Did you know that more than 1 billion people around the world speak Chinese? Learning Chinese is a step that can open doors to meeting new people, discovering different parts of the world, and doing work in all sorts of career paths! In Chinese 1, we will learn foundational skills in Mandarin listening, speaking, reading, and writing. Reading and writing will be done in simplified Chinese characters with traditional texts and vocabulary available for reference. By the end of the course, students will be able to use Chinese to introduce themselves and their families, and to talk about time and dates, school, transportation, and more! We will also discuss a variety of cultural topics. Every class in the course is engaging and interactive. Don’t let the challenge of learning a new language scare you — learning Chinese is a lot of fun!
Chinese 1 Language and Culture (Honors)
Notes and Requirements
Schedule Planning: Chinese 1 and 2 are taught in alternating two-year time blocks. For example, in 2023-24, Chinese 1 is 1:15 pm ET. and Chinese 2 is 8 am ET. In 2024-25, Chinese 2 will be 1:15 pm ET and Chinese 1 will be 8 am ET. In 2025-26, Chinese 2 will be 8 am ET and Chinese 1 will be 1:15 pm ET again. This alternating two-year plan provides students in various time zones an opportunity to take both Chinese 1 and 2 sequentially at the same time in their time zone during their grade 8-12 years.


Encourage your children to select both fiction and non-fiction text to read this summer. Text = book, magazine, cereal box, guide, map, graphic novel, encyclopedia, Internet, and so on. Read my specific non-fiction book recommendations from the first part of 2011.
But, non-fiction reading is harder for most children than reading fiction simply due to lack of practice. Keep that in mind when you’re choosing reading materials. It takes practice with the text structure and vocabulary of non-fiction text to proficiently comprehend.
Non-Fiction Comprehension Strategies
Here are some important things your child needs to know and practice when reading non-fiction text.
Word Attack Skills
- learn prefixes and suffixes
- find smaller words in the word
- find and use the glossary
- use phonics skills to sound out scientific words
Text Structure Skills
- Learn about headings, captions, diagrams and photos.
- Learn how to find the most important information — usually in the first sentence of paragraphs.
- Learn to recognize bold face words as important to know.
Non Fiction Reading Comprehension Strategies – Before, During and After
- Allow your child to choose what topic to read about. Choice is essential.
- Help your child ask questions about what he or she wants to learn.
- Help your child separate interesting details from important facts.
- Read non-fiction in short bursts.
- Connect what you read to your life. Discussion helps.
Connect Reading to Writing
Most of the time we ask children to write non-fiction but don’t connect to real non-fiction examples. Take one of your child’s favorite texts to use as a model, pick a similar topic, and imitate the style of that favorite non-fiction book. All writers use models, or mentor text, to become better writers and learn a new technique or style. It’s not only okay to use mentor text, it’s an important, if not essential, way to grow as a writer.


Early Childhood Education/Development Overview
Early childhood education is a branch of the education field that specializes in the formal education of young children ages 3 to 5, though work is often done with infants as well.
Since early childhood education deals with children younger than typical school age, coursework and training in this field differs somewhat from traditional elementary education. Early childhood education focuses on children learning through play as opposed to the constructed, isolated skills practice often found in primary and intermediate grades. Students who study this discipline must become adept at both encouraging and assessing children through play.
Early Childhood Education Degree Requirements
Students who study early childhood education are exposed to a variety of topics related to the education of young children. While degree program requirements vary from school to school, the topics of study are fairly consistent. First, students will gain an understanding of the learning process and developmental stages of young children. This is extremely important coursework, as young children do not learn in the same manner as older children and adults.
Students also typically complete some sort of clinical experience, where they will be called upon to both observe practicing early childhood educators and to instruct young children themselves. These clinical experiences take place under the guidance of both a cooperating teacher and a university representative. This is the time when students are able to put all of the pedagogy and background information they have acquired in their studies to use.
A few skills are required in order to be a successful early childhood educator. Sudents must have a deep love of working with children. Since the students in an early childhood education setting are extremely young, patience and tenderness are required. Students who have a difficult time dealing with toddlers should likely choose a different age group to teach.
Since early childhood education often falls under the special education umbrella, organization is also a must. Many of the observations that a teacher will have to make and record are anecdotal, so file systems are important. Also, communication between instructors and the families of students in their care is vital. Since a young child’s development can often be a sensitive subject, delicacy and communication skills are primary components for success in this field.
Possible Job Opportunities
The obvious career choice for early childhood education students is to work in a pre-school environment, or in a public school with a pre-kindergarten program. However, many early childhood professionals work in hospitals with certain on-site programs, and others will elect to work in a traditional daycare setting. Also, in some states, the license for practicing early childhood educators allows them to perform classroom teaching duties in classrooms up to third grade.
However, there are other possibilities for career paths in early childhood education as well. Many people elect to pursue an advanced degree and often end up working as a program administrator for an early childhood or elementary school building. Others who pursue advanced studies end up working on research projects to help improve the quality of early childhood programs. Since the license offers the ability to work in an elementary school setting, all of the paths available to elementary school teachers are available to early childhood teachers as well.
A degree in early childhood education often leads students to a rich and fulfilling career. Since early identification has been shown to yield the most possibilities for successful interventions, early childhood teachers often provide a great service to children and their families. It is truly rewarding to help a child have access to a healthy, positive childhood learning experience.


|Appreciating the Value of Music Education
from the Elementary Classroom Teacher Resource Index
Music appeals to our senses and draws out interaction. Music excites us, soothes us, and brings us joy. The goal of music education should be to stimulate an aesthetic experience in the learner by introducing a variety of styles that bring about an understanding of music.
- Music builds strong thinkers as students compare and contrast, problem solve, analyze, create and evaluate.
- Music becomes history as students see the relationship an earlier time had with music.
- Music becomes culture as students define the differences in the music of many countries and races of our world.
- Music becomes math as students understand the organization of sound.
- Music becomes art as students discover the color, texture and composition of a piece of music.
- Music becomes dance as one seeks to understand the range of expressive qualities of music through movement.
- Music education includes a broad scope of experiences to build up the whole child.
Congratulations parents for supporting music in your school!
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“Keep their minds and bodies engaged in wonder during the summer months when they are not attending school.” That’s what Julie Olson, director of elementary education for the Rosemount-Apple Valley-Eagan Public Schools recommended last week. She was one of 39 education leaders who responded to my request for suggestions about what parents could do to encourage continued learning during the summer. They described a combination of community, school and family activities that can produce a summer with happy memories and student growth.
Stephen Jones, Little Falls superintendent, wrote: “The key to summertime learning for children is being able to consistently carve out a scheduled time for academic purposes. My advice is to “schedule” a specific amount of time for children to read, read and read some more … each and every day. Summer schedules for children are very sporadic; the wisdom to dedicate a consistent reading time will pay dividends for all ages of learners.”
Vern Capelle, Upsala’s dean of students, suggested: “Promote summer reading by having kids read books they want to read, at their reading level, to foster interest in reading. Students will continue to develop and improve their reading skills by reading throughout the summer, but it is important that they are reading something they are interested in.”
Mary Olson, director of communications and public relations for the Anoka-Hennepin School District, urged: “Get outside! Learn life science lessons by observing the natural world. Whether its studying a colony of ants carrying crumbs to an anthill in the backyard or listening to a loon yodel across a northern lake, children can learn much by observing the natural world, taking note of what they have seen and asking questions of themselves. (I wonder how much weight an ant can carry? I wonder if different loon calls have different meaning?) They can learn more about their observations by visiting a library or finding online resources.”
Peter Wieczorek, director of charter Northwest Passage High School in Coon Rapids, agreed. “Learning opportunities are all around. You don’t need to be in school to find great learning opportunities – visit a museum, nature center, parks program, community education, library or a local makers space,” he said.
Denise Specht, president of Education Minnesota, the state’s teacher union, said, “For students in elementary and middle school: Read! Students should read books all summer (not too easy, but not too hard). Give children daily opportunities to read (maps, newspapers, even recipes) and give children a chance to read aloud. For students in high school: Read! Also, find opportunities to grow life skills, like meeting deadlines and personal responsibility through part-time jobs, volunteering and service projects.”
Gary Amoroso, executive director of Minnesota Association of School Administrators, urged families to consider programs that districts offer. “These activities can include academics as well as arts and crafts. This is a great way for a child to continue the learning process throughout the summer,” he said
Finally, Steve Allen, director of the Minnesota Association of Alternative Programs, said. “Summer programs often come in the form of applied learning opportunities that tend to really engage and/or motivate students. I’ve seen students really become encouraged about their learning after a summer of relevant and meaningful activities. Another reason that I encourage students to continue with summer extended time activities is that it continues to reinforce good study habits. Particularly with potentially at-risk students, it is beneficial to keep them in the routine of going to school. Finally, some of the best programs I’ve ever run have been summer credit make-up programs. Students may fail one or two classes along the way. If you can make those credits up during the summer, students don’t get overwhelmed and ‘give up hope.’ If a student gives up hope, we all lose.”
Modeling from families is key. That along with helping youngsters set and work toward goals, plus encouraging reading, exploring and talking, are great ways to spend the summer.
Joe Nathan, formerly a public school teacher and administrator, directs the Center for School Change. Reactions welcome, [email protected]


