Letterland was created in the Special Needs setting and grew from teaching, observing and talking with children aged 3 to 10 who were persistently baffled by print. Through their imagination a child-friendly language about how the English language works was born.
Letterland is used in special needs environments worldwide to aid early literacy development in children with a range of complex conditions including.
- Cerebral Palsy
- Down's Syndrome
- Speech and Language Deficits
All of the Letterland resources are used in the Special Needs area though certain items are more suited to different learning difficulties. If you would like advice on any aspect of using Letterland in the Special Needs area you can contact Lara Stiller via the following link email@example.com.


Cunningham, P., D. Hall, and J. Cunningham. Guided Reading the Four Blocks Way. Greensboro, N.C.: Carson Dellosa, 2000.
Fountas, I., and G. Pinnell. Guided Reading: Good First Teaching for All Children. Portsmouth, N.H.: Heinemann, 1996.
Fountas, I., and G. Pinnell. Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth, N.H.: Heinemann, 1996.
Jamison, L. Early Literacy Instruction in Kindergarten. Newark, Del.: International Reading Association, 2001.
Morrow, L. M. "Organizing and Managing a Language Arts Block." In Strickland, D., and L. Morrow, eds. Beginning Reading and Writing, 83-98. New York, N.Y.: Teachers College Press, 2000.
Morrow, L. The Literacy Center: Contexts for Reading and Writing. York, Maine: Stenhouse, 1997.
Morrow, L., et al. "Characteristics of Exemplary First-Grade Literacy Instruction." The Reading Teacher 52, no. 5 (1999): 462-476.
Morrow, L. M. "Designing the Classroom To Promote Literacy Development." In Strickland, D., and L. Morrow, eds. Emerging Literacy: Young Children Learn To Read and Write, 121-134. Newark, Del.: International Reading Association, 1989.
Pressley, M., et al. Learning To Read: Lessons From Exemplary First-Grade Classrooms. New York, N.Y.: The Guilford Press, 2001.


All of our tutoring is one-on-one, systematic, structured, sequential, cumulative and multisensory. We tailor our tutoring to each student’s needs.
Phonics First Orton-Gillingham Tutoring
Research demonstrates a direct correlation between a child developing strong phonological awareness skills and becoming a highly successful reader. Students are engaged in a variety of age and skill appropriate activities designed to help them hear sounds and patterns in words.
Phonics First® Foundations
Based on Orton-Gillingham methodology, Phonics First® is an accredited Multisensory Structured Language (MSL) reading program that ensures mastery of reading concepts learned in kindergarten through 5th grade.
Phonics First® Structures
This program reviews basic phonics instruction in a more sophisticated manner and also includes instruction in Greek and Latin roots which are present in 65% of the words in reading material above a 6th grade level.
The tutor will utilize visualization, Reciprocal Teaching, and a variety of other multi-sensory teaching techniques to help the student understand a variety of texts.
Tutors focus on the organization of thoughts and ideas, pre-writing planning, sentence formation, development of topic sentences, supporting details, and conclusions. More advanced writers go on to develop these basic ideas into various forms of essay writing.
Our tutors address the learning of basic math facts and processes, the interpretation and solving of “word problems,” and higher level concepts such as decimals, fractions, and percentages. RLAC also boasts tutors who specialize in advanced mathematics such as algebra, geometry, trigonometry and calculus.
Study Skills/Test Prep
We provide the necessary tools to teach students note-taking, test-taking, time management, organizational skills, and study methods that will enable them to study and complete tests more efficiently.
Realistic test experiences are essential to achieving success on standardized tests. RLAC knows what’s at stake: your future. During an eight session course, students are prepped in both test taking strategies specific to the ACT or SAT and in the content areas. One on one instruction allows us to concentrate in the specific content area in which the student needs the most assistance. All of our tutors hold degrees in the subject area they are teaching. Their knowledge and enthusiasm sets the tone for maximum achievement.
To learn more about RLAC’s Homeschooling options, click here!


Inclusive Special Ed Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (4) Legal issues, learner characteristics, collaboration skills, assessment, and behavior management related to educating students with disability in inclusive settings.
SPLED 400 Teaching Exceptional Students in General Education Settings (4)
This course is delivered via a model of blended instruction and addresses foundational skills (assessment and management) and knowledge (laws, etiologies, collaboration) for those working with students with special education needs in general education classrooms. Almost 30% of the content includes student understanding of the history and current relevance of special education law; roles and responsibilities of general education teachers in providing services to students with special education needs; characteristics and etiologies relevant to providing effective instruction to students with mild and severe disabilities; and developing and maintaining effective education teams. Roughly 35% of content is relevant to assessment in inclusive settings and is centered on sound instructional decision making as well as linking instruction to standards based curricula. Coverage includes understanding formative and summative assessment; creating and administering curriculum-based assessments in reading, mathematics, and writing; designing systems to collect behavioral data; interpreting a variety of norm-referenced test scores; using brief experimental analyses is adequate for a given purpose. Roughly 35% of content is relevant to applying principles of Applied Behavior Analysis (ABA) to managing and motivating learners with special needs placed in inclusive settings. Broad objectives include student acquisition of knowledge and skills related to ABA principles and interventions such as: identifying the nature (positive and negative) of consequences maintaining or decreasing specific behaviors; operationally defining behavior; establishing a classroom and school environment conducive to learning for all students; creating class-wide, school-wide; and individual motivation systems; intervening to decrease specific behavior; and using functional behavioral assessments (FBAs) and positive behavior supports.
Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.


Community Art in Action
Encourages students to explore their world
This resource shows how art education programs can be expanded to address community-based and cultural traditions. The text explains how art and aesthetic choices are at the heart of communities and discusses how folklife and community practices are associated with the natural and built environment, different occupations, recreational activities, and ethnic traditions.
Available individually or as part of the Art Education in Practice Series. 128 pages, softcover
- Activities for involving students in their local community traditions
- Ideas for expanding student awareness of traditions in communities around the world
- Images of contemporary, folk, and traditional artists’ work
Table of Contents
- Introduction: Art in Everyday Life
- What Is a Community?
- Folklife and Community Practices
- Why Should Art Programs Focus on Community
- Art Programs Focusing on Natural and Built Environment
Learn about the digital edition of Community Art in Action.
Tags: Community Art in Action, Art Education in Practice Series, Kristin Congdon, Marilyn G. Stewart, Marilyn Stewart, professional development
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Preparing Students for Success with Reading in the Content Areas
In this strategy guide, you’ll learn how to determine the level and type of support you need to provide students based on careful preparation as a content area expert.
Reading with Purpose in the Content Areas
In this strategy guide, you’ll learn how to organize students and instruction to establish a sense of purpose for reading authentic texts in the content areas.
Supporting Student Comprehension in Content Area Reading
In this strategy guide, you’ll learn a few simple, yet powerful, techniques to encourage students to use peer talk and writing to enhance their understanding of content area texts.
Introducing Ideas and Vocabulary with the Concept Sort
A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary.
Introducing New Content with Seed Discussions
In this strategy guide, you’ll learn how to elicit ideas and conversation about new concepts or content by effectively holding a Seed Discussion in your classroom.
“Logistics of Mathematics Journals: Frequently Asked Questions”
This list provides practical suggestions to answer such questions as the following:
• How can teachers respond to children’s journal entries?
• Do I grade them?
• How can I use math journals with a textbook?
Authentic Writing Experiences and Math Problem-Solving Using Shopping Lists
Students use their problem-solving skills to stay within their budget as they choose items they plan to buy and create their personal shopping lists.
Bridging Literature and Mathematics by Visualizing Mathematical Concepts
Math-related, informational books, Actual Size (Jenkins, 2004) and If You Hopped Like a Frog (Schwartz, 1999) provide the focus for this lesson, which connects reading, writing, math, and science.
Draw a Math Story: From the Concrete to the Symbolic
This activity begins with the reading aloud of several math-oriented stories, identifies key mathematical vocabulary terms, models math story writing, and then gives students an opportunity to write addition and subtraction stories.
Exploring Sets through a Math-Related Book Pair
This lesson integrates reading, writing, viewing, and visually representing mathematical ideas while simultaneously strengthening home-school communication.
Introducing the Venn Diagram in the Kindergarten Classroom
Choose among these ideas for using hula hoops and real objects, as well as online interactives, to introduce the Venn diagram to young children as they sort, compare and contrast, and organize information in the content areas of art, math, social studies, science, and literature.
Talking, Writing, and Reasoning: Making Thinking Visible with Math Journals
In this lesson, the teacher encourages students to talk about and record their attempts as they work and record solutions, strategies, and other observations.
What If We Change the Story? Problem Posing with Sixteen Cows
A piece of math-related children’s literature, Sixteen Cows (Wheeler, 2002), is used as the springboard for this problem-posing as students are invited to brainstorm some literary and mathematical observations to the story.
Name Tag Glyphs
In this lesson, students practice a way to communicate without words by using a glyph. They create a name card using information about themselves. Students also interpret glyphs made by others.


