What many parents don’t realize is that E-STEM is a central component of the Montessori method. Throughout our classrooms, we have a variety of “work” (materials) that focus on mathematics, engineering, science, and the environment. Every day offers the child opportunities to innovate, explore and discover while using these hands-on materials or by spending time in the outdoors.
In addition to the inevitable exposure to E-STEM by exploring our classrooms, our lead teachers incorporate an E-STEM curriculum into circle times and afternoon learning.
We are very proud of Sonnet alumni, many of whom have gone on to succeed in gifted and talented programs emphasizing STEM or E-STEM, such as Harriet Bishop, WestWood and WestWood’s SAGE Academy.
THE SCIENTIST: DR. MONTESSORI
The first female doctor in Italy, Dr. Maria Montessori, first developed Montessori education over 100 years ago. Practiced in over 200 public schools in the United States and Canada, and in thousands of schools worldwide, Montessori education is known for fostering self-discipline and creativity hand-in-hand with independence and social responsibility. Successful graduates of the system include Google founders Larry Page and Sergey Brin, the founder of Amazon, Jeff Bezos, Nobel laureate Gabriel Garcia Marquez, and Anne Frank.
NATIONAL CENTER FOR STEM ELEMENTARY EDUCATION
The National Center for STEM Elementary Education is located right here in the Twin Cities at St. Catherine’s University. They very much recognize how STEM is a component of the Montessori method, and have a STEM for Montessori Teachers Graduate Certificate Program. A study done on St. Kate’s Montessori-STEM certificate discovered that “Engineering proved to be a perfect fit in the Montessori system of education.
Montessori education also proved to be an excellent fit with engineering education at the elementary levels. Montessori education is holistic in nature and uses developmentally appropriate, hands-on, didactic materials to inspire engagement and learning in children.
Inquiry is fostered through initial experiences (lessons) that offer both inspiration and instruction, and through the follow-up work (assignments) that encourage children to deepen their understanding through continued exploration and application of the materials and concepts. Design is an essential element of the Montessori environment.
A key message in Montessori education is gratitude for those who came before, linking students’ modern lifestyles back to the many nameless engineers who came before. Additionally, Montessori education inspires students to think about the gifts that they have to offer to future generations. Our work with engineering today in the classroom is sure to bear fruit in cultivating the engineers of tomorrow. Through the lens of Montessori pedagogy and curriculum, engineering comes alive in the study and exploration of human needs..”.
The Montessori method views the child as a natural scientist, and although it is more than 100 years old, its philosophy is still in alignment with current educational trends.
THE NORTH AMERICA MONTESSORI CENTER ON STEM...
STEM IN THE MONTESSORI CLASSROOM
Beginning with the Practical Life and Sensorial exercises, students in the Children’s House are exposed to the fundamental rules of math and science through the discovery of natural laws and universal truths.
A simple pouring activity on which a young three-year-old works, very concretely proves the scientific method of inquiry, based on observation, inference, and experimentation.
A child may test which four Knobless Cylinders cannot only balance a rectangular prism from the Brown Stairs, but actually get the prism to move – engineering!
Land and Water forms introduce the child to the science of geology.
Through the work with the Golden Bead materials, the children build a strong understanding of the decimal system, the foundation of mathematical operations.
The concrete experience of building the Pythagorean Theorem of A2 + B2 = C2 using the Trinomial Cube, exposes the child to algebra for the first time.
Manipulating didactic materials supports the STEM belief that hands-on learning is necessary for success. This belief is nothing new to the Montessori classroom. Dr. Maria Montessori stated, “The hand is the instrument of the brain.”


What are examples of carpentry?
Some of the different types of carpenter include: Rough carpenter : Framing, formwork, roofing and other structural work. Joister: Lays floor joists onto which a floor surface is fixed. Trim carpenter : Specialises in mouldings and trims, such as mantles, skirting boards), and other ornamental work.
What do you do as a carpenter?
Carpenters do many jobs in construction, building or repairing structures, which can mean anything from framing a house to building stairs and door frames to putting in cabinetry or drywall. Carpenters might build things out of raw materials, or install pre-built items.
What is the difference between carpenter and carpentry?
is that carpentry is (uncountable) the trade of cutting and joining timber in order to construct buildings or other structures; woodworking while carpenter is a person skilled at carpentry , the trade of cutting and joining timber in order to construct buildings or other structures.
What math do carpenters use?
Basic math skills are a must for any carpenter . Carpenters use arithmetic, algebra, geometry, calculus and statistics to measure materials, add up volumes and complete other project-planning tasks.
What are basic carpentry skills?
Here’s a list of some basic skills you would do well to develop. They are the foundational skills every woodworker should know. Understand How Wood Works and Behaves. Sharpen Saws, Planes, and Chisels. Use a Hand Plane. Prep Lumber With Hand Tools. Cut a Mortise and Tenon Joint. Cut Dovetail Joints. Finish Your Furniture.
Why is carpentry so hard?
Carpentry can be hard heavy work as it often involves lots of lifting and serious manual labor, so yes becoming and staying a carpenter can be very hard . Carpentry is all about converting raw wood into something far more useful. Moreover, there are different types of expertise involved in carpentry .
Is carpentry a good career?
Carpentry is a good job for people who are interested in working from home. Having the skills to cut, shape, and finish wood can mean having a huge world of other moneymaking opportunities available to you. With relatively few startup costs, you might also be able to begin doing fun woodworking jobs from home.
What is the most important skill in carpentry?
Most carpenters need several skills to be successful in their positions, including: Math skills. Physical strength . Communication. Attention to detail. Problem-solving. Dexterity. Mechanical skills.
Why is it called a carpenter?
The word “ carpenter ” is the English rendering of the Old French word carpentier (later, charpentier) which is derived from the Latin carpentarius [artifex], “(maker) of a carriage.” The Middle English and Scots word (in the sense of “builder”) was wright (from the Old English wryhta, cognate with work), which could be
Is a woodworker a carpenter?
Carpenters and woodworkers both build things out of wood, and while their job responsibilities are similar, their day-to-day activities are quite different. A carpenter usually works at a construction site, such as a home or office being built, while a woodworker typically works in a factory or workshop setting.
What is the average pay for a carpenter?
$40.56 per hour
Do carpenters need math?
Carpenters require math skills in order to accurately measure materials that need to be cut and installed. They also use their math skills to plan projects.
What should a carpenter know?
The Top 14 Skills Every Carpenter Should Know Measuring. Learning how to measure makes you or breaks you as a carpenter . Cutting and Sawing. As a carpenter , if you’re not cutting or sawing, you’re probably not doing much. Hand Tools. Joinery. Painting and Finishing. Restoration. Remodeling. Framing.
What does a carpenter need?
Carpenters need manual dexterity, good eye-hand coordination, physical fitness, and a good sense of balance. The ability to solve mathematical problems quickly and accurately also is required . In addition, military service or a good work history is viewed favorably by employers.