From the moment you walk into the concert hall, it is easy to appreciate how unique the experience of attending a live symphony is. It is not only an opportunity to enjoy some of the world’s greatest music in an intimate setting, but it also offers many hidden benefits for music education. Let’s explore why seeing a symphony live can be so beneficial for music lovers and learners alike.
The Power of Performance
The power of performance has a direct influence on how people absorb and remember information. A live performance provides more context than just listening to pre-recorded audio or watching videos online. The nuances of playing techniques, facial expressions, and body language become easier to observe in person than via other mediums; these subtle visual cues can help musicians understand the context behind each composition they are performing or studying.
The Educator’s Perspective
From an educator’s perspective, attending a symphony can be extremely beneficial for their students as well. In addition to providing students with firsthand exposure to great music and musicians, it can also help teachers explain complex concepts without having to rely solely on textbooks or audio recordings.
By bringing their students to see real-life performances, teachers can provide much-needed context, which helps bring musical theory out from under the microscope and into practice. Moreover, attending concerts encourages active engagement with music rather than passive absorption, which further adds to its educational value; when students listen attentively during performances, this helps them learn how different instruments interact with each other within an ensemble setting and develop their own sound preferences along the way.
Attending a symphony live offers countless benefits, both musically and educationally speaking! To plan your next trip to the Symphony, contact Four Winds Travel for all your travel needs.


If you're looking for a simple and unique art activity, try your hand at blind contour drawing. A contour drawing is a way of drawing that focuses only on the outline of an object—and when you can't see what you're doing, it makes the activity even more exciting! Not only do kids create interesting artwork, they also challenge their brains to think in completely different ways!
What You Do:
- To start off, give your child a piece of white drawing paper and a black marker. Encourage her to slowly draw her hand, concentrating on its outline, while looking at her hand—not at her paper! If she needs to stop to check her work, she has to stop drawing.
- Now it’s time to challenge her skills! Place a piece of paper in an open brown paper bag that's lying on its side. Have her put her hand in the bag so she can't see what she's doing and do another contour drawing. No checking her work this time! Tell her not to worry about what the blind contour drawing will look like, but to work slowly and concentrate on connecting her eye movements with her drawing hand.
- Now she can take a look at her blind contour drawing. Does it look like her hand?
Encourage her to keep practicing! The more practice she gets, the better her focus and concentration will be, and the more accurate her drawings will become!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Veteran astronaut Dr. Bernard Harris’ programs target the city’s under-served youth here and around the country to become engaged in math and science, through a variety of programs that support the educational experience.
Dr Perri Segura, with UH, says the kids have been very receptive.
“This is a 2 week-long experience for them to come and get fully immersed in science and technology and engineering and math and, they’re into this. And it’s evidence by watching their enthusiasm, by hearing them talking about it. They’ve had a wonderful first couple days of the camp, and it’s been exciting to watch them.”
Roger Daily, with the Houston Symphony, says the kids were given a quick background on the science behind sound.
“It’s really great to be able to have them be part of exploring how sound is made, and learning about length and volume, and mass and vibration, and how this all turns into music.”
Steve Brosviki is GM of the Houston Symphony. Since many of the musicians are teachers, he says they understand the science behind the production of an outdoor orchestra concert.
Summer young science campers take part in an
“instrument petting zoo”
“Music education is a really big factor. And I think we underestimate it, unless we think about it all the time, how studying music can affect every other area of study. The study of music engages the brain in different ways, and that helps us learn other subject matter as well.”
Sarah Garcia is a 7th grader at Lanier Middle School. She and the other summer science campers took part in an instrument petting zoo.
“I think it’s really really a good experience. I mean, I get to be with my friends and I can learn stuff that I can use for like maybe one of my careers that I would like to be.”
Hernandez: “This is stuff that you don’t normally get involved with during the school year, right?”
Garcia: “No, mostly we do reading, literacy and math and science but, none like this. This is really really fun.”
The Houston Symphony kicks off the free performances at Miller Outdoor on Friday.


Family Education and Literacy
Make Way for Books Family Education and Literacy is a two-generation approach where children and families learn together through ongoing sessions. Through programs like Story School, parents discover their power to create a positive future for their children and children develop critical emergent literacy and language skills they need to start school ready to read and on-track for future grade-level reading.
Make Way for Books App
The Make Way for Books App is a bilingual early literacy and language tool that accelerates children’s literacy gains by ensuring children have access to quality, developmentally appropriate books at their fingertips, engaging families in research-based early literacy and related STEAM activities, and empowering parents with skills, knowledge, and resources they need to support their young children’s learning in the critical birth to 5 years and beyond. Available internationally to thousands and fully bilingual (English and Spanish), the Make Way for Books App can be scaled quickly to ensure both children and parents/caregivers have access to books, resources, and support they need to ensure our youngest children become thriving readers and learners, using what they already have at home.
The Story Project
The Make Way for Books Story Project is a research-based model that provides a comprehensive continuum of services, programming and resources to children, parents, and teachers at more than 150 preschools, childcare centers, and home-care providers throughout southern Arizona. The program fosters a literacy-rich environment in the classroom and at home. Through professional development opportunities and regular on-site coaching, the program supports educators and provides resources they can immediately implement into their classrooms.
Currently, 1/3 of childcare sites in Pima County are “home-based care” settings in which early childhood professionals care for children in their home. Make Way for Books provides coaching, books and resources, as well as ongoing Community of Practice to build early childhood professionals’ knowledge-base and give them skills to implement higher-quality literacy and language practices with children. Our Cuéntame Collaborative provides multiple strategies to ensure young children have quality early literacy and learning experiences in home-based care settings as well as with their families. We emphasize that bilingualism and biliteracy are assets to children’s literacy development and early learning as well as throughout their lives. The project is focused around early literacy and language development as well as bilingualism practices in home-based care settings.
Make Way for Books partners with a number of organizations to ensure thousands of young children throughout southern Arizona have access to books at home and have quality early literacy experiences that build a strong foundation for all future learning.


Many parents don’t know what it takes to help their kids develop early literacy skills.
There’s a step-by-step progression of foundational skills kids have to master before they can become proficient readers.
“Learning to read comes naturally.”
“Kids learn to read by being read to.”
“They’ll learn to read in school.”
We've been told things like:
Meanwhile, more than 62% of 4th graders in the U.S. aren’t reading at grade level!
Kids have the best chance for success when the process of learning to read starts at home.
The Mom Advantage Early Literacy Subscription
allows you to have fun AND help your little one build the skills to become reading ready, all from your phone!
Fun Games & Activities for Learning Delivered Every Week!
Customized Just for YOU and YOUR Little One's Pre-reading Stage
Sent to Your Phone via Text (or Email) So You Can Play Anywhere
"I wish I would've known years ago how easy it is to help my kids be ready for reading. My older one ended up in reading intervention. I won't make that mistake again! I play these games daily with my kids & can see the difference.
Thank You, Kristie!"
Reading to your kids and teaching them to recite their ABCs is NOT enough to prepare them to become lifelong readers.
You'll need to help your child to develop these THREE critical pre-reading skills first:
I’m honored to help you and your little one get started on the path to reading!
I’ve used my knowledge and experience as a teacher, educational consultant, and mom to curate and design a collection of games and activities to help you teach these foundational pre-reading skills to your kids at home.
As a busy mom, the last thing you need is another stack of books that’ll take you hours to help your child get through!
Your little one will have fun learning with on-the-go games and activities that double as 1:1 playtime with mom.
In as little as 5 minutes, you can prepare your little one to read in the car, during bathtime, or in line at the grocery store!
Hi, I'm Kristie!
Here's what you get:
The Mom Advantage Early Literacy
✔ Fun Games to Play with Your Little One EVERY week!
Get a text (or email) of an activity video & message.
Spend 5 minutes playing & learning skills to become reading ready.
✔ Getting Started Guide to download and keep. It includes the number to text, information about the subscription, reading terminology, and word lists.
✔ A short questionnaire to help determine which pre-reading stage your child falls into. Your activities will be customized just for you!
How do I recieve the activities?Each week, you'll get a Text Message OR an Email with your video lesson to play with your little one. Please note: The text subscription is only available in the U.S. and Canada (fees from your mobile provider may apply depending on your plan.) There are no geographic limitations for email subscriptions.
What will my little one learn?Each weekly activity is designed to teach the foundational pre-reading skills little ones need to become proficient readers. The focus is on alphabetic knowledge, phonological awareness, and of course, confidence.
How often will I be charged?You’ll be billed just $8 per month for your weekly subscription.
When will my subscription start?Each weekly activity is sent on Monday, so when you subscribe before 5pm EST on Sunday, you’ll receive your first activity the next day. If you subscribe after 5pm EST on Sunday, you will receive your first activity the following Monday.
Can I cancel my subscription at any time?Yes, you’re free to cancel your subscription at any time. My hope is that you’ll love playing these games with your little one and enjoy watching them learn essential pre-reading skills! But if you find that the subscription isn’t a good fit for your family, simply email or text the word CANCEL to me 14 days before your next payment. PLEASE NOTE: refunds aren’t available once you’ve been billed for the month. You must cancel your subscription 14 day PRIOR to the next billing cycle.