Chris Shively, assistant professor of elementary education, will share his research “Taking the Next Step: What Should Happen after My Students Collect Science Data."
Shively has examined the narratives associated with science lessons taught by seven pre-service science teachers (PSTs). His talk uses sociocultural theory to explain why seven pre-service science teachers did not design and teach science lessons that enabled their kids to communicate with each other about the data they collected during the science lessons. Shively explains how grades and high stakes exams contributed to this phenomenon. For more information about Shively, visit his website: http://btcactus.wikispaces.com/


September 19 2006
The pilot, after-school math tutoring initiative developed by the ISU's Center for Mathematics Education, continues this year at DeVaney Elementary School in Terre Haute. In fact, other groups and organizations have taken notice of the program as well.
The SMART Program, which stands for Student Math AfteR-school Thinking Program, is a free outreach service for students in grades 2 through 5, which strives to find new and exciting ways teach math concepts through the use of art, music and literature. SMART kicked off activities at DeVaney last fall, and interest in the program was so great, it has been extended another year at the Title I school.
SMART students participate in a variety of hands-on projects that continuously test their math skills and get them thinking about math in new and different ways. ISU pre-service teachers enrolled in ISU's Elementary Education (ELED) 394 course serve as tutors for the program on a volunteer basis.
More than 150 students applied for only 40 available spots as part of last fall's program at DeVaney. Another group of 50 has been selected to participate this semester.
But, besides increased interest locally, the program also has appeared on the radar of teacher organizations in other parts of the country. Representatives of the SMART program have been invited to present at two large-scale conferences so far this year, including:
Sept. 20, 2006 - National Conference of Teachers of Mathematics Regional Conference in Chicago, Ill. Title: "Reaching At-Risk Students: An After-School Tutoring Program That Works!"
Feb. 24-26, 2007 - American Association of Colleges for Teacher Education (AACTE) in New York City. Title: "Using Pre-Service Teachers to Reach At-Risk Students: A Mathematics Tutoring Program that Works!"
For more information about ISU'S Center for Mathematics Education, the SMART Program or related initiatives or activities, please visit http://coe.indstate.edu/cme or view a video about the program at: http://helix.indstate.edu/ramgen/opa/video/2006/smart-program.rm.
If you'd be interested in learning about ways that the SMART program concept can work at your school, please contact Marylin Leinenbach, SMART Program director and assistant professor of elementary education at ISU, (812) 237-2847 or firstname.lastname@example.org.
CONTACTS: Marylin Leinenbach, SMART Program director and assistant professor of elementary education, Indiana State University, (812) 237-2847 or email@example.com; Debbie Flurkey, ISU SMART Program on-site manager and Ph.D. candidate in elementary education at ISU, (812) 237-2849 or firstname.lastname@example.org; and Kathy Compton-Spelman, DeVaney/school coordinator, (812) 462-4497.
WRITER: Maria Greninger, associate director, Communications and Marketing, Indiana State University, (812) 237-4357 or email@example.com.
Indiana State University's SMART Program is off to a healthy start. The pilot, after-school math tutoring initiative developed by the ISU's Center for Mathematics Education, continues this year at DeVaney Elementary School. In fact, other groups and organizations have taken notice of the program as well.


It has become such a cliché that arts programs are the first to be nixed in schools with tight budgets that music-oriented giving groups do not question how a community prioritizes its class lists. They simply try to supplement in areas where the government money has run out.
On Monday, VH1 aired a Divas of Soul special to raise funds for the music channel’s affiliated nonprofit, the VH1 Save the Music Foundation. The group provides musical instruments to schools that agree to hire a certified music teacher and incorporate music as a core part of their curriculum.
“It’s a strictly philanthropic perspective,” said Paul Cothran, executive director of the foundation. “One of the great things about No Child Left Behind is it does say that music and art are core subjects. But testing isn’t done on those subjects.” Without a test to fall back on, music education can fall by the wayside as schools try to keep up with the requirements of the 2001 standards-setting law.
Most schools offer some type of music education, and No Child Left Behind has not altered that significantly. (Cothran says the decrease has occurred over decades, not in the last several years.) Ninety percent of elementary-school teachers reported no change in their music curriculum since the law was implemented, according to the Government Accountability Office. Perhaps not surprisingly, decreases in music training occurred in schools with higher percentages of minority students and those that were identified as needing improvement academically.
Educators generally see the value of music training, but Cothran says he constantly must convince school administrators that music is integral to a well-rounded student’s education. “We’re not looking to create the next great pop star,” he said. Music training has been shown to raise SAT scores in other subjects and help students think more analytically.
Outside funding plays a role in keeping music in schools, but not all schools use it and most don’t rely on it completely. About 20 percent of public elementary schools rely on non-district funding for their music programs, according to the National Center for Educational Statistics, but that figure jumps to 47 percent in secondary schools. About half of the secondary schools with access to non-district funding reported that 10 percent or less of their music budget came from such sources.
The VH1 Save the Music Foundation donates up to $30,000 of musical equipment to schools that are willing to integrate music into their core curriculum. That initial financial investment often turns out to be the biggest barrier to music teaching in public schools, one that Cothran’s group is happy to remove. The foundation’s assistants, all music teachers, then are on hand to help the schools figure out how to work music into the day with math and science and reading.
It makes sense that a well-known TV channel dedicated to entertainment and the arts would play a role in getting music into schools. VH1 Save the Music is helped greatly by the VH1 name to lure businesses and foundations to donate. “It brings a lot of cache,” Cothran said.
With every step into the world of public schooling, VH1 Save the Music becomes embedded in sometimes-arcane education policy. Cothran finds himself urging Congress to reauthorize the No Child Left Behind Act and convincing states to maintain arts education as “core” subjects—an education term of art. “We’re an education group,” he said.


National conference looks at local schools
Sunday, February 20, 2005
Want to learn how a pickle can prepare a baby for science? Ever wonder what playtime teaches children or how gender affects the classroom? Or maybe you just want to learn if a Montessori school is right for your child.
Then it’s time to visit the American Montessori Society’s National Conference, March 31 to April 3 at the Chicago Marriott Downtown. Teachers, administrators and parents are invited to attend a number of presentations, workshops and tours of Chicago-area Montessori schools. Last year, the society estimates 2,000 attended.
“This is a really wonderful conference where parents can get some of their questions about Montessori education answered,” says Deborah Kelley, the principal of Brickton Montessori School in Chicago.
Some of the sessions are:
Play: The Children’s Choice. 2-3:30 p.m. March 31. Mary L.Vertuca, director of elementary education at Xavier University in Cincinnati, looks at the history of playtime and how to encourage children to learn through play.
Science for Babies. 5-6:30 p.m. April 1. Darla Ferris Miller, author of Positive Child Guidance and First Steps Toward Cultural Difference: Socialization in Infant/Toddler Day Care, gives tips on how everyday events can prepare infants and toddlers for a lifetime of learning in science. For example, giving a toddler a pickle under close supervision can give them a chance to enhance their exploration and curiosity by examining its texture, taste and temperature.
“Everyday experiences can have a huge impact on how babies interact with the world,” Miller says.
Gender Matters. 9:15-10:45 a.m. April 3. Paul Epstein, head of Chiaravalle Montessori Evanston, will lead a workshop looking at how gender can impact education, if there are developmental differences between boys and girls, and if gender bias shapes the classroom.
Tours of Chicago-area Montessori schools starting at 7:30 a.m. March 31. Get a chance to see Montessori schools in action. Five separate tours are offered for $40-$50 per person.
Online registration begins March 1. For more information visit www.amshq.org.


Students who enjoy computer science and information technology may want to consider a software engineering associate degree. These degrees are also recommended for students who enjoy analytical thinking and computer programming, as they will teach students how to use computers to create programs and applications. While enrolled, students will take classes in programming languages, database management, and software. After graduating, they can become software developers or computer engineers.
Why an Associate Degree?
An associate degree is a good first step toward a career in computer science. Although most software engineering positions require a bachelor’s degree, an associate degree can give students the foundational skills required by the field. They help them get hands-on experience in working with software and hardware as well. Associate degrees can also help students find internships and practicums in software development, which will make them into more marketable employees and bachelor’s degree applicants.
Getting Into an Associate Degree Program
Exact requirements for admission into software engineering online degree programs vary. However, they typically require the following of applicants:
- High school diploma of equivalent.
- IT experience.
Inside a Software Engineering Associate Degree Program
Associate degree programs teach students how to design computer programs. They also show students how to develop software updates, create mobile applications, and develop maintenance strategies. In particular, students will take classes like C++ programming, Java programming, database management, and SQL.
In addition to major-specific course work, students will take general courses like psychology, communications, science, and mathematics. They will also learn how to communicate on a professional level. Completing all course work will take around two years, depending on whether students attend on a part-time or full-time basis.
What’s Next for Software Engineering Degree Holders?
Students who graduate from associate degree programs in software engineering may want to consider pursuing a bachelor’s degree. This will increase job prospects. It will also open up further degree levels, like master’s degrees, which will allow them to work in academia. Students can then go on to become postsecondary teachers or researchers.
After earning a bachelor’s degree, students can go on to become software developers or computer engineers. The U.S. Bureau of Labor Statistics (BLS) reports that software developers earn approximately $90,530 annually. The field is growing rapidly, with growth projected at 30% by 2020. The BLS also reports that computer engineers earn around $98,810 annually. However, as with all positions, salaries will vary by experience, education, and location.