A new report on mathematics teaching and learning for preschoolers in South Africa has been published. Much More Than Counting: Supporting mathematics development between birth and five years explores the purpose and nature of mathematics learning during the early years and sets out a framework for delivery in preschools and homes.
The report was written by Cally Kuhne from the University of Cape Town’s Schools Development Unit and Shelley O’Carroll, Brigid Comrie and Rebecca Hickman from Wordworks. It was funded by the DG Murray Trust, following the successful publication last year of Wordworks’ Narrowing the Literacy Gap report, which focused on language and literacy development in the early years.
The launch of Much More Than Counting coincides with growing concern in South Africa about the persistently poor performance of our children in mathematics. The authors argue that part of the solution is ensuring that the right foundations for learning are laid in the period before children begin formal schooling.
Cally Kuhne commented, “Historically, the purpose and importance of mathematics learning in the early years has not been properly understood or valued in South Africa. This is in part because there is a lack of a general understanding about how mathematical ideas and skills are developed between birth and five years. We wanted to help fill this knowledge gap by producing a report that explains early maths concepts in straightforward terms, and sets out the kinds of simple activities and methods that preschool teachers and parents can use to support learning.”
The report stresses the importance of access to learning opportunities in the years before formal schooling. Shelley O’Carroll said, “It’s important to understand that we’re not talking about formal teaching or sitting children in rows to teach them maths during these early years. The types of activities that we describe should be a part of everyday life. Most do not require specialist resources and can be delivered as easily in homes as they can in preschools. Parents have a vital role to play, and we hope that this report will help to empower them to support the early maths learning of their children.”
Much More Than Counting outlines ways in which young children learn mathematics and explains the various mathematics strands for the early years. Learning milestones and practical activities are set out for the different age groups. The report is aimed at all those involved in the Early Childhood Development sphere and anyone who is concerned about mathematics education. It will be a particularly useful resource for ECD practitioners, trainers and planners, as well as parents, carers and home visitors.
You can read the full report here.


Community Learning and Development
The Community Learning and Development (CLD) Service works to improve the communities and personal lives of people in the area:
The CLD Service sits within the wider Education and Children’s Service and aims to meet the expectations set by the CLD Standards Council for Scotland. Our staff work through informal learning to deliver positive change in communities and in the personal lives of those living and working in our council area and in particular where our services are most needed. Our service is targeted, this means that we do not work with everyone in the community.
We work to reduce inequalities in Aberdeenshire by:
- improving life chances for individuals and families
- supporting community groups and organisations
- building strong and resilient communities
The Community Learning and Development (Scotland) regulations 2013 requires us to work with partners to produce an Aberdeenshire partnership plan. View our CLD plan and first year review.
Through our early intervention approach, our work with young people supports them to develop a range of skills and encourages them to engage in their learning. These skills are particularly important for young people at key transitions in their lives.
We deliver youth work through:
- Bridging the Gap which supports young people (particularly those who may need some additional support) at key transition stages such as moving from primary to secondary education
- Move on Up which helps young people with transitions into the senior phase at school (S3 onwards) and to develop skills for learning, life and work
- Youth Voice which helps young people to participate in decision making and to become active citizens
View our work with young people guide (pdf 89KB).
We support adult learners to develop the knowledge, skills, confidence and creativity needed to make positive life choices. Along with this, we support economic growth and enhance health and wellbeing in Aberdeenshire. We encourage learners to improve their communication skills and participate in their local communities.
We provide parents and carers with assistance to support their children’s learning and increase their involvement in school life. We work with schools and other agencies to remove barriers to participation, learning and achievement. Where appropriate, we support learners to achieve SQA qualifications.
We deliver our work with adults through:
- Learning for Life which helps individuals develop the core skills while allowing them to participate fully in learning - this includes English for Speakers of Other Languages (ESOL) and support for learners to improve their literacy and numeracy skills
- Family Learning which is a targeted approach to supporting parents to help them achieve the best outcomes for their children
View our work with adults guide (pdf 92.1KB).
Communities can be a group of people in a particular location or a group of people with things in common. Our community development approach focuses on community engagement and community capacity building.
We deliver our work with communities through:
- Knowing Communities which is working with communities to identify issues and gain a better understanding of emerging trends and needs
- Growing Communities which is building on the strengths of community groups and organisations in meeting local needs by providing general and tailored training and support
View our work with communities guide (pdf 80.1KB).
You can contact the Community Learning and Development team by emailing firstname.lastname@example.org.


ERIC Number: ED425990
Record Type: RIE
Publication Date: 1997
World History & Art Transparencies [Strategies & Activities].
Mittler, Gene A.
Art reflects the ideas, experiences, spirit, and hopes of those who create it. It is through art works that students can see a visual record of how men and women lived and thought throughout history and across cultures. This instructional resource includes 52 transparencies, accompanying teaching strategies, and student worksheets which are designed to enrich and extend student understanding of world history. The teaching strategies for each transparency begin with a learning objective and teacher guided activity. Discussion questions follow. A section, "Events in History," sets each work in its historical context. The reproducible student activity worksheets provide background information about the art work and artists represented, and set the art works in historical context. Questions require students to focus on the art elements, compositions, expressive content, and subject matter of the images. Each worksheet concludes with a list of student extension activities based on the transparency and the corresponding historical period. A glossary and a "Chronology of Selected Periods, Styles, and Artists," concludes the resource. (MM)
Descriptors: Art, Art Criticism, Art Education, Art History, Cultural Context, Instructional Materials, Secondary Education, Visual Arts, Visual Literacy, World History
Glencoe Order Dept., P.O. Box 543, Blacklick, OH 43004-0543 ($97.71). 43081.
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher; Non-Print Media
Education Level: N/A
Audience: Practitioners; Students; Teachers
Authoring Institution: N/A
Note: Package includes 52 art transparencies and the Art Strategies and Activities Guide.