Copying, A Painting Tradition
From "The Art Museum as Education".
"When the Louvre was first opened to the public in 1793, it set aside five of every ten days exclusively for artists to study and copy its collection….When the first American museums were formed nearly a century later, they adopted the Louvre's policy; giving artists and students permission to paint or model from the works in their galleries became a fundamental means of museum education.
As the tenets of modernism finally began to be incoperated into professional art education in the 1930s, copying as a basic learning tool lost ground"(572).
From "The Art Museum as Education".
"In the early 1970s, artists and museums in a few locations began to revive copying. Until 1931 the Metropolital Museum of Art, like many others, had a special room where artists could work from objects of their choosing without being disturbed by the general public" (572).
From "A Corpus of Rembrandt Paintings IV: Self-Portraits".
"Sir Joshua Reynolds notes that many students in the Gallery of Dusseldorf made copies of paintings in the collection. They even had at their disposal a large room especially for copying paintings, which explains the large number of (18th-century) copies after copy" (446).
From the "Dictionary of Women Artists, Volume 1".
"Copying was increasingly discouraged except by: students for whom copying was important to the process of learning through emulation" (59).
"Copying was an important component of the work performed in the collaborative system of the studio, bottega or workshop, the most prevalent structure for the production of paintings in Europe before the 20th century" (56).
From "American Paintings in the Metropolitan Museum of Art, Volume 1"
'"In copying', she later wrote, 'the beginner learns to appreciate the method of each artist,--his manner of approach, the mixing and gradations of color, and gains a sense of relative values" (298).
From "Henri Fantin-Latour" The J. Paul Getty Museum
"Fantin-Latour developed an enthusiasm for Italian painters, especially Titian and Paolo Veronese, and regularly copied their work at the Louvre." Link
From "French Paintings: A Catalogue of the Collection of the Metropolitan Museum of Art, Volume 3".
"There he studied under the academic painter Paul Delaroche, but his style was far more deeply affected by his work in the Louvre, where he spent much time copying paintings by the old masters"(139).
From "The Painter in Oil" by Daniel Burleigh Parkhurst
"The use of copying is not to find out how to paint, but to see how many wys there are of painting....Copying does not help you to perceive, it can only help to show you how something can be expressed after it has been perceived...Handling, composition, management of color, technique of the brush generally, may be studied by copying (112). "
From "Rubens to Picasso: Four Centuries of Master Drawings" by Victor Chan
"Degas' admiration for Ingres was unmistakable: he owned thirty-seven drawings and twenty paintings by Ingres. As early as 1854, he began copying Ingres' works in the Louvre" (43).
From "Russian Genre Painting in the Nineteenth Century" by Rosalind P. Gray, Rosalind Polly Blakesley
"The painting section of the Russian Academy took from its French model the long-standing hierarchy of genres, which places history painting in the first place, followed by portraiture, landscape and genre painting (which was termed 'domestic exercises') in descending order of importance. It also adopted Colbert's highly regimented training programme. Russian pupils began their artistic training by copying engravings of famous paintings. They then progress to drawing plaster casts of antique statues, before copying paintings themselves. Once they had shown themselves to be proficient in drawing statues and copying works of art, they were permitted to join the life-drawing class" (2).
Art-students and copyists in the Louvre gallery, Paris / drawn by Winslow Homer. 1868. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. Link.
John Singer Sargent's "Dwarf with a Mastiff" after Velázquez. Hispanic Society of America. Picture by Realist Art Resource.
Sir Edwin Landseer's Copy after Rubens's "Wolf and Fox Hunt"
ca. 1824–26. Catharine Lorillard Wolfe Collection, Wolfe Fund, 1990. The Metropolitan Museum of Art. Link.


Written by Char Bezanson, Science Teacher, Eastview High School, Apple Valley, MN and Instructor in Education, St. Olaf College, Northfield, MN.Examples drawn from the 2003 workshop Developing the Earth Science Teacher Workforce.
Since introductory courses are the only science courses that many earth science teachers take in college, they are critical for the earth science literacy of teachers, and of K-12 students. These courses include geology, meteorology and astronomy as well as interdisciplinary science courses.
Universities have taken various approaches to providing these introductory courses to future teachers. At some, science education students take the same general education or majors' courses as any other student. This is often the case with secondary science majors. One typical variation is to have elementary education students take the same introductory level geoscience courses as non-majors while future science teachers, including earth science teaching majors, take the introductory sequence of courses for geoscience majors (for example, courses at Western Washington University). Faculty teaching these general education or introductory majors courses may be more intentional about employing good pedagogical practices (for example, those described by Good at West Chester University). In cases where the numbers warrant it, some departments have designed separate courses for future secondary teachers (for example at San Francisco State University). Faculty can also make peer-teaching, research, etc. available to prospective teachers they have identified in their classes (for example, those described by Yuretich).
Institutions that train large numbers of teachers sometimes create courses specifically for elementary teachers (for example, those at Wright State or in development at College of Charleston). These courses typically include a focus on pedagogy, "best-practices", and inquiry. Some integrated curricula go beyond individual courses, combining pedagogy with content from several subject areas (see examples from Delaware, Minnesota, and Nebraska). These courses may be co-taught with faculty from other science disciplines or from departments of Education. In this way, shared themes among the physical sciences, biology and the geosciences can be stressed while traditional discipline boundaries are deemphasized. This can allow education students to make better use of multidisciplinary learning approaches in their classrooms, as well as maximize the limited number of science credits that they take.
To examine specific examples of introductory earth science courses, browse the course collection.
Schools that are actively evaluating the role of introductory courses, especially for elementary and middle school teachers, include the following institutions:


Enhancing Students Arithmetic Learning Through The Use Of Tools And Know-how
The goal is to offer a snapshot of a few of the most exciting work revealed within the numerous analysis areas of the journal. This type of paper offers an outlook on future directions of research or attainable purposes. Biology schooling is characterized by the study of structure, operate, heredity, and evolution of all dwelling organisms. Biology itself is the study of living organisms, through completely different fields together with morphology, physiology, anatomy, conduct, origin, and distribution. Teacher schooling pathways embody elementary education, particular schooling and twin schooling licensure, alternate route, and the fully online Teacher’s Assistant Program. Serving as the establishment of choice for over a hundred years, Southern Miss has produced more traditional-route Mississippi academics than some other establishment. Educational anthropology is a sub-area of anthropology and is extensively associated with the pioneering work of George Spindler.
The curricula and toolkits on this web page are designed that can assist you run and evaluate your We Can! In addition, you can see assets to reinforce your programming, report your actions to We Can! workers, and work with ethnically diverse populations, including African Americans, Latino/Hispanic Americans, Alaskan Natives, American Indians, Asian Americans, Native Hawaiians, and Other Pacific Islanders. This science literacy initiative aims to help you perceive scientific matters related to well being research so that you can make informed decisions about your well being. Tools include interactive modules, movies to equip consumers for informed determination-making, and different … Read More


Reading Eggs on the iPad helps children learn to read while on the go
Phoenix, Arizona (PRWEB) September 24, 2013
Reading Eggs, the popular online reading program for 3–13 year olds, is now available on the iPad. Children can use the program anywhere on iPad 2, iPad 3, iPad 4 and iPad mini with a minimum operating system of iOS 6.0.
Reading Eggs for iPad includes all the lessons and features that children love from the original version, including 120 reading lessons and over 1,000 ebooks. The iPad version of Reading Eggs adds a new hands-on dimension to the program, where children use the ‘tap’ and ‘touch and drag’ interactivity of the iPad to complete lessons and activities.
Launched in 2008, Reading Eggs provides a comprehensive range of online reading lessons and ebooks that teach 3–13 the literacy skills needed for lifetime reading success. Children progress through the one-on-one lessons at their own pace and parents can track their learning with regular progress reports and assessments.
There are also a range of Reading Eggs educational apps available for both iPad and Android devices. Mathseeds, the online math program for 3–6 year olds from the creators of Reading Eggs, is also available for use on iPad and Android devices.
Reading Eggs will be available for Android devices later in 2013.
Sign up for a FREE trial of Reading Eggs today at http://www.readingeggs.com.
About Reading Eggs
Developed by educators with over 25 years of experience, Reading Eggs online lessons instruct children in the five areas crucial to literacy development – phonemic awareness, phonics, vocabulary, fluency and comprehension. Reading Eggs focuses on a core reading curriculum of skills and strategies essential for sustained reading success and is suitable for children aged 3 through 13. Since launching in the United States and Canada in 2011, Reading Eggs has signed on more than 500,000 subscribers and presented more than 15 million lessons in North America.