Engagement, persistence, and creativity are components of
higher-level thinking and complex problem solving (Costa & Kallick, 2000).
Music education nurtures these habits of mind that are essential for success in
today’s global, knowledge-based economy in the following ways:
1 Sharpens student attentiveness. The ability to pay
attention—visual focus, active listening and staying on task—is essential to
school performance. It begins to develop early in life and is continuously
refined. Early childhood training in instrumental music improves these
attention abilities, while continued music education throughout adolescence
reinforces and strengthens them (Neville et al., 2008). Attentiveness is
an essential building block of engagement, a competency necessary for success
in school and the workforce.
2 Strengthens perseverance. Perseverance is the ability to
continue towards a goal when presented with obstacles. It is developed and
strengthened through music education. Students involved in music lessons
surpass their peers on tasks measuring perseverance. At the foundation of
perseverance are motivation, commitment and persistence, all traits of creative
individuals (Scott, 1992).
3 Equips students to be creative. Employers identify creativity as
one of the top five skills important for success in the workforce (Lichtenberg,
Woock, & Wright, 2008). Music education helps develop originality and
flexibility, which are key components of creativity and innovation. Graduates
from music programs report that creativity, teamwork, communication, and
critical thinking are skills and competencies necessary in their work,
regardless of whether they are working in music or in other fields (Craft,
2001; SNAAP, 2011).
4 Supports better study habits and
self-esteem. A study of music majors found that they felt more prepared for success in college
than non-music majors. This readiness may be due to the music majors’ discipline and focus
developed via intense practice and performance routines prior to college. These habits are typical of music
students and may generalize to other academic areas and social/ emotional aspects of life,
contributing to higher self esteemand success (Chesky et al., 1997).


Early Childhood Education Degree
Whether you are a child-care professional, teacher, aide, student, or parent, we can help you achieve success in one of the most rewarding careers. The Early Childhood Education (ECE) program addresses the development of today’s children and focuses on the aspects you’ll need to become an effective child-care professional.The Early Childhood Education (ECE) curriculum is developed by child-care professionals and prepares you to deal with a child’s emotional, social, physical, and educational needs.
If you love working with young children, and are patient and helpful, an early childhood degree online would be a great start to making that difference. With early childhood education classes online you can get your accredited Associate’s, Bachelor’s, Master’s or Ph.D. degree program in elementary education or early childhood degree. Early childhood education is particularly important because these are the formative years of a child’s life, and this is often a predictor or their future academic success as they get older.
New career opportunities have evolved for educators with a strong background in the early childhood field of education. This degree will enable the early childhood educator to meet the specific needs of children and work with parents and other adults to nurture children’s physical, social, emotional, and intellectual growth n a child development framework.


The Leading eBooks Store Online
for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader ...
Pictures of Music Education
Estelle R. Jorgensen's latest work is an exploratory look into the ways we practice and represent music education through the metaphors and models that appear in everyday life. These metaphors and models serve as entry points into a deeper understanding of music education that moves beyond literal ways of thinking and doing and allows for a more creative embodiment of musical thought. Seeing the reader as a partner in the creation of meaning, Jorgensen intends for this book to be experienced by, rather than dictated to, the reader. Jorgensen's hope is that the intersections of art and philosophy, and metaphor and model can provide a richer and more imaginative view of music education.
372 pages; ISBN 9780253001733
, or download in


Music in Early Education Shows Benefit to FCAT Test Scores
Experts say the songs children learn in preschool can enrich the future academic success of students. And the Academy of Early Childhood Education at Newberry High School is giving future teachers a head start.
Now research from Florida music educators shows there's a direct connection between music education and FCAT scores.
Visiting the Academy classroom sounds more like a kindergarten classroom, as songs from early childhood are sung and students sit in a circle on the floor. But what many of these high school students --some who will be teachers-- are learning the connections music has to academics.
Eleventh garder, Nicole Allison, says she's making the connection, "I guess I realize now how much I actually did learn from the songs and how exciting it was."
And leading the song from "Old McDonald" Greg Foertter, a music teacher with O2Bkids College says, "The songs teach. We teach colors, we learn about animals."
Foerttner has made the special visit to the students in the Academy to show how music can be used to follow more than a child's developmental progress, as well as "Gross motor skills, fine motor skills, all of that cognitive development," adds Foertter.
Kim McConnell who runs the Academy of Early Childhood Learning, adds, "A child's work is their play, but it is the vehicle by which they learn."
McConnell says the skills her students learn can be transferred to many professions including pediatric medicine, social work and nursing. And now research studies show there is a direct correlation between music education and FCAT scores.
Dr. Timothy Brophy, Associate Professor of Music Education at the University of Florida says, "There is a positive and significant relationship between success on our Florida Music Assessment (test) and success in the other academic areas of reading, writing and math, at least measured by the FCAT."
Brohpy says the average music education a student in Florida receives is 38 minutes a week, but is hoping that will increase, because the benefits he says are immeasurable.
"Learning to play an instrument teaches disciplined focus on the task at hand," explains Brophy.
McConnell adds, "You're making it easier for a child to remember what they're learning..." Which makes the task of learning for children, a little more fun.
Foertter sings the words that can easily be sung in a classroom to help give young students directions, "If you're happy and you know it pick up your toys, if you're happy and you know it pick up your toys..."
The Academy of Early Education is moving to the Professional Academies at Loften in Gainesville next year, but plan to keep their teaching curriculum.
- Florida Board Lowers FCAT Writing Test Passing Score
- FBI: Early Test Shows Ricin in Obama Letter
- Schools Across North Central Florida Begin FCAT Testing
- FCAT Testing Set to Begin
- Students Use Art to Mark End of FCAT Testing
- Measure of Success Part 1: Put It to the Test
- FCAT Testing to Run Through Passover Holiday in Alachua County
- Rural County Makes Big Gains on This Year's F-CAT Scores
- Students' FCAT Scores Investigated
- New FCAT Scores Released


A course covering the essentials of How Music Works and The History of Music, appropriate for a two-semester (1 credit) study.
Self-contained on four disks, minimal internet connection useful but not a necessity.
Complete with over 100 musical examples illustrating every principle discussed.
All examples directly linked to each discussion for ease of access.
Includes interactive study-quizzes for each unit, along with four major exams with printable answer sheets and answer keys, and a link to an online score calculator.
Help and support with all aspects of the course permanently available.
How Music Works
- Properties of Sound
- Musical Form
The History of Music
- The Middle Ages
- The Renaissance
- The Baroque Era
- The Classical Era
- The Romantic Era
- Musical “Impressionism”
- “Modern” Music
Hello, and welcome to Music Appreciation for Home-Schoolers! I have designed this course specifically with the home-school student in mind, but anyone who loves music and wants to know a little more about it will benefit. I hope you’ll take a few minutes and read through the paragraphs below to see what it’s all about!
This course is the result of 36 years’ experience teaching music at all levels from middle school through university, and hundreds of hours spent developing the materials contained in it. It is suitable for students from middle school age to adults. Even though a lot of material is covered, each new concept presented is done so in a simple, easy-to-understand manner, using lots of visual aids and musical examples.
The course is presented in two sections: How Music Works and The History of Music. This approach presents the material an educated person in today’s world needs to know in order to fully enjoy the musical experiences open to him or her. The student will be exposed to the major musical eras in our Western heritage, and representative masterworks from each era. The material is appropriate for a two-semester (1 credit) course at either the high-school or middle-school level.
A Little Bit About the Compiler of Music Appreciation for Home-Schoolers: Everett Johnson, Jr. is a professional music educator with undergraduate and Master’s degrees in Music Education from the Troy State University School of Music. He has been teaching for 36 years and has taught many different courses in music, but specifically Music Appreciation at the middle school, high school, community college, and university levels. Most importantly, however, he is a home-school Dad who believes very strongly in the benefits of home-education. His daughter, after attending Christian schools for several years, was home-schooled starting in the Fourth Grade. It was a decision he and his wife have never regretted. Noticing that there was a definite lack of comprehensive materials for teaching the basics of music and music history to home-schoolers, he decided to create this course to meet that need. He is not a web-designer (as should be obvious!), nor an internet expert, marketer, or salesman…..just a Dad and a music teacher wanting to be of service to other home-school families, and to support his family in doing so.
This course is being offered for $40.00 complete. Compared to other music courses and considering the amount of material included, this seems a reasonable price, and hopefully within the means of most families. I hope you will consider purchasing it. We are happy to accept checks, money orders, or you may purchase using PayPal by clicking the “Buy Now” button below. If you use PayPal, please also send me an email stating this, and specifying if you will be using a PC or Mac for the course.
To order, or if you have any questions about the course, please email us at home.school.music.course
@gmail.com and we will quickly get back to you.
Thank you so much!!!