Enrichment and Affirmation
Creating music is common to every culture in the world. Music is an expression of who we are as individuals and as a society, and its impact is deep and profound. Making music feels great, no matter what the skill level. The importance of music and its benefits are just beginning to be understood. University studies have shown that music instruction has a significant and positive impact on youth, including:
- Dramatically improved academic performance
- Decreased drug use
- Increased positive social behavior
Despite all the benefits, music education is an afterthought or absent in many schools.
The Music & Youth Initiative offers music education and mentoring to underserved youth who would not otherwise have access to that opportunity. Music & Youth develops and supports Music and Studio Clubhouses outfitted with state of the art instruments, recording equipment, and most importantly instructors and mentors. The hallmarks of the Music Clubhouse are quality music instruction, creative programming, and mentoring that encourage youth to share their experiences and creations with their peers and with the
We partner with professional youth development organizations such as Boys and Girls Clubs, YMCA’s and other community based organizations, as well as world class colleges and universities. These partners leverage Music & Youth’s expertise and financial resources to open young minds to opportunities and experiences that they might not have imagined, in an incredibly cost-effective way.
Clubhouse attendees become members, creating a sense of belonging to something special. This membership creates a virtuous cycle reinforcing the benefits of music education. Membership at new clubhouses grows rapidly and each clubhouse quickly serves hundreds of underserved young people.


Time 2 Count aims to help pupils enhance their basic skills in maths and numeracy while boosting their self-confidence and self-esteem.
Numeracy is the effective use of maths to meet the general demands of life at school and at home, in paid work, and for participation in the wider community. Too many children start to fall behind in maths early on, and that failure is compounded over the years. We want all children to see maths as something they can learn and something that is relevant to their lives after school. Whether or not they proceed to higher level maths, all children need to develop confidence in numeracy skills that will serve them well throughout life.
Volunteer for Time 2 Count and you can instill a life-long love of numeracy in young people by:
- Being positive about maths and making it fun
- Helping pupils see opportunities to use maths in everyday life for example, measuring, shopping, cooking and travelling
- Praising pupils for efforts, rather than for being “clever” – this shows them that by working hard they can always improve!
- Time to flyer
- Time 2 Count Process Teachers
- Time 2 Count Process Volunteers
- Pearson: Guide to Tackling Maths Anxiety
- National Numeracy Family Maths Toolkit
- Storyboard questions Template
- Keeping Children Safe Online
- Classroom Monkey
How does Time 2 Count work?
- All you need is a head for numeracy and an interest in enabling children to explore their potential
- We’ll match you with pupils in a participating Primary school close to your home or place of work
- We ask that you attend online or face to face sessions for one hour each week to work with the children through a series of maths topics with the support of teacher led videos, maths based games and fun quizzes
- For the 2020-21 academic year Business in the Community have partnered with Classroom Monkey for their online Time 2 Count sessions
- The initial commitment is for one academic year with the option to extend
- We ask that participating schools rotate the participating pupils two or three times in the academic year
- Business in the Community will provide training, volunteer/schools matches, and manage the ACCESSNI clearance process
- All you need to do is log on or turn up and enjoy the sessions!
Inspire the future workforce with a Workplace Visit
We know lots of organisations love the idea of Time 2 Count but cannot commit to the ongoing weekly volunteering. As an alternative, why not help inspire the future workforce by hosting a workplace visit. We’re looking for companies who can host a visit for primary school pupils. Give them a tour of your workplace or introduce them to staff from a variety of departments. Visits can take place at any time throughout the academic year and we can provide supporting PR. If this is not possible, why not help us develop a library of online resources that will help pupils understand the many job roles and workplaces around Northern Ireland. This could be through storyboards outlining staff careers, a short video of different staff members explaining their role/career path or a virtual tour. If you have any queries, please email Ciara Mulgrew or call 07467 147805.
Could you spare an hour per week to help Key Stage 2 pupils see how much fun maths can be?
To register, complete the form below or email Ciara Mulgrew or call 07467 147805.


ProLiteracy is pleased to share the second in a series of Research Briefs on adult literacy and education. The briefs are summaries that offer a synthesis of research on a topic, implications for practice, and next steps in research.
All Research Briefs, written by scholars who have demonstrated expertise on specific topics, were developed to help adult literacy practitioners understand ideas that have emerged from research. They will also help researchers identify research needs by pointing to gaps in knowledge as part of an effort to respond to the needs of adult educators who are looking for relevant research to inform their work.
This second research brief was authored by Dr. Jen Vanek, Director of Digital Learning and Research at the EdTech Center at World Education and Dr. Kathy Harris, Director of the Literacy, Language, and Technology Research Group at Portland State University in the Department of Applied Linguistics. Editing for all Research Briefs is done by Alisa Belzer, Rutgers University. An excerpt of the research brief is highlighted below.
Digital literacy is “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills” (Digital Literacy, 2019). Adult basic education (ABE)1 practitioners can support the digital literacy development of their learners by integrating digital technologies into instruction and helping learners make use of them. This is especially important in our technology-rich society, which calls on each of us to have access to digital technologies and the skills to use them. Many adults do not and cannot. For example, service sector jobs (those jobs often available to adults with basic skills needs) comprise 32% of the U.S. workforce, and 73% of service sector workers lack skills to solve problems in digital environments (Bergson-Shilcock, 2017). Similarly, patient participation in health care is increasingly reliant on digital skills. Patient portals, wearable health tracking devices, and telemedicine have become ubiquitous despite the fact that many adults do not have the requisite skills and access (Harris et al, 2019).
Intensifying the challenge of the digital skills gap, many adults also lack broadband access.2 While 73% of Americans do have broadband at home (Anderson, 2019), an increasing number of adults, especially those with annual household incomes below $30,000, are dependent on smartphones to access the internet (Anderson & Kumar, 2019). When Wi-Fi is not accessible, these adults are forced to use the small screens on their phones and limited and expensive data plans to do complex tasks such as filling out job applications. It is reasonable to conclude that if ABE learners cannot achieve digital competence within ABE programs, where they may have access to Wi-Fi, easier to use computers, and support from teachers and tutors, they might not have any chance to do so. This missed opportunity will impact their participation in work and daily life.
1 Note that we will use ABE as shorthand to refer to the range of traditionally served in adult language, literacy, and basic skills programs in the US, specifically adult ESOL, adult basic education, and adult secondary education students.
2 “The term broadband commonly refers to high-speed Internet access that is always on and faster than the traditional dial-up access” (https://www.fcc.gov/general/types-broadband-connections).