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Music Essays & Research Papers
Interesting Music Studies Topics for a Research Paper Music studies can be treated as a subject unto itself or it can easily be viewed within the context of interdisciplinary studies. For example, an education student could view music studies in terms of how music therapy has been used in the classroom or how music education has been linked to ... Music Therapy Research Paper - Abstract The purpose of this ... Abstract: The purpose of this research paper is to answer the question "Does music therapy have a positive effect on cancer patients, both physically and emotionally." The targeted audience being cancer patients, the research aims at informing and comforting anxious and uninformed people. Research paper on music sample pdf - palaverrecords.com Argument essay gre examples rhesus monkey; Buy an research paper questionnaire sample. Report essay sample vcenter essay mark twain apartments harleysville pa mergers and acquisitions dissertation cover letter job interview essay guide template. Example essay about family camping trip my ideal weekend essay a fun. Music research paper example - cpvb.fr
Abortion research papers can be of different types. Learn about issues related to abortion debate and use any
Finding a good idea for a paper on music can be difficult. This article suggests a few questions you should consider investigating in your project. World Music Research Paper - Research Paper Examples ...
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Last month, history professor Jacqui deVries and English/film professor Bob Cowgill led a group of 20 Augsburg students through Germany, Poland, and the Czech Republic. Using literature, film, architecture, and eyewitness accounts, students explored the aftermath of World War II to understand how people made sense of their suffering and now pay homage to the past.
The idea for the trip began when deVries joined a Lilly grant-sponsored trip in Europe to study Martin Luther and the Reformation. There she met tour director Andreas Brecht, and the two discovered a common interest in post-World War II history.
Back at Augsburg, deVries shared her idea for a study abroad program with English and film instructor Bob Cowgill. The two created a curriculum combining post-modern film and literature to explore themes such as of the construction of memory, the discovery of moral lessons through art, and attempts to preserve the past.
“In Germany, the themes of division and reunification scream at you in the face,” said deVries. The aftermath of WWII is visible, from the bullet holes and graffiti that remain in the Reichstag to the building’s new mirrored glass dome, designed in the late 1990s by architect Norman Foster to symbolize Germany’s reunification.
Cowgill encouraged students to reflect on how horror has been commemorated in literature but also in places like the Jewish Museum, the Holocaust Memorial, and Auschwitz. There is a difference, he said, between a personal narrative that generates an emotional response and a rigorous analysis that asks the reader, or viewer, to come to his or her own realization.
Gabrielle Miller is a senior communications major who had never been to Europe before this opportunity. She wanted to learn about the Holocaust because she said, “I couldn’t believe that someone could hate another person so much just because of their religion, that they would want to kill them.” Seeing places like Auschwitz firsthand gave Miller a better understanding of life before and after the war.
“It’s one thing to read about history; it’s another to walk were the famous politicians, heroes, villains, geniuses, and musicians walked. You get an experience that can’t be equaled in the classroom,” Miller said.
Fifth-year elementary education major Teresa Barnhill went because WWII history has always been one of her favorite subjects. She’d also never been out of the country. “I was never interested in studying abroad until this trip came around,” she said. For Barnhill, the two-week trip was the best way for her to travel and study.
“Short-term study abroad programs are perfect for students who are working and paying bills, and even for students who want to travel but are apprehensive about being away from home for too long,” said Barnhill. She said she is looking forward to her next adventure, perhaps a trip to Japan.
The group toured the cities of Berlin, Leipzig, Wittenberg, and Dresden in Germany; Krakow and Auschwitz/Birkenau in Poland; and Theresienstadt and Prague in the Czech Republic. In addition to visiting memorials and museums, they also enjoyed sightseeing excursions and wonderful German and Polish meals, deVries said.
“WWII and its Aftermath” was a short-term study abroad program through Augsburg Abroad. For information about future trips or faculty resources for creating a short-term experience, go to www.augsburg.edu/augsburgabroad.


As kindergarten readiness drops, Mississippi University for Women says early childhood learning is the answer
COLUMBUS, Miss. (WCBI) – According to the scores for the 2021 Kindergarten Readiness Assessment, only 31.8 percent of children in Mississippi are kindergarten-ready, down from nearly 37 percent in 2019.
Educators point to the pandemic as the reason why.
However, the Pre-K students at the Mississippi University for Women’s Child and Parent Development Center scored extremely high.
“Children need engagement and interactions in early childhood to be ready for kindergarten,” says CPDC Director Penny Mansell. “Kindergarten readiness is more about social and emotional learning than the actual academic learning.”
And that’s what early childhood education centers like the W’s CPDC teach.
“They have to learn to work with their friends, they have to learn to sit for circle time,” Mansell says. “They have to be able to sit and listen to a story and recall details.”
Early childhood learning is all about social interaction and learning through play.
But with the pandemic taking away the opportunity for many children to have that social interaction, Mansell says she was not surprised to see that the number of children who tested kindergarten-ready dropped.
“We’ve missed out on birthday parties, we’ve missed out on childcare, we’ve missed out on going to church,” she says. “So all the social interactions that help with learning language, learning how to manage our social-emotional behaviors between friends, all these things are what actually get us ready for kindergarten.”
Mansell says there is a state-wide push to put greater emphasis on early childhood education. Lesson plans are meant to foster learning, using blocks to learn engineering concepts, counting objects for math and matching games to sound out letters.
“One of the things we’ve learned about early childhood education is that kids learn best through play,” Mansell says. “If they’re not playing, they’re not really learning.”
Lead Pre-K3 teacher Blake Davis says one thing she focuses on is teaching children how their actions affect those around them.
“I try to encourage my kids to be empathetic, to think about how they treat others, how they might feel if someone does them wrong,” she says.
Mansell says Mississippi has plenty of work to do to help make sure children don’t fall further behind but believes early education is the best way forward.
“If they’re not hitting the mark by about third grade, they’re going to have a really hard time catching up and making that up,” she says. “So we’ve really got to work hard now on growing those numbers and growing our children. Not necessarily growing the scores but giving our children what they need.”


- The World Bank Group (WBG) is a founding member of the Global Partnership for Education (GPE) established in 2002 as the Education for All Fast Track Initiative.
- The partnership was created to accelerate progress toward the Millennium Development Goals 2 and 3 (achieve universal primary education; promote gender equality and empower women) as well as the Education For All goals agreed in Dakar in 2000.
- The WBG supports the partnership in general, as a Board Member, host of the GPE Secretariat, trustee and supervising entity for the vast majority of GPE grants.
WBG and GPE Collaboration
- The WBG’s Education Strategy 2020 is well-aligned with GPE’s strategy, including the importance of investing in early childhood education with a focus on learning for all children by ensuring sound education systems are in place.
- Early reading and numeracy skills are a particular focus of GPE. The WBG has significantly increased its support to early childhood development in the past decade and is helping countries set up sustainable early grade reading assessment systems.
- The WBG works with GPE and other partners in addressing the needs of the poorest and most disadvantaged children, particularly girls, ethnolinguistic minorities, children with disabilities, and children in fragile and conflict-affected states.
WBG Education Financing for the Poorest Countries
- The WBG is the largest external financier of education in developing countries, from pre-primary and primary education all the way to higher education. Since the Millennium Development Goals were launched in 2000, the WBG has invested over US$35 billion in education.
- Over the past decade, the WBG has provided US$10 billion in International Development Association (IDA) financing for basic education in the poorest nations. This includes US$3.7 billion to GPE countries, of which one-third has been linked to GPE grants.
- Over the past three years, the WBG has provided record high support to basic education through IDA, our fund for the poorest, for a total of over US$4 billion, and remains firmly committed to accelerating our progress towards Learning for All.
WBG as Supervising Entity for GPE Grants
- The WBG plays a key role supervising activities funded by GPE grants. This includes signing grant agreements with developing country partners, transferring the funds and monitoring the government's implementation of education programs.
- Since 2004, the WBG has helped prepare and supervise 88 GPE grants in 43 countries for a total of US$3.1 billion. This represents about 80% of all GPE grants.
- At the end of 2013, the WBG supervised GPE projects in 36 countries totaling US$1.7 billion, in addition to US$554 million in IDA co-financing and US$812 million in parallel financing, including trust funds from other donors.
Innovation in Education
- The WBG has helped introduce a number of new and innovative education initiatives to GPE countries, including:
- Results-based programs where project disbursement is linked to specific indicators, such as improvement in basic literacy and numeracy in primary schools in Uganda, Senegal, Gambia, Cameroon, and Pakistan.
- Community-run school canteens to improve school attendance in Benin and Madagascar.
- Donkey carts to transport young students living more than 3 kilometers away from school in Gambia.
- Cash transfer programs for Koranic schools achieving proficiency in literacy and numeracy in Gambia and Senegal.
- Improving quality of learning and teaching through the use of Information and Communications Technology (ICT) in Ethiopia and Gambia.
Working together, support from GPE and the WBG has improved education outcomes around the globe. Some results:
- Ethiopia: Increased the percentage of qualified teachers with diploma or degree from 4% to 30% (grades 1-4) and 53% to 91% (grades 5-8) between 2007-2012.
- Nepal: The net enrollment rate for basic education increased from 73% to 98.5% between 2008-2013. Similarly, the completion rate for basic education has reached 99.8%. Nepal has also achieved gender parity in net enrollment for basic and secondary education.
- Moldova: Increased access to quality early childhood education from 66% in 2004 to 77% in 2011, while the number of kindergartens increased from five-fold.
- Sierra Leone: In a post-conflict study, increased the number of primary schools by 38% and the number of junior secondary and secondary schools by almost 300% between 2002-2012.


