Music education is still not easily accessible for all children due to a number of barriers including parental concerns about career prospects and time pressures on the curriculum, according to new research from the UCL Institute of Education (IOE).
The report examined music education in three communities with diverse populations, looking at the provision by ‘Music Hubs’ – where groups of organisations; local authorities, schools, community and other organisations have joined together to provide music education for children in a local areas.
The current government have continued to encourage and provide funding for ‘Music Hubs’, with schools minister Nick Gibb recently being vocal in his support of these and declaring a commitment to ensuring that “high quality music education is not the preserve of the social elite”.
Lead Researcher Dr Andrea Creech from the IOE said: “Although the view that ‘music is for all’ was widespread among the teachers and educators we spoke to, and the availability of music education itself was not generally an issue, there continue to be a number of persistent barriers which prevent some children and young people from accessing it. These centre around competing demands and academic aspirations, the degree to which parents and teachers place value on music education, and pressures on time and resources”.
The research found that difficult choices are often made between music and other subjects or activities. Generally, it was acknowledged that music was not valued as highly as more academic subjects and therefore students were often directed to other option choices.
Families are sometimes ambivalent about the value of music in terms of supporting career pathways, and therefore do not always encourage their children to participate in music. Students also had to make difficult choices between extra-curricular music and other activities such as sport.
Children who were engaged with music at primary school were found sometimes to have struggled to continue their access to music education as they moved onto secondary school. Time pressures on the curriculum meant that some did not receive music lessons until the spring or summer term of their first year at secondary school, by which time they might find it too difficult to join established extra-curricular groups.
Limited resources, in terms of skills and instruments, plus financial constraints – both due to school funding and family background – were found to be an issue. In more affluent families the parents can afford to buy instruments or pay for lessons for their children if the school cannot not provide them, or if the child was deemed to need or desire extra support, but for those children from lower socio-economic backgrounds this may be less of an option.
Intrapersonal barriers such as self-confidence were another obstacle; with parental encouragement as well as that of the teachers appearing to be a vital factor in this. Transport to music lessons and activities can be a problem, as can the location of these. Again, both factors were more likely to affect children from less-affluent backgrounds.
The study makes a number of recommendations on how ‘Music Hubs’ could work more effectively.
Senior researcher, Professor Graham Welch, said “The development of multicultural music teaching would help to make music education more appealing for all; support in overcoming barriers to participation such as providing transportation for inter-school activities and buddy systems would also help. We need to communicate the value of music education as a pathway to creative industries to parents, and also encourage partnerships between schools and musicians”.
The study collected information within three local authorities – Luton, Leicester, and Slough, visiting schools, music schools, community groups and networks, and carried out face to face and telephone interviews, as well as focus groups. The report was commissioned by a consortium of three music hubs located within each of the three communities.
- The full report: Musical Pride: Music education in plural communities


Our World American English 2A - Combo Split (Student's Book With Workbook)
Our World is a balanced four-skills series with age-appropriate National Geographic content that motivates and excites young learners of English and helps them...
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Our World is a balanced four-skills series with age-appropriate National Geographic content that motivates and excites young learners of English and helps them use English as a tool to learn about and interact with the world. Perfect for the content-rich classroom, Our World has everything students need for a balanced, four-skills curriculum, key grammar instruction, and important 21st centuryskills practice and cross-curricular exposure. •National Geographic video inspires and motivates young learners. •Our World Readers encourage reading for fun and bring storytelling into your classroom. •Grammar support is flexible and varied with instruction and practice through the Workbooks, Grammar Workbooks, videos, and Lesson Planners. •Additional phonics instruction and support is provided through Our World Phonics and ABC. •Free online activities and support are available for teachers and learners at myNGconnect.com and through the Our World Student App.
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|Editora||National Geographic Learning - Cengage|
|Series/Coleções||Our World - American English|


We believe that learning and creating music is an important part of social education, it can promote emotional growth, the development of intelligence and has a positive effect on self-expression.
Our lesson plans have been designed to support our students in their personal growth, taking into account their physical, psychological and emotional needs and are meant to shape and guide our young musicians and help them understand the basic principles of making music without missing out of the fun that is creating music.
Principles of teaching and learning
The language of music
Our music courses should challenge and encourage our students while learning music, among other things, musical performances, ear training, musical collaboration and creation are important parts of our classes. Children between the ages of three and six, in particular, experience more rapid development of their hearing ability while learning music, which can be important for further music training or language learning. In addition, this age range is of great importance for the development of musical skills, so special attention should be paid to maintaining and promoting the children.
The curriculum deals with music theory, music training and music education and is meant to have a positive effect on physical coordination and social skills, as well as benefit one’s health.
Small group courses
The lesson plan consists of a variety of musical activities and aims to impart fundamental musical knowledge in an interesting and fun way. It is important to us to create a pleasant learning atmosphere and to offer a multidimensional and complete training in music theory and practical music making (learning to play instruments) in order to improve the musical sensitivity and the creative and analytical skills of the students. The most important thing is to stimulate the interest of the students and to promote their artistic potential and talent.
For us it is important that our students understand the rules and the system of music, but at the same time their creativity and imagination should be encouraged from the beginning. Realizing ideas and allowing musical freedom are, in our opinion, one of the main points of a good music education, therefore composition, improvisation and arrangement, regardless of whether for beginners or advanced students, are integral parts of our curriculum.


20 Apr Significance of Rural Development
Significance of Rural Development: In more recent years, raised concerns on the environmental aspects of economic growth have also inspired the changes. Today’s concept of rural development is radically changed from that done about three or four decades ago.
The idea directly encompasses “matters that go well behind improvements in growth, income and output. The concern involves assessing differences in the quality of life, broadly determined to improve health and nutrition, learning, environmentally safe living situations and reduction in gender and Earnings inequalities.
Rural development is essential not only for the majority of the population remaining in the rural areas. At the same time, overall economic expansion of the nation.
Rural development is as essential as urban development. Mitigating the hardships of the rural people is vital to rural development. In fact, efforts at increasing the rural areas are aimed at creating industries and employment opportunities.
Generally, what we need is to improve the rural people by providing them with education. They need to have infrastructure like electricity and water therefore that they are free from the cycle of droughts and floods.
Primary Purposes of Rural Development
- To increase productivity and wages of rural people
- To ensure improved and immediate employment possibilities
- To demolish unemployment and make an essential decline in underemployment
- To support an increase in the standard of living of the underprivileged population
- To provide the basic needs: elementary education, healthcare, clean drinking water, rural roads, etc.
Usually, rural development refers to improving individuals’ quality of life and financial well-being, mainly living in populated and remote areas.
The major factors that affect rural development in India
- Child Education Training
Rural development is a term that concentrates on the actions taken for the development of rural areas to enhance the economy. However, few areas demand to be more focused attention in following areas such as
- Women empowerment
- Infrastructure development
- Facilities for agriculture extension and research
- Employment opportunities
Important to realize that rural development is considered more important in the country today than in the olden days in the progress of the evolution in the nation. As well as, it is a strategy that tries to get improved and productivity, higher socio-economic equality and ambition, and stability in social and also economic development.


The Dood is a great way to introduce single-reed skills at an early age and is a great addition to any recorder ensemble.
The NUVO Dood is a brand new concept for single reed music education. A natural next step for a child playing the recorder, the Dood is a great way to introduce single-reed skills at an early age. With it€™s mellow clarinet-like sound, the Dood makes a great addition to any recorder ensemble.
The Dood has recorder-like fingering with a simple yet durable key system that helps small fingers to cover the holes. The instrument is in the key of C and is fully chromatic over one octave with extra notes in the second register. There are 100€™s of tunes you can play with the Dood and you can find many familiar and new ones in WindStars.
The Dood uses the same mouthpiece and reed system as the ClarinÃ©o. Two NUVO resin reeds a fingering chart and a case are included. Fully waterproof so can be washed frequently with warm soapy water. You may also want to try the synthetic reed by LÃ©gÃ¨re which fits all NUVO instruments.
- Introduce single-reed skills at an early age
- Silicone keys to help small fingers
- Standard recorder fingering, Clarinet-like sound
- Adjustable thumb rest
- Durable Nuvo plastic reeds for beginners
- Easy-action ligature
- In the key of C and fully chromatic
- Plays over one octave


What to do with this activity?
The Irish primary school curriculum for 3rd and 4th class (around ages 8 to 10) has a strand that encourages kids to get to know their local area.
Discover and explore the local area with your child. Is there a river, hill, lake, bog, sea coast nearby? Did the natural features of the landscape have an influence on what was built there - a bridge, a mill, a port, a town or city? If you live in a town or city, was it shaped by the natural features? Find out the names of places near you and talk about whether the names are there for a reason. For instance, place names that start with "Knock" are from the Irish "cnoc" for hill; or those that start with "Rath" meant there was a fort there.
Have a look at Google maps for your area and switch to the Satellite View (bottom left corner) to see your area from the air. Encourage your child to draw their own map of places that are important to them.
Writing is like a muscle – the more your child practises it the stronger their writing ability will become. Your child is also more likely to write about things they like or are interested in – writing is a way to express yourself and using writing in this way can be more meaningful to a child. Word searches and crosswords can help with pattern recognition and spelling, and help build vocabulary and spelling.
Give your child lots of opportunities to write - notes, birthday cards, emails or text messages. Encourage your child to make and write their own books about something they are interested in, for example, cars, dinosaurs, fairies or dogs. They can draw or stick in their own pictures.
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General Music Classes
Statement of purpose:Music education should provide the opportunity for students to perform, create, and respond to music.Through singing, playing instruments, moving to and creating music, the students will acquire musical skills and knowledge. Learning to read and notate music allows students to explore music independently and with others. The study of music develops self-awareness through aesthetic experiences. It develops an appreciation for the students’ own history and cultural heritage and that of the global society.
Band, Chorus, Orchestra
String Orchestra instruments and Chorus instruction and ensembles begin in the 4th grade, and Band instruments and ensembles are available beginning in the 5th grade. Group lessons are included as part of the instrumental music program. Nearly 100% of Westport's 4th and 5th graders participate in the Orchestras and Bands, a tradition of which Westport is most proud. These 4th and 5th graders, as well as the provided pre-K-5 classroom general music program, are the foundation for the exceptional Bands, Orchestras, and Choruses to be found Westport's middle schools and at Staples High School.