The mission of Be a STAR, WWE’s bullying prevention initiative, is to encourage young people to treat each other with respect through education and grassroots initiatives. Be a STAR promotes positive methods of social interaction and encourages people to treat others as equals and with respect because everyone is a star in their own right.
Raising awareness about the destructive impact of bullying helps. But it’s not enough.
Sharing research on the benefits of positive climate is great. But it’s not enough.
Anti-bullying programs are well intended and offer important information. But they’re not enough.
Yet it is common knowledge among educators, parents and mental health professionals that bullying is bad for health — physical and mental. So what do we do?
Evidence shows that many bullying programs don’t work to stop bullying because youth lack the skills necessary to navigate the complexities of their lives. Evidence also shows that what does work is building skills and changing the social climates in which youth spend time. This is the work of Social and Emotional Learning (SEL).
What does Social and Emotional Learning offer?
When children learn how to identify, understand and effectively express their emotions, they have alternatives to aggressive behavior; they build awareness to walk away when someone is mistreating them; they know their own limits and boundaries and can communicate that to another; and they can express and assert themselves when necessary.
With the foundational skills of RULER, the Yale Center for Emotional Intelligence approach to Social and Emotional Learning, Clubs can do more than intervene — they can build a culture of respect, kind communication and co-regulation, where children are encouraged to be their best selves and where effective ways of expressing and regulating emotions take the place of unnecessary aggression on the one hand or social withdrawal and being frozen with fear on the other.
Click on the link below to download the 14 Week Be a STAR curriculum.


In the weeks leading up to Mardi Gras break, you might have seen our PreK-4 students outside Atkinson Hall in pig masks, throwing straw and sticks around, laughing and playing. While this might seem more like a scene from Lord of the Flies, we will assure you that these young students were engaged in purposeful learning. In recent weeks, the PreK-4 classes had read different versions of The Three Little Pigs as part of a study of homes and houses. After reading, they ventured out to the lawn to build replicas of each house in the story and to reenact the scenes together.
Back inside their classrooms, students explored home construction by building log cabins, apartments, parking garages, and other structures out of blocks. Children also put on hard hats to practice hammering and sawing (with toys), and they created peg board designs with (pretend) nails and screws. All of these activities helped students gain self-awareness and a strong sense of place in addition to early literacy and numeracy skills.
As the study continued, the focus shifted to spreading love within their homes and communities. The children learned to write their addresses and added drawings of their homes to an illustrated class book. Next, they wrote letters to their parents, sealed them inside hand-addressed envelopes, and took a walking field trip to mail them at the downtown US Post Office. On Valentine’s Day, they passed out valentines to each other and created Love Grows art and writing to hang in the classroom.
“Powerful connections are made and great fun is had when children engage in a curriculum that is creative, meaningful, and integrated,” PreK-4 teacher Rachel Daigre explained. “At St. James, we combine our knowledge of developmental standards with the specific interests and abilities of students in our classes to create learning opportunities that are enriching and challenging.”
With caring teachers, an expertly designed curriculum, and nurturing class communities, at St. James we aspire to give our students the strongest of foundations for learning - not fragile ones made of straw or sticks. We want our students to create long lasting, joyful memories of school that will make them want to return day after day and year after year. We also want them to know that they are loved -- by God and by the St. James community -- and that even as young children, they are capable of sharing that love and joy with others.


Self-driving cars are the future of smart transportation, and this introductory program is the perfect way to start your journey to a self-driving car career! This program enables anyone with minimal programming experience to learn the essentials of programming a self-driving car, from machine learning to object-oriented programming to probabilistic robotics. In this Intro to Self Driving Cars program at Udacity you will learn how to solve problems in both Python and C++ as you discover what makes self-driving cars possible.
This program does not focus on job preparation. While many of the skills you learn are foundational skills for a career in self-driving cars, the goal of the program is for you to master the core skills necessary so you can progress to the advanced curriculum. When you graduate, you can enroll in the Self-Driving Car Engineer Nanodegree program, which will fully prepare you for a career in the field. If you are new to the field of self-driving cars, you can consider this a two-stage path to career readiness.
Get more detailsVisit official programme website
- Bayesian Thinking
- Working with Matrices
- C++ Basics
- Performance Programming in C++
- Navigating Complex Data Structures
- Visualizing Calculus and Controls
Check out the full curriculumVisit official programme website
- 4 months
Start dates & application deadlines
- StartingApply anytime.
DisciplinesElectronics & Embedded Technology Automotive Engineering Machine Learning View 255 other programmes in Machine Learning in United States
Explore more key informationVisit official programme website
We are not aware of any academic requirements for this programme.
We are not aware of any English requirements for this programme.
- This Nanodegree program accepts all applicants regardless of experience and specific background.
- Students should have some experience with programming—writing short scripts in a programming language—and be comfortable with algebra. You should also feel comfortable reading and modifying code that you are given, with the understanding that solving problems in code may still be challenging.
Make sure you meet all requirementsVisit official programme website
International1356 USD/fullTuition FeeBased on the tuition of 1356 USD for the full programme during 4 months.
National1356 USD/fullTuition FeeBased on the tuition of 1356 USD for the full programme during 4 months.
Studyportals Tip: Students can search online for independent or external scholarships that can help fund their studies. Check the scholarships to see whether you are eligible to apply. Many scholarships are either merit-based or needs-based.
Double-check all feesVisit official programme website
Apply and win up to €10000 to cover your tuition fees.