Morisot’s mother supported her daughter’s ambitions by allowing her a serious art education. She flourished artistically, copying old-master paintings at the Louvre, studying under the Barbizon painter Jean-Baptiste-Camille Corot, and learning plein-air (outdoor) painting.
During the 1860s, Morisot developed a close professional relationship with Edouard Manet. In 1864, she began submitting works to the Paris Salon, where she showed regularly through the rest of the decade. In 1874, Morisot was invited to exhibit with the Société Anonyme des Artistes-Peintres, Sculpteurs, Graveurs—a landmark event that would become known as the first exhibition of the Impressionists.
Morisot achieved significant critical recognition during her lifetime, although 19th- and 20th-century critics focused on the “feminine” qualities of her work: intuitiveness, spontaneity, and delicacy. Her work was included in George Petit’s International Exhibition in Paris as well as in Paul Durand-Ruel’s exhibition of Impressionist painting in New York, both in 1887.
Married to Eugène Manet (brother of Edouard Manet), Morisot had one daughter, Julie, whom she painted frequently and who provided the inspiration for her paintings documenting women’s lives, including Jeune femme en toilette de bal at the Musée d’Orsay, Paris.


I hate to crush your ego, but you're not. It's safe to assume that most adults, excluding geniuses, are not smarter than a ten year old who lived during the 18th century
(especially if that ten year old was one of our Founding Fathers). Consider that entertainment was pretty much limited to reading, writing and the occasional "tar and feathering," and the word technology didn't even exist yet in the English language.
Many other factors played into why people were far more educated at an earlier age. For one, life expectancy was late forties, which means you were going through your mid-life crisis in your mid-twenties. Therefore, being ten was the equivalent of being in your twenties today, which explains why our founders started college around the same age a teenager starts high school today.
John Adams learned Latin at the age most of us today are still learning the difference between "their" and "there." He entered Harvard at sixteen and was practicing law by his early twenties. He also was able to speak Greek and Hebrew, and he even learned French.
At age nine, more than twenty years before he would author the Declaration of Independence, Thomas Jefferson was already studying and speaking Latin, Greek and French. He entered the College of William and Mary by sixteen where he studied mathematics and philosophy, and learned to play the violin in his free time. If he decided to omit from his résumé his writing credentials and the fact he was president, he would still make most modern scholars look like first grade drop outs.
George Washington, the "Father of the Country," was also the least educated of the founders, which the others would often point out and joke about (but never to his face). But, don't get too excited yet thinking that you "might" be as educated as Washington. Though he only received up to what was considered an elementary education, we can't forget that what they considered "elementary" education then would today likely be considered at least a college education. Washington often quoted Latin and Greek phrases, and was as very well read in philosophy as the other founders.
If you still have any ego left at this point, I failed to mention that, at fourteen, John Quincy Adams accompanied an Ambassador to Russia because he was one of the only people who could speak Russian. These examples are one of the main reasons why I strongly believe that the future of education lies in our past.


Music Education and Why it is Needed in Schools
Cutbacks are a big part of life now that we live in a country with a struggling economy. In the school programs that are offered, music is slowly being weeded out. Classes that aren’t part of the core curriculum are the first to go when a school is cutting back. It is critical to a child’s development to take these other courses and learn more than just the bare minimum. What is happening now is that only the children who are wealthy enough to purchase afterschool music education get to experience the benefits that come with it. Organizations are being created to give children access to music and the arts that are being cut from schools across the country.
Later on in their lives, children who have learned to read sheet music and play musical instruments have had a distinct advantage. Being able to do better in math and being able to play a musical instrument have been proved to be linked. Children that can pay for the private classes should not be the only ones who get the extra benefits of music schooling.
There are a lot of groups that support the importance of music education, one such groups is the American Music Conference, or AMC. The American Music Conference is supported by many prominent musicians and even actors and actresses. A big music event is held yearly by the American Music Conference to get more people to realize the importance of music education in schools.
Music education in schools is supported by small groups as well as large groups. An example would be the Music Friends, and it is a group of parents that supported music in their area. One of the oldest groups that support music schooling is the National Association for Music Education, and they are still working with groups such as the Music Friends to give children music education. Schools should recognize music as a core subject, and not cut it from the curriculum because of the No Child Left Behind Act.
All organizations that are working to get music education back in schools are trying to convey the same message. When making cutbacks it is important to consider how much music can help sutdents, especially the younger ones. No matter how wealthy a child’s parents are, they should still have the opportunity to have access to music education.
We do not realize how much music education helps with our children. To make sure children in the future get the same access to music education that we did it is important to make your opinions known. Music education is very beneficial to children because it helps them with other subjects, and a lot of schools do not realize this fact.
Learn About The Author: Charles Munroe is a writer and accomplished blogger. He enjoys exercising his creativity, blogging, and spending time with his dog. Get more details about this article’s subject: boulder schoolofrock You can find more articles on the author’s site.
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This article discusses the provenance of a partnership between the Digital Projects Department (DPD) at Northern Illinois University (NIU) Libraries and NIU's Art History Department that seeks to improve art education at NIU. Academic librarians and other library personnel have unique skills, which along With providing traditional library services, should be utilized to meet instructional and educational challenges. Since DPD has a history of providing access to multimedia content via the Internet, it seemed natural to partner with the art history department to create a tool for accessing slides of artwork via the Web.
In an age when students and faculty underutilize library services, librarians need to better market their skills in order to remain relevant on today's campuses. Many articles routinely cite the need for library-faculty collaboration in the pursuit of this goal, but these calls generally describe programs of traditional library instruction and information literacy. (1) While these are important objectives, today's librarian can offer much more. Academic librarians in particular have a technical skill set that can be use not only for providing access to materials, but also for developing tools for instructors to be used in the classroom. (2) As an example, the Digital Projects department (DPD) at Northern Illinois University (NIU) Libraries is currently working with the Art History department to offer image slides via the Web that can be searched and integrated into classes. This paper reviews how this library-faculty collaboration emerged, and how all parties are working together to make this a reality.
The DPD at Northern Illinois University Libraries (NIUL) has produced a series of multimedia Web sites dedicated to Illinois history. (3) The sites provide searchable databases of primary documents and images, historians' video and textual evaluations of important events, interactive maps that show demographic and voting information for the United States and Illinois from the years 1820-1860, and lesson plans that integrate these materials for use in the classroom. The success of the DPD comes from its collaboration with other departments on campus and with other institutions throughout the state of Illinois.
DPD staff works with partner institutions to provide the technology and primary sources that make up the Web sites. The database and search scripts come from a partnership with the University of Chicago. Other partner institutions provide content, including the Newberry Library, the Illinois State Archives, and Illinois State University.
In addition to working with other institutions, DPD has worked with departments on campus to develop digital resources that incorporate their unique skills and knowledge, the Communication department, with its experience in film production, assisted DPD in creating original video and sound files. The Faculty Development Office trained project staff in Adobe Premiere and Real Producer to offer these files on project Web sites. The response of these departments showed that the university community is a supportive, collaborative environment.
Within the library, many people and departments contributed to make projects successful. The systems department offered technical support. Much of the material came from Rare Books and Special Collections. Art librarian Charles Larry created graphics and assisted in the design and layout of the Web site. The diverse skill set and material resources found within the library illustrated how all library departments can contribute to the success of the whole. The experience suggested that this type of technological collaboration with the rest of the university might be successful as well.
Problem and Possible Options
The opportunity for testing the hypothesis came about when a new art history professor told the art librarian about an e-reserves collection of images at her former institution, and how she would like to see that offered at NIU. …


