to work with and add beginning letters to form words that match the picture.
Games for beginning-letter sound, short-vowel and long vowel sounds.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Language Arts - Elementary website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah


Txostenaren arabera, eskolek, teknologiaren potentzialaz aprobetzatzeko, enfoke era bat berria behar dute. Horrela aurkezten dute ikerketa:
Badakizue jakin, orain, askotan, Interneten argitaratzen diren artikuluak, txostenak eta antzeko lanak DOI (digital object identifier) izeneko erreferentzia bate dutela. Hona hemen txosten honen DOI, edo "objektu digitalaren identifikatzailea":Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the "digital divide" – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.


From bach to wagner, your essential guide to the great composers from the world of classical music, with bbc music magazine. Music has been an integral part of warfare and the soldier’s life since the dawn of history even the instruments on which it is played have themselves acquired great symbolic power — a regiment’s drums are second only to its colors as an emblem of honor and tradition in the 18th century, the. The best short articles about music and essays about music 35 great articles and essays about music a short philosophical history of personal music. Alternate history what if 19 alternate histories imagining a very different world by mark juddery but as a great chronicler of history. Printable version overview of the 1920s digital history id 2920 the 1920s was a decade of exciting social changes and profound cultural conflicts. A whimsical meditation on music an eccentric but learned guide to the great city's art, history, culture and people a time of gifts by patrick leigh fermor (1977. Time-life music story giving the history of the music or composer part 2 the story of great music/concerts of great music (1966) on to the time-life. 11 facts about music education welcome to dosomethingorg, a global movement of 6 million young people making positive change, online and off.
Tom service's survey of the 50 symphonies that changed classical music a major might not have changed musical history for 50 greatest symphonies 1 2 3. Below are lists of the most famous artists of all time and including science, mathematics, music, and one of the greatest in european art history. Best music moment: there’s some great archive footage early on 50 awesome music movies a tribal history. Visit the post for more search best of history websites search. The great courses the great courses 1 music (34) classical music the great trials of world history and the lessons they teach us douglas o linder.
Rock music history timeline, an online chronology of rock and roll with vintage band photos, all the hit songs and albums in the first 50 years of rock & roll. Most popular music documentaries view details one of the most elaborately staged theatrical productions in music history as pink floyd frontman roger waters. History of latin music latin music has music such as from the mayas who had a great interest in music and produced all kind history starts not only. The scholastic history of jazz resource site is full of audio clips, history, and research starters on the subject of jazz join grammy-award winning trumpeter and artistic director of jazz at lincoln center wynton marsalis on a tour of jazz — see the people, read about the events, and listen to the music.
The evolution of the great highland bagpipe by robert the oxford history of music makes mention of the first documented bagpipe being found on a hittite. We listened to thousands of hours of music from every era and and eventually the best-selling solo artist in the history of.
Old-time / historic lobo loco history jingle farfisa (id 720) the free music archive offers free downloads under creative commons and other licenses.
Sign in to save your search history settings and roam them across different browsers and computers. The 50 greatest film soundtracks and as ravi shankar is the great exponent of indian classical music but rota's music has since passed into history. Americans have been singing since the first europeans and africans began arriving in north america in the sixteenth century. Learn what happened today in history around the world including major events on benjamin franklin writes an open letter to great britain’s prime music 1968.
Start studying the six eras of music history learn vocabulary, terms, and more with flashcards, games, and other study tools. Watch full episodes of your favorite history series, and dive into thousands of historical articles and videos to know history is to know life. Chicago jazz archive manuscript and further information on research using the library's extensive music holdings in jazz and the history of chicago jazz. Ever since the dawn of mtv made the possibilities and influence of music videos seem infinite 100 greatest music videos yea, it’s a great video. Time life is the leader for cd collections and dvd sets capturing the music and video that shaped your life. Throughout its history, the united kingdom has been a major producer and source of musical creation, drawing its artistic basis from the history of the united kingdom, from church music, western culture and the ancient and traditional folk music and instrumentation of england, scotland, ireland and wales.


A news item by the BBC has led many viewers to my blog in recent days. According to a recent report, primary teachers in Great Britain are scared of math, which results in poor math teaching.
I can’t say much about primary teachers, especially in Great Britain, but in 2006 I consulted with about 100 teachers of adult numeracy, GED and Adult Basic Education math classes (whole numbers through algebra) about bringing their teaching practices into line with research findings. I didn’t find them scared of math, but I did find specific barriers that prevented them from improving their teaching practice. (You will find a fuller description of my study in the introduction to Changing the Way We Teach Math.)
As a basis for discussion with these math instructors, I used principles from “Instructional Strategies for Teaching Adult Numeracy Skills” by Lynda Ginsburg and Iddo Gal. They include strategies such as determining what learners know before beginning instruction on a topic; looking at learners’ attitudes about math; using manipulatives; developing skills in estimation and Continue reading


Relief Printmaking (Ages 9-10)
Explore relief printing, a type of printmaking. The process consists of cutting or etching a surface in such a way that all that remains of the original surface is the design to be inked and printed. In this class we will be cutting into linoleum, an accessible and easy to carve medium, to create our own unique designs. We’ll make multiples of each design and students will walk away with many pieces to share with their friends and family. You’ll also have new knowledge of a timeless printmaking process.
About the Instructor
Hello world! My name is Courtney Lebow, I earned my Bachelor's in Cultural Anthropology as well as my Bachelor's of Fine Arts from SUNY Plattsburgh, in upstate NY, graduated in 2014. I relocated to Richmond, VA in July of 2014, and have been working with vibrant local organizations including The Visual Arts Center and ART 180. I'm quite the chameleon artist and love creating projects in many mediums. Teaching and utilizing my love for the arts as a vehicle for community connection is my ultimate professional goal. I am currently earning my Masters in Art Education from Virginia Commonwealth University, graduating Fall 2018! When I am not creating art, I can be found swing dancing, or playing the blues.See More Classes By Instructor


Solar System for Kids Video for Kids
Watch a fantastic unique and really easy to understand Solar System for Kids science for kids video:
Solar System for Kids Video – Why Watch It
This fun animated video teaches kids all about the Solar System with a song. The song teaches kids about the different factors of the solar system. Kids will be able to learn fun facts about the Sun and the 8 planets; Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. With the song, some descriptions about the planets and the sun are mentioned like their distance from the sun, their moons, the rings of some planets and the storms and geography of others. This is a simple song kids can learn as they sing along with the video.
Kids will enjoy viewing this Solar System for Kids facts for kids video and enhance your kids’ interest to learn easy science facts about Solar System for Kids.
This Solar System for Kids video is easy to learn from for your kids, from those kids engaged in early learning programs for pre-K kids, till kids in very first to 5th grades, clearly also preschoolers kids and home-schooled children.
Go ahead grow your knowledge our offered FREE educational videos for kids, personally advised by our professional assistant editor. These videos are a whopping hoard of science for kids videos right here on our science kids website. Check out many more convincing as well as educational yet fun simple facts for kids on our EasyScienceForKids website about many even more fascinating topics, and enjoy doing our many COST-FREE reading comprehension activity worksheets, COMPLETELY FREE interactive online quizzes and complimentary educational games for kids.
Enjoyed the Solar System for Kids video? Pore over extensive info about Solar System for Kids.
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Declan, Tobin. " Solar System for Kids Video for Kids - ." Easy Science for Kids, May 2018. Web. 20 May 2018. < http://easyscienceforkids.com/solar-system-for-kids-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2018). Solar System for Kids Video for Kids -. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/solar-system-for-kids-video-for-kids/