Atelier Aquatic Drawing inspiration from life in the Ocean, to life on Earth
An Art education project with children in China to bring awareness to life in the sea and the lack of it left in China. An art project made out of recycled materials to support the concept of sustainability needed in China's Seas.
China's Empty Oceans- over fishing and pollution have so depleted China's own fishery resources that in some places including the East China Sea there are virtually no fish left.China accounted for 35% of the world's seafood consumption in 2015. Seeking catches further afield including in Indonesian waters isn't really a solution; fish stocks in the disputed South China Sea have themselves fallen by as much as 95 percent from the levels in the 1950's. If China doesn't want the rest of Asia's fisheries to suffer the same fate as its own, it's going to have to think much more ambitiously about how to create a sustainable food supply for the region.
We learnt about:
- Tropical fish and eco-systems that used to exist in Chinese seas
- What has happened to all the fish in China
- Using inspiration from conservation artist Hundertwasser
- Visual Elements; Colour, Pattern, Texture, Line
- Collage and mixed media
- How we can conserve, protect and regenerate life in the Sea
- Warm Colours, Cold Colours in art and the effect of global warming on life in th
- How we can conserve, protect, and regenerate life in the Sea
- How we can use recycled materials to make Art


“Use typical literacy strategies. Many techniques used by parents and teachers for supporting literacy development for children without additional disabilities can be useful for all children. Examine the child’s unique needs and modify the technique as appropriate. For example, reading aloud to a child is always important. Children with additional disabilities benefit from listening to a story being read aloud just like children without disabilities. Some modifications might be needed, such as positioning a child who has a physical disability so he or she can be involved in the experience by examining and turning the pages of the book.”
Pogrund, R. L., & Fazzi, D. L. (Eds.). (2002). Early focus: Working with young children who are blind or visually impaired and their families. New York, NY: AFB Press.
Strategies that typically require a verbal response from a child can be accommodated by the adult inserting a pause, allowing time for the learner to process the information. The adult should then verbally provide the answer themselves. This allows the opportunity for the child to think about what the answer will be, and then be provided with correct response.
Dialogic reading: An effective way to read to preschoolers
Dialogic reading is a well-researched and specific read-aloud strategy using a method of questioning and prompting to encourage children to think about the story as it is read. Whitehurst, G. J. (1992). Available from: http://www.readingrockets.org/article/dialogic-reading-effective-way-read-preschoolers
Center for Literacy and Disability Studies https://www.med.unc.edu/ahs/clds
Steps to Literacy developed by Deaf-Blind Network Literacy Work Group 2014
All Children Can Read: Literacy Skills Checklist
National Braille Press Great Expectations: Bringing picture books to life for blind kids http://www.nbp.org/ic/nbp/programs/gep/ge_index.html
Helping Young Children to Develop Emergent Literacy Skills
Paths to Literacy for students who are blind or visually impaired http://www.pathstoliteracy.org/helping-young-children-develop-emergent-literacy-skills
Eight tips to introduce reading to your young child who is blind
Paths to Literacy for students who are blind or visually impaired http://www.perkins.org/stories/blog/eight-tips-to-introduce-reading-to-your-young-child-who-is-blind
Information about Emergent Literacy and Sharing Books with a Young Child with a Visual Impairment
Proper Trademark Notice & Attribution
ZERO TO THREE® is a registered trademark of ZERO TO THREE/National Center for Infants, Toddlers, and Families Non-profit Corporation.


ZOE Australia believes that ‘Education’ is one of the key ways in which students of all ages can gain understanding and knowledge about the issues surrounding modern slavery and, in particular, child trafficking.
It is through a combination of informal learning at home, and formal learning during school time, that children develop personal and social skills. Even from a very young age, children interact with others - beginning to learn and explore issues such as fairness, respect and problem solving skills.
As children grow and are exposed to more complex human rights issues, education gives them opportunities to learn, challenge, problem-solve, influence and contribute to bringing about change, in powerful ways.
ZOE helps Australians to learn about the local and global issues involving the exploitation of children by building understanding, empathy, and a sense of shared responsibility.
Through education, ZOE seeks to equip and empower whole communities (parents, staff, teachers and students) to prevent child trafficking from occurring, by offering relevant curriculum resources and informative tool kits. We use our experience gained from working with child trafficking survivors along with current research and methodologies to work alongside leaders, educators and influencers to learn, assist, collaborate, develop and produce resources that will change attitudes and behaviours.
We have developed several (free) secondary school curriculums for teachers to use. We currently have a team of Australian teachers collaborating to write a primary school curriculum to cover important issues relating to slavery.
We see informal education (awareness) as an important way to engage with larger communities, or specific industries, by sharing information and resources that will equip them to be a voice for change, and to know how to effectively contribute to prevent (and end) child trafficking in their sphere. That’s why we developed our toolkits.
We believe that our toolkits can help bring awareness in industries such as: health, tourism, travel, sports, farming, clothing/fashion, hospitality and can be used by social-action groups.
For faith-based communities like churches, youth and children’s ministry, we have prayer-based guides which focus on God’s heart for the fatherless. Over time, we believe like-minded people will respond to the stories, information and the ‘heart’ behind ZOE’s work.
By using ZOE’s curriculums, toolkits and guides, individuals, groups and whole communities will better understand and change their actions towards others - whether directly or indirectly - igniting a movement that will bring about powerful change.