The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In particular students would continue to have the option of exiting after Grade 10 National Education Policy 2020 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11-12, including at a more specialized school, if so desired. (NEP 2020, Page-11)
Highlights of Recommendation at Secondary Stage in NEP 2020
Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging
The curricular and pedagogical structure of school education will be reconfigured to make it responsive and relevant to the developmental needs and interests of learners at different stages of their development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5+3+3+4 design, consisting of the Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18). (NEP 2020, Page-11)
Highlights of Recommendation at Secondary Stage in Ncfse-2023
a. This Stage is for students aged between 14 and 18.
b. Phase 1 — Grades 9 and 10:
i. All students would continue to engage with all the Curricular Areas as in the
In addition, students would study Environmental Education as an Interdisciplinary Area of study. They would develop capacities for reasoning and argumentation for issues in the public sphere along with ethical and moral reasoning. They would use these capacities in the context of Environment Education.
Learning Standards have been set for these areas of study.
c. Phase 2 — Grades 11 and 12:
i. Choice-based courses are to be offered to enable flexibility and choice for students and to remove hard separations between disciplines and academic areas.
ii. Students need to study two subjects from Language Education (called Group 1, see Figure 1.4i), at least one of which must be a language native to India. Literature subjects are also contained in Language Education at this level.
iii. Students need to choose four subjects (with an optional fifth subject) from at least two of the following three groups (see Figure 1.4i):
1) Group 2: Art Education, Physical Education, Vocational Education
2) Group 3: Social Science and Humanities, Interdisciplinary Areas
3) Group 4: Science, Mathematics and Computational Thinking
iv. This scheme allows for both breadth of study as well as gaining disciplinary depth. To allow for interesting combinations, there should be no further restrictions for students to choose specific streams.
v. An illustrative list of subjects that can be made available within each Group is given below.
vi. Some illustrative combinations possible with this scheme are given in Figure 1.4ii.
d. Textbooks play a significant role in organising content in Grades 9 and 10. In Grades 11 and 12, students should be encouraged to source content from multiple channels. Course compendiums can be utilised in Grades 11 and 12 to make the choice of content more dynamic and flexible.
e. Pedagogy at this Stage should expect more independent learning from the students. More opportunities for self-study and group work should be encouraged. Classroom interactions should also be diverse — didactic, Socratic, and inquiry-based methods are all appropriate for this Stage.


It's taken me a while, but I think that I finally understand one of my issues with math problem-solving. I really didn't understand what "problem-solving" meant anymore. When I think about math problems, I think about the ones that I grew up with: There are 10 candies. You give five candies to your friend. How many candies are left? These are the math problems with just one solution. They're the ones that don't require a lot of thinking or a big explanation. They may help students apply some of the skills taught in class, but they are definitely not higher level thinking math problems.
As I read more and discuss more about math, my understanding of problem-solving has changed. Now I also see how some math exploration can also be problem-solving. On Thursday, I was introducing my Grade 1's and my Grade 2's to measurement. We started with non-standard measurement, and I was focusing on length. After we worked together to define the terms "non-standard" and "length," I had the students work in small groups to measure different objects are the classroom. I had seven different non-standard units that the students could use for measuring the length of various objects (from playing cards to toy bears). The non-standard units varied in size. Before the students started to measure the different objects, they predicted if they would require more "smaller non-standard units" or more "bigger non-standard units" to measure the same objects. Then they went off into groups, and I got my camera ready to take photographs (seen in the Animoto slideshow below).
I saw students helping each other. I saw students solving problems. I saw them counting, estimating, and making predictions too. Then when the measurement activity was over, we met back at the carpet to discuss the results. Students shared what they found out. When they found out that two students were the same "length," they even figured out how to compare the heights of the two students to see if this was true. They reflected on their own results. They also looked at our chart of results, and they started to make comments on the size of the non-standard units. They realized which units were larger ones and which ones were smaller ones just by the results, and they shared their thinking with the rest of the class too. This "math exploration" was "problem-solving" as well. It just took me until now to realize this.
What are some problem-solving activities that you do in your classroom? How has your definition of problem-solving changed over time? I would love to hear your thoughts too!


The name Nazarene was adopted by a group of early 19th century German Romantic painters who aimed to revive honesty and spirituality in Christian art. The name Nazarene came from a term of derision used against them for their affectation of a biblical manner of clothing and hair style.
In 1809, six students at the Vienna Academy formed an artistic cooperative in Vienna called the Brotherhood of St. Luke or Lukasbund, following a common name for medieval guilds of painters. In 1810 four of them, Johann Friedrich Overbeck, Franz Pforr, Ludwig Vogel and Johann Konrad Hottinger moved to Rome, where they occupied the abandoned monastery of San Isidoro. They were joined by Philipp Veit, Peter von Cornelius, Julius Schnorr von Carolsfeld, Friedrich Wilhelm Schadow and a loose grouping of other German artists. They met up with Austrian romantic landscape artist Joseph Anton Koch (1768–1839) who became an unofficial tutor to the group. In 1827 they were joined by Joseph von Führich (1800–1876) (illustration above right).
The principal motivation of the Nazarenes was a reaction against Neoclassicism and the routine art education of the academy system. They hoped to return to art which embodied spiritual values, and sought inspiration in artists of the late Middle Ages and early Renaissance, rejecting what they saw as the superficial virtuosity of later art.
In Rome the group lived a semi-monastic existence, as a way of re-creating the nature of the medieval artist's workshop. Religious subjects dominated their output, and two major commissions allowed them to attempt a revival of the medieval art of fresco painting. Two fresco series were completed in Rome for the Casa Bartholdy (1816–17) (moved to the Alte Nationalgalerie in Berlin) and the Casino Massimo (1817–29), and gained international attention for the work of the 'Nazarenes'. However, by 1830 all except Overbeck had returned to Germany and the group had disbanded. Many Nazarenes became influential teachers in German art academies.
The programme of the Nazarenes—the adoption of honest expression in art and the inspiration of artists before Raphael—was to exert considerable influence in Germany, and in England upon the Pre-Raphaelite movement. In their abandonment of the academy and their rejection of much official and salon art, the Nazarenes can be seen as partaking in the same anti-scholastic impulse that would lead to the avant-garde in the later nineteenth century.
Other painters associated with the movement
- Middle Ages in history
- German Romanticism
- Nazarenes in the "History of Art"
- Gabriel Wüger
- Mitchell Benjamin Frank. Romantic Painting Redefined: Nazarene Tradition and the Narratives of Romanticism. Ashgate Publishing, 2001; ISBN 0-7546-0477-2
- Cordula Grewe. "Painting the Sacred in the Age of German Romanticism." Aldershot: Ashgate Books, 2009.
- Lionel Gossman. “Making of a Romantic Icon: The Religious Context of Friedrich Overbeck’s ‘Italia und Germania.’” American Philosophical Society, 2007. ISBN 0-87169-975-3.
- Lionel Gossman. "Unwilling Moderns: The Nazarene Painters of the Nineteenth Century" in Nineteenth-Century Art Worldwide - Volume 2, Issue 3, Autumn 2003.
|Wikimedia Commons has media related to Nazarene movement.|