ITALY'S schools system is to undergo its first fundamental overhaul since the early days of the fascist regime in the 1920s.
Its system of primary and middle schools is to be abolished in favour of elementary education for six to 13-year-olds and two levels of secondary education.
The changes, approved by the camera dei deputati (Italy's parliament), will raise the leaving age from 1415 to 18.
Behind the reforms lies the need to prepare pupils for the jobs market and the challenges of higher education. Italy has one of the highest unemployment rates in the European Union Businesses have criticised schools for being out of touch with reality. Universities have a 70 per cent drop-out rate.
After the first two years at secondary school, 15-year-old, pupils will have to choose whether they go on to academic or technical and vocationally-orientated schools.
Closer links with industry will be a feature of technical and vocationally-orientated schools, including the possiblity of work experience which will earn them credits for the school-leaving exam. In an attempt to give them a veneer of prestige, they will be known as licei, along with the more academic high schools which have enjoyed this name since Napoleonic times.
The replacement of primaries (scuola elementare) and middle schools (scuola media) with a single scuola di base follows the introduction last year of operational autonomy for schools and the establishment this year, of a system of initial teacher training.
The current system took its shape under Giovanni Gentile, education minister in Mussolini's fascist government of the 1920s. Since then only minor structural changes have been made, such as the separation of the scuola media from upper secondary schools in the 1970s. Chalk and talk has remained the standard teaching mode.
The original document for reform was drawn up more than two years ago by a panel of luminaries but, significantly, no teachers. It includes novelist Umberto Eco and Riccardo Muti, conductor-in-chief of La Scala opera house in Milan.
Some of the proposals, such as a plan to make the final year of nursery school compulsory, have fallen by the wayside. But other novelties have crept in, includingthe possibility of retraining sabbaticals for teachers - a point criticised by the opposition for its excessive cost.
According to one teacher union, 84 per cent of teachers support the reforms, which will be introduced gradually beginning the year after next.
After 10 years of falling rolls, the school population is on the increase, posing a mild threat to Italy's enviable one-to-nineteacher:pupil ratio. The rise of 50,000 is largely due to the growing number of pupils from developing countries, which has risen from 20,000 pupils in 1990-91 to an estimated 83,000.


A young child’s family life is the most influential factor in determining their overall wellbeing. Preschool family activities can and should be addressed in preschool. We use preschool family theme songs to give children an opportunity to dialogue about the people in their family, celebrate their family experience and to realize that family, the people that we live with, is something that we all share in common even though not all families look the same.
Self Awareness and Learning About Family
This music and movement curriculum module contains preschool family theme songs and encourages self-awareness and enhances learning about family. At the beginning of a child’s preschool experience these songs and activities help ease separation anxiety and during the year they help youngsters cope with the birth of siblings. The songs, stories and activities in Module #11 promote family activities, help develop language and self-esteem, and help preschoolers recognize that everyone is different but special in their own way.
Friends and Healthy Relationships at School
In early childhood, children are developing their identities and a big part of that is the relationships that they develop and the relationship skills that they gain in the process. We put an emphasis on friendships and relationships out side of the home as well as in the home.
The most important relationship that children have is with themselves. We address this subject and provide encouragement for children to value themselves as people.
Aspects of development
addressed in this module:
- Self Regulation
- Attention Maintenance
- Physical Development
- Purposeful Movement
- Interactions Among Children
- Shared Use of Space and Materials
- Relationships and Social Interactions with Adults and Peers
- Cooperation with Adults and Peers
- Spacial Relationships
- Language and Literacy Development
- Social Emotional Development
- English Language Development
- Staff-Child Interactions
- Gross Motor Manipulative Skills
- Gross Locomotor Movement Skills
- Fine Motor Manipulative Skills
- Performing Arts: Music, Drama/Dance


If you need quick, easy, and engaging phonics centers, this resource is for you! This packet reinforces Long U Silent E (u_e)
word family skills and requires very little prep. There are 3 versions of each activity mat to help you differentiate your centers. These activity mats are simple to implement and will easily compliment your phonics instruction.
Save over 30% buy purchasing the BUNDLE.
This resource includes 3 Long U Silent E (u_e) activity mats with 3 versions each (9 mats in total). Students complete the word in the word family using a dry erase markers, letter cards (included), or magnetic letters. Also included are picture and word cards that can be used for students to match or play memory.
The Long I Silent E word families included are:
-ute/-ube, -une/-ule, -use/-uge/-ume
This product includes:
✔ 3 Long U Silent E (u_e) activity mats with 3 versions each
✔ Letter Cards
✔ Picture - Word Matching Cards
Optional materials you may need:
✔ Magnetic letters
✔ Dry erase markers
Other Word Work resources you may be interested in:
Short A Word Family Center Activities SAMPLE
Short A Word Family Center Activities
Short E Word Family Center Activities
Short I Word Family Center Activities
Short O Word Family Center Activities
Short U Word Family Center Activities
Short Vowel Word Family Center Activities BUNDLE (Save over 30%)
Long A Silent E Word Family Center Activities
Long I Silent E Word Family Center Activities
Long O Silent E Word Family Center Activities
Long Vowel Silent E Word Family Center Activities BUNDLE (Save over 30%)
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next to my store logo and click it to become a follower.
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A just-published study from Canada suggests early music education stimulates a child’s brain, leading to improved performance in an entirely different arena – verbal intelligence.
“These results are dramatic not only because they clearly connect cognitive improvement to musical training, but also because the improvements in language and attention are found in completely different domains than the one used for training,” said York University psychologist Ellen Bialystok, one of the paper’s co-authors. “This has enormous implications for development and education.”
The study, published in the journal Psychological Science, was conducted at York University by psychologist Sylvain Moreno, who is now with Baycrest’s Rotman Research Institute. It focused on 48 children between the ages of 4 and 6, who took part in one of two computerized training programs Moreno designed.
Half participated in a music program, which “included training in rhythm, pitch, melody, voice and basic musical concepts,” the researchers write. The other 24 took part in a visual-arts program, which “emphasized the development of visuo-spatial skills relating to concepts such as shape, color, line, dimension, and perspective.”
All received their respective training one hour per day, five days per week for four weeks. The programs were projected onto a classroom wall and conducted in groups led by a teacher.
Read the article at Miller-McCune.com