A Historical Introduction and Study of the
Music Program at the Kentucky School for the Deaf
Cristina Soares da Silva, M.A.
Chairperson: Dr. Wesley Roberts
The purpose of this thesis was to investigate the history and current methods of music education to elementary-level students at the Kentucky School for the Deaf in Danville, Kentucky. The Kentucky School for the Deaf is the oldest public institution of its kind in the United States, and has been offering instruction to the deaf since 1823. It has used both oralism and sign language as methods of instruction since its early years of existence.
This study is organized into chapters examining the history of the Kentucky School for the Deaf, various educational methods for teaching deaf students, the development of American Sign Language, and music classes at the school. The struggle to establish a viable educational method of instruction is described with reference to developments in the United States, Sweden, and Brazil. A description of current music classes at the Kentucky School for the Deaf is provided with observations on instructional techniques and student responses to music. The parameter of vibration used to perform music activities and psychomotor aspects are discussed.
Comments from interviews with personnel at the Kentucky School for the Deaf are integrated into the thesis. The study is accompanied by a conclusion and bibliography.
Mon, October 14, 2013
by Cristina Soares da Silva filed under
- A Historical Introduction and Study,
- Music Program,
- Kentucky School for the Deaf,
- Cristina Soares da Silva,
- Wesley Roberts,
- American Sign Language,
- United States,


Literacy development with English learners : research-based instruction in grades K-6
Source:Solving problems in the teaching of literacy, Guilford Press, New York, p.271 (2009)
Call Number:Cubb PE1128 .A2 L532 2009
Keywords:English language--Study and teaching (Elementary)--United States--Foreign speakers, Multiculturalism--United States, Second language acquisition--United States
Contents: Factors influencing second-language literacy development: a roadmap for teachers -- Culturally responsive instruction : application to multiethnic, multilingual classrooms -- Explicit language instruction : a key to constructing meaning -- Making informed decisions about the language and literacy assessment of English language learners -- The literacy development of English learners : what do we know about each student's literacy development? -- Emergent literacy : planting seeds for accomplished reading and writing -- Opening doors to texts : planning effective phonics instruction with English learners -- English language learners and fluency development : more than speed and accuracy -- The case of Ying : the members of a teacher study group learn about fostering the reading comprehension of English learners -- Spelling-meaning relationships among languages : exploring cognates and their possibilities -- Examining teacher dispositions toward linguistically and culturally diverse students -- Effective instructional practices for English learners -- Literacy development with English learners : concluding thoughts.


July 17, 1752|
|Died||November 12, 1832(aged 80)|
After getting his elementary education in Garegnano, he went on to study at the College of San Alessandro in Milan, under the tutelage and with the support of the Order of Barnabus, which he later joined. After completing his studies in the humanities, physical and mathematical sciences, philosophy, and theology, he was ordained as a priest in 1775.
When Napoleon I established the Republic of Lombardy, Oriani refused to swear an oath against the monarchy, and the new republican government modified the oath of allegiance on his behalf. He was retained in his position at the observatory and was made president of the commission appointed to regulate the new system of weights and measures.
When the republic became a Napoleonic kingdom, Oriani was awarded the Iron Crown and the Legion of Honour, was made a count and senator, and was appointed to measure the arc of the meridian between the zeniths of Rimini and Rome.
Given his strong interest in astronomy, Oriani was appointed on the staff of the Observatory of Brera in Milan in 1776, becoming assistant astronomer in 1778 and director in 1802. In 1778 he began publishing various in-depth dissertations on astronomical objects, the Effemeridi di Milano (Ephemerides of Milan).
A very capable astronomer, Oriani's work began to attract considerable attention. His research in the areas of astronomic refraction, the obliquity of the ecliptic and orbital theory were of considerable noteworthiness in themselves; but his greatest achievement was his detailed research of the planet Uranus, which had been discovered by Sir William Herschel in 1781. Oriani devoted significant time to observations of Uranus, calculating its orbital properties, which he published as a booklet of tables in 1793.
After others had shown that Uranus was not on a parabolic orbit but rather in a roughly circular orbit, he calculated the orbit in 1783. In 1789, Oriani improved his calculations by accounting for the gravitational effects of Jupiter and Saturn.
In addition to his continual contributions to the Effemeridi, he published a series of memoirs on spherical trigonometry: the Memorie dell' Istituto Italiano, 1806–10, and the Istruzione suelle misure e sui pesi, 1831.
In De refractionibus astronomicis, Oriani showed that astronomical refraction could be expanded as a series of odd powers of (tan Z), where Z is the observed zenith distance. Such a series had previously been derived by J. H. Lambert, who dropped all but the first term. However, Oriani investigated the higher terms, and he found that neither of the first two terms depended on the structure of the atmosphere.
The series expansion he obtained was effective at up to 85 degrees from the zenith. Unlike previous approximations, however, Oriani's two-term expression did not depend on a hypothesis regarding atmospheric temperature or air density in relation to altitude. Thus, the effects of atmospheric curvature are only dependent upon the temperature and pressure at the location of the observer.
Oriani's theorem explains why Cassini's uniform-density model works well except near the horizon—the atmospheric refraction from the zenith to a zenith distance of 70° is not dependent on the details of the distribution of the gas.
- Chi era costui?
- Catholic Encyclopedia
- Students for the Exploration and Development of Space
- Alexandro Malaspina Research Centre
- Ephemerides astronomicae anni 1788: Appendix ad ephemerides Anni 1788 (Appresso Giuseppe Galeazzi, Milano, 1787) pp. 164–277
- Department of Astronomy & Mount Laguna Observatory San Diego State University


Van Gogh Sunflowers: Free Lesson Plan Download
Level: K-2 Art Education Lesson Plan
Art Elements: Texture
Art Skills: Fine motor, Tearing, Gluing
Art History: Van Gogh
* Get more free lessons like this, on our Lessons Page
This lesson is one of my favorites for many reasons. Each piece of artwork turns out very different, even with the same directions. Students have so much fun adding real textures like sunflower seeds and tissue paper to the artwork. This lesson also addresses so many important fine motor skills such as cutting, gluing, tearing, and writing. You won’t be disappointed trying this lesson! There are so many versions of Van Gogh Sunflower lessons out there, but with this unique take, you will feel like it’s the first time you’ve seen or done this lesson or one like it.


Nicolas Lebegue, classical music composer
(Le Bègue) (c. 1631 – 6 July 1702) was a French Baroque composer, organist and harpsichordist. He was born in Laon and in 1650s settled in Paris, quickly establishing himself as one of the best organists of the country. He lived and worked in Paris until his death, but frequently made trips to other cities to consult on organ building and maintenance matters. Lebègue's reputation today rests on his keyboard music. He made particularly important contributions to the development of the French organ school by devising pieces with independent pedal parts and developing the Tierce en taille genre. His oeuvre also includes the earliest published unmeasured preludes, as well as some of the earliest known noëls.
Lebègue was born in Laon, and nothing certain is known about his early years or training. It may be possible that his uncle (also named Nicolas Lebègue), a maître joueur d'instrument, played some role in Lebègue's music education. Equally little is known about the circumstances of Lebègue's move to Paris: the first reference to Lebègue is found in a 1661 document, in which the composer is already described as "the famous Parisian organist", so by then he must have lived and worked in the city long enough to secure a solid reputation. Although this must mean he held at least one organist's position in Paris, where he worked is unknown. The only post he is known to have held is at the Church of Saint-Merri, where he worked since from 18 December 1664 until his death. Lebègue started publishing his music in 1676, and in 1678 was selected to become one of the organistes du Roi ("organist to the King"), a prestigious position he shared with Guillaume-Gabriel Nivers, Jacques-Denis Thomelin, and Jean-Baptiste Buterne.
The surviving copies of Lebègue's music are very numerous, and this indicates that he was a very highly acclaimed musician. He was equally famous as an expert on organ building: in this capacity, Lebègue travelled as far as Bourges, Blois, Chartres, Soissons, and Troyes. Finally, Lebègue was also an influential teacher: his pupils include François d'Agincourt, Nicolas de Grigny, and probably many lesser figures such as Gabriel Garnier, Jean-Nicolas Geoffroy, and Gilles Jullien. It was also through Lebègue that Pierre Dumage received his first important position, at the Saint-Quentin collegiate church.
Tierce en taille en D
Cromhorne en taille du 7
Copyright 2008-2010 Classical Connect, LLC


Elementary through Middle School
Routledge – 2012 – 313 pages
Art Teaching speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. A wide range of art media with sample art activities is included.
Taking the reader to the heart of the classroom, this practical guide describes the realities, challenges, and joys of teaching art, discusses the art room as a zone for creativity, and illustrates how to navigate in a school setting in order to create rich art experiences for students. Many textbooks provide information; this book also provides inspiration. Future and practicing teachers are challenged to think about every aspect of art teaching and to begin formulating independent views and opinions.
"Art Teaching is one of the most transformative books about art education that I have read in many years. I wish all art teachers would read and discuss its contents. It will change the way teachers teach and students learn."— NAEA News
"This clear text draws upon the authors’ own real experiences and offers insights and guidance for those seeking to teach art in elementary and middle schools." -- Jerome Hausman, Visiting Professor, Art Institute of Chicago
"This is an absolutely essential text for future art educators as well as a must-read for current teachers who want to rekindle their creative teaching. At a time when student creativity in this country is on the decline, this book provides inspiration, tangible strategies, and- most importantly- the challenge to make the art classroom the indispensible creative center of every school." -- Cindy Meyers Foley, Director of Education, Columbus Museum of Art and Center for Creativity
"Bravo to both authors who provide a refreshing and much needed approach to teaching art in a contemporary classroom. The authors encourage the reader to honor the wisdom of children while allowing them creative license in the art classroom. This book provides a comprehensive view into the world of teaching art and includes nearly everything that a teacher should think about, such as meeting the standards, classroom management, curriculum planning, advocacy, and so much more." -- Kathy Danko-McGhee, Director of Education, Toledo Museum of Art
Dedication Preface Acknowledgments 1. From Theory to Practice 2. Art in the Elementary Grades 3. Middle School Art 4. Classroom Organization And Assessment 5. Art Students As Artists 6. Professional Development Of The Art Teacher Index
George Szekely is Professor and Area Head--Art Education, University of Kentucky. For his lifetime contributions to art education, he received the Victor Lowenfeld Prize and the Manuel Barkan Award. He was named a National Treasure by the National Art Education Association and presented with the honor of becoming a Distinguished Fellow.
Julie Alsip Bucknam is Professor of Art and Art Education at Eastern Kentucky University; recipient of the Kentucky Art Education Association Elementary Art Educator of the Year Award, and the Art Educator of the Year Award; and is Past President of the KyAEA.