There will always be a need for Great elementary school teachers, and if you care about kids and the future, elementary education and teaching could be the perfect degree path for you! Degrees in elementary education and teaching not only prepare students for careers as elementary school teachers but also to become school administrators, curriculum developers, and other education professionals. The elementary education degree also prepares graduates for the tests and schooling required to earn a teaching credential. It’s almost always required for elementary school teachers to have a teaching credential, though this varies depending on the school. If you want to study a little of everything, elementary education is a great degree because students learn about a variety of subjects from history to math, as elementary school teachers are responsible for teaching a breadth of subjects. Along with learning how to teach academic subjects, students in this degree program may also complete coursework in child and adolescent development to understand how children learn at different stages.
University of New England offers 1 Elementary Education and Teaching degree programs. It's a medium sized, private not-for-profit, four-year university in a midsize suburb. In 2019, 12 Elementary Education and Teaching students graduated with students earning 12 Bachelor's degrees.
|School||Average Tuition||Student Teacher Ratio||Enrolled Students|
|University of New England Biddeford, ME||30 : 1||7,483|
|University of Maine Orono, ME||21 : 1||11,561|
|University of Maine at Farmington Farmington, ME||16 : 1||1,930|
|Saint Joseph's College of Maine Standish, ME||25 : 1||1,987|
|Husson University Bangor, ME||28 : 1||3,744|
|Thomas College Waterville, ME||56 : 1||1,949|
|University of Maine at Presque Isle Presque Isle, ME||44 : 1||1,445|
|University of Maine at Fort Kent Fort Kent, ME||50 : 1||1,589|
|University of Maine at Machias Machias, ME||24 : 1||659|
|University of Maine at Augusta Augusta, ME||46 : 1||4,361|


The discussion centered on how to help adult readers monitor their comprehension and provide them with some strategies to use when they realize they do not understand what they are reading. Susan McShane kicked off the discussion by saying it is probably best to introduce comprehension monitoring to learners with something that makes sense to them and isn’t too complicated, such as restating (putting what they have read in their own words) and coding text (beginning perhaps with just underlining unknown words and placing question marks next to statements or phrases they do not understand). List subscribers agreed with Susan’s statements and described their experiences with these two strategies.
Other reading comprehension strategies, such as thinking aloud when reading, using reciprocal teaching, identifying main ideas, making predictions and previewing text also were discussed.
A couple of important concepts appeared because of the discussion. One was the importance of teacher modeling of comprehension strategies. Instructors should think about their own comprehension monitoring strategies-what they do as they read a difficult passage. Becoming aware of their own strategies would help them model these strategies for their adult learners.
Another important concept was that of explicit instruction in comprehension strategies. When learners are taught strategies through modeling and practice, they will gain strategies that they can use independently when they are not in a classroom situation.
The discussion clearly pointed to the fact that the reading components (phonemic awareness, phonics, fluency, vocabulary and comprehension) do not work in isolation, but are intertwined and depend on each other to work most effectively. Subscribers and guest moderators both agreed that you can’t talk about comprehension strategies without considering vocabulary and fluency. List subscribers agreed, as well, that you can’t assess just a learner’s comprehension and have a clear reading profile. The other components need to be considered in assessing reading ability, also.


Purposes: 1. To produce a Synchronized Slide-Tape for teaching an Art in Matayom I 2. To compare scores achieved from students taught by Slide-Tape Technique and Demonstration. Procedures: A Synchronized Slide-Tape was constructed and its efficiency tested. Thirty-two students at Chulalongkorn University Demonstration School served as subjects. They possessed the same level of knowledge in Art. The subjects were divided into two groups. Synchronized Slide-Tapes were used in teaching the experimental group, while the controlled counterpart was taught by demonstration. The analysis of the scores achieved by the two groups were compared by using t-test. Results: The comparison of the scores achieved by the experimental and controlled groups were not significant at the .05 level, indicating that the effectiveness of using the Synchronized Slide-Tape was equivelent to the demonstration in Teaching Art at Matayom I level. Research Recommendations: 1. Replications should be carried out at different levels of education. 2. Research about other audio-visual aids such as movies, video-tape, etc. Should be encouraged to see if any differences exist when compared to demonstration. 3. Further research is recommended to develop teaching-aids for art courses at different levels. 4. Learners' creativity levels should be assessed to determines appropriate use of different teaching-aids. Practical Recommendations 1. Even though the use of Slide-Tape is as effective as demonstration. The Slide-Tape will ameliorate the problems recurring in teaching aid preparations. Therefore, it is recommended for use in Professional Experience in Art Education. 2. Results may serve as a guideline for improvements in Teachers Colleges for maximum effectiveness in teaching Art. 3. Curricula are to be revised in such a way that students might be provided with training for skills in the production of necessary teaching aids. 4. Industries are encouraged to produce more teaching aids on commercial basis to satisfy the education demands.
ศิลปกรรม -- การศึกษาและการสอน
Central Library : Stack (Contact Staff)
Thailand and ASEAN Information Center (6th Floor) : Chula Collection


|Author||Reder, S. & Bynner, J.|
|Tracking adult literacy and numeracy skills.|
|Full reference||Reder, S. & Bynner, J. (2009). Tracking adult literacy and numeracy skills. New York: Routledge.|
This book is a collection of longitudinal studies of adult literacy and numeracy, conducted primarily in the United States and Britain. The authors note that globalization and the increasing use of technology in the workplace put a higher premium on literacy and numeracy skills and that the consequences of not developing these skills are economic, social, and emotional marginalization. Examining long-term activities and the resulting changes in literacy development can inform literacy program practices and policy, creating opportunities to generalize and positively impact a broader audience of adult learners. The book is divided into four sections: literacy development studies of adults over time; “What works” studies examining student, teacher, and classroom experience; studies on the impact of policy and programmatic structure; and studies of the impact of socioeconomic context. The studies are largely quantitative, providing sound examples of such methodologies for social research.
Literacy, numeracy, adult education, methodology
Other interesting information
Literacy education has an impact on adult’s lives and well-being. Educational development also has a positive impact on social and economic development.
Interest for the project
|Contributor´s name + email|
Stéphanie Barillé - email@example.com


elementary school‘His mother attended the same elementary school as Rose.’
elementary educationIn effect, made elementary education free.
most elementaryI simply experienced, in its most elementary form, the sense of existing.’
elementary particlesThe other was elementary particles, the study of the very small.
very elementaryPupils in the UK and USA, taking even very elementary courses in biology and zoology, were taught the skill.
elementary operationsWe approach this by considering the elementary operations which are commonly used in the condensation of determinants.
public elementary schoolsIt divided the country into school districts, and, in those districts with inadequate provision, required school boards to be elected which would raise money through the rates to provide public elementary schools (often called ‘board schools’).
elementary levelA close link between what the picture tells you and what the sound conveys is important for elementary level students.
elementary flying trainingIn December 1937 he applied for a short-service commission in the RAF and to his evident amazement was accepted and sent for elementary flying training in 90 m.p.h.
elementary and secondaryIn that year too, Johnson secured an Education Act, providing $1.5 billion of Federal aid for elementary and secondary schools, including those run by religious denominations.
elementary coursesOnly in their most elementary courses do other academic fields offer even a partial parallel.
state elementaryThe ‘baby difficulty’, as one attendance officer called it, led to many late nineteenth-century state elementary schools opening crèches.
elementary particleThe other was elementary particles, the study of the very small.
elementary mistakeNevertheless, this elementary mistake remained unobserved for almost two decades.