Rajiv Gandhi Shiksha Mission, Zilla Panchayat, South Bastar Dantewada, Chhattisgarh, India.
Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right.
SSA is being implemented in partnership with State Governments to cover the entire country and address the needs of 192 million children in 1.1 million habitations.
The programme seeks to open new schools in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.
SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl’s education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide.
‘Development through Education and Education through development’ is a motto of Vigyan Ashram (fig.1). VA believe it is necessary to use technology to increase pace of our rural development. VA also believe technology is needed to increase efficiency and effectiveness of everything we do. To spread the available technology to masses, we need to educate them. Such technology based services can only be made accessible to villagers through small enterprises. Small enterprises will give boost to local economy which in turn helps in real development of village.
To realize vision of RDES, VA has following program, which are interlinked to each others (fig.2). Education is at the center of the VA’s program. Technology development is another division of VA’s work. Technology developed will be disseminated through education program. Students learn by ‘Learning while doing’ methodology and while doing so they provide services to community at modest cost. This gives students experience and confidence to start their own enterprises. Appropriate technologies will get disseminated through these rural enterprises and at the same time large pool of technology literate will be created through school program, who will have scientific temper and work culture imbibed in them.
Fig. 2 RDES
Basic Principles of Vigyan Ashram’s program »
- Learning While Doing – Students will learn by actually doing things in real life situation i.e ‘Natural way of learning’.
- Multiskill training – Students will learn multiple skills in nature. Nature is the syllabus.
- School must be a production center – Students are expected to provide services to community. Community is expected to pay for the services. They will learn to work on real life problems of community and find solutions to it.
- Instructor must be an entrepreneur – He must have demonstrable skills.
Jnana Prabodhini (Marathi: ज्ञान प्रबोधिनी) which means ‘Awakener of Real Knowledge’ in Sanskrit is a social organisation in India. Started with the motto of “Motivating Intelligence for Social Change”, its work now has grown in to multiple directions of social work.
Jnana Prabodhini works in fields such as education, research, rural development, health and youth organisation. It spans its presence to various locations in Maharashtra, India, such as Pune, Nigdi, Salumbre, Solapur, Harali, Ambajogai. It is also doing some works in parts of Jammu and Kashmir and the north eastern states of India.The organisation has started a school in Nigdi, Solapur and Sadashiv Peth, Pune.
Jnana Prabodhini, which is non-political organization headquartered in Pune, Maharashtra, India, aims at the development of physical, mental, intellectual and spiritual qualities of people in general and of the youth in particular. This development should lead to leadership qualities, motivation building, attitude forming and understanding the problems of India.


ERIC Number: EJ793946
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
What's Making the Difference in Achieving Outstanding Primary School Learning Outcomes in Numeracy?
Australian Primary Mathematics Classroom, v9 n4 p24-26 2004
In this article, the author presents findings from a large NSW project designed to explore educational practices that "make a difference" in numeracy outcomes. The project was coordinated by the NSW Department of Education and Training, the Catholic Education Commission, the Association of Independent Schools, and research teams from the University of New England, Southern Cross University, University of Technology, Sydney, University of Western Sydney, and the University of Wollongong. During 2001 and 2002, case studies were conducted in forty-five government and non-government primary schools across NSW where "outstanding" numeracy outcomes were being achieved at Years 3 and 5, and between Years 3 and 5, as indicated by Basic Skills Test data. These schools represented students from diverse socio-economic, language backgrounds other than English (LBOTE), Aboriginal and Torres Strait Islander (ATSI) and geographic communities (including isolated, metropolitan, rural, small and large schools). The sample comprised 70% Government, 20% Catholic and 10% Independent primary schools. Five university research teams were contracted to conduct the case studies in order to identify those factors that influenced student learning. The case studies included: interviews with teachers, parents, students, and community members; observations of numerous classroom mathematics/numeracy lessons; and the examination of many school documents. The main factors which were found to be "making the difference", as well as the strategies that enabled them to occur are grouped below according to three contexts: "within the classroom", "throughout the school" and "beyond the school". These factors and strategies seemed to fit together to provide a coherent guideline and philosophy for successful numeracy teaching.
Descriptors: Catholic Schools, Private Schools, Public Schools, Elementary School Mathematics, Mathematics Instruction, Mathematics Achievement, Mathematics Skills, Elementary School Students, Numeracy, Educational Practices, Foreign Countries, Case Studies, Interviews, Observation
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: email@example.com; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Australia


The next Money as You Grow book club selection is “My Rows and Piles of Coins” by Tololwa M. Mollel, for ages 4 to 7. In the book, Sarumi wants to help his mother sell her items at their market in Tanzania. After saving and saving, he’s disappointed when he still doesn’t have enough money to buy a bicycle. His parents give him the family bicycle, and then Sarumi sets a new goal to save up for a cart for the bicycle.
In the for “My Rows and Piles of Coins,” you’ll find questions you can ask your child about the story, as well as activities you can do, based on the key ideas in the book. For young children, it’s important to build foundational skills like waiting for what they want. You might ask about something your child wanted but couldn’t have, and how he or she felt at that time. Slightly older children, up to age 10, may be curious about the world of money around them. You might ask about where your child puts important or valuable things to keep them safe.
Here are some key takeaways that you can share with your child as you read:
- Setting goals
The Money as You Grow book club gives parents and caregivers a natural way to start money conversations with children. You can read the Money as You Grow book club selections at home on your own. Use our Parent Guides for key ideas, questions, and activities.
Trying these discussions and related activities after reading helps build a foundation for saving and setting goals for children now, which can develop over time with new experiences. Check out our Money as You Grow resources for even more activities and conversation starters.


Friday, May 22, 2009
Artist Charles L. Sallee, Jr.
Charles L. Sallee, Jr., the oldest child of Charles and Coranell Collier Sallee was born in 1911 in Oberlin, Ohio, where Charles, Sr. worked as a plasterer. By 1915, the Sallee family moved to Sandusky, Ohio. There were fourteen children in all, though only seven survived to adulthood. Charles, Jr. graduated from Sandusky High School in 1931. He was actively involved in art while enrolled in Sandusky City Schools, drawing cartoons, posters, and designing scenery for school plays. Charles contributed illustrations for the book Heart of Democracy, written by James Ross in 1930. During an Art Club display in 1931, Charles sketched pictures of all his high school teachers.
Below is a print created by Charles L. Sallee, Jr. for the 1931 Sandusky High School Fram:
In 1934, Sallee was the first African American to be admitted to Cleveland School of Art, now the Cleveland Institute of Art. From 1935 to 1941, Sallee was an artist for the Works Progress Administration, creating prints and murals. One mural painted by Sallee was for the Outhwaite Home, one of the first federally funded housing projects. After graduating from the Cleveland School of Art, he earned an Art Education degree from Case Western Reserve University. Sallee taught art at Kennard Junior High and Outhwaite Elementary School.
According to Mr. Sallee’s obituary which appeared in the Plain Dealer on February 25, 2006, he did much of his early important work with the Playhouse Settlement, which became the Karamu House. Before serving in the Army Corps of Engineers, Sallee was a civilian employee with the Army Map Service. After being drafted into the Army, he was a supervising draftsman, and later a cartographer in England. While in France, he helped design roads and escape routes, and made signs for Red Ball Express supply truck drivers. He also spent time in the Philippines.
Charles L. Sallee, Jr. enjoyed a long career as an interior designer. One his most well known designs is the ballroom at the Renaissance Hotel in downtown Cleveland. Other projects included the clubhouse of the Cleveland Indians stadium, the Stouffer Hotel, and Cleveland Trust. In 1957, Sallee returned to Sandusky to place oil paintings at the Second Baptist Church, where he had been baptized. The paintings were placed in ornamental plaster frames that had been created by Charles Sallee, Sr. These paintings are still located in the church sanctuary at 315 Decatur Street. Several prints by Charles L. Sallee, Jr. can be retrieved at the digital exhibits of the Case Western Reserve Kelvin Smith Library. A video from WVIZ television which discusses Charles L. Sallee, Jr. is available at YouTube. An etching by Sallee entitled “Swingtime” appears in a selection from American art at the website of Howard University.
Charles L. Sallee, Jr. died on February 15, 2006,, at the age of 94. He was survived by two daughters, a stepson, four grandchildren, and four sisters. A biographical sketch of Charles L. Sallee, Jr. is found in the database Contemporary Black Biography, available through the ClevNet database Biography Resource Center. An article in which Mr. and Mrs. Charles Sallee, Sr. discuss their family appeared in the October 13, 1958 Sandusky Register, on microfilm at the Archives Research Center of the Sandusky Library.