Education is a key component of the Government of Tanzania’s development agenda. The country has made significant gains in access and equity in primary education, and today Tanzania has one of the highest net enrollment ratios in Africa, with girls’ enrollment very close to parity with boys’ at all primary education levels.
Despite these successes, many challenges persist related to retention, completion and transition to secondary education, as well as quality of education, actual learning outcomes and the relevance of skills that graduates bring to the economy. Many children enrolled in school drop out before completing primary education, especially girls. At higher levels of the education system, the situation is even worse: the net enrollment rate for lower secondary education is 30.8 percent, and for upper secondary education only 1.9 percent. The results of a study on the quality of education showed that when Tanzanian children finish primary level their performance is extremely poor with seven out of every ten children unable to read basic Swahili and nine out of every ten children unable to read basic English.
Launched in 2011, Tanzania 21st Century (TZ21) provides assistance to the Tanzanian Ministry of Education and Vocational Training to improve child learning outcomes in lower primary school in Tanzania and Zanzibar. In Mtwara and Zanzibar, the TZ21 program initially focused on designing localized e-curricula in reading, math and science. There is a new focus on reading brought about by the USAID Global Education Strategy, with a concentration on instructional methods and materials on reading, for grades 1 and 2, including direct, synthetic phonics instruction, while promoting reading across the curriculum for Grades 3 and 4. The TZ21 is equipping primary schools and teacher resource centers across Mtwara and Zanzibar with information technologies, and schools are equipped with an Education Management Information System, as well as training on how to use them.
USAID has received in-kind contributions from two U.S. companies—Intel and Microsoft—and two Tanzanian companies—UhuruOne and Zantel—to integrate technology in all primary schools in Zanzibar and the traditionally underdeveloped Mtwara region. The program is designed to enhance the quality of education for primary school students in reading as well as enable Tanzanian children to cross the digital divide.
During 2012, U.S. assistance to Tanzania increased access to basic education for almost 285,000 students, more than half of whom were girls and also provided secondary school scholarships for 700 girls from disadvantaged communities. Additionally, USAID supported an adult literacy program, which empowered 3,600 Maasai women to start their own businesses and secure land rights.
Last updated: February 11, 2014


The Pros of Bilingual Education
Bilingual education continues to receive criticism in the national media. This Digest examines some of the criticism, and its effect on public opinion, which often is based on misconceptions about bilingual education's goals and practice. The Digest explains the rationale underlying good bilingual education programs and summarizes research findings about their effectiveness.
When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn to read by reading--that is, by making sense of what is on the page (Smith, 1994)--it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general.
The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English.
The best bilingual education programs include all of these characteristics: ESL instruction, sheltered subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e.g., math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development.
Success Without Bilingual Education?
A common argument against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a de facto bilingual education program. For example, Rodriguez (1982) and de la Pena (1991) are often cited as counter-evidence to bilingual education.
Rodriguez (1982) tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited-English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood in Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic language. Most LEP children have little access to books.
De la Pena (1991) reports that he came to the United States at age nine with no English competence and claims that he succeeded without bilingual education. He reports that he acquired English rapidly, and "by the end of my first school year, I was among the top students." De la Pena, however, had the advantages of bilingual education: In Mexico, he was in the fifth grade, and was thus literate in Spanish and knew subject matter. In addition, when he started school in the United States he was put back two grades. His superior knowledge of subject matter helped make the English input he heard more comprehensible.
Children who arrive with a good education in their primary language have already gained two of the three objectives of a good bilingual education program--literacy and subject matter knowledge. Their success is good evidence for bilingual education.
Reprinted with the permission of the Education Resources Information Center.


H.Con.Res.380 - Recognizing the benefits and importance of school-based music education.108th Congress (2003-2004)
Summary: H.Con.Res.380 — 108th Congress (2003-2004)
Passed House amended (05/04/2004)
Declares the sense of Congress that music education grounded in rigorous instruction is an important component of a well-rounded academic curriculum and should be available to every student in every school.
Recognizes the International Music Products Association (also known as NAMM) for its efforts to designate a Music in Our Schools Month in order to highlight the important role that school music programs play in the academic and social development of children.


What is Orff-Schulwerk?Also known as the Orff Method, Orff Approach or Music for Children; it is a way of introducing and teaching children about music on a level that they can easily comprehend. Musical concepts are learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a child's natural sense of play are encouraged.
Who created the Orff Approach?This approach to music education was developed by Carl Orff, a German composer, conductor and educator whose most famous composition is the oratorio "Carmina Burana." It was conceived during the 1920s and 1930s while he served as music director of the Günther-Schule; a school of music, dance and gymnastics that he co-founded in Munich. His ideas were based on his belief in the importance of rhythm and movement. Orff shared these ideas in a book titled Orff-Schulwerk which was later revised and then adapted into English as Music for Children.
What types of music and instruments are typically used?
Folk music and music composed by the children themselves are mostly used in the Orff classroom. Xylophones (soprano, alto, bass), metallophones (soprano, alto, bass), glockenspiels (soprano and alto), castanets, bells, maracas, triangles, cymbals (finger, crash or suspended), tambourines, timpani, gongs, bongos, steel drums and conga drums are but some of the percussion instruments used in the Orff classroom. Other instruments (both pitched and unpitched) that may be used include:
What is a typical lesson like?Although Orff teachers use many books as frameworks, there is no standardized Orff curriculum. Orff teachers design their own lesson plans and adapt it to suit the size of the class and the age of the students. For example, a teacher may choose a poem or a story to read in class. Students are then asked to participate by choosing instruments to represent a character or a word in the story or poem. As the teacher reads the story or poem again, students add sound effects by playing the instruments they selected. The teacher then adds accompaniment by playing Orff instruments. As the lesson progresses, students are asked to play Orff instruments or add other instruments. To keep the whole class involved, others are asked to act-out the story.
What about songs and notation?In the Orff classroom, the teacher acts like a conductor who gives cues to her eager orchestra. If the teacher selected a song, some students will be chosen as instrumentalists while the rest of the class sings along. Parts may or may not be notated. If notated, it should be simple enough for the students to understand. The teacher then provides students a copy of the notes and/or creates a poster.
What are the key concepts learned?Using the Orff approach, students learn about rhythm, melody, harmony, texture, form and other elements of music. Students learn these concepts by speaking, chanting, singing, dancing, movement, acting and playing instruments. These learned concepts become springboards for further creative pursuits such as improvisation or composing their own music.
Sample Simplified FormatThis is a very simple lesson plan format that may be used for young children:
Note: It's important that students maintain correct rhythm and learn proper mallet technique.
Carl Orff Quotes
Here are some quotes by Carl Orff to give you a better understanding of his philosophy:
"Experience first, then intellectualize."
"Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find that what they have mastered is child's play.
" Elemental music is never just music. It's bound up with movement, dance and speech, and so it is a form of music in which one must participate, in which one is involved not as a listener but as a co-performer."