"There can be no keener revelation of a society’s soul than the way in which it treats its children. -Nelson Mandela
Our classes are focused on a whole-child approach to education and are designed to enrich children through lessons, physical activities, games, art, and music. Hands-on application is implemented as we learn about the world around us and participate in activities that reinforce what we have learned.
3-year olds attend 2 days/week
4-5 year olds attend 3,4, or 5 days/week
Our Kindergarten Prep class is designed to give Preschoolers the ultimate Preschool experience and includes both mixed-age classes and all pre-k classes.
Our Phonics Program was developed through extensive research and has been successful in preparing children for Kindergarten and for future success. We have had children as young as age 3 learn to read and have celebrated success in literacy with hundreds of children.
Our Phonics Program is designed to target all four learning types through our lessons, activities, and games. Weekly individual learning sessions build on the knowledge of each child and develop each child at their own rate.
Art in Motion
Our Art in Motion Program is in its second year and provides children the opportunity to express themselves through movement and music. Each month we introduce a new classical music piece during music time and allow children to learn and grow through rhythm, music, and dance.
*A 2016 study at the University of Southern California’s Brain and Creativity Institute found that musical experiences in childhood can actually accelerate brain development, particularly in the areas of language acquisition and reading skills. According to the National Association of Music Merchants Foundation (NAMM Foundation), learning to play an instrument can improve mathematical learning and even increase SAT scores.
But academic achievement isn’t the only benefit of music education and exposure. Music ignites all areas of child development and skills for school readiness, including intellectual, social-emotional, motor, language, and overall literacy. It helps the body and the mind work together. Exposing children to music during early development helps them learn the sounds and meanings of words. Dancing to music helps children build motor skills while allowing them to practice self-expression. For children and adults, music helps strengthen memory skills.
In addition to the developmental benefits, simply put: music bring us joy. Just think about listening to a good song in the car with the window down on a beautiful day. That's joy.
Shining Stars Academy is proud to present our Art in Motion Program. Our music time includes singing, dancing and moving. We have been delighted by the success we have seen with the addition of classical music to our music program. Through this implementation of music and movement, children learn freedom of expression, rhythm, movement, and advanced music knowledge of concepts such as instruments, dynamics, and tempo. Parents have the opportunity to see what their children have learned at our periodic performances held throughout the year.
*Information gathered from Bright Horizons
STEAM for the Alphabet
STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.
Ten years ago, early education began to place a huge focus on phonics and reading. Shining Stars Academy has been proud to be among the preschools that offer a phonics program, and our program has shown excellent results.
Research is now showing that due to the hyper-focus on reading, upper elementary-age students are showing a significant decline in proficiency in science and math, with only 37% of fourth graders scoring proficient and 1% scoring advanced in the science section of the National Assessment of Education Progress. Further, only 40% of preschools interviewed nationally offered science in any form.
At Shining Stars Academy, we are committed to a balance in education and seek to enrich our students in all areas. We are happy to be among the select schools that offer science lessons EVERY DAY. Students who attend Shining Stars Academy will now experience hands-on STEAM lessons each day that correspond to the letter of the week. Join us as we lead the industry in promoting Science, Technology, Engineering, the Arts, and Mathematics!
Pursuit of Knowledge
This year we are excited to introduce our new Pursuit of Knowledge Program. This innovative program enables children and families to participate in the learning process and encourages discovery and inquiry.
At Shining Stars Academy, it is our goal to help develop a lifelong love of learning. Our Pursuit of Knowledge Program helps foster a love of learning and discovery and has the following benefits: Inspiration, Family Contributions and discussions, and the development of a lifelong love of learning.
Please see the new Pursuit of Knowledge page on our website for more information about this exciting new program.


Here are 10 FREE printable Play-Doh Counting mats for kids.
If you’re looking for a really fun way to help kids with their number practice, you’ve come to the right place!
Because, who doesn’t LOVE Play-Doh right?
10 Play-Doh Counting Mats For Kids
Play-Doh counting mats are a go-to in our house when we want to spend some time practicing our number skills.
Our 4.5 year old doesn’t always respond well to traditional pen and paper activities. So, to get her as engaged as possible we turn to sensory learning because it gets her more active and involved in here learning.
She especially loves these Play-Doh counting mats because she loves creating and molding with her Play-Doh.
These free printable Play-Doh counting mats are perfect for kids who are just learning their numbers. They make learning so much fun, that young kids wont even realize that they are practicing their numbers.
So, since we know that kids just love playing with Play-Doh we wanted to share these easy Play-Doh counting mats to get your kids practicing their creativity, imagination and motor skills while they practice their counting.
How These Play-Doh Counting Mats Work:
Our free printable Play-Doh counting mats offer a multi-sensory approach to number practice. Children are encouraged to shape their Play-Doh into the shape of the number on each number mat. Then, they need to create and count the number of objects to add to each picture.
For younger kids, you can simplify the task by asking them to create Play-Doh balls. This makes adding the missing elements easier. As they become more comfortable they can spend more time creating creative objects.
Each number mat includes a number from 1 to 10. In addition each Play-Doh counting mat includes a picture that has missing objects.
After downloading your free printable Play-Doh counting Mats you can opt to make them reusable by using a lamintor and laminating each mat separately.
But, if you don’t have a laminator you can print them for one time use.
The Play-Doh Counting Mats include:
- #1 Shape a 1 and add one apple to the tree
- #2 Shape a 2 and add two cars to the road
- #3 Shape a 3 and add three flowers to the pot
- #4 Shape a 4 and add four spiders to the web
- #5 Shape a 5 and add five seeds to the watermelon
- #6 Shape a 6 and add six rain drops to the cloud
- #7 Shape a 7 and add seven birds to the sky
- #8 Shape an 8 and add eight eggs to the nest
- #9 Shape a 9 and add nine tomatoes to the plant
- #10 Shape a 10 and add ten bananas to the basket
What Skills These Play-Doh Counting Mats Encourage
These free printable Play-Doh number mats encourage a variety of different skills including:
- Enhanced motor skills for shaping, molding and creating numbers and objects
- Fosters creativity and imagination
- Develops hand eye co-ordination
- Practices numeracy skills and number recognition
- Enhances counting and grouping skills
Alternate Uses For The Counting Mats
If you don’t have any Play-Doh you can easily use these counting mats in other ways.
For single use number practice you can simply print the Play-Doh counting mats and have kids trace the numbers and draw the missing objects.
For a reusable option you can laminate the counting cards and have children trace and draw with dry erase markers.
Supplies You’ll Need:
These free printable Play-Doh mats require very little in the way of supplies.
We suggest the following to make this sensory experience as positive as possible:
- A good quality color printer for printing the Play-Doh counting mats (We highly suggest this Brother Laser Color Printer)
- Laminator to plastify each Play-Doh number mat (We really like this affordable Amazon Basics Thermal Laminator)
- A variety of different Play-Doh colors (Check out our famous homemade Play-Doh, No Cook Jello Play Doh or this collection of 9 best homemade Play-Doh recipes)
- Dry Erase Markers if you’re opting to use the mats without Play-Doh
How To Download
Extract the zip file and print the contents of the folder. In all you will have 10 separate Play-Doh counting mats.


2 digit Subtraction with Regrouping Activity 4: Subtract the following two-digit numbers with regrouping or borrowing method. Learn regrouping of 2 digit subtraction with the workings.
2 digit number subtraction with regrouping or borrowing method. Free online worksheets to develop your child’s numeracy skills in subtraction. Children can do the worksheets with no guidance and see how borrowing structure in subtraction works. Enjoy your 2 digit number subtraction with regrouping worksheets!
2 digit minus 2 digit subtraction with regrouping online math practice worksheet. Learn 2 digit subtraction from 2 digit numbers with regrouping method. online math practice worksheets to learn how to take away a 2 digit number from a 2 digit number with the help of workings.
Subtraction Two Digit Numbers with Regrouping Worksheet 10: This is a 3rd grade math worksheet for online math practice on subtracting a 2 digit number from a 2 digit number with borrowing or regrouping. Use these online math practice worksheets to be fast and smart in subtracting 2 digit numbers from 2 digit numbers. These subtraction with regrouping or subtraction with borrowing online math practice worksheets are ideal to test your elementary child’s understanding of the fundamentals of simple subtraction.
Regrouping in subtraction or borrowing in subtraction: Let’s now practise regrouping which is also called ‘borrowing’ in subtraction. Try our great collection of online math practice worksheets to learn regrouping in subtraction or borrowing in subtraction! Make it easier for your child to understand the concept of subtraction with regrouping or subtraction with borrowing. Let your child be quick in subtraction with regrouping or subtraction with borrowing.


The ParentIn this phase your role remains to teach, guide and assist your child in their educational, physical, emotional and social development. You should also still work with the teacher so that your child progresses confidently through school. It is advised to continue checking homework and assisting when necessary. If your child is battling with concepts, you should work with them until they understand the concepts, independently.
Intermediate phase (Grades 4-6)This phase is about using foundational concepts to build their knowledge and learn new concepts. A child with strong foundational skills is more likely to succeed in this phase, and to develop a sense of independent learning. Your role as a parent in this phase is to guide and instruct your child and for them to attempt the work individually without your continuous involvement. This does not mean your child is expected to work unassisted, but that they are required to work for periods independently, knowing that you are available should they get stuck.
This phase teaches them how to use their previous knowledge to learn new concepts. Your child is now at a stage where they are learning to work independently and develop their skills, but they are still reliant on the teacher and yourself to teach, instruct, and help them.