The jury is out on whether or not children should be allowed to have screen time. While the experts unanimously agree that any child under the age of two years old shouldn’t have any exposure to screens during their earliest stages of development, but beyond this is a large grey area. Some parents prefer to have a blanket ban on virtually all tech until much older ages when children eventually reach school and are perhaps in a better position to handle technology. Other parents take a more liberal approach and start gradually introducing screen time at earlier ages to encourage a better relationship with the inevitable gadgets they’re going to be exposed to during their education.
Unfortunately, beyond restricting screen time under the age of two, there is no one universal agreement on what constitutes appropriate levels of screen time for young children. Various government health departments and other experts weigh in on the topic, but the wildly differing amounts mean parents are at a bit of a loss for what to do.
For parents who do choose to incorporate screen time at younger ages, then choosing to expose children to educational apps can be a fun and exciting way to encourage children to start to develop their academic skills before they reach the classroom. There are fortunately several different options when it comes to educational apps for children. They include:
The Endless Alphabet Series
The Endless Alphabet Series is an English-language vocabulary builder targeted towards young children. It includes the typical alphabet lessons that allow children to learn their ABCs, but also a series of vocabulary exercises that build up to 100 words. These aren’t just the standard words that children will become familiar with during the earliest stages of school. They include far more advanced words beyond their years like gargantuan and cooperate.
There is a free to play version that includes seven different word puzzles with a more limited vocabulary range. A one-time premium purchase unlocks the app in its entirety. Amanda from www.sellmyphone.co.uk/ believes it is an excellent purchase for parents seeking to offer an excellent academic experience to children in their earlier years before sending them to school.
Professor Astro Cat’s Solar System
Based on a hardcover children’s book of the same same, Professor Astro Cat takes children into outer space to teach them the various facts and figures of the planets in our galaxy. The app is an immersive experience that isn’t strictly limited to the bare basics of solar system travel either. Children will learn about the volcanoes on Venus, various rocket technologies that allow astronauts to get into outer space, and precise distances and calculations between planets. It is certainly an app worth considering for those who are interested in the wider galaxy around us.
Numeracy skills are something that many children struggle with during their earliest stages of school, so encouraging mental arithmetic from an early age is arguably one of the best ways forward before children get into school. Quick Math+ is an excellent app for children that encourages children to solve simple math problems against the clock and will introduce concepts with gradually increasing difficulty as children work their way through the app. Solving problems quickly will score points that can be exchanged for character upgrades in the game, which allows children to personalize their avatars to their own tastes and preferences.
Monster Physics is an interesting app that allows children to build various machines to complete assigned tasks in the game. By doing this, it reveals the basic scientific concepts behind physics and in particular focuses on how motion works. This means kids won’t only be able to build some rather interesting gadgets to complete various tasks, but also have a complete understanding of why their inventions actually work the way they do.
Peekaboo Barn Series
For the youngest learners, Peekaboo Barn encourages children to associate animal sounds with their corresponding animal in the app. The game begins with the typical farmyard animals that are appropriate for the early learning group, then starts to expand into more common exotics like llamas and owls. The game also reveals their native habitats and other interesting facts about the animals.
Whether or not you as a parent decided to include screen time in your child’s development is ultimately up to you. There are various schools of thoughts on the topic and choosing to limit screen time is something that would be beneficial for just about every age category, but choosing to include a few educational apps in their development experience like the ones above can set them on the right path before they enter school with a solid foundation of general learning that keeps them in line or even slightly ahead of their classmates. It’s never been a better time to take advantage of all of what technology has to offer you as a parent, but the question is will you allow it in your household?


Running a marathon is exhausting. Quite literally. I ran my first marathon in 2013 after years of injuries, false starts, and failed attempts. I ran too much, I ran too little. I ran too fast, and I ran too slow. I finally got it right, but that process was not without its challenges, and I required a significant amount of support in order to get there.
Have you ever run a marathon? Or a race of any kind? How did you do it? Did you practice? Did you train? Or did you just hop off the couch and head out there?
Running a marathon is a scaffolded process. We don’t expect people to jump off their couches and run marathons. In fact, we design training programs specifically to prevent people from doing this. If a non-runner hopped off the couch and skipped outside to run a marathon, would they be successful? Almost unequivocally they would not. Running a marathon requires skill, focus, determination, dedication, and, most of all…training.
Marathon training programs start with the basics…several miles of easy running. They include long runs, hill repeats, interval training, and rest days. They include diet recommendations, stretching regimens, and strength building exercises. It is a carefully curated process designed to build skill over time, providing individuals with specific steps to take in order to reach a goal.
We should treat college like marathons. College success is a skill building process that happens over time, should be carefully curated, and needs to be tailored to each individual’s strengths, interests, and areas of need. Each new step of the process needs to be designed based on distance between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner, or what Lev Vygotsky calls the Zone of Proximal Development (ZPD).
With the ZPD, Vygotsky introduces the idea of instructional scaffolding, that students need support to get from point A to point B. Again, you’d never expect someone to jump off the couch and run a marathon, right? In the same way, it is important to provide students with scaffolded steps and strategies to achieve their goals, and to recognize the achievement of these intermediate steps as successes in and of themselves. Change and growth and processes that take time, intention, and support.
We’re all about scaffolding at Virtual Hall.
Our coaching model is specifically designed to meet students where they are, support them to identify areas in their life in which they want to build skill, and help them design a specific plan, full of scaffolded steps and supports, in order to get there. Much like scaffolds are removed from a building when it is ready to stand on its own, Virtual Hall scales back our supports when students have developed the skills necessary to be successful on their own.
That’s the whole point, right?
Author: Kyle Reardon
In addition to being a Virtual Hall Team Leader, Kyle is also a Ph.D. candidate in special education at the University of Oregon. Kyle’s scholarship emphasizes postsecondary accessibility for diverse learners and his work has been presented at numerous national and international conferences. He holds a B.A. in Music Education and an M.A. in Special Education, both from Northern Vermont University.


Lindamood Phoneme Sequencing® (LiPS®) Program:
Some students are not “reading-ready.” For these students, we start with the Lindamood Phoneme Sequencing® – LiPS® Program for reading, spelling and speech. LiPS® is for students who are missing the pre-reading skill of phonemic awareness (knowing the correct sounds for the correct letters).
Research shows that students who are missing this important skill will not progress with reading until they have mastered it. We determine the need for the LiPS® program through our placement screening process.
The Barton Reading & Spelling System®:
Our team of specialists teach struggling readers and dyslexic students of any age, utilizing the widely acclaimed Barton Reading & Spelling System®, “an Orton-Gillingham influenced, simultaneously multisensory, explicit and systematic phonics system.” Orton-Gillingham based programs are the only research and evidence-based programs proven to teach the struggling reader and dyslexic student to read.
The Barton System provides explicit, systematic instruction in:
- Phonemic awareness
- Vocabulary development
- Reading fluency including oral reading skills
- Reading comprehension strategies
Orton-Gillingham Math Program:
Our highly specialized, multi-sensory Orton-Gillingham math program helps students learn the why of math in an explicit, direct, and multi-sensory manner. This program takes the abstract concepts of math, and with practice, makes them concrete. Not only will you or your student learn the math facts (addition, subtraction, multiplication and division), but also the vocabulary of math, the strategy of solving word problems, time, money, measurement, fractions, percentages, decimals and more. Math concepts are taught at the speed each individual needs.
Writing and Grammar Program:
We offer writing and grammar instruction for elementary school through college on how to write a perfect sentence and paragraph, and the elements of informative/explanatory, argumentative and narrative writing.
We guide students through the writing process from organization and notetaking to constructing complete grammatically correct sentences and paragraphs that adhere to the conventions of writing they will use both in and out of school.