History of Music Festivals in Indiana
Music festivals for students in Indiana secondary and elementary schools began in the mid 1920’s, when a small number of bands and orchestras participated in national playing events. Under the sponsorship of band instrument manufacturers, these events provided an opportunity for a number of Indiana groups to gain national recognition. During the 1930’s, the Hobart High School Band, directed by William Revelli, the Hammond High School Band, directed by Adam Lezinsky, and the Crawfordsville High School Band, directed by Joseph Gremelspacher, were among the top ranking concert bands in the nation.
In the early 1930’s, state music festivals were expanded to include, not only bands and orchestras, but marching bands, small ensembles, and solo performances. By 1935, participation had grown to a point that it was necessary to create a formal association. Due to geographical considerations two associations were formed; one being the Northern Indiana School Band, Orchestra, and Vocal Association (NISBOVA), and the other, the Indiana School Music Association (ISMA Central-Southern). For the next 46 years, the two associations developed and sponsored all music festivals for bands, orchestras and choirs. During the late 1940’s and early 1950’s, the Indiana Music Educators Association (IMEA) sponsored the State Solo and Ensemble auditions for students who had qualified at earlier NISBOVA and ISMA district events. In 1973, the two associations joined together to sponsor the first Indiana All-State Marching Band Contest.
A few of the known Executive Secretaries of the NISBOVA and ISMA associations include the names of George Myers, Al Stodden, and Robert Sohn of NISBOVA and Lincoln Northcott, Joseph Gremelspacher, Don Marketto, Ralph Chandler, and Fred Niemeyer of ISMA. Many other music educators have made significant contributions to the music associations as they served in their elected positions.
In July of 1981, the Indiana State School Music Association was created as a merger agreement with the two state associations. At the same time, ISSMA became a division of the Indiana Secondary School Administrators. In the summer of 1999, ISSMA became an independent, not-for-profit corporation.
William G. Fread served as the Director of ISSMA from its inception in 1981 to his retirement in 1991. Peter L. Strodel was appointed to succeed Mr. Fread and assumed his responsibilities in July 1991. Following the passing of Mr. Strodel in April of 2000, Charles R. Briel was elected to lead the Association and began his tenure on July 1 of that same year.
Mr. Ronald Bell joined the ISSMA staff in 1985 as Assistant Director of the Association. He continued in that capacity until his retirement in June of 2007. Michael K. Bridgewater was named Assistant Executive Director in July of 2007 after having served as the ISSMA State Show Choir Coordinator since 2005.
Charles R. Briel retired from ISSMA in July of 2015, after 15 years of dedicated service, and Michael K. (Mick) Bridgewater was appointed to succeed Mr. Briel as the Executive Director. As part of an internal ISSMA restructuring, the past Assistant Executive Director position was divided into two new positions: In August 2015, Mr. Mark A. Middleton joined the Association as the ISSMA Instrumental Education Director and Scott A. Bradford as the ISSMA Choral Education Director.
The duties of the ISSMA Directors include securing approximately 120 sites for the various events during each school year, contracting over 1,000 judges for those events, which involve an estimated 200,000 students throughout the state. In addition, the Directors serve ISSMA and all music teachers in carrying out the rules and regulations of the Association and serving ex officio with various committees and organizations pertaining to music education.


Teacher Workshops in Toowoomba 2015
02 Mar, 2015
Your students had just finished writing a story about their favourite character in their English/Literacy lesson (see example below).
Above Satisfactory Portfolio Foundation example (Australian Curriculum, 2018)
As a keen ICT integrator, you want to further their literacy development using the computer and plan to use the software Microsoft Word to do this.
Australian Curriculum links are embedded in your planning as a result as it requires students to use a word processor (see below).
What are your concerns?
If you are to integrate ICT effectively into the curriculum, you will need a good understanding of ICT concepts and their relation to the other areas of the curriculum. In addtion, research shows that "the extent to which ICT was used effectively to support the development of literacy depended to a large extent on the teacher's own personal capabilities in ICT and literacy" (Kennewell et al., 2000, p. 106).
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Yamaha Music Education System
Tunes For Twos (age 2)
An enriching music experience designed specifically for 2-year-olds. In three ten-week learning modules, this course allows children to explore the world around them through music, movement and play.
Junior Music Course (ages 3 to 5)
Early childhood is the ideal time to start music lessons. At this age, the ear is at its peak of sensitivity. Learning music is as natural as learning to speak. Students can begin in the Music Wonderland (age 3, 4) or Primary (age 4, 5). The unique curriculum -- up to seven years in length -- is designed to give your child the best opportunity to develop basic music skills. The creative approach centers on developing the three essential elements of pitch, harmony, and rhythm. The Junior Music Course develops the musical child from within.
Young Musicians Course (ages 6 to 8)
The Young Musicians Course is a great way for children to begin a lifetime enjoyment of music. The three-year curriculum develops musicianship and keyboard playing skills with wonderful materials written specifically fro beginners of this age.
Piano Club (ages 8 to 10)
Piano Club is a two-year program designed to teach beginning students, aged 8 to 10, how to play and enjoy a wide variety of piano styles. Basic musicianship skills, including a good sense of rhythm and pitch are developed through solfege singing and keyboard ensembles.
Keyboard Club (teens to adult)
Keyboard Club is the fun way to learn more about keyboards. This two-year program for beginners is designed to teach you about today’s electronic keyboards.
Seniors Keyboard Course
You’re never too old to learn! Active music making, besides being great fun, has been shown to have physical and mental benefits that can improve quality of life for all people, including seniors! The Seniors Keyboard Course is presented in a flexible series of 10-week modules in a group setting. It’s the ideal way to learn a new skill and meet new friends in a relaxed environment.