Written by: Alice Faye Duncan
Illustrated by: Xia Gordon
For ages: 4 years and up
Topics Covered: POC-Centric Narratives, Poetry, Black Culture & Identity, Women Poets, Own Voices, Trailblazer, Historical Figure, Historical Events.
Summary: This book is a fascinating rendition of poetry surrounding Gwendolyn Brooks, some of it is her own poetry and some is the author’s. The author creates her own song to celebrate Brooks, and text winds around beautiful illustrations. This book is very hard to describe, it’s more of an immersive experience than a traditional story!
Gwendolyn was born in Kansas but spent most of her life in Chicago. Her parents were extremely supportive of her gift with words, and fought back against a teacher who accused Gwendolyn of plagiarizing. Brooks wrote tons of poetry throughout her entire life, and sought inspiration from what she saw outside her window. She was the first Black Pulitzer Prize winner, being awarded this high honor in 1950. An author’s note with more concrete details about the life of Brooks is in the back, including a detailed timeline spanning two pages and suggested readings by Brooks herself!
- What do you know about poetry?
- Do you think songs and poems are the same thing?
- Have you ever been accused of something you didn’t do?
- How did that make you feel?
- How do you think Gwendolyn felt when her mother believed her, and defended her to the teacher that thought she was plagiarizing?
About the Author & the Illustrator:
In the words of Alice Faye Duncan herself:
I am my mother’s only child and Memphis is my home. I went to library school at the University of Tennessee (Knoxville). While there, Professor Glenn Estes introduced me to picture books. At the University of Memphis, I took a Children’s Literature Class from Professor Ramona Mahood. She introduced me to author, Charles Turner, who inspired me to write WILLIE JEROME–my very first book. Macmillan published it in 1995. Picture books are my favorite to write! They allow me to “sing” without a music education or singing voice. YOU DON’T WANT ME TO SING. Really.
I discovered the poets, Paul Laurence Dunbar, Langston Hughes and Gwendolyn Brooks, when I was a child searching the crowded shelves in my parents’ personal library. While I loved each poet, my early writing was most similar to Paul Laurence Dunbar. I wrote for the ear to hear and the voice to speak words like I heard them spoken in school, church and the sundry store. Langston, Gwen and I, have Dunbar in common. It was Paul Laurence Dunbar who moved us early in life to make words our vocation. Words are my work and my pathway to words began with poetry.
My picture books include biographies of Black artists and moments in American History seldom told. I also write lyrical stories that celebrate the sustaining power of love between a mother and child. My books are illustrated by award winning artists like Gregory Christie, Xia Gordon, Charnelle Pinkney Barlow (YES! of the Famous Pinkney Family) and Mary Uhles. MEMPHIS, MARTIN AND THE MOUNTAINTOP won a 2019 Coretta Scott Honor Medal for illustrations.
Xia Gordon is an Ignatz-nominated cartoonist and illustrator living in Brooklyn, NY. She grew up in Orlando, FL and graduated from the School of Visual Arts with a BFA in Cartooning & Illustration in 2016. She studied as a Teaching Assistant Intern at the Robert Black Burn Printmaking Worskshop in 2016 and was a Visiting Artist at the Center for Cartoon Studies in 2018.
Her comic Kindling was published by 2dcloud in early 2017 and was named one of The Comic Journal’s Best Comics of 2017 and 2018. She also Illustrated A Song for Gwendolyn Brooks written by Alice Faye Duncan (Sterling Children’s Books.)
Interview for FRESH at Communication Arts.


Coloring Pages Military Theme for Education and Therapy
The theme of coloring pages military is popular for children, especially for boys. The activity of coloring also can be used to introduce the military devices to the children. Any kind of coloring activities can be used for basic education of art, learning the art lines and color compositions can be done by the use of coloring books. Coloring activities can be a part of developing cognitive abilities, autistic children are encouraged to do the coloring with bright colors, and the activity is intended to stimulate responses for the autistic children.
The coloring pages military theme usually has military devices pictures like tanks, battle ships or airplanes. The objects are considered interesting for children, but the coloring activity is also important for adults. The coloring books were popular after the inspiration of Joshua Reynolds, a British artist and Swiss educator Johan H Pestalozzi and a student of his named Friedrich Frobel. The activity can be a part of psychological education and not just an art education.
The books and pages for coloring pages military device also can be used on traumatic therapy for children who are become the victim of war. The coloring pages can help the children to understand what is going on with the situation. It can help the rehabilitation process for war victims, especially children.
Here's another coloring on Thanksgiving Coloring Pages or Dora Coloring


7 Key Areas Children Learn at Preschool
At Young Academics, we want every child at our centres to have the best chance at a bright future. Our preschool program is designed for children aged 3—5 years, helping them to prepare for formal school learning after they leave our centre. In addition to hiring qualified and committed educators, our centres implement our Transition to School Program which targets 7 key areas for the holistic development of preschoolers.
The aim of our Transition to School Program is to support the holistic development of 3, 4 and 5 years old. When children graduate from our Young Academics centres, they enter the next stage of their lives with a well-rounded education, not only in the areas of early literacy and numeracy, but also social skills, self-help skills, and independence.
7 key areas we focus on across our Sydney preschools
Through reading, writing, drawing, listening, and conversing, our educators teach children about important concepts needed to understand the world around them. We promote critical thinking – an important learning disposition– through intentional teaching strategies & project work. Projects are interest based which promotes active participation from the children.
|Conversing with educators and peers||Expansive vocabulary, social skills, conflict resolution and working collaboratively with others|
|Storytelling, rhymes and dramatic play||Learning to think creatively, express, ideas, and develop confidence|
|Encouraging the usage of words to express their wants and needs||Developing independence and confidence.|
The differences between childcare and school can be significant, particularly when it comes to the formal structure of learning. Having a foundational understanding of literacy and numeracy, supports a positive transition to formal structure learning. Through a variety of experiences and activities, we ensure that children develop the necessary early literacy and numeracy skills through our program.
|Conversing with educators and peers||Improved literacy|
|Exploring mathematical concepts and processes, such as counting and measurement.||Developed numeracy skills|
- Health and wellness
Supporting positive health & wellbeing habits from an early age contributes to life-long wellness. In this section of our program, we promote the development of children’s gross motor skills and responsibility for health and hygiene. From an early age children are old enough to be responsible for some aspects of their personal hygiene, such as applying sunscreen, and blowing their nose.
|Our Kitchen Garden Program teaches the nutrition of food as well as where food comes from||Long-lasting healthy eating habits|
|Group games that allow for hopping, climbing, running and more||Development of fundamental movement skills|
Exploration and discovery are integral parts of every child’s development. The preschool age is very inquisitive, and nurturing this, won’t only increase their understanding of the world, but will help them when they attend school. At our childcare centres, we encourage curiosity, investigation and experimentation in a number of ways.
|Scientific experiments and inquiry/investigation projects||Love for exploration and discovery|
|Promotion of active participation in the local community.||Enriched community understanding & collaborative partnerships|
Expression is a key part of any child’s development. Creative expression helps them to become confident, discover who they are, communicate their interests, improve their language and express their emotions.
|Imaginative play and imagine-build-play concepts||Strong imagination, confidence, explore aspects of identity.|
|Sculpting, sketching and other art activities||Developed creative expression, ability to express ideas|
- Our World
When your child enters ‘big school’, they will become involved in their local and global communities in a variety of ways. To prepare for this, we ensure our preschoolers are active participants in our programs. This informs them about the community and prepares them for getting involved on a larger scale.
|Teaching how to reduce, reuse, recycle and its importance||Understanding of sustainability|
|Celebrating Culture & Diversity||Respect for diversity and cultural competence|
|Excursions within the local community||Comprehension of the importance of active citizenship|
|Observation of simple life cycles||A better understanding of ecosystems|
Children should have positive interactions to develop a strong sense of identity and independence. Our dedicated educators strive to develop these relationships through a series of positive interactions between children and their educators, peers, families and the environment. A major part of forming these positive interactions is through the development of friendships which we facilitate through providing endless opportunities for cooperative play.
|Helping children to recognise and understand emotions||Stronger ability to self-regulate|
|Encouraging children to participate in cooperative play||Social Skills|
We hope that this article provided insight into how our educators work to nurture your child’s mind and to prepare them for life after Young Academics. If you have any questions for our team, contact us and our team will be happy to assist.