Thirty-four years ago, John Siblik was an NIU art student drawing up a concept for an environmental sculpture to be placed in the Kishwaukee River where it flows past the lagoon and the Music Building. Now, Siblik finds himself standing in that same river, in that same spot with a team of students and alumni installing that very same artwork.
Siblik is an associate professor in the School of Art and Design where he earned his Bachelor of Fine Arts and a Bachelor of Science in Art Education, and this is the sixth time he’s created and installed a version of this project. It is the second time in Illinois. The first was in Lockport’s I&M canal in 2014. But this current version is particularly special. “River Weaving” is part of NIU’s 125th Anniversary year-long celebration, and a chance for Siblik to complete the vision he first had in 1986.
“The project commemorates the Kishwaukee River as an important feature of the landscape that helped influence state officials to select DeKalb as the site for NIU prior to its founding in 1895,” Siblik says. “Earl W. Hayter, in his history of Northern Illinois University ‘Education in Transition’ tells a wonderful mythic tale of the residents of DeKalb going without water for two days so that the city’s water supply could be diverted into the Kish and have it appear to the commissioners that the Kish was in fact a mighty river. For those of us that are alumni of NIU it’s been stated that if you dip your toe in the Kish you will never leave, at least in our hearts.”
The installation features 90 elements placed in the water made of willow, steel and stone. Each is six to eight feet in length and placed onto a base that is four feet wide and two to four feet tall. The design is flexible and portable to adapt to different rivers, and strong enough to hold up to flooding and currents.
“The most basic way to think about this piece of environmental art is that it is weaving as sculpture,” Siblik said. “The wood elements make the warp and water flows through and creates the weft, and that’s what makes ‘River Weaving’ a fitting title. The environmental significance is that the piece reminds the viewer that we cannot think of the environment as disconnected from ourselves. It serves as a reminder that all aspects of nature and society are connected and interwoven.
“As the water level in the river rises, “River Weaving” is activated and serves as a filter collecting litter and debris. Some of the items collected so far include a mattress, tire, shoe, fishing pole, COVID-19 mask, as well as several bags, wrappers, bottles, and cans., It starts as a beautiful, elegant sculpture. Then, after a heavy rain, River Weaving reveals that we dump too much trash into the water.”
But while installing the sculpture in the Kishwaukee River, Siblik said he was encouraged. “The water quality appears to be improving, and we found delicate arrowroot plants, crayfish and mussels, signs of a healthy waterway.”
His team includes Myel Simmons, an NIU art student and illustrator who is serving as the project manager, Jose Vazquez, an environmental science major, and business student Jared Norton.
There are also three alumni helping with the project. Arin Whitmore is a 2020 BFA drawing graduate, Mark Mattson, who earned his bachelor’s and master’s in English from NIU is the business development manager at Creative Therapeutics in DeKalb, and Ken Olson holds a degree in physical therapy from NIU and is a physical therapist and principal partner with Northern Rehab in DeKalb.
Support for the project has come from the NIU 125th Anniversary Committee, as well as material support from local businesses. Dimco Steel and Metal in DeKalb donated more than 3,000 pounds of rebar. Wagner Aggregate provided more than 14,000 pounds of locally sourced limestone from a quarry in Fairdale which is used to weigh down the sculptures, and R&B Services in DeKalb hauled and delivered the stone.
Siblik estimates the sculpture installation will be in place until about October 15, depending on weather, and he is planning a walk tour to view and discuss “River Weaving” at the site starting at the College Street bridge near the east side of the Music Building at 3:30 p.m., Thursday, September 24.


Using Dr. Seuss’s The Foot Book, students learned to identify left, right, and other position words. The students investigated, compared, and contrasted different ways we use our feet to apply force.
1st Grade-Bird Beaks
2nd Grade-Compare & Contrast Properties
During our last session, the students used adjectives to describe observable properties. Using a Google Drawing, the students compared and contrasted 2 of the items and filled out a Venn Diagram.
3rd Grade-Rosie Revere-Sharing and Proofing
We continued work on our Flying Machine designs and Google Doc. The students learned how to share the Google Doc with a partner and offered proofreading suggestions.
4th Grade-Backyard Volcanoes
The students explored major volcano patterns around the world to make connections about where volcanoes occur. We used Google Maps to locate and save each volcano and note patterns. Technology skills covered: copy, paste, and saving placemarks on a Google Map.
5th Grade-Khan Academy (cont.)
Each student joined Khan Academy and participated in “The Hour of Code” mission learning how to draw shapes using code. The students learned new concepts using a talk-through, a step-by-step challenges to practice newly learned concepts, and work on a project to get more practice and be more creative with the skills learned.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement (National Curriculum document 2014).
At St. Mary’s we will use the excellent resources of the Charanga School of music to help develop pupils’ musical abilities.
Throughout the children's topics, the teachers will provide opportunities for the children to use the outdoor learning facilities and the world around them to deepen their learning
Reception music – Summary of learning:
Musical learning focus for Terms 1 and 2: listening and responding to different styles ofmusic, embedding foundations of the interrelated dimensions of music; listening to, learning to sing or sing along with nursery rhymes and action songs; improvising leading to playing classroom instruments; share and perform the learning that has taken place.
Early Learning Goal: Being Imaginative and Expressive
Children at the expected level of development will:
- Sing a range of well-known nursery rhymes and songs;
- Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
Cross-curricular/topic-based focus: Me! – explore - growing, homes, colour, toys, how I look.
Cross-curricular and topic-based focus: My Stories – explore -using your imagination; Christmas, Festivals, Fairies, Pirates, Treasure, Superheroes, Let’s pretend, Once upon a Time.
Cross-curricular and topic-based focus: Everyone! – explore - family, friends, people and music from around the world.
Cross-curricular and topic-based focus: Our World – explore - animals, jungle, minibeasts, night and day, sand and water, seaside, seasons, weather, sea, space.
Musical learning focus for Term 3:
Big Bear Funk – A Transition Unit:
1. Listen and Appraise
2.Musical Activities – learn about the interrelated dimensions of music through singing, improvising and playing classroom instruments.
Reflect, Rewind and Replay: consolidation of learning and contextualising the history of music.