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Until the beginning of the 19th century, education was neither compulsory, nor state- funded or controlled; however, in medieval Coventry there were educational opportunities for the poor, as well as the wealthy who could afford to pay the fees. The monks at St. Mary's priory ran a school for children of the poor from an early date; as well as a public grammar school in School House Lane from 1303 that had been endowed to them, for which fees would probably have been charged. It is believed that the Charterhouse, or Carthusian monastery, also kept a school for needy scholars, and that priests attached to various parish churches taught children in their spare time.
As a result of the Reformation, many free educational opportunities for the poor disappeared, but following a brief period two new schools were established: the Free Grammar school (King Henry VIII School), and Bablake Hospital and School. The Free Grammar school was founded in 1545 by John Hales in the church formerly used by the Whitefriars, but following dispute of its ownership, the school moved to the former Hospital of St. John the Baptist ("the Old Grammar School") in 1558 where it remained until 1885. The educational institution of Bablake School possibly originates from 1344 when the Bablake lands were granted by Queen Isabella. The school buildings were founded in 1560 when parts of the old guild buildings at Bablake were converted into a hospital and school, and then heavily endowed in 1563 by Thomas Wheatley. The school taught sons of freemen of the city only.
As time passed, several smaller schools were founded in the city through charitable gifts and bequests, including the Blue Coat school for girls in 1714; and from 1790, Sunday schools were established to help provide further learning opportunities. Then, a "British" school for boys and a "National" school for boys and girls were built in 1811 and 1813 respectively, funded partly by voluntary subscription and partly by fees. In 1833, the Government took an active interest and gave its first education grant, which encouraged several more small schools to follow in quick succession.
An Act in 1870 led to the setting up of the Coventry School Board in 1871, which immediately built further schools in the city. In 1880, elementary education was made compulsory, and became free in 1891. The School Board was abolished under the Education Act of 1902, and the Local Education Authority for Coventry took its place. In the meantime, the Free Grammar school, renamed King Henry VIII School had moved in 1885 to its present address on Warwick Road,and Bablake School moved to Coundon in 1890.The building of a succession of further primary and secondary schools followed at various times during the 20th century.


Lyubov Sergeyevna Popova, (born April 24 [May 6, New Style], 1889, Ivanovskoye, Russian Empire—died May 25, 1924, Moscow, Russia, U.S.S.R.), one of the most distinctly individual artists of the Russian avant-garde, who excelled as a painter, graphic artist, theatrical set designer, textile designer, teacher, and art theorist.
Popova was born into a wealthy family of Moscow factory owners, which secured her a quality art education. After studying in the studios of Stanislav Zhukovsky and Konstantin Yuon in Moscow from 1907 to 1909, she traveled to Italy, where she was strongly drawn to the monumental art of the early Renaissance. She then traveled to Pskov and Novgorod to study iconography. In 1912 Popova met some of the leading masters of the Moscow avant-garde gathered around Vladimir Tatlin, and for some time she worked at his studio, together with Nadezhda Udaltsova, with whom she was to develop a close friendship, and Aleksandr Vesnin (see Vesnin brothers). Popova, Udaltsova, and Vesnin developed close creative and personal friendships and love that would last throughout Popova’s short lifetime. During this period Popova visited Sergey Shchukin’s renowned collection of French art and, drawn to Cubism, traveled to Paris with Udaltsova. The Académie de la Palette, where Popova and Udaltsova studied Cubism with Henri Le Fauconnier and Jean Metzinger, was to prove a crucial step in Popova’s artistic development.
After another trip to France and Italy in 1914, Popova returned to Moscow as a full-fledged artist, her predilection and interest now centring on Art Nouveau. She organized “weekly gatherings on art” at her house, which attracted the forerunners of the Moscow artistic avant-garde, and participated in avant-garde exhibitions, such as Jack of Diamonds exhibitions of 1914 and 1916, “0.10” (1915), and “The Store” (1916).
The mid-1910s were a turning point for Popova. After successful experiments in Cubism (such as Composition with Figures, 1913), Popova created a series of “plastic paintings,” such as Jug on Table (1915), in which there is a synthesis of painting and relief work using plaster and tin. In 1916 she joined the Supremus Group founded by Kazimir Malevich. Inspired by Malevich’s ideas about abstraction and Suprematism (an art form he invented), Popova developed an individual variation of nonobjective art in which traditional principles were dynamically combined with the flatness and linearity of medieval Russian art and the most innovative avant-garde techniques. She classified her work, with its rhythmical syntheses of coloured planes, as “Painterly Architectonics.”
Popova’s painting gradually began to evolve into Constructivism; her compositions of the early 1920s bear titles such as Construction and Spatial-Force Construction. Thus, her departure from painting and her turn to “practical art” in 1921 was a logical step in her artistic evolution. During this period Popova connected teaching and theoretical work (at, for example, the Moscow Institute of Artistic Culture) while creatively she moved toward the applied arts, working with textile designs, posters, and book covers. Her most interesting work was in the field of set design. She created innovative Constructivist sets around which the action developed. She worked with the Kamerny Theatre of Aleksandr Tairov and Vsevolod Meyerhold. Popova died at the peak of her artistic powers two days after the death of her son, from whom she had contracted scarlet fever.


Art & MUSIC
Learning about the visual arts gives Summit's Lower School students an opportunity to see the world around them. Through art, our students learn about their own history and culture, as well as those of other people. Art also promotes self-expression, imagination, creativity, and visual communication of ideas. Working together on projects teaches students tolerance and cooperation in order to achieve a goal. Finally, creating art can help students develop critical thinking and problem-solving skills, and improve self-esteem.
Summit’s Lower School art program teaches students about color theory, art and design techniques, artists and art history, art from other cultures, interdisciplinary art, architecture, as well as three-dimensional forms. Our students also learn different techniques and use a variety of materials to create their works of art. Lessons encourage students to express their originality and point of view. Projects have included monochromatic paintings, 3-D building designs, recreating famous paintings, creating masks, and collaborative group murals and projects.
Student Artwork: Top, left: A study in Chinese landscape painting. Top, center: A study of masks. Top, right: A study in monochromatics. Bottom, left: A study of silhouettes. Bottom, right: A study in reinterpretation featuring Starry Night.
Summit’s music education and band program are an important component of our arts curriculum at the Lower School. We firmly believe that music instruction helps our students to foster self-expression, understand music as a universal language, communicate with others through music, connect music with other disciplines, as well as to make social, cultural, and historical connections through music study.
Our band program originates from Paul Effman Music, which provides instruments, in-school music instruction, and program leadership. Parents work directly with the music service to arrange for instrument rentals and lessons. Groups are formed based on instrument and skill level. Instruction is provided on a weekly basis.
Participation in this program offers our young musicians a variety of listening, participatory, and responsive opportunities. Parents are invited to winter and spring concerts.