Students simulate poverty, learn about socioeconomic challenges
What if you had to choose between feeding your family and keeping the power on in your home? What if you lost your job and spent hours, days and even weeks trying to figure out how to receive assistance to help keep a roof over your family’s head?
Students in the Georgia Southern University College of Education were asked to put themselves in scenarios like these during a recent poverty simulation hosted by the College’s faculty and staff.
Education majors were required to complete this role play activity as a part of a cultural issues course in order to expose student teachers to the low socioeconomic challenges many of their K-12 students experience.
“It is important that as teachers we look deeper into why a student did not complete an assignment or falls asleep in class rather than assuming a student is lazy or otherwise unengaged,” said Michelle Reidel, Ph.D., professor of middle grades and secondary education. “We need to understand that problems in the classroom are not always a direct result of a student’s desire to learn. There are external factors that could be playing a role in their performance or behavior. We have to consider that not all students are having their basic needs met at home.”
Scott Beck, Ph.D., associate professor of middle grades and secondary education, added, “Teachers need to understand that students’ families are working hard to meet those basic needs, but face confusing, contradictory and problematic choices every day.”
Participants in the simulation were assigned to family units of varying structure and provided with roles and scenarios unique to each family. They were asked to attempt to provide for all the basic needs of their families, including maintaining a residence, keeping the utilities on, feeding each member of the family daily and ensuring they covered loan payments as well as miscellaneous costs such as health and transportation.
Joey Shaffer, a senior middle grades education major, was assigned the role of a boyfriend who was attempting to take care of his girlfriend and their infant child.
“I had to work and hand over all the money to my girlfriend to try to pay the bills,” said Shaffer. “There was nothing left each week. I’ve lived some hard times myself, and it’s important that we think about how this would affect our students. They would be exhausted by this.”
Amber Culver, senior elementary education major, was given the role of a 42-year-old father with a wife, three children and a grandchild on the way. Culver’s scenario included that her character had lost his job and unemployment payments were no longer available.
“To be honest, even though it was just a simulation, it was very hard and very stressful,” said Culver. “There were times I felt like less of a person. I wanted to cry, and I even considered leaving the family so there would be one less mouth to feed.”
Culver said she often found herself relying on the 8- and 10-year-old children to take care of themselves because the wife and teenager needed to work to support the family.
“There were times that my brain would just freeze, and I thought, ‘I don’t even know what I should or would do,’” she added. “This activity put me in a real-life situation where I can relate more to my students. I want to let those students know that I will be there for them and know the resources they might be able to utilize.”


One of the best ways to support and encourage your child’s education is to promote a positive approach and love of learning within your home. Even if you’d rather forget your school days, having a negative attitude towards learning around your child will have quite a damaging affect, as they will adopt a similar outlook and not feel motivated to work hard in school. I have teamed up with an independent day school in Hertfordshire to offer you some advice on helping your child approach their learning journey, both in and out of school, with a positive attitude.
Try and show your child that learning can be fun and doesn’t necessarily have to happen in a classroom environment. The trick is to try and discover learning opportunities in everything you do as a family. Even something as effortless as a board game will help your child with a variety of skills, both personal and academic. For instance, Scrabble will help them with their spelling and vocabulary, whilst teaching them patience and the importance of thinking ahead.
If you have a garden, you could try and grow your own, teaching your child about germination and how the different seasons can impact what fruits or vegetables can be grown. Alternatively, you could make your own bird feeder together and watch for different species of birds visiting your garden. Even a quick drive to the supermarket is an opportunity for learning as you can talk to your child about how an engine works. Let them help you calculate how much the food will cost in the shop, to strengthen their numeracy skills. The list continues.
If feasibly possible, it might be worth preparing a special little area within your home for your child, where they can complete any homework or carry out crafting projects. It should be somewhere quiet, with limited distractions and plenty of natural light so that they can see clearly without getting eye strain. Without a study space like this, your child will feel less inclined to engage in these types of activities. On the other hand, if they feel like they have the support of the parents at home they will likely want to try harder to impress you.


It was then disappointing to watch my eldest son become a reluctant reader once texts became more challenging and the pressures of school increased. The very thing that had once been such a source of joy, became the cause of arguments and stress. As a teacher, I knew that early reading development was such an important part of my child’s overall literacy success so I was challenged to foster his desire to read for pleasure.
In my role as Middle School Inclusive Practices Coordinator, I hear from many parents who have had similar experiences. Sons who no longer read for enjoyment and the inevitable relationship between reluctant reading and poor school results. As reading pursuits compete with the myriad of digital distractions now available, how do we engage young readers and encourage them to participate in recreational literacy?
A study of Children, Teens and Reading by Common Sense Media in 2014, explored the declining rates of reading in youth. It found that recreational reading falls away significantly as children move into adolescence. The study showed that 53% of 9 year olds surveyed read daily for pleasure, compared to just 19% of 17 year olds. It also indicated an overall downward trend over the past decade, suggesting a relationship to the increase in digital technology over that time. This reluctance to read often coincides with the critical third stage of literacy development – reading to learn the new (Stages of Literacy Development). This is an important stage to nurture as it relates so crucially to the literacy requirements of secondary school. Another study in the same year, Are Teenagers Reading Less? argued that perhaps this reduction in choosing reading for recreation is related to the amount of reading students are expected to do at school, resulting in reading fatigue. In this information age young people are exposed to hundreds of words and images daily. Students who struggle with reading can find school related texts frustrating and are therefore reluctant to read again at home.
As parents and teachers, we need to find ways to foster reading engagement during the transition from primary to secondary school. Firstly, it’s important to speak openly with your teen about the opportunities that reading will open up. Explain that reading is a part of all school subjects and that developing good reading habits will help them to participate fully in their classes. It is important to be open-minded about what we consider reading and encourage your child to read anything and everything of their choice. Be mindful of his reading level and source some high interest, low level texts where necessary. Blake Education is a great publisher of these. Embrace digital formats such as audio books, screen readers and e-readers to assist with the mechanics of reading. Watching an inspiring You Tube video can help.
Power of Reading
Urge him to investigate subjects of interest in his reading choices such as favourite films, gaming, sports, politics, celebrities, music, social media or even bodily functions! Perhaps find a compelling series so that he can follow the same characters or themes through a succession of books. Explore a range of text types including magazines, graphic novels, online blogs and non-fiction texts. Resist the urge to criticise what he is reading, whilst the subject matter may not be your first preference, remember that your priority is to foster reading engagement. Discuss what he reads, encourage questions, unpack new vocabulary and relate texts to his own knowledge and experience.
How to Engage Reluctant Teen Readers
This webinar explores some of the factors in motivating teens to read.
In our home we have endeavoured to build a culture of reading by ensuring that our children are aware that we read for enjoyment too. We look at interesting websites, read joke books together and read the novels our children are assigned for school, discussing and reflecting on them as a family. These discussions enhance comprehension and provide a valuable conduit in maintaining communication with our independence-seeking teens. I wish you all the best in your challenge to nurture your son’s ongoing reading engagement!
Middle School Inclusive Practices Coordinator


Today was one of my favorite days in Art Education. It’s edible color wheel day! I have been doing this project for years and it is always a hit. After lecturing on the color wheel, color schemes, and color theory to my class I like to take the next class to assess their knowledge with a group project. In class, each table of 4 to 6 students make their own color wheel with cookies and frosting. Here is what you will need:
Materials (per group)
20 or so cookie wafers
1 can of white frosting
food coloring in red, yellow, and blue (Take the green out of the box)
black food coloring- 1 bottle at the teacher’s station has lasted for years!
Spoons, plastic cups, napkins, poster board, and markers to label.
Step 1: As a group, draw the color wheel diagram on your presentation paper and frost 1 cookie with each of the 3 primary colors and place the cookie on your team’s poster board diagram of the color wheel.
Step 2: As a group, mix each secondary color and frost a cookie to place on your diagram. (Note: Some primary colors may not be able to be "treated equally" - your color intensities will vary. See what works for your colors - and "fudge" a bit to get the best secondary colors possible)
Step 3: As a group, mix the 6 tertiary colors. Then frost one cookie for each of these 6 colors and place them on the color wheel in the correct spots.
Step 4: As a group, mix any two complementary colors to make a Gray/Brown neutral and place that cookie in the middle of the color wheel.
Step 5: As a group, mix tints and shades of one hue (red or blue work best) to form a 5 point value scale on the side of the color wheel. (black coloring available at the teacher’s station)
I teach future art teachers at Emporia State University. Here is what is going on in my classes.


Your kid is almost 10 months old but hasn’t started walking yet? Maybe you’re worried about your little girl who should be crawling by now?
Children tend to reach different stages of development at their own speed. Minor delays are not something you should be freaking out about. However, longer and more extreme delays might be something you should check.
Above all, identifying these delays early is very important. Then, you can take proper steps to help your child overcome these delays in the stages of development.
4 Types Of Delays You Should Watch Out For
1. Delays In Cognitive Development
Firstly, cognitive development is related to the development of a child’s different cognitive skills since this involves your child’s ability to think, learn, and solve problems.
Secondly, children diagnosed with cognitive developmental delays normally have a hard time communicating with others.
In conclusion, this kind of delay in baby developmental stages usually occurs due to many reasons. For instance, it can be because of injuries, transmitted diseases, and lack of care. Moreover, chromosomal disorders like Down’s syndrome can also affect a child’s cognitive development.
2. Delays In Motor and Physical Development
Delays in motor and physical development can interfere with the child’s ability. For instance, hold objects, walk, jump, crawl, and other tasks are related to motor and physical skill development.
Eventually, children with delay in motor skill development face difficulty in holding toys and eating with a spoon. Consequently, as they grow, they may also face problems with walking, running, or any other physical task that requires complex muscle movements.
3. Delays In Emotional, Social, and Behavioral Development
Additionally, other delays in the stages of development include children with different neurobehavioral disorders. For example, kids with autism normally show delays in emotional, social, and behavioral development.
Children with social and emotional developmental delays face difficulty with social and emotional skills such as responding to others, initiating conversation, or keeping eye contact.
4. Delays In Speech and Language Development
Developmental delays in speech and language may happen for two main reasons. The child may either have difficulty in grasping words and concepts. These are related to delays in the child’s cognitive development.
Also, children may have a difficult time uttering complex sentences. This is because of the weakness of their jaw muscles. This is known as speech production disorder.
If your children are not uttering a single word even after 1 year or constantly leaving a specific sound out of words, you should visit your nearest child development center immediately.
It’s tough for parents to hear that their children are diagnosed with one or multiple developmental delays. However, early intervention is a good way to tackle these delays in your child’s development.