November 5, 2010
Written by Ioanna Makris
Carroll McMath played the cornet through his high school and college music career.
"You will hit 'em, you will wreck 'em. Hit 'em, Wreck 'em. Texas Tech."
It was 1936 and Carroll McMath wrote words to a tune that would one day be sung at every sporting event and every spirit activity.
It was a regular meeting for the chapter of Kappa Kappa Psi when ideas were discussed about creating a fight song for Texas Tech.
McMath and Jim Nevins went to the hallway the same night as the meeting and wrote a song. The tune was inspired by a part of the "Three Days, Fantasia-Overture" by Adolf Lotter, but the words came from McMath and Nevins.
"My guess is back in the 1930s, old Ivy League schools had fight songs and funky words," said Bill McMath, one of Carroll's sons. "They were probably influenced by those songs."
The song was introduced to the chapter and to the band director. Bill said it was later played at a football game once the composition was transcribed for each instrument.
"The first time it was played the cheerleaders liked it, and when the first touchdown happened they asked the band to replay the song," Bill said. "It was not the official fight song at that point, but it started becoming a tradition."
Before McMath attended Texas Tech and created a song that would resonate through the school, Bob McMath, Carroll's eldest son, said Carroll used to play the cornet and probably first became interested in band while in high school.
"It was a big thing in the community to have a marching band," Bob said.
Bob said band was a big part of Carroll's high school years and later became a big part of his college years.
Once Carroll graduated from Texas Tech he began working in the music industry and became a band director at Denton High School.
"People in Denton thought very highly of him," Bob said. "He was a man of great faith and had lots of integrity."
Carroll's legacy not only lived on at Texas Tech, but Denton Independent School District also named a middle school after him.
Today elements of the fight song can be found all through campus, whether watching a TV commercial or attending a sporting event the words and tune to the song are always present.
Current drum major Michael Harrison said he is proud of where the fight song came from, and there is nothing better than being able to hear the fight song play in the middle of football season.
"We have the most student involvement with the fight song," said Harrison, a senior music education major from Austin. "When we traveled to UT their fight song was clean and spectacular, but the crowd does not get into it as much as Tech, and at A&M they are just whooping."
Harrison said the students at Texas Tech are clapping, jumping and getting their guns up.
Through the years the fight song has seen some changes. In the 40s and 70s the fight song was updated in tune to become a little faster and more appropriate for a marching band.
Since 1936 the fight song has resonated through the stadium and the words have become a symbol of Texas Tech.
"The fight song is exciting and meaningful," Harrison said. "The music, not just the words, represent Tech. It is the epitome of school pride."
More information about the fight song legacy.
The College of Visual & Performing Arts at Texas Tech offers a diverse array of programs and courses in art, music, theatre and dance.
The college seeks to prepare students who will be leaders in the profession by employing the highest standards in performance, teaching, research, and artistic and creative vision.
The college includes the:


Question: Hello, I am a beginner at playing the keyboard and I have just been learning to read notes.
My teacher has given me notes to practice – like quarter notes, half notes, and whole notes.
I am not sure where my fingers go, and he hasn’t told me C, D, A, F, etc. He has taught me these ones: Sol, La, Do, Mi, Fa, etc.
How do I read those notes?Courtney
Albert’s reply: Great question, Courtney. Fortunately the answer is simple: do, re, mi, fa, sol, la, and ti (or si) are simply the note names C, D, E, F, G, A and B in French and Italian!
Worldwide, the solfège system is used for singing notes. Using do, re, mi… in place of C, D, E… is standard, and probably easier to sing.
“Do Re Mi” from The Sound of Music is a wonderful song for learning the solfège syllables. You may know the lyrics:
Do – a deer, a female deer
Re – a drop of golden sun
Mi – a name I call myself
Fa – a long, long way to run
Sol – a needly pulling thread
La – a note to follow sol
Ti – a drink with jam and bread
The song goes up the C major scale, introducing each solfège syllable with its corresponding note! I’ve slightly updated the lyrics, replacing English words with the actual solfège note names (such as ti in place of “tea” and sol in place of “sew”), to make the note names clearer for music education purposes. That’s the purpose of this song in the musical, after all.
I use the traditional convention of si (rather than ti) for scale degree 7 because it is the original standard that continues to be used in all Romance languages. There was a music teacher in England during the 19th century who replaced si with ti so that each note would begin with a different letter name, and this caught on in Anglo-Saxon countries. Si is still the international standard for fixed do solfège.


The Music Education program integrates courses and field experiences that will prepare you to teach music in kindergarten through 12th grade in a variety of urban and suburban education settings, including public and private schools.
You will learn educational theories and effective teaching techniques, observe professional music educators at DePaul and in the Chicago community, and student teach.
As a Music Education major, you will acquire:
- An understanding of educational theories
- The ability to use rehearsal techniques, principles and strategies for teaching voice, instruments and ensembles
- A familiarity with appropriate literature for various levels of orchestra, band, chorus and music classes
- The ability to create effective lesson plans
The Music Education program curriculum includes courses in:
Clinical experiences with children and youth
Human growth and development
Instrumental methods and lab
Music methods and lab
Vocal methods and lab
Prior to graduation, the School of Music's Office of Career Planning and Placement will work closely with you to prepare a file that will be used in your job application process. Upon graduation, you will receive the Illinois K-12 Music Teacher Certification.


Post-Master’s Certificate in Literacy (K-12)
The online Post-Master’s Certificate in Literacy (K-12) is designed to help you advance your teaching abilities. The courses cover a range of educational and leadership topics and are comprised of high quality and innovative curricula that will teach skills immediately applicable in the classroom.
Post-Master’s Certificate in Literacy (K-12) Coursework
This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practical knowledge to think about issues of instructional practice. Through engaging inquiry experiences, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.
This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.
This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.
This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.
This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.


In my notes I happily stumbled upon a pronunciation of Dr. Susan Young: “Teach children stuff. Have expectations.” A bit further my notes report a question: “Do children live in a different world from adults? “Understanding the world of the child” makes it sound like a different kind of people with different ways of doing things and understanding things. As a result it is possible to ponder certain things that might be based on the interest of the child. Which then by consequence might be different from the “adult” world.
Because this incorporates a different way of thinking about early childhood music education and also about what childhood is and what we should do in terms of teaching. Having an idea about “the musical world” of a child will heavily reflect on what and what not to teach and also how to teach.
Recently I had two encounters with persons who ruthlessly categorized early years music education as music therapy. We could say that with this action they did two things: placing early years music education in a different “world”, the world of therapy, and by doing so denoting a child in music education as being ill (Biesta, 2016). This is symptomatic of the current idea about the early years as a time to correct as soon as possible all deviations and using the “magical years” – because now we have a “window” – to pump as much information possible in the children. The interesting thing is that when heading early years music education under music therapy it is not necessary to teach them stuff because therapy is to get well, not to be taught something. This way of thinking has repercussions when it concerns a well- underpinned approach to early years music education.
Young children do not live in a different world from adults. Concerning music education however we often read that young children are living in another “world”. The question is: are they? Or do we want/wish them to be? Because in the same sentence often children are also musical explorers. The issue is that most of the time they do not go beyond this exploration “stage” in the literature as well as the media and flyers for courses. Children always “meet” with music like they do things for the very first time. Most if not every course for young children is presented as if the children have never ever had any contact with music at all. Now in some cases this might be so, however in a media and music filled contemporary world this might be highly doubtful.
At the same time they are by “nature” often referred to as “creative and spontaneous music makers”. So this implies that either the children already had contact in some form with some music course or perhaps more likely a musical home situation or they are indeed by nature creative and spontaneous music makers which questions the very need of an early childhood music education course. Especially when it is being advertised as a musical exploration, which is not necessary anymore because young children already are music makers according to many reports.
So the next question is: when thinking of early years education, what is the actual education we will commit to and why? What should our expectations be? As a first implication I think the investigation of the content of our commitment to teaching early years music might be a good start.


Like many teachers, six of us took advantage of the summer months to participate in a conference last week. We heard about best practices, formulated wonderful ideas, and shared fantastic resources for integrating literature into math. We were eager to get back to Wheeling to incorporate much of it into our classrooms as school starts again.
Hearing about someone else's great classroom unit inspires two different emotions: excitement as in "I can't wait to try that" and a tinge of disappointment as in "Why haven't I been doing that already?" Teachers are used to this balance of not getting caught up in what we could have been doing and focusing on what we can do to make teaching and learning even better in the future.
It is harder for parents. After all, parents do not get to travel to conferences without their children to share best ideas with like-minded peers.
As we were contemplating the twin ideas of regret and expectation, we were working on a group study of the book, "Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics" by Chris Confer and Marco Ramirez. Chapter Eight begins simply with this African proverb: "The best time to plant a tree is 20 years ago. The second best time is now."
There it is. That "get out of jail free" card we all need in our lives. We need not second guess ourselves or beat ourselves up over what we have not been doing - just start now.
This rings very true for parents and teachers alike. If we can incorporate that wisdom into our daily practices, we will meet with more success (and most likely less stress). Borrowing a metaphor Dr. Mehmet Oz uses, we need to listen to the voice of the GPS that politely urges us when we miss a turn or head down the wrong street. It reminds us, "At the next available point, please make a U-turn." The voice doesn't berate you. So you ate that donut at 10:30 at night. So your child has been having way more than two hours of screen time each day. So the entire summer slipped by without enjoying all those family activities that you promised your children you would do. Quite simply, you turned on to the wrong road or were sidetracked. Start now. Make that U-turn.
Will it work this time? Will we be able to fulfill the promises we make to ourselves and to our children? To that, we can offer two guarantees - you won't be perfect and it won't be easy. That is the beauty of parenthood, which calls to mind the scene from the movie of the same name, "Parenthood." Grandmother wanders into the room and reminds the stressed parents, " You know, it was just so interesting to me that a ride [on a roller coaster] could make me so frightened, so scared, so sick, so excited and so thrilled all together! Some didn't like it. They went on the merry-go-round. That just goes around. Nothing. I like the roller coaster. You get more out of it."
There it is again. Life - especially parenting - is a roller coaster. It is full of ups and downs, highs and lows. You have no idea when you will be able to catch your breath sometimes. There is no manual, and there is really no one to blame when things don't go smoothly for you. Still, we don't know a parent that would trade the ride for anything - it's the hardest and best thing we ever did in our lives.
If you think of it that way, the directions are easy - just keep your arms and legs inside the vehicle at all times.
- Linda Krulock graduated from West Liberty State College with a Bachelor of Arts degree in elementary education and early childhood. She teaches senior kindergarten at Wheeling Country Day School. Elizabeth Hofreuter-Landini is head of school at Wheeling Country Day. She is a graduate of Princeton University and Harvard University Graduate School of Education.