ERIC Number: ED342613
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Sharing Maths Cultures: IMPACT (Inventing Maths for Parents and Children and Teachers).
Merttens, Ruth; Vass, Jeff
This book describes the Inventing Maths for Parents and Children and Teachers (IMPACT) project, a project that involves parents routinely in the primary school curriculum and that includes curriculum materials that are designed to be valid across different cultures. This book describes and promotes educational settings in which the child is not the center or object of teaching, but is the initiator and tutor. It explains how any teacher or school can set up and run a similar initiative. Detailed examples are given of the processes involved and the specific methods used for effective parental involvement. It describes and discusses sample materials for implementing the scheme, and outlines a radically new approach to evaluation. It reflects upon the relationship between the National Curriculum, IMPACT, and primary math. Chapter 1 locates IMPACT in the ongoing debates in education, particularly the relationship of the community to the curriculum. Chapter 2 takes a more detailed look at the research context of IMPACT. Chapter 3 gives details of how to set up IMPACT in a school. Chapter 4 concentrates on the classroom and looks at the day-to-day running of IMPACT in schools. Chapter 5 looks at designing and selecting appropriate materials which extend classwork so that suitable tasks can be done at home jointly with a parent. Chapter 6 takes a look at the issues and techniques of complex evaluation that an intervention like IMPACT requires. (KR)
Descriptors: Cultural Awareness, Curriculum Development, Elementary Secondary Education, Foreign Countries, Mathematics Education, Parent Participation, Program Descriptions
Falmer Press, Taylor & Francis Inc., 242 Cherry Street, Philadelphia, PA 19106-1906 ($22.00).
Publication Type: Reports - Descriptive; Books
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)


This is my first attempt at writing a scientific paper and i am thinking of writing a review article i want to know what is the exact difference between a research. View worksheet if you decided to do primary research, you must engage in analyzing data collected in order to evaluate and interpret it in other words, you. ← back to writing tutorial writing a custom term paper, research paper, or essay, students often do not know the difference between primary and secondary sources. One of the most important aspects of science is ensuring that you get all the parts of the written research paper in the right order. Primary education research papers discuss how elementary education focuses on reading, writing, communication, and literacy to provide students with the basic tools. Biology research paper format paper format scientific research report format is based on the scientific method and is organized to primary materials.
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Hip Hop Jen is in the house with her high energy and interactive Kids Dance Party! Teachers are always looking for songs for kids to dance to at school. In this module we use fun dance beats and catchy rhythms to get everyone up and DANCING! Teachers and students alike will have a blast as they learn easy to follow along dance choreography to Hip Hop Jen’s high energy dance music. These songs combine catchy beats with interactive elements like imaginative movement and directed movement.
Interactive, Group Dance Activities
Dance gives children a chance to express their feelings and investigate ideas about their known and unknown world. Dance motivates and enhances young children’s desire to learn. Dance has an important role in inspiring and improving the whole school environment.
Dance Plays Many Roles
The song lyrics in this curriculum module instruct and inspire children to move and dance in creative ways. They explore social scenarios that are familiar to children. They encourage positive choices. They inspire children to establish themselves as independent people and they encourage children to have fun and not feel limited by shyness or social pressure.
These songs for kids to dance to at school are perfect for creating a dance party in the classroom and also great for recitals and performances.
Study: Dance, Drama and Music – a Foundation for Education
Aspects of development addressed in this module:
- Self Regulation
- Attention Maintenance
- Physical Development
- Purposeful Movement
- Interactions Among Children
- Shared Use of Space and Materials
- Relationships and Social Interactions with Adults and Peers
- Cooperation with Adults and Peers
- Spacial Relationships
- Language and Literacy Development
- Social Emotional Development
- Staff-Child Interactions
- Gross Motor Manipulative Skills
- Gross Locomotor Movement Skills
- Fine Motor Manipulative Skills
- Performing Arts: Music, Drama/Dance


Ventana responds to the interests and passions of each classroom. Focusing on the practices and skills necessary for scientific inquiry, students have opportunities to engage in both structured science labs and project-centered investigations. When classroom interests, projects and science inquiry coincide, they combine to create a wider set of ideas and opportunities to explore. Students are allowed space to dive deeply into science topics: extending observations; developing richer explanations, models and concepts; and asking probing questions.
The intention of Art Studio at Ventana is to expose students to a range of art media, processes and techniques as a means of thinking and observing the world more visually. Through deep exploration of materials, both two and three dimensional, students will immerse themselves in ‘languages’ that allow for the contemplation and development of creative thought and a personal aesthetic. Referencing and observing both past and contemporary artists will provide students with a global art perspective and guide the understanding and execution of their own art-making.
At Ventana, we use the Orff-Schulwerk approach to music education, a play-based approach that builds musicianship through a child’s world of games, chant, song, movement, drama and high quality sounding instruments specially designed for children. We recognize the importance of individual creativity and contributions to the music ensemble while keeping in mind that the emphasis is collaborative music making. We continually analyze student understandings and offer provocations that deepen our learning and allow for satisfying experiences in music.
The Physical Education program at Ventana has students moving through three developmental stages: body management and listening skills; fundamental motor skills; and technical and tactical game skills. In the PE class, students are given an appropriate level of challenge and comfort to ensure risk taking; a necessary element for skill growth in game play. This balance is achieved through lessons centered around non-traditional sports and modified traditional games. Physical education students at Ventana become confident in their own abilities and develop an appreciation for all players’ contributions.
The Spanish program at Ventana exposes students to a language class where they learn vocabulary through games, conversation, songs, and children’s literature in Spanish. The program also introduces students to the culture and traditions of Mexico through cooking and crafts. The students’ experiences provide the foundation for language appreciation and cultural understanding.


Blue Orange Games has four new games to help get kids into to gear for the new school year and reinforce learning long after term begins. Whether preschool or elementary, language arts or math, Blue Orange’s games are teacher-approved and age-appropriate to build brain power through play.
Check out their newest offerings below:
20 Express is a bingo-style game that calls for logical thinking, figuring probabilities, and a dose of luck. Each player has a train of 20 cars to fill with numbers. The goal is to make long series of ascending numbers. With every draw, players must decide the best train car to assign the number. Some numbers may be pulled twice, and a wild tile can save a series. The longer the series, the more points it earns. 20 Express stretches kids’ mental math abilities and is for unlimited players ages 8 and up.
Spot it! Basic English
Spot it! Basic English boosts emergent reading skills while having fun. Players race to be the first to spot matches between a word and its corresponding picture, between two pictures, or between two words. This game includes sight words, the most common words in English. Automatic recognition of words builds confidence and speeds literacy development. (Also available in Spanish and French). Spot it! Basic English is for two to eight players ages 5 to 7.
Spot it! Alphabet
Little ones ages 3 to 5 prepare for preschool and beyond with Spot it! Alphabet. There is always one, and only one, matching letter between any two cards. Kids learn to visually and verbally identify the letters of the alphabet and even colors. There are three ways to play with different challenge levels. Game includes advanced play tips for little learners ready to explore alphabetic order and basic spelling. Spot it! Alphabet is for two to six players.
Spot it! Numbers & Shapes
Kids get a head start learning the building blocks of math with Spot it! Numbers and Shapes. As they search for matches, preschoolers will learn to recognize single digit numbers and geometric shapes. Color recognition is also reinforced, as the matching figure needs to be the same color. Parents can play with advanced tips to explore simple arithmetic and the properties of shapes with their child. Spot it! Numbers & Shapes is for two to six players ages 3 to 5.