The Chief Inspector of OFSTED, Amanda Spielman, has released this paper. It is refreshing to know that the focus of OFSTED is going to be the curriculum, as from my experience it has been thoroughly neglected in Music. Much of this is due to the vast majority of music educationalists being constructivists. If you have a philosophy that students construct their own learning, then you can end up without any sense of curriculum unless it is completely underpinned by skills. But in such a curriculum you could end up with students not studying anything before the Year 2000. According to OFSTED, there is an attitude prevalent in many schools that classical music is a no-go area for students. Point 18 of their report into the curriculum says “Classical music, as a serious component of the curriculum, was treated as a step too far in most of the primary and secondary schools surveyed, at least until Key Stage 4. It was felt by teachers and leaders to be too difficult or inaccessible for pupils.” This is one reason that we need to think very clearly about what is taught as well as what is learned. Most constructivists would be horrified that the curriculum could be narrowed by their philosophy. But I have certainly come across some of the attitudes mentioned in this report and we need to take it seriously that there are music teachers and school leaders that do not think content matters.
The National Curriculum for Music in England and Wales is incredibly short – primary takes up less than a page of A4. Some teachers like this as there is freedom to develop it any way they want. The problem is that many schools can take this to mean that music is not important and can be covered by assemblies, a nativity and a summer concert. To counter this we should be talking about curriculum content. If we specify at least some of the content then it is more likely that this will be taught. And we all know that what gets taught is what is assessed. So we should be making curriculum content that can be learned, memorized and tested. The “t” word is very unfashionable in music education and I am not looking for a Music SAT. But low stakes testing in Music could actually result in content being delivered and pupils knowing more about the wonderful world of music that we often take for granted.
One way to think about content is through the use of knowledge organizers. These are a one A4 page of content that we are studying this term. They need to be clear, concise and testable. I have written one for Year 2 and one for Year 3 and I will be publishing them soon. I have handed them out to the pupils this week and the class teachers have been given a copy. I will see how the pupils respond and whether it has made any difference around Christmastime when we finish the unit. However, the real test will be whether they can remember it before we leave for the summer holiday. Can they retain the information over time? Surely, that is one of the aims we should have for music education – that what they learn is stored robustly in each child’s long term memory. Do children know the difference between a clarinet and a bassoon? Do they know the names of at least two composers from the 18th century? Can they name some early Blues musicians?
Please don’t think that I am against musical skills, I certainly am not. But I am very skeptical about constructivism. I think teachers should be setting the curriculum – not the students. I don’t have any problems with the notion that the teacher is an authority and that some content is more valuable than others. And the person best placed to make these judgements is the teacher, not the child.


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Addressing Unfinished Learning in the Mathematics Classroom
Math author and thought leader, Dr. Randall Charles, shares some practical ways mathematics educators can address unfinished learning.
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Breaking the Cycle of Low Achievement and Low Motivation
Follow our Learning to Read: What Really Matters series and listen in on our conversation with educational literacy leader Dr. P. David Pearson as he shares great insight about the “virtuous” cycle of knowledge begetting comprehension begetting learning as a way to break the vicious cycle of low achievement and low motivation.
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Anyone Out There? Distance Learning Tips When Teaching Into the Void
Listen to our conversation with Literacy Specialist Karen Miller as we discuss ideas for novel brain re-energizers that use physical movement to prepare your students for their next learning activity.
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Engaging All Students With Culturally Relevant Instruction
In this podcast, Dr. Ernest Morrell shares his insight as to why students are not engaged and how we can engage them. Centered around increased representation, increased cultural understanding, and student voice, culturally relevant instruction offers academic equity by allowing all students to see themselves as valuable members of the classroom community.
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The Science of Reading: Clarifying Misconceptions
Dr. Sharon Vaughn describes the Science of Reading and implications for literacy instruction, clarifying misconceptions presented in this latest resurgence. Can a focus on foundational skills and balanced literacy coexist? This podcast provides valuable information every teacher can use.
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Dr. Maria Arreguin Anderson, an author on the myView Literacy and miVisión Lectura solutions, discusses providing dual language learners with relevant, authentic educational opportunities during distance learning.
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Simple Renaissance Art
We live in a world that’s highly technical and specialized. When a man goes to college these days, he spends his time learning the skills that will allow him to seek gainful employment. Little time is spent studying art or literature. These subjects are often seen as “pointless” because they don’t have any practical application when it comes to paying the bills. On top of that, many men see art appreciation as wussy and effeminate and thus steer clear of it.
But it’s a shame that many men feel this way about art because they’re missing out on poignant insights about what it means to be human and what it means to be a man. Art can capture the emotions of the human experience when words fail us, give us insight into positive madness, expand our minds, and help us learn more about the world and ourselves.
If you feel like you missed out on a basic art education or if you learned plenty about art history, but you need a refresher, this series we’re starting today is just for you. Over the next few months, we’ll be covering some of the simple basics of the important periods of Western art. Next time you’re on a date at a museum, you’ll have a few things to add to the conversation. But more importantly, you’ll be able to get more out of the art yourself and hopefully be inspired to delve deeper into the fruits of man’s infinite creativity. As you take time to ponder and mediate on some of history’s greatest works of art, you’ll gain a deeper appreciation for art’s manly heritage, experience uplift and edification, and find yourself closer to becoming a true Renaissance Man.
Speaking of the Renaissance, let’s get started talking about that period’s art.
An Introduction to the Basics of Renaissance Art
Time Period: 1400s-1600s
Background: The 14th century was a time of great crisis; the plague, the Hundred Years war, and the turmoil in the Catholic Church all shook people’s faith in government, religion, and their fellow man. In this dark period Europeans sought a new start, a cultural rebirth, a renaissance.
The Renaissance began in Italy where the culture was surrounded by the remnants of a once glorious empire. Italians rediscovered the writings, philosophy, art, and architecture of the ancient Greeks and Romans and began to see antiquity as a golden age which held the answers to reinvigorating their society. Humanistic education, based on rhetoric, ethics and the liberal arts, was pushed as a way to create well-rounded citizens who could actively participate in the political process. Humanists celebrated the mind, beauty, power, and enormous potential of human beings. They believed that people were able to experience God directly and should have a personal, emotional relationship to their faith. God had made the world but humans were able to share in his glory by becoming creators themselves.
These new cultural movements gave inspiration to artists, while Italy’s trade with Europe and Asia produced wealth that created a large market for art. Prior to the Renaissance Period, art was largely commissioned by the Catholic Church, which gave artists strict guidelines about what the finished product was to look like. Medieval art was decorative, stylized, flat, and two-dimensional and did not depict the world or human beings very realistically. But a thriving commercial economy distributed wealth not just to the nobility but to merchants and bankers who were eager to show their status by purchasing works of art (the Church remained a large patron of the arts as well). Artists were allowed greater flexibility in what they were to produce, and they took advantage of it by exploring new themes and techniques.
Things to Look for in Renaissance Art:


Furtados School of Music (FSM) has launched Learn Buddy which helps students face the challenges of choosing music as a career and the processes involved in learning music and assisting students and teachers in making the experience more convenient and comfortable.
According to a communication from the organization, Learn Buddy is meant to assist school teachers to create a video-based environment where they are able to monitor the progress of each student through her master screen and help them improvise.
Students will learn how to create music as well as read music successfully.
This will help formalize music education in India and provide opportunities for young musicians to learn new skills.
The teacher or instructor must simply select a piece of music and assign it to a class.
Every piece of music is broken down into seven parts (chosen from the most popular songs).
“As the world becomes more digital, it is important than ever for children and parents choose music learning because it aids in a child’s overall development by improving motor skills, cognitive ability, brain functions, and emotional development” said Dharini Upadhyay, Co-founder of the organization.