ABC Preschool – Albuquerque Pre Kindergarten
Preschoolers are like sponges — they soak up knowledge. At ABC Preschool and Childcare, our Program for children ages 3-4 encourages growth and learning with days filled with active and fun activities.
Social, verbal, cognitive and physical skills are built through activities that engage children — counting out straws for milk, identifying the first letter of each child’s name or cooperating to assemble a puzzle. It’s all fun, and all done with a purpose.
- Motor Skill Development — outdoor games, dancing, movement
- Language Development — recognizing and forming letters, story time, speech
- Sensory Development — textures, understanding the senses, descriptive activities.
- Imaginative Development — arts and crafts, dramatic play, storytelling
- Social Development — large- and small-group activities, sharing, cooperation


Indian policymakers need to focus on improving the quality of teaching in the country, rather than just expanding access to education, according to a report released on Wednesday. Read More »
Feb 6, 2013
The findings in a recent survey suggest that India’s Right to Education Act, passed in 2009 with the goal of guaranteeing free and compulsory education to children up to the age of 14, has indeed been a success, with 96.7% of 6-14 year olds in rural areas enrolled in school.
That’s all well and good, but are these children learning much? It seems not. Read More »
An India-focused adult literacy program has been short-listed for an international humanitarian prize for having taught nearly 60,000 women to read and write in 35 days, making it one of the fastest literacy programs in the world.
Known as TARA Akshar+, the program was first launched in 2005 by the India-based NGO Development Alternatives Group and has since been introduced in eight Indian states, including many of the country’s poorest. Read More »
By Lakshman Krishnamurthi And Sugandha Khandelwal
India ended 2010 with a population of 1.21 billion. The population is expected to hit 1.37 billion by 2020 and 1.48 billion in 2030. At that point, India’s population will overtake China’s.
Now consider this: The number of people in the working-age population aged 15 to 64 is expected to increase from 781 million in 2010 to 916 million in 2020 to a staggering 1.02 billion in 2030.
Lakshman Krishnamurthi is professor of marketing at the Kellogg School at Northwestern University; Sugandha Khandelwal is a former research associate at the Kellogg School. Read More »
An annual survey on education in India, organized by child-focused nonprofit Pratham, found that while school enrollment levels for some age groups had improved, the quality of primary education most children in rural areas are getting is abysmal. And it may be getting worse.
“As things stand, more than half of the children in Std 5 [ages10 and 11] will be incapable of completing even elementary education except by blind promotion without regard to the actual learning levels they attain,” the report said. Read More »
India Real Time offers analysis and insights into the broad range of developments in business, markets, the economy, politics, culture, sports, and entertainment that take place every single day in the world’s largest democracy. Regular posts from Wall Street Journal and Dow Jones Newswires reporters around the country provide a unique take on the main stories in the news, shed light on what else mattered and why, and give global readers a snapshot of what Indians have been talking about all week. You can contact the editors at indiarealtime(at)wsj(dot)com.
Check out the main contributors to the blog and their bios here.
Content engaging our readers now, with additional prominence accorded if the story is rapidly gaining attention. Our WSJ algorithm comprises 30% page views, 20% Facebook, 20% Twitter, 20% email shares and 10% comments.


Brief History :
Mid Day Meal Programmeis Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) and is being implemented in partnership with State Government to cover the entire Karnataka.
Mid day meal programme was implemented in 7 educationally and economically backward north-eastern districts of the State during 2001-02. Later, the scheme was extended to other districts of the state in a phased manner. As per the directions of the Supreme Court of India, the scheme of providing hot cooked mid day meal was implemented for all the children of classes 1 to 5 of Government schools. The programme was extended to children of classes 1 to 5 of Government aided primary schools.The scheme also extended to 6 to 7th std children. Now the Government of India is funding the scheme for children of classes 1 to 8. Government of Karnataka is providing hot cooked meals to the children of 9th & 10th standards of government and government aided schools out of its own resources.
Objectives of Akshara Dasoha :
The main objectives of the programme are:
- To improve enrolment and attendance
- To improve retention rate
- To improve child health by increasing nutrition level
- To improve learning ability levels of children
- To bring about social equity


THE READING COMPREHENSION TEST
This test is designed to measure how well you understand what you read. It contains 20 questions. Some ask you to decide how two sentences are related. Others ask you to read passages of various lengths. You will be asked to interpret and draw conclusions from what you have read.
In this test, you will read passages of 50 to 90 words and then answer questions based on those readings. Half of the test questions ask about information that is stated in the passage. The other half will ask you to identify the main ideas, or fact vs. opinion, or the author's point of view.
Each student taking this test will be presented with a series of 20 questions of two primary types. The first type consists of a reading passage followed by a question based on the text. Both short and long narratives are provided. The reading passages can be classified according to the kind of information processing required, including explicit statements related to the main idea, explicit statements related to the secondary idea, application and inference.
The second type of question, sentence relationships, presents two sentences followed by a question about the relationship between these two sentences. The question may ask, for example, if the statement in the second sentence supports that in the first, if it contradicts it, or if it repeats the same information.
Reading Comprehension - Sample Questions
Questions 1-3. In this group of questions, two or three underlined sentences are followed by a question or statement about them. Read each group of sentences and then choose the best answer to the question or the best completion of the statement.
1. John was a compassionate, sensitive, and gentle man.
His twin brother James however, was merciless, unfeeling, and cruel.
The relationship between the two sentences is best described as
A. cause and effect
D. statement and example
2. The nonfiction novel Midnight in the Garden of Good and Evil, by John Berendt was very popular
It was on the New York Times bestseller list for over 90 weeks.
How are the two sentences related?
A. The second sentence explains why the book is popular.
B. The first sentence contradicts the second.
C. The first sentence explains the meaning of the second.
D. The second sentence provides evidence for the first.
3. Two of the most common causes of homelessness are the lack of homes and of income with which to rent or acquire them.
Two million jobs are lost in industry every year and 50% of the people laid off end up in jobs that pay low wages.
How are the two sentences related?
A. The first sentence contradicts the second.
B .The second sentence presents an event and the first sentence its consequences.
C. The second sentence illustrates the point made by the first sentence.
D. The first sentence explains the meaning of the second.
Questions 4-6. The following questions will test how well you understand certain passages. Answer these questions on the basis of what is stated or implied in the passage.
During the 1890's in America, child labor was common in the garment trade. Textile manufacturers squeezed workers into small, cramped, poorly ventilated workplaces known as sweatshops. Factory labor had a devastating effect on children's lives. For example, children who worked six-day weeks in a candy factory refused gifts of candy. The legs of a 7-year-old girl were paralyzed and deformed because she worked "day after day with little legs crossed, pulling out bastings from garments."
4. The purpose of the passage is to present
A. a personal observation
B. a solution to the problem
C. factual information
D. opposing scientific theories
Questions 5-6 are based on the following passage
Research shows that young children who are read to on a regular basis will grow up to be better readers. When children sit in their parent's lap and listen to stories, they are learning about the pleasures of reading and the patterns of language. When you see children turning the pages of a book, looking at the pictures, and telling the story, often from memory, they are engaged in what is called emergent literacy. Parents can foster this early language and literacy development by talking with their children, telling them stories, reading to them every day, and surrounding them with books.
5. The writer's main point is that
A. parents should read to their children every day
B. children must learn the alphabet before they can learn to read
C. pretend reading is one of the first steps toward learning how to read
D. parents should buy their children lots of books
6. Emergent literacy is best defined as
A. the practice of pretend reading
B. reading to children every day
C. patterns of language
D. early language and reading development
Solutions to the READING sample questions on NCC web site:


Short Courses and Workshops
The short courses and workshops are need-based, tailor-made, flexible programmes, which are created around the requirements of your school or organisation and are of varying lengths to suit your purpose and organisational calendar.
Examples of recent short courses and workshops
Teaching Mathematics as a Way of Thinking
The world over there is a need to strengthen the numeracy skills of school aged children. Tanzania is no exception here. Peter Kajoro, Simon Karuku and Dr Anjum Halai led a workshop in March 2012, which drew upon selected topics from the existing secondary school mathematics curriculum including algebra, numeration measures and measurement. The focus of this workshop was to provide participants with tasks that worked towards identifying key issues for students’ learning of mathematics to inform practice. Participants also experienced innovative strategies in teaching including the use of ICT tools in the effective teaching and learning of mathematics such as GeoGebra.
Developing Capacity in Assessing Language Skills: English and Kiswahili
In September 2011, IED welcomed a group of teacher trainers, examination personnel from the National Examinations Council of Tanzania, and teachers to a 3 day workshop sponsored by the International Language Testing Association (ILTA). The focus of this residential workshop, held in Dar es Salaam, was Language Testing and Assessment. The facilitators for the workshop were faculty members from IED: Dr Lilian Vikiru and Professor Pauline Rea-Dickins, and Professional Development Tutor: Lawrence Njoroge. 27 participants attended the 3-day programme.
Dr Jane Rarieya, a specialist in Educational Leadership and Management at IED, was invited by the Ministry of Education and Vocational Training, Tanzania to conduct a two-week course for 34 teacher College Principals. The course aimed to develop the principals’ understanding of leading teaching and learning as well as equip them with skills to do so efficiently and effectively in their colleges.
Leading Schools to Quality
A course on educational leadership and management was also offered to heads of schools in Mombasa and Dar es Salaam. The course aimed to enhance the heads’ management skills, develop their capacity to lead change through inquiry and collaboratively as well as develop skills as leaders of teaching and learning. 15 heads of schools participated in the course in Dar es Salaam while 36 did so in Mombasa
To learn more and to enquire about what we can do for your school/organisation email firstname.lastname@example.org.