|Born||March 19, 1888|
|Died||March 25, 1976(aged 88)|
Study of Color
Josef Albers (March 19, 1888 – March 25, 1976) was a German-born American artist and educator. His work in Europe and the United States was highly influential and far-reaching. His ideas formed the basis of many art education programs in the 20th century.
Life[change | change source]
Albers was born in Bottrop, Westphalia (Germany). He studied art in Berlin, Essen, and Munich, before enrolling as a student at the prestigious Weimar Bauhaus in 1920. He began teaching in the preliminary course of the Department of Design in 1922, and was promoted to Professor in 1925, the year the Bauhaus moved to Dessau. His work at this time included designing furniture and working with glass.
With the closure of the Bauhaus under Nazi pressure in 1933, Albers emigrated to the United States. In 1950 Albers was appointed head of the Department of Design at Yale University. In 1963 he published Interaction of color which presented his theory that colors were governed by an internal and deceptive logic. A key idea, which he proved by examples, was that our perception of color is not constant. It is influenced by the juxtaposition (placing together) of one color with another. This interested artists interested in optical illusions (Op art).
Albers is best remembered for his work as an abstract painter and theorist. Most famous of all are the hundreds of paintings and prints that make up the series Homage to the Square. In this rigorous series, begun in 1949, Albers explored chromatic interactions with flat colored squares arranged inside each other. This was a union of geometric abstraction with experiments in color.
References[change | change source]
Other websites[change | change source]
- Joseph & Anni Albers Foundation


“I know only one thing about the technologies that await us in the future. We will find ways to tell stories with them.” – Jason Ohlar.
On Friday I had the pleasure to return to the beautiful isle of Islay to lead a staff development day on Literacy with the staff of Islay High School and its associated primary schools. Like most of the profession in Scotland at the moment they are beginning to realise the significant implications of the Curriculum for Excellence reforms, and are wrestling with some of the central issues, such as the notion of literacy development as the responsibility of all, and what that might look like in practical terms.
I hope I was able to demonstrate that the development of literacy is quite explicit in all of the curriculum frameworks, so in a sense there is no escaping that responsibility, no matter what sector you work in or what subject you teach, but the challenges for primary and secondary teachers are quite different, something which I will return to in another blog post. In the meantime, however, if people are to embrace that responsibility, the whole school community, including parents, must first come to a common understanding of what it is to be literate in 2010, what it might mean to be literate in 2020 and beyond, and to develop a common language around it. Here is an outline of my initial presentation to the staff – I would welcome your thoughts on it:
- The definition of ‘literacy’ in Curriculum for Excellence is “the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful.”
- The Literacy framework recognises that the meaning of ‘text’ has to include the huge range of texts with which we engage on a daily basis, and that we should use a range of texts to reflect this in our learning and teaching.
- We live in a society where the image is becoming the dominant means of communication, and where once we used pictures to illustrate our written texts, increasingly we are using written text to illustrate the pictures.
- Most of us engage with moving image texts more than any other form of text in any given day, so the development of literacy skills in young people should recognise that fact.
- What links all of these texts is that they are all a form of narrative, so when we develop literacy skills in young people what we are developing is the set of skills which will enable them to engage critically with the range of narratives which are in the world, and to be able to construct their own effective narratives.
- As teachers we also learn, and teach, through narratives, and the quality of the narrative will determine the effectiveness of the learning. To put it simply, there is a range of ways to tell a story, and we should use all the tools at our disposal to make it as good a story as possible, whether the story is a fictional one, or the story of Ohm’s Law, or the story of the First World War.
I would like to thank the staff on Islay for engaging so willingly and positively with some tough questions and activities, including subjecting themselves to a spelling test! You are in a very good place, literally and metaphorically,to show the rest of us how collaborative working is the only way we can make progress, how new technologies make it easier for us to share both ideas and information, and how the the new vision of the curriculum is much more dependent on the quality of the relationships in a community and not about mechanical processes. Slainte!
To see all the photographs from the event click here.


Reasoning skills glossary of thinking skills comprehension application critical thinking (also called logical thinking and analytical thinking. Learn about the three lsat sections, logic games, logical reasoning and reading comprehension we answer commong lsat question about each section and provide sample. Chapter four 4 “reason is the life of the law”—sir edward coke lsat logical reasoning your lsat exam will contain two scored logical reasoning sections of. 1 chapter 1: reasoning and critical thinking from reasoning logical strength and soundness in critical thinking we do not just want to analyze the. Learn critical thinking reading skills while practicing a variety of reading comprehension strategies with these instructional reading and critical thinking software.
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Improve critical thinking skills and reading comprehension with this set of 40 full page fun logic puzzles for elementary students students use the clues to. Home / qna gmat / critical reasoning / analytical reasoning invite friend critical reasoning reading comprehension. Explain the difference between critical reasoning, critical thinking, logical reasoning what is the difference between critical reasoning and reading comprehension.
Six critical thinking textbooks reviewed critical thinking: 2 responses to “six critical thinking textbooks reviewed (textbook reviews series, #1. Gmat critical reasoning - score card for practice test view explanations for the questions you got wrong.


ERIC Number: ED465726
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Caring as Relating: Illuminating the Cognitive-Affective Connection in Teaching.
McGhie-Richmond, Donna R.
This study examined the teaching practices of Maria, a special education teacher who worked with students who had multiple disabilities, were nonverbal, and used augmentative and alternative communication. The study focused on the complex, interdependent, and dynamic nature of teacher knowledge, beliefs, and practices, illuminating the connection between the affective and cognitive dimensions of the teacher. It looked at what Maria knew and believed that led her to teach her students as she did. Data were collected via classroom observations over 5 months, semi-structured interviews with Maria and members of her classroom team, and analysis of pertinent documents. Results indicated that Maria's beliefs about her students, her role and responsibilities as their teacher, and the nature of knowledge interacted to define her teaching practices and, in turn, shape her evolving knowledge, particularly her pedagogical content knowledge or wisdom of practice. The results highlighted an affective dimension of teaching defined as caring, which was witnessed in Maria's interactions with her students and team members. Maria defined and made sense of her teaching and determined what counted as being important for her students based on both the cognitive and affective dimensions of teaching. (Contains 57 references.) (SM)
Descriptors: Augmentative and Alternative Communication, Communication Skills, Elementary Education, Knowledge Base for Teaching, Multiple Disabilities, Pedagogical Content Knowledge, Special Education Teachers, Teacher Attitudes, Teacher Competencies, Teacher Expectations of Students, Teacher Responsibility, Teacher Role, Teaching Methods, Teaching Skills
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A