ERIC Number: ED392658
Record Type: RIE
Publication Date: 1995
Lessons for Teaching Art Criticism.
Barrett, Terry, Ed.; Clark, Gilbert, Ed.
This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad range of topics is embraced including popular art, the built and natural environment, multicultural concerns, and formalist and political contemporary museum art. Most of the lessons stress contemporary artifacts. Lessons include: (1) "Creating a Climate for Talking about Art" (Sandra Kay Mims); (2) "A Potpourri of Questions for Criticizing Realistic Paintings" (Karen A. Hamblen); (3) "Constructing Meaning: A Gaming Strategy" (Richard A. Ciganko); (4) "Investigating Criteria for Judgments" (Sally Hagaman; Polly Wolfe); (5) "Collaborative Art Criticism: Not Mine, Not His, Not Hers-But Our Critique!" (Herb Perr); (6) "Criticizing Modern Paintings" (George Geahigan; Verna Yoder); (7) "Interpreting Snake Bird: A Critical Strategy" (Tom Anderson); (8) "Criticizing Advertising: Women, Ads, and Art" (Elizabeth Garber; Roy Pearson); (9) "Criticizing Television: Aesthetic and Cultural Approaches to TV Images" (Rogena M. Degge; Carolyn A. Cochrane); (10) "Experiencing Environments: Criticizing Architecture" (Linda F. Ettinger); (11) "A Place-Based Framework for Criticizing Art" (Doug Blandy; Elizabeth Hoffman); (12) "Baskets: Containers of Culture" (Lorrie Blair); (13) "Interpreting Hmong Storycloths" (Kristin G. Congdon); (14)"Interpreting Paintings Metaphorically: Edward Hopper's House by the Railroad" (Hermine Feinstein); (15) "Interpreting Your World Through Romare Bearden's Windows" (William F. Harris); (16) "Understanding Graffiti Art: Keith Haring's Subway Drawings" (Sydney Walker; Jennifer Cross); (17) "Understanding Conceptual Art: Christo's Wrappings" (Carole W. Arnold; Robert L. Arnold); (18) "Maximizing Minimalism: Connecting with the Art of Anne Truitt" (Renee Sandell; Stacy Bell; Monica McHugh; Charles Wehr); (19) "Criticizing Criticism: Competing Judgments of Leon Golub's Paintings" (Sun-Young Lee); (20) "The Critic as Empathetic Other" (Cynthia Taylor); and (21) "Amy's Crits" (Amy Snider). The anthology concludes with a selection of "Related Resources in the ERIC Database." (MM)
Descriptors: Art Criticism, Art Education, Critical Viewing, Discipline Based Art Education, Elementary Secondary Education, Visual Arts
Social Studies Development Center, Indiana University, 2805 East 10th Street, Suite 120, Bloomington, IN 47405.
Publication Type: Guides - Classroom - Teacher; ERIC Publications
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Getty Center for Education in the Arts, Los Angeles, CA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.; Adjunct ERIC Clearinghouse for Art Education, Bloomington, IN.


See the Programs
Although game-like in appearance, the Fast ForWord software modules require a serious commitment from both the child and the parent. The time and frequency identified for the child must be closely adhered to for successful results.
Sounds are the foundation of language, and language
is the gateway to reading and learning.
Students begin with two formative modules and, if necessary, continue on to a Reading module. Using highly sophisticated sound based exercises, the brain learns to process information more efficiently. Some call these exercises "glasses for the ears" - input to the brain becomes clear and unambiguous.
The formative modules reconfigure the neural pathways in the brain that simply make reading and learning easier and faster and simultaneously develop the core cognitive skills of memory, attention, processing and sequencing. The brain prefers to use efficient neural pathways which, once established, continue to strengthen in daily life.
Many of the exercises in the first phase of the software, employ digitally modified speech to help the student better discriminate between sounds. Hearing the difference between the sounds consonants make can be challenging for struggling learners, especially if there is an underlying auditory processing disorder. For example, the difference between the sound that 'B' makes and 'D' makes is very small.
The second phase of the program is comprised of five reading modules - Reading Levels 1 through 5. The picture on the left is a screen from one of the exercises in reading Level 2 called Magic Bird. In this exercise, students learn to spell words and connect basic vowel and consonant rules.
This exercise in Reading Level 5 helps develop reading comprehension strategies using a variety of literary structures and devices. Students learn to organize and sequence information in order to demonstrate comprehension of the material. The material becomes increasingly complex. Progress is achieved by demonstrating mastery of the skills in a particular level. Students who complete Reading 5 are prepared for the literacy demands of high school.
Reading & Learning PATHWAYS specializes in the implementation of Fast ForWord software. If your child is struggling with learning and or reading, we have the expertise to help. Our learning center offers a welcoming environment where your child can quickly develop the skills they need to be successful in the classroom. If you prefer to work at home, we offer a unique parent tutorial that optimizes at-home Fast ForWord study.
Reading & Learning PATHWAYS serves students in North Vancouver, West Vancouver and Burnaby and is the only Learning Center on the North Shore that specializes in the delivery of these life-changing programs.
Reading & Learning PATHWAYS has been recognized as a distinguished provider of Fast ForWord programs.
We love helping children succeed.


Block prints by African American women artists and friends: Margaret Taylor Burroughs and Elizabeth Catlett
Did you ever cut a linoleum block in art class? While rolls of linoleum were used for floor covering from the 1860s, artists only began to use the material about 1910. Pieces of linoleum, sometimes mounted on wood blocks, were quick to cut and offered a readily available material for making bold lines for prints. The material took on a useful role in art education, and many students from the 1930s to today first learned about printmaking from cutting and inking linoleum blocks, also called linocuts.
Major artists including Henri Matisse, Pablo Picasso, and Roy Lichtenstein made linoleum cuts. You've probably heard of them, but it's possible you're less familiar with Margaret Taylor Burroughs and Elizabeth Catlett. For Women's History Month, here's a closer look at their work.
Among the artists in the museum's collection who made linocuts, let me introduce Margaret Taylor Burroughs (1915–2010) and Elizabeth Catlett (1915–2012). They became friends—and roommates—while working at the South Side Community Art Center in Chicago in 1941, and later reconnected at the Taller de Gráfica Popular (People's Graphic Workshop), an artists' printmaking collective in Mexico City, in the 1950s.
Burroughs stands out for her many cultural contributions in Chicago as well as her artwork. With both bachelor's and master's degrees from the School of the Art Institute of Chicago, as well as honorary doctorates from several universities, she became an educator in the Chicago Public School system (1946–1968), and a professor of humanities at Kennedy-King College (1968–1979). During the New Deal she supported the creation of the South Side Community Art Center where she and her friend Catlett studied and exhibited their work. During the 1950s Burroughs took a sabbatical year in Mexico City where she was a guest artist at the Taller de Gráfica Popular working on linoleum prints and lithographs with her friend Catlett. Burroughs and her husband, Charles, founded the DuSable Museum of African American History in 1961.
The block print "On the Beach" was inspired by a family group Burroughs saw sitting on the beach at Montego Bay in Jamaica in the 1950s. She designed the image in that decade, and the block was printed in 1977. She gave some impressions an alternate title, "At the Beach."
Catlett earned her bachelor's degree from Howard University and her master's degree from the University of Iowa. Known as a printmaker and as a sculptor, Catlett made powerful portraits in black and white, which often were linoleum cuts. She received a Rosenwald fellowship that took her to Mexico in 1946, where she later married artist Francisco Mora and had a long association with the Taller de Gráfica Popular.
Catlett made the untitled print of a female portrait head as a demonstration piece for a Howard University art class taught by Lila Asher about 1970. She cut multiple blocks and printed the image using a paper mask to cover sections that she didn't want to print.
Women artists often had difficulties in showing their work and in being accepted in the art world largely dominated by men. African American women faced additional discrimination due to racism. Both Burroughs and Catlett found ways to exhibit and to teach, and they both helped to establish institutions that were supportive and inclusive, like the South Side Community Art Center and the Taller de Gráfica Popular. Each of these artists is now well represented in museum collections, and their stories are included in a comprehensive study of women printmakers, Paths to the Press: Printmaking and American Women Artists 1910-1960, edited by Elizabeth G. Seaton and published in 2006.
Helena E. Wright is curator in the Division of Culture and the Arts.


Elementary Education is the Foundation for Long Term Student Success and Achievement
Randolph Township Schools' four elementary schools foster positive and safe learning environments for all students. Social and emotional learning plays an integral role in elementary education and is essential for the education of the whole child. Our dedicated, innovative and passionate teachers weave experiences into the school day to support the acquisition and application of the knowledge, skills and attitudes that help students thrive. Students are given the resources they need to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others and make responsible and caring decisions. Student voice and choice are cornerstones of our student-centered classrooms. We believe in fostering students' natural curiosity so they feel connected to and excited about learning. Our instructional models offer rigorous opportunities for students to design and create through hands-on, authentic learning experiences that help students to feel empowered and thus, more likely to transfer their learning into real world experiences. By focusing on building learning structures that support students in growing their critical thinking and problem-solving skills in our elementary classrooms, we create a foundation for success that will follow students into middle school, high school and post-graduation. Elementary Education is the foundation for a student's ability to one day excel in a complex, interconnected and changing world.


Parents are the first and most important teachers. You will see that kids of educated parents usually get college degrees and have a good successful career. Even if you are not highly qualified, you can make a great difference in the future of your children by teaching them at home. Among all subjects, you should pay special attention to mathematics. Here I have discussed why you need to give numeracy skills to your kids at home.
Math is an Essential Skill
Math is not just a subject that is used in almost every field of science. It’s also essential for surviving in this world. We use numbers in everyday life. People who don’t understand the use of numbers face many difficulties, and they get fooled by many people. By teaching mathematics, you are helping build a strong foundation to deal with the world. If they build interest in it, they will open the door to many opportunities.
You Can Make it Fun for them
Mathematics is very boring for kids because of the way it is taught at school. If they lose interest in this subject, it will make it very difficult for them to get quality higher education. They also won’t be able to join many fields like engineering and business. On top of that, it will be difficult to find a good job. Even in minor jobs, employers expect you to know basic math. You can try different math games to make it fun for them. This way, they won’t feel like they are studying; they will feel fresh and enjoy this subject.
You Can Give Personal Attention
They teach mathematics at school. However, each teacher has to deal with a class full of kids. No matter how good a teacher, it is not possible to keep track of each kid’s growth. Only a parent can offer personal attention. You will be able to see how fast they are learning. If they are slow, you can help them get back to the track. They require someone to see their weaknesses and shortcomings. Identify where they lack, be positive, and work to improve it.
Teach Practical Mathematics
Mathematics taught at school is limited to theory and books. You can take this time as an opportunity to teach numbers from a practical point of view. For example, you can start by telling them how money works. Give them minor chores that involve calculation. It gives them an understanding of how real-life works and where they will have to use mathematics.
They Learn to Focus
Kids easily lose focus. Their attention span is barely five minutes, but they might not even be able to focus on a math problem for this long. This is one of the reasons why they are unable to learn mathematics properly. You can sit with them and help them to focus on each problem by offering rewards. This ability to focus is crucial for a successful career.