October 9, 1727 - June 14, 1789
born in Eisenach, composed during the Baroque period
Hertel was a composer, violinist, and keyboard player who spent most of his life employed by the court of Schwerin in Germany. He was also an erudite writer who left behind theoretical treatises on music and translations of contemporary French and Italian essays on aesthetics and opera. He wrote an autobiographical account of his career valuable for the insight it provides into the musical and cultural life of northern Germany in the second half of the eighteenth century.
Born in Eisenach in 1727, Hertel represented the third generation of a family of musicians; his father, Johann Christian Hertel, was a viola da gamba virtuoso and composer who frequently traveled throughout Germany and Holland as a performer. After studying with Johann Heinrich Heil, who was one of Johann Sebastian Bach's pupils, Hertel, then 12 years old, joined his father on concert tours as a harpsichord player. In 1742-1743, Hertel took lessons on the violin with Zerbst court konzertmeister Carl Höckh. At his father's behest, Hertel was to pursue a legal career in Leipzig upon completion of his studies with Höckh. However, during a visit to Berlin, Hertel met Carl Philipp Emanuel Bach, whose music produced such an effect on the young composer that he resolved to pursue a career in music.
In 1744, Hertel joined his father at the court of Duke Adolph Frederick III in Mecklenburg-Strelitz as violinist and harpsichordist. He was granted a leave of absence by his patron in 1747 to further his music education at the opulent court of Frederick the Great; there he studied composition with Carl Heinrich Graun, the violin with Franz Benda, and the keyboard with Carl Philipp Emanuel Bach. In 1754 Hertel became court composer in Schwerin. The start of the Seven Years' War three years later, in which Schwerin was involved, suspended musical activities at the court. During this time Hertel published both literary and musical works, served in 1759-1760 as music director at the principal church in the city of Stralsund, and composed an occasional cantata on a text by Pietro Metastasio, Il vero omaggio, for the marriage of Princess Sophie Charlotte of Mecklenburg-Strelitz to the new King of England, Charles III. In 1762, Hertel resumed his position at the Schwerin court upon the departure of Prussian troops from the region. After the court was relocated to Ludwigslust in 1767, Hertel's primary responsibility was to compose and conduct the music to be performed at the twice weekly sacred music concerts.
The famous eighteenth century music lexicographer Ernst Ludwig Gerber characterized Hertel as one of the "most tasteful composers" active in the latter half of the century. A prolific composer, Hertel was notable in his day especially for his sacred works, and for his concertos for keyboard and for violin. On the latter instrument, he was considered to be one of the most accomplished proponents of the violin school of Franz Benda. Composing as he did during a time of transition before the full flowering of the Classical style, Hertel's works exemplified many aspects of Empfindsamkeit, a specifically north-German conception of the galant aesthetic. ~ Berna Can, Rovi


- Posted By: Myriam Grajales-Hall
- Written by: University of California, Berkeley
The number of Latino children attending preschool has declined, a report says, even though Latinos represent more than half of all California children under age 5.
The findings, in a report from the University of California, Berkeley, are troubling to educators, who say preschool is vital to closing the achievement gap. According to the report, Latino Access to Preschool Stalls after Early Gains, one-third of Latino 4-year-olds were enrolled in preschool in 1991, and, by 2005, this figure grew to 53 percent. But from 2005 to...
- Posted By: Lisa M. Rawleigh
- Written by: National Council of La Raza
A report from National Council of La Raza shows that in 2009, only 48 percent of Latino four-year-olds attended preschool, compared to 70 percent of White and 69 percent of Black children of the same age, putting Hispanic children at a disadvantage as they enter into elementary education.
One in every four children in the United States under the age of five is Hispanic, a growth rate that is predicted to continue multiplying in the coming decade. In states such as California, Hispanics make up more than half of all school children enrolled in public schools. While the population of Latino children in the school system has significantly...
- Author: Myriam Grajales-Hall
The percentage of Latino children attending preschool fell substantially during the nation’s deep recession, according to a study by researchers from the University of California, Berkeley.
This turnaround – after decades of rising participation in child care and preschool options by all families – jeopardizes state and federal efforts to narrow persisting gaps in children’s early school achievement and raise the quality of the workforce, conclude the authors of the study.
The share of Latino 4-year-olds attending preschool fell nationwide, from 53 percent to 48 percent between 2005 and 2009, a period that included the deep economic...


This E-file study guide has been prepared to lend ideas for how you can best utilize the information in the resource for music education and conducting classes. In the hands of a skilled professor the resource can become a powerful source of information to provide learners with information about how to prepare to be successful teachers and music directors. The study guide will assist professors in creating learner-centred discussions to develop deeper understanding through collaboration and reflection. This allows learners to benefit from the power of a cohort model in a process that maximizes their individual best learning strategies.
This study guide addresses each article within the resource. Whether it is being used in a classroom situation with many students or in a private studio, the prompts for discussion offer insight into value-added comprehension and application. You may also wish to use the questions at the end of the Resource for discussion prompts for you and your students. Please note, in the spirit of extending the learner-centred model, some questions will call upon the learners to bring previous knowledge and experiences into the discussion. This is essential to engage and inspire learners to reach for the highest level of understanding – value and transfer.
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Pupils lack basic maths skills, such as knowing how to multiply, in about two-fifths of primary schools and half of secondary schools in Wales. That's according the school's inspectorate, ESTYN, following inspections that were carried out between 2010-2012.
The report says that pupils cannot apply advanced numeracy skills because they are struggling with the basics. Some pupils struggle with decimals, fractions and percentages, such as understanding the relationships between 2/5ths, 0.4 and 40%.
Other aspects that need to be improved are the tracking and monitoring of pupils' progress. Only a minority of primary schools and a few secondary schools have effective systems to track pupils' progress in numeracy beyond their maths lessons.
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Palm trees, bamboo mats, surf boards and hammocks set the scene for a reading at Montabella Elementary School. It is one of the many ways elementary schools are motivating pupils to get into reading during the month of March.
“Kindergarten is the new first grade,” said Beth Garcia, Montabella kindergarten teacher and March Reading Month (MRM) coordinator, as she explained today’s progression of reading at the kindergarten level. “However, the age of a child’s readiness to read can vary and many aren’t quite there at five years old.”
Garcia hopes the MRM schedule will trigger an overall appetite to read at all grade levels.
Activities at Montabella Elementary School include Beach Wear Day, Read a Hat Day, Read a Shirt Day and a special visit by Michigan author Rhonda Gowler Greene.
Pupils at Montabella have a challenge to read at least one book, take an Accelerated Reading quiz and make reading-themed posters to extend around the school. The school’s tropical adventure will end with an assembly to award prizes to top readers.
Vestaburg fourth-graders in Jody Johnston-Vissman’s class are in for a reading slumber party this month. They get to wear pajamas and snuggle up in the classroom with a book, blanket and pillow.
Johnston-Vissman, however, doesn’t encourage reading just in March.
“This year, our elementary has made a big push to promote ‘The Love of Reading’,” said Johnston-Vissman. “So rather than celebrating reading in just the month of March, I have been celebrating in my classroom all year.”
Pupils have daily access to hand-selected books called “Hot Reads.”
“I give a brief book walk or talk about the books (Hot Reads) on display in hopes that the books soon end up in the hands of pupils who are anxious to read them,” she said.
Local libraries have an abundance of reading selections.
Parents should get kids into the library at an early age, according to Tara Conley, directory of Flat River Community Library in Greenville.
Helping children get a library card and showing them how to use the file system to locate a book will make them feel at home, Conley said.
“I encourage parents to bring children into the library just to get used to the building,” said Conley. “We have a puppet collection and an early childhood learning computer with fun educational games.”
A book discussion on the popular book Hunger Games is scheduled at the library at 5:30 p.m. on March 13.
It’s recommended for adults and kids in fifth grade and older. There will be a drawing for a copy of Unofficial Hunger Games Cookbook.
More information about the Flat River Community Library’s programs and services are online at www.flatriverlibrary.org.
Correspondent Robin Miller is an Edmore resident. Her email address is firstname.lastname@example.org.