A research project conducted through ACER with input from John O’Toole, very much advocating the importance of The Arts in education (and part of the National Curriculum).
BAMER – Bibliography of Australian Music Education Research
Established in 1989 as a collaborative project between ASME and Associate Professor Robin Stevens (then Research Editor of The Australian Journal of Music Education), BAMER is a database of music education research studies undertaken at Australian universities or by Australian music education researchers at overseas institutions.
The links below let you view the May 2013 version of BAMER. Once the file or page is open, you may search the page to find a particular word of interest.
If you would like to include your own thesis information on the BAMER database, please go to: http://australian-music-ed.info/BAMER/submission_form.php
March 31st 2013 is the proposals deadline for contributions to the 5th IMC World Forum on Music in Brisbane, Australia (21-24 November 2013).
Make sure your organisation highlights its work in this unique global gathering of opinion leaders, scholars, captains of the music industry, cutting-edge technologists, world-class administrators, and great creative minds and performers.
Be part of forging the future of music. See, hear, and experience the latest developments in this vibrant art form.
This national initiative, which takes place from 16 – 22 May, is a collaboration between
Music: Play for Life and the Australian Music Therapy Association and it’s all about a grassroots celebration of the links between music making and wellbeing.
When you register to participate – it’s FREE – we’ll send you event posters, stickers and brochures and you’ll get access to lots of downloadable resources including event planning and promotional tips.
How you participate is up to you. The best way to be involved is to take something you may already have planned for that week and hitch it to the national wagon of Making Music Being Well 2011. You don’t have to do something on every day during the week – one event is enough. Your event will be outlined on the MMBW website and you and your group members or students will be helping to shine the national spotlight on an important fact: music is good for you!
Here are a few ideas based on previous years:
Register to be part of it at www.makingmusicbeingwell.org.au
Don’t forget – registration for our biggest school music initiative, Music: Count Us In, opens soon too!
View original manuscripts from centuries of famous composers – free and and online.
This free online journal relates to well-being and psychology. There are a few articles which mention music / arts.
Research in Music Education Conference in UK (April 2013)
Summaries and abstracts can be found HERE
Stocktake to stir state of the arts
The Australian, 31 July 2013
Emeritus Professor Turner, the founding director of the Centre for Critical and Cultural Studies at the University of Queensland, has been commissioned to undertake a comprehensive stocktake of the state of the arts, humanities and social sciences in Australia. Working with a small team from the Australian Academy of Humanities, Professor Turner will look at undergraduate and postgraduate enrolments, as well as attrition rates, gender issues, ERA data, graduate destinations, the make-up of the workforce and what’s happening in schools. Professor Turner expects to report back to government with his findings within 18 months.
Waltzing Matilda free historical resources – LESSON IDEA: explore the content on the Music Australia webpage (old sheet music and old jazz recordings of “Waltzing Matilda”) … listen to and discuss the differences between the old recordings (found at the bottom of the webpage) and the way “Waltzing Matilda” is performed/sung today


Superintendent of Education John White and the Louisiana Department of Education are on the right track with their effort to improve the effectiveness of early childhood education in Louisiana.
A study by the federal government has shown the positive impact of the Head Start program on academic achievement for low-income children lasts into the third grade. A study by the University of Louisiana at Lafayette's Cecil J. Picard Center for Child Development and Lifelong Learning indicates that some effects of early learning programs go well beyond that.
But only about half of Louisiana's children who enter kindergarten possess the basic skills they need to keep up. And most of them come from low-income families.
This is a cycle that must be broken.
The LDOE's Community Network Pilot Program has launched 13 pilot programs in school districts around the state, designed to find the best ways to give children the skills they need to enter kindergarten. Lafayette's Truman Day Care and Learning Center is among the 13. Other participants are also being sought for the pilot programs. Participants include government childhood programs such as Head Start and LA 4, a program for 4-year-olds from low-income families, as well as private day care providers that receive state or federal funding.
The program, an outgrowth by Act 3, a piece of legislation passed in 2012, is intended to promote high standards, train teachers, measure student learning and enroll parents as participants in their children's education, according to the program's website, louisianabelieves.org.
Each provider is free to develop its own approach. Representatives from each program meet periodically to compare notes.
In the end, the best practices gleaned from the pilot programs will be incorporated by 2015 into a model for all early childhood programs in the state that receive government funding.
White has said the idea is to learn from "the people on the ground" what works best.
This kind of brainstorming among those who work with children every day could give early childhood learning the boost it needs.
The rallying cry is to have children enter kindergarten "ready to learn."
But all children are ready to learn from birth.
The goal, more precisely, is to give children the knowledge and skills they need to succeed in kindergarten, said Gary Asmus, management information systems director for the Picard Center and an endowed professor in child development.
Programs like LA 4 and Head Start help children learn the entire alphabet, numbers, shapes and colors, Asmus said. Kids also learn about behavioral expectations, such as listening attentively or raising their hands before speaking.
This allows teachers to plunge directly into teaching the kindergarten curriculum, without having to spend weeks trying to get some students caught up with the rest.
The behavioral aspect is one of the benefits of early childhood education that remains with children through the eighth grade, Asmus said, citing the Picard Center's study that has tracked LA 4 students for 10 years.
Compared to students with similar backgrounds who did not have early intervention, the former LA 4 students show a "significant difference in social and emotional responses" and have fewer behavior problems, Asmus said. They are also less likely to be held back a grade.
And these are all important factors in getting a good education.
There is another benefit to early childhood programs. Although they are directed at children, there is also a component for parents.
Parents from low-income homes who may not be well-educated often learn new parenting skills and become more involved in their children's education.
And that can help motivate and encourage children to succeed.
It is an ambitious and worthwhile goal to set higher standards and to unify the efforts of various programs around the state.
If it's successful, it will give every Louisiana child a chance at the education they need and deserve.


One Hour a Day: Family Literacy in Timor-Leste
Rince and her 9-year-old son, Jimmy, participated in a family literacy program in Biqueli, Atauro Island. Now, they spend time each day together reading and visit the school library at least once a week.
In Biqueli Primary School on Atauro Island, Timor-Leste, the books that line the shelves are not gathering dust. Instead, the school library is a place of near-constant activity, even during school holidays. Since Biqueli’s school participated in an innovative family literacy program last year, many parents and children visit the library once or twice a week to read together.
The family literacy project was piloted at the school in 2010 and 2011 as part of a comprehensive program that included working with local parents and teachers to repair the school roof, distribute library books and establish an after-school reading club. The project used interactive exercises such as drawing, storytelling, games and competitions to demonstrate to parents and children the value of learning together.
Over 11 months, parents met twice a week with ChildFund-trained facilitators to participate in activities based on local traditions and designed to impart basic literacy and numeracy skills. For many of the parents, it was the first time since leaving primary school that they had had a chance to continue their educations. Josefa, a mother of two, is one of 31 parents who completed the family literacy curriculum. “The program helped us to help our children at home with reading and writing,” she says.
Although literacy levels in Timor-Leste are gradually improving, less than 70 percent of adults in Biqueli are literate (2010 census). When parents have little education, they are often unable to assist with homework and may not appreciate the value of continued education. This can undermine their children’s learning. Rince, a 25-year-old mother whose education ended with primary school, admits, “Before [the literacy project], I didn’t know what was in the children’s books. Now, I can read them.”
As a housewife, I have lots of work, but I still set aside one hour to help the children,” she says. “The program made me realize that I need to give my time to teach the children every day.— Rince
Since participating in the project, Rince, mother to 9-year-old Jimmy and 3-year-old Jintara, has incorporated learning into her family’s daily routines. She spends about an hour after school each day with Jimmy, teaching him reading and math. “As a housewife, I have lots of work, but I still set aside one hour to help the children,” she says. “The program made me realize that I need to give my time to teach the children every day.”
Rince adds that she and her husband have already noticed the improvement in Jimmy’s learning. “There has been a difference since I started teaching him,” she says. “My husband also realized the change. If he has time, he teaches Jimmy, but if he is busy, I teach him.” Rince plans to do the same for Jintara when she starts school. The family’s weekly visits to the library have clearly caught the toddler’s interest — she flips eagerly through any book within her reach.
According to School Director Lorenco da Costa, the pilot project was successful in creating a culture of learning in Biqueli village. “Around 90 percent of parents in Biqueli know the basics of reading and writing,” he says. “But they are all interested to learn more and teach their children. Now we have electricity at night as well, so even more children are learning to read and write. Before, some children couldn’t read and write at all. After one year of their parents participating in the program, those children can read and write.”
Many families in Biqueli now have an established daily routine of learning together and plan for their children’s continued education at high school and university. Despite her own limited education, Rince is determined to see Jimmy and Jintara succeed. “I want my children to grow up and have a better life and find better work than their father has,” she says. Until then, Rince intends to continue the family’s routine — one hour, every day.