Dyslexia is an unexpected difficulty in learning to read despite normal intelligence and vision and access to good instruction. Today, scientists generally agree that people with dyslexia struggle to read because they have trouble linking the shapes of printed letters with the sounds of spoken language — not because they have problems with visual perception or memory.
In the 1920s, neuropathologist Samuel Orton observed that children with reading difficulties struggled to differentiate between similarly-shaped letters — b and d, for instance — and often read words from right to left — ton became not. Some of the children could read more easily when looking at the mirror image of the text. He coined the term strephosymbolia, meaning “twisted symbols,” to describe what he thought was the primary deficit of reading disability.
Medical terms like that “are hard to get rid of,” says Guinevere Eden, a neuroscientist who studies dyslexia and learning disorders. The Georgetown University professor credits the term for the pervasive misconception that people with dyslexia read and write backwards.
“Our visual system is designed to be flexible. But that’s not so good when it comes to reading.”
The behaviors Orton first described in the ‘20s are not unique to children with dyslexia: Almost all children reverse letters when they’re first learning to read and write. “It’s so common that it’s a poor way to distinguish typical from atypical reading development,” says John Gabrieli, a neuroscientist at the Massachusetts Institute of Technology.
Neuroscientists speculate that this is so common because when it comes to recognizing shapes and objects, our brains don’t seem to care whether that object is reversed or rotated: A dog is a dog, whether it’s facing left or right. “Our visual system is designed to be flexible,” Eden says. “But that’s not so good when it comes to reading,” where reversing a letter changes its meaning. Learning to read involves overriding our wiring and retraining our brains to care about letter orientation.
Through years of learning and practice, children eventually stop reversing letters. Some children with dyslexia might not grow out of it as quickly because their reading skills don’t advance.
For dyslexic children, the enduring misconception about the disorder could delay appropriate intervention. “People might inadvertently think that that’s the way to help a child who’s struggling to read, that if you can just get them to focus on getting the letters oriented correctly that they would make major progress in their reading,” Gabrieli says. Effective interventions involve intensive phonics instruction to help children identify and manipulate the sounds of language — like practicing rhyming — and connect them to letters.
It can also be a potential source of bullying and embarrassment, says Elizabeth Norton, a neuroscientist at Northwestern University. When she was a teacher for high school students with dyslexia, she says kids worried that their peers wouldn’t understand the challenges they faced. “The idea that dyslexia is just the simple thing of making reversals makes it seem like [it would be easy to outgrow],” she says. “Their peers don’t understand that this is a much more complex problem that you’re born with, it’s not going away on its own, and it’s not that the student isn’t smart or isn’t trying hard.”
Dyslexia is a lifelong condition, but early intervention to address the core difficulties can substantially improve children’s reading ability, Gabrieli says.
Written by Alexis Wnuk, courtesy BrainFacts.org.
What misconceptions about dyslexia have you encountered? Let us know in the comments below! Support science communication by Knowing Neurons through Patreon:


Lessons, Resources, and Tools to Strengthen Students' English Language Arts Skills
Reading, spelling, phonics, and vocabulary are all critical to academic and career success. Our Language Arts Collection offers everything necessary to strengthen students' English language arts skills. Delivering an abundance of foundational skills and reading resources on Raz-Plus, along with spelling, phonics, and vocabulary support on Vocabulary A-Z, this collection makes it easy to provide a comprehensive English language arts curriculum.
Raz-Plus provides an extensive collection of foundational skills resources, including more than 2,500 leveled books, quizzes, and teaching materials available in print and digital formats. With this one blended learning platform, teachers have access to the resources they need for differentiated instruction, and students have access to an interactive eLearning environment that provides a library of standards-aligned texts they can choose from to practice their reading in school, at home, or on the go.
Integrated Spelling, Phonics, and Vocabulary
Vocabulary A-Z helps K-5 students build vocabulary and increase reading comprehension through fun, game-based activities that help students develop fundamental literacy skills. Teachers can choose premade word lists and customizable lessons to connect spelling, phonics, and vocabulary instruction to current topics of study, core reading series, or Learning A-Z resources. They can then assign printable or digital lessons to students for differentiated independent practice, and inform instruction with digital reporting.
A Language Arts Library
Combined, the resources provided on Raz-Plus and Vocabulary A-Z offer a complete English language arts package. Resources can be easily differentiated and used in a variety of ways to ensure students have the tools they need to improve their language arts skills.


Strengthening the home-school connection is a vital aspect of planning at my school. With the highest ELL population in our county, the parents are willing to participate in their child’s learning but not always sure how to go about it. During parent conferences, we often suggest helping their children with schoolwork and then immediately notice some reluctance on the parents’ part. Their hesitation seemed to stem from insecurities with the English language. Perhaps it wasn’t that they didn’t want to help, but that they lacked confidence in their ability to help.
That is when we had an “ah-ha!” moment: the instruction we typically provided in the adult language classes might not be the instruction the parents needed for this situation! Maybe the parents needed strategies to help them read more efficiently so they could become more involved with their children’s learning.
Our solution—offer the parents SIPPS Plus!
As I began to prepare for the class, I was a bit nervous about how parents would respond to the wall cards with the mnemonic pictures of a cat in a chair or the Dreams on Wheels texts. Would they find these materials childish? Was I not being respectful of my learners? I decided to give it a try and see how they responded, and I am happy to say it was a success!
I do not speak Spanish, which was the first language of all my participants, so I knew I would not be able to explain directions in a typical manner. However, the visual cues and the wall cards used in the lessons were very supportive in helping me convey what I was asking them to do. The class relied heavily on the wall cards, especially when we engaged in the Guided Spelling routine. I prepared folders containing copies of the spelling-sound wall cards and sight word dictionaries, a set for the classroom and one for each of them to take home. Also, after each class they would add a copy of that day’s story to their folder.
During these classes the parents were extremely devoted and focused students. Like their children who I taught during the day, they worked hard to learn the correct way to pronounce sounds, blend these sounds into words, and then apply that work to the text. They were diligent in continuing to practice their sight words and stories at home, and they built their confidence in the same language I was teaching their children.
Many of the children whose parents attended this adult language class were also in my SIPPS groups during the day. This was a perfect pairing—parent and child were both learning about reading through the SIPPS program and shared a common experience. Now, parents had activities they could work on with their child at home— practicing sight words, reading text, working on spelling. In short, the parents became better readers, and in doing so, transformed into at-home teachers. It was a “win-win” for both the parents and children.
As we all know, COVID changed everything! Yet, it provided a unique opportunity for parent and child to engage in learning together during virtual learning. I invited parents to join their child during the virtual SIPPS lessons. Although there were challenges with virtual learning, these experiences provided a wonderful opportunity for students and parents to build their reading skills and learn together.
I have always been confident in the SIPPS program and its effectiveness in helping children to strengthen their foundational skills to become independent, strong readers. However, I was pleasantly surprised at how effective SIPPS is as an instructional resource when teaching foundational skills to adults. Using SIPPS Plus to bring parents and children together in a collaborative learning opportunity was one of the most powerful teaching experiences I’ve had.


Amazing Math: Subitize Me!
Subitize? What’s Subitize?
Subitizing is instantly seeing how many!
Subitizing will prepare your child’s mind for all kinds of numeracy skills. Math is more than memorizing facts and procedures. A truly mathematical mind will develop understanding of numbers and the connections between them.
Subitize Me will teach children to visualize groupings of objects, knowing their number instantly. This will develop flexibility in their thinking and allow them to advance quickly in establishing number sense. This DVD will introduce them to subitizing in a fun and entertaining way.
In the special features, the viewers can subitize like TT and Bebo, returning to each setting, such as the Arctic or outer space. These exercises are in order from simplest to most difficult. Depending on their present abilities, some children will start with the first Subitizing Exercise, while others will want to start at a more difficult level. The Subitizing Exercises can be done with a whole class or by one or two children at home. By learning to subitize a child is learning:
- number sense
- to associate a number with a whole collection
- to visualize quantities and the associated number
- relationships between numbers
- to visualize subsets of a number
- to use subsets of numbers to quickly make addition and subtraction equations
- the foundation for quick and creative mental arithmeticplace value concepts
I need to tell you how much of a difference your movie “Subitize Me!” has made in my school. The children are asking to see it over and over again. I have students coming up to me in the hallway holding up some fingers and saying “Subitize me!” They have gone home and taught their parents. The children are so excited about the concept!
I have seen the movie 70+ times already. Every time, I sit in awe reflecting on how well it was put together and what a great acting job the 2 kids did. Excellent product!
Indian River CSD
Philadelphia, New York