How is education tied to the creative economy? One of the answers is obvious--the 4 C’s of creativity, collaboration, communication and critical thinking. These are skills encouraged through media literacy and deployed by workers in the creative economy, from publishing and printing to furniture and decorative arts. This issue discusses Richard Florida’s pathbreaking book The Rise of the Creative Classes, and show how workers in the creative industries have shaped the nature of work for many in the U.S.
We explore the connections between media literacy and computational thinking through an interview with computational thinker and advocate Robert M. Panoff from Shodor Education Foundation. This issue covers What is computational thinking? And, the intersections between computational thinking, journalism, and media literacy.
This issue continues our theme of Children and Media Literacy. This month we publish an article Media Literacy Education: A Preschool Imperative for Building Resiliency by a panel of four experts who engaged in an online and offline commentary, which they edited collaboratively.
This issue explores the classroom and library activities of media literacy-oriented schools with information and interviews from the teachers and librarians themselves.
This issue offers a wide variety of resources for parents and educators interested in media literacy for early childhood education. We follow a team of library researchers who discover that the accessible information technologies are helpful but not sufficient to spur early literacy development, whereas parental involvement is crucial if young children are to acquire early literacy skills. We also review the research on the quality of literacy-focused applications for young children on the market today.
If the ultimate goal of media literacy is to make wise choices possible, we must ask ourselves, “How do people make decisions?” and “What role can media literacy education play in this decision-making process?” Nudge theory suggests that heuristics can be approached deliberately to encourage/enable helpful thinking and decisions, and that this is more effective in shifting individual and group behavior than by traditional threats, laws, policies, enforcement, etc.
Media literacy is now recognized as a skill-set that should be at the center of education today – but change management continues to be needed to realize this vision. John Kotter, a professor at Harvard Business School and a change management expert, introduced a series of eight steps – considered classics -- in his 1995 book, “Leading Change.” New media tools can amplify these steps towards faster adoption of new ideas and processes. Includes an interview with leaders of NAMLE.
In 2006 Henry Jenkins published a white paper identifying the challenges and opportunities for media literacy in our 21st century media culture. Since then, new ideas, new technologies, and new names have emerged bringing with them misunderstandings and rifts among educators. It’s time to reflect on where we’ve been and where we are now.
Media literacy is not teaching with media, it’s teaching about media. The difference between the two is not at all trivial, but indeed profound. In this issue of Connections, we explore the differences between media literacy and other approaches to media in the classroom.
The Voices of Media Literacy project, sponsored by Tessa Jolls and Barbara Walkosz, features interviews of 20 early pioneers who shaped the field into what it is today. As Executive Editor Tessa Jolls comments, “These people know what media literacy is, and are able to articulate it and express it because they lived it and helped invent it.”


Write On Learning: A reading and writing program for students at Trinity. In grade-level groups, students read novels and then give written responses to what they have read. During eight-week sessions, students build their comprehension, vocabulary, and writing skills. Students analyze plots, setting, characters, and themes through both fact and opinion. This gives participants the opportunity to strengthen their ability to express themselves through writing.
Abrakadoodle: The imaginative Abrakadoodle art education curriculum was developed by artists and educators and exceeds the National Standards for Visual Arts Education. Art classes are designed for children of all abilities. Students paint, draw, sculpt, design, imagine, sketch and explore using a wide variety of artist materials and techniques, all in an atmosphere of fun and success.
F.A.S.T Athletics: Athletic programs for all skill levels where everyone is encouraged as well as motivated to be the best they can be. Students will increase their confidence, aerobic activity, and develop a greater sense of teamwork, and sportsmanship, but most importantly improvement of overall fitness.
Mad Science: Science programs are themed around particular areas of science and include such topics as rocketry, magnets, polymers, and even the science of toys. Students are encouraged to give science a try and build their very own model rockets, periscopes, Mad Science putty, and more.
Chessnuts: Students learn and play chess. Classes are geared to offering children friendly competition, challenging their minds, improving their skills, enjoying the camaraderie of others their age, and having fun. Studies have shown that playing chess not only increases confidence and self-esteem, but it also improves reading levels, math scores, and overall school grades.
Zumba: Zumba is a dance fitness program that involves dance and aerobic elements. Zumba’s choreography incorporates hip-hop, soca, samba, salsa, merengue, mambo, martial arts, and some Bollywood and belly dance moves.
LEGO’s: Students develop create and construct models of towers, buildings, machines of all kinds that really work. They learn to apply math and science to real world situations and develop critical thinking and problem solving skills. Students build self-esteem and most importantly have fun!
Soccer Shots: A high energy, fun, age-appropriate introduction to the wonderful game of soccer. The innovative curriculum emphasizes both soccer skills and character development.
Sounds of Praise (Grades 2-5): A choral experience built on the joy of singing. The students glorify God with the gifts He has given us. Students learn the fundamentals of sight-singing, healthy vocal production and many wonderful songs as they develop and share their talents.
Cherub Choir (Grades K–1): Students learn the basics of music in a fun and nurturing environment through singing, movement, and games.
Bowling (Grades 5-8): Students travel to the local bowling alley and are provided a structured environment with coaches and supervision where they can have fun and learn to bowl with their friends.


With over 100K resources, PBS LearningMedia is a great destination for educators to access high-quality, trusted digital content and solutions that will inspire youth and transform learning.
This 15 minute webinar presented by a practitioner from Queens Community House, discusses how sports debates can be a vehicle to engage children’s passion in sports as well enhance their writing, research and social and emotional competencies.
In this 15 minute webinar, a practitioner from the Coalition for Hispanic Family Services discusses how to engage youth in an art technique called the “scribble chase” to generate images, engage in collaboration and discussion as well as writing.
This guide has been developed to complement the literacy section of the National Partnership for Quality Afterschool Learning’s online Afterschool Training Toolkit.
The National Partnership for Quality Afterschool Learning developed professional development guides for four content areas of the toolkit: literacy, math, technology, and the arts. Program directors, site coordinators, and others… read more →
From math and science to literacy and the arts, this toolkit has everything you need to engage students in fun afterschool activities while extending content knowledge across the curriculum. Each subject area is filled with standards-based multi-media resources including: research-based practices, sample lessons, interactive activities, and video segments taken from afterschool programs across the country. Whether you’re an experienced afterschool program director or a new volunteer, you will find a range of user-friendly practices and sample lessons, the research that tells you what works, specific how-to instructions, and outcomes to look for.
The Walking Classroom Institute is a nonprofit organization dedicated to improving the health and education of all students. The Walking Classroom program is an in-school obesity intervention that promotes health literacy and develops and supports lifelong fitness habits for all students while addressing different learning styles. The method combines standards-aligned academic content and exercise during the regular school day.
Using WalkKits pre-loaded with a year’s worth of standards-aligned audio content, students walk, listen and learn.
The Walking Classroom actively seeks corporate and foundation support so that after school facilitators can get The Walking Classroom for free. After school facilitators interested in implementing The Walking Classroom but who are unable to fund a class set, apply for a donated set here.
Literacy is fundamental to one’s learning, growing and comprehension of the world. Yet, when looking at students’ reading test scores as an indicator of U.S. students’ aptitude in literacy, more than 6 in 10 students at the elementary, middle and high school levels are less than proficient in reading.
Afterschool programs hold infinite potential to provide the additional supports necessary to ensure that students are equipped with the literacy skills they need in school, in careers and in life. Hear from three afterschool programs that are providing integral literacy supports to their students by building on their students’ school-day lessons and finding engaging, fun and innovative activities to inspire their students and place them on the road to become lifelong learners.
Explore curriculum developed by Citizen Schools apprentices, covering topics such as: Science & Technology, Media & Journalism, Food & Health, Arts & Culture, Community Service, and more.
The goal of the Literacy Strategies After School: A Teaching and Learning Strategies Guide is to support after school program managers and staff working with children in grades 1-6 to provide meaningful literacy-related activities that are in alignment with the Common Core State Standards (CCSS) in the area of English Language Arts (ELA). It offers a set of teaching and learning strategies, and lesson suggestions related to (1) Reading: Literature; (2) Reading: Informational Text; (3) Foundational Skills for Reading; (4) Writing; (5) Speaking and Listening; and (6) Language.