According to the National Reading Panel, there are five primary components of reading instruction:
1) Phonemic awareness,
4) Vocabulary, and
A good discussion of these components is found here on the National Institute of Child Health and Development website. Another website that I've learned from is BalancedReading.com; unfortunately, the website's author inexplicably disses synthetic phonics, but he has useful information on other elements of reading instruction.
I've already given dd5 a good start on reading, and she now reads books to herself on a daily basis. Looking back on what we have done, I see how I have been addressing all five components above with her even while I thought I was just "doing phonics"--
1) For phonemic awareness, I sing her an "ABC Song" nightly, a unique version each time, e.g., "A is for anteater, B is for bear, C is for calculator, D is for diaper, E is for eclectic, F is for Frank, etc."; her phonemic awareness has also been promoted by the games and activities on the Starfall website and a "lift-the-flap" Phonics book.
2) For explicit phonics instruction, we have been slowly working our way through Reading with Phonics (my mother, a former schoolteacher, gave it to me). The Starfall website has also been helpful in teaching dd5 phonics.
3) Fluency is gained through "practice, practice, practice", and that's what we do by reading and rereading favorite books--something we have done since she was a baby--and repeated reading of sentences and paragraphs in our phonics book that she didn't read fluently the first time around. I don't teach "sight words"; in fact, I consider the memorization thereof to be a waste of time (nearly all "sight words" can be sounded out mostly or completely) and potentially confusing. As she practices reading, she naturally memorizes words she sees repeatedly, and she learns the words in varied contexts, which contributes to development of her vocabulary.
4) I build her vocabulary by exposing her to a wide range of subjects via books, videos, and conversation. When we come across a word she doesn't know in any book she's reading (including the phonics textbook), I tell her what the word means. Sometimes I get carried away and start talking about vowel shifts in words borrowed long ago from old French or German, but she's tolerant of my linguistic meanderings.
5) I work on comprehension by talking with her about what she has read or watched. This is an area where a homeschooling parent has a huge advantage over a schoolteacher. One-on-one instruction means we can tell when our child doesn't really comprehend something and can immediately respond with activities targeted to help her understand a written or spoken text. In a group setting, it's easy to get away with not understanding something. I sat through many lectures in college that I didn't understand, and usually the professors had no clue that I was wallowing.
According to this report by the National Council on Teacher Quality, only 15% of the college/university education schools surveyed actually teach future elementary teachers about all five components of reading instruction. That is discouraging since these five components do not seem like they should be overly controversial or difficult to discuss, and it only fuels distrust of education schools generally. On the bright side for homeschooling parents who are sometimes questioned about their "credentials" to teach their children, by perusing my blog post and the linked material, you have likely learned more about teaching reading than over 80% of recent education school graduates. Isn't that reassuring?
If WWI was a bar fight
5 hours ago


Weaving From a Draft Pattern
Grades/Subjects: 4-8 Art Education
Related Subjects: Social Studies and Math
- Referring to the coverlets section of the Craft Revival project website, teachers can set the tone of the Craft Revival period.
- Students will be introduced how a weaving was usually initiated by sketching a draft of the pattern, just as artists create a sketch, before making a final work.
- Students will personalize their draft and then go on to weave their drafted pattern on a simple loom constructed from the frame.
- Once the pattern emerges, students can give their pattern a name based on what it looks like.
Teacher will visit the Craft Revival Period website to examine the coverlets and examples of weaving in the database, noticing how patterns were often given names. Images and information may be viewed for preparation of the discussion of the use of drafts. It will be necessary to prepare the wooden frames with the same number of holes, evenly placed from the left and to the right sides.
- Graph Paper
- Colored Pencils
- Wooden frame such as old painting frames w/holes added for warp thread
- Pale colored thread for warp
- Skeins of various colored yarns all the same thickness for wefting
- Teacher will lead a discussion on the weavings based on drafts during the Craft Revival.
- Students will write down highlights of the discussion that will lead into a teacher demonstration.
- Teacher will demonstrate how to make a draft using graph paper.
- Have students make a draft pattern on graph paper, and color it. For younger ages, use only 3 colors; use more for older grades.
- Students will string warp onto their looms.
- Teacher can demonstrate how to apply yarn (weft) to the warp. Then instruct students to weave.
- Students can begin weaving onto their warped loom.
- They may name their pattern and write it on the top of the paper.
- After completed, students can display their weavings and explain the meaning behind their title of the weaving.
Students of Ms. Bates’s math class created and named their own
draft patterns on graph paper
After creating a draft, each student wove with
colored yarn to best match their draft pattern.
Teacher can assess how well students attempted to replicate their drawn pattern, and whether they gave their pattern a unique name. Students may put the finished weaving on display and talk about their experience with the project.
For 7th -8th graders, have them build their own loom frame and maybe have a large one that several can work on. Study the website for further information on weaving, particularly coverlets.
North Carolina Curriculum Alignment
- Visual Arts Objectives 2.02, 5.05
- Math Competency Goal 5
- Social Studies Objective 5.02
- Bruland, Kriston M., www.handweaving.net Contains drafts and refers to books with drafts; Search: Griswold, Ralph E, Collection of Appalachian weaving drafts.
- Eliza C. A Book of Hand Woven Coverlets. (Boston, MA: Boston Press, 1931)
- Eaton, Allen. Handicrafts of the Southern Highlands. (New York: Russell Sage Press, 1937) p118, Preserving old mountain drafts.
- Monaghan, Kathleen & Joyner, Hermon. You Can Weave! Projects for Young Weavers. (Worcester, MA: Davis Publications, 2000)
- Jada Hansen.
This lesson was inspired by one similar lesson taught by Ms. Kris Bates as an 8th grade Math project, Cullowhee Valley School, Cullowhee, NC.


David Fisher, DEN Guru from Florida, led an amazing session during the Fall VirtCon, titled Full S.T.E.A.M. Ahead, where he shared a huge collection of ideas for using technology to build a multicultural learning experience. Here are a few of my greatest take-aways! If you are looking for a way to bring something new and fresh into the new year, this is the recap for you! Watch the full episode for more great ideas for implementing these tools, and more!
- Start with what you know! Comfort with a device leads to less anxiety, which leads to more productivity. We have our hands on our phones every day, so why don’t we take the connection that we have with our smartphones and bring it in to the classroom. Also, if you aren’t sure about handing your phone over to your students, don’t forget about all those phones that are taking up space in your desk drawers (and those of your students’ families). Even if they aren’t still being connected to cellular service, they will run on wifi. If you have wifi at your school, you have a lot of FREE potential at your fingertips.
- Make paper slide videos. The phone is a great way to do this because it’s a no mess upload! This are great for sharing and assessing content, but it’s also a great way for everyone to participate because it eases anxiety. Here is David’s YouTube tutorial.
- Create Stop Motion videos for capturing changes over longer periods of time. Check out apps like iMotion HD (iOS) or Stop Motion (Android). Here are some extra resources for using Stop Motion in the classroom.
- Record your oral reading assessments using an audio recording. You can develop an audio portfolio, check back for errors, show growth, and more.
- Create Photo Conversation Starters from graphics, and use them as prompts for getting great talks started. Using your own photographs will help build familiarity and connections with our students, especially those who are developing language learners. These conversations can then lead to great writing prompts.
- Make Music…. Videos! Discovery Education and Dr. Lodge offer amazing ideas for developing curricular understanding through music. Another great resource that my students love is Mr. Parr’s YouTube channel. He has tons of science songs written to modern songs.
- Video Scavenger Hunts are a lot of fun, too. Try letting students hunt down concepts to share, like a geometry hunt.
Wait, there’s more!
- Check out http://transl8it.com/ for building your own language puzzles to engage students.
- Padlet (the artist formerly known as WallWisher) is excellent for sharing ideas, collaborating among peers, and breaking down barriers for our students who aren’t as comfortable speaking. These are easily shared and archived for reference later! Padlet also easily allows control of visibility for outside people.
- Fake iPhone Text would be a fun way to show a conversation between historical figures or book characters. Short snippets of writing samples, like this, allow students to build confidence and foundational skills.
- Audacity can be a bit intimidating at first glance, but it’s really pretty simple to use. Students can use these to monitor their own reading for fluency, or partner up for a rich experience. Here’s a bit on the basics. Recordmp3 is a super simple alternative, that is web-based.
- Blabberize is another fun way to bring animation to a still image, clip art or photo. Some more recent updates include the ability to create a “group blabber.” Students can share their learning, post to the class website, and more. The possibilities are endless! This would be fun for building characterization of story characters!
- Google Story Builder is an excellent option for understanding story building and character interaction in a fun way. Students must have a clear plan and ability to concisely convey an idea. The music options are also a great way for students to begin gaining command of considering mood when publishing a story.
Learn more with David on Twitter – @davidfisher65


|Art Methods and Practicum for Secondary Education|
|CLASS CODE:||ART 405||CREDITS: 3|
|DIVISION:||PERFORMING AND VISUAL ARTS|
|GENERAL EDUCATION:||This course does not fulfill a General Education requirement.|
|DESCRIPTION:||Skills and methods necessary to teach art in the secondary classroom.|
|CONTENT AND TOPICS:||Topics will include drawing, painting, color, design, photography, ceramics, graphic design, and printmaking.
This course will be both lecture and studio experience. It is designed to acquaint students with the skills and methods necessary to teach art in the secondary classroom. It will introduce the student to art education theory, and how to practically apply its concepts into curriculum development and lesson planning. The student will also learn methods for effective instruction of these concepts in the classroom. Students will create a variety of images that can be used in the secondary classroom.
Students will be introduced to a variety of media and the methods for art creation, curriculum development, critique processes, and evaluation.
|GOALS AND OBJECTIVES:||-- Understand that Art is a core subject.
-- Understand comprehensive art education--including production, aesthetics, criticism, and art history.
-- Create meaningful art curriculum and lesson plans.
-- Analyze, discuss, and respond to a wide range of artworks.
-- Apply issues of art history, art criticism, and aesthetics to the secondary art classroom.
-- Gain experience in secondary art education by observing and participating in a secondary art classroom.
|PREREQUISITES:||Junior level status. Sec. Ed. 370|
|OTHER:||Attendance, preparation, and completion of all projects will be the basic criteria for grading. Students will be expected to create a portfolio of projects for each medium that will become the basis for classroom visual aids.|
|EFFECTIVE DATE:||August 2003|