This activity goes with the book by fountas and pinnell phonics lessons letters words and how they work. This is to supplement that phonics curriculum.
I took a photo storage box and created a storage box for my fountas and pinnell phonics sorts.
Fountas and pinnell phonics kindergarten. Kindergarten phonics pacing guide fountas and pinnell phonics lessons kindergarten donald bear words their way resource book cd. The new editions offer new features. New from fountas and pinnell literacy.
Overview for every month using fountas and pinnell kindergarten phonics lesson required must have already. Keep in mind if you run into any issues while using this site you can live chat with us by clicking the button in the corner. Phonics spelling and word study system for kindergarten.
Fountas and pinnell understand that to some extent children follow their own idiosyncratic paths but they also recognize that developmental patterns provide a foundation upon which to build the smartest instruction possible. Phonics lessons for kindergarten fountas and pinnell. Teach apply and share.
Phonics lessons and word study lessons reflect current research on child and language development. It is for lesson pa18 in the kindergarten book but can be used for any alliteration lesson. Apr 27 2014 explore amyjoco s board fountas and pinnell phonic lessons on pinterest.
Certain parts of the pages can be edited to add your own words etc. Each phonics spelling and word study lesson that appears in a fountas pinnell literacy resource follows a simple structure. The photo box was purchased at michaels using a 50 off coupon.
The vowel sound with r. Improvements to the site will continue over the coming months. 137 abc strips.
Fountas pinnell s phonics lessons f p national geographic s reach into phonics reach wilson s fundations this review was one component of a multifaceted evaluation conducted by the irrc in support of ames csd s foundational skills instruction in kindergarten k first g1 and second grades g2. As of today april 27th temporary teacher only access to the fountas pinnell classroom guided reading k 3 and shared reading prek 3 books are live in online resources for educators who have purchased these resources. Phonics lessons by fountas and pinnell is an excellent classroom tool.
These pages allow you to demo. We are excited about the new fountas pinnell classroom fpc products added to this site. Phonics guides 07 08 pdf read file online report abuse.
Phonics spelling and word study system for kindergarten by irene fountas lesley university gay su pinnell the ohio state university new from fountas and pinnell literacy an enhanced edition of their phonics lessons entitled phonics spelling and word study system grade k. If this is your first time here please click on the blue.


All students at King’s College, regardless of their individual majors, participate in the Core Curriculum, a set of courses and experiences designed to help students develop the intellectual maturity and moral strength to lead purposeful, meaningful lives. As the name suggests, the Core is central to a King’s liberal arts education in the Catholic tradition.
The Core Curriculum has two basic aims: foundational, in service of students’ majors and professional programs; and formative, in service of students’ lives more broadly, beyond any one discipline or any one profession. As an integrated curriculum, the Core is an expression of the College’s shared mission to be a community of learning, mindful of life’s great questions of meaning and purpose.
Concretely, the Core helps students develop foundational skills and competencies that majors and professional programs build upon. These include written and oral communication, quantitative reasoning, critical inquiry and analysis, technological competency, and information literacy.
The Core also fosters in our students intellectual virtues such as curiosity, open-mindedness, creativity, perseverance, and independent thinking. Ideally, our graduates consequently demonstrate tolerance for ambiguity and diversity of opinion and thought. They solve problems imaginatively, engage and learn from perspectives and experiences different from their own, and are confident in what they know while recognizing that they always have much to learn.
Finally, the Core creates opportunities for students’ cultural, moral, and spiritual formation. Here the Core most clearly reflects King’s distinctive mission as a Holy Cross college. King’s aims to graduate students who are versed in the Catholic intellectual and social justice traditions; who are proficient in recognizing, formulating, and addressing matters of moral significance and concern; who are sensitive to the scope and complexity of human experience, emotion, and expression; who have contemplated the findings and studied the methods of the natural and social sciences; and who are prepared and disposed to mobilize their talents and skills as global citizens in service of the common good.


Let's play music - How to create music ensembles in schools
This item is connected to a text field in your Content Manager. Double click on the dataset icon to add your own content. Click the Content Manager icon to manage collections.
About the course
This course is designed for educators who teach music in primary schools and they want to learn how to teach musical instruments and singing so they can create their music ensembles at the school.
To learn practical techniques that can easily be applied in a group of primary school students
To learn how to read music notation
To learn how to play school musical instruments
To provide theoretical and empirical experiences in Music Teaching according to the famous music pedagogues
To enhance the Teacher's musicality that will empower them to create more music with their students
To learn how a music lesson can be set up
To learn how a music ensemble is set up
To learn how to choose the right repertoire for a music ensembles
To learn how to develop orchestration of songs
To create a network for future projects
A variety of methods will be implemented in order to give both theoretical and practical support to the teachers. The participants will have the opportunity to participate in lectures, workshops, one 2 one lessons, team activities and music ensembles in order to an integrated training.
Day to Day Schedule
Ice breaking activities
Importance of music education in schools
Basic elements of music
How can we teach music notation to children
Body percussion and Percussion instruments; how to play and ways to use them in ensembles
How to play and teach the recorder?
How to play the recorder
How to play the ukele
How to make orchestrations for music ensembles?
How to choose the repertoire for music shows.
Dates of courses 2020
6 -10 April
2 - 6 November
Dates of courses 2021
5 - 9 April
23 - 27 August
15 -19 November


Annotated Mona Lisa: Crash Course in Art History 3rd Ed.
A whirlwind tour of art through the ages! Beginning with prehistoric art and concluding with 21st-century art, this book covers over 100 artists from around the world and their unique styles. It is by no means your typical art textbook, as it is more of a "crash course in art history. The book incorporates more than 350 illustrations (half in full-color) and provides succinct biographical essays regarding the different artists and the styles they represent. There are also informative sidebars and timelines to give you an even greater insight into each period of art history covered. Art forms discussed include cave paintings, architecture, sculptures, paintings in many different mediums, pottery, photography, and much, much more. Specific artists are discussed briefly in each section as well. Nudity is present in a small percentage of the pictures. A visual, comprehensive overview for an older student to help them fully appreciate art in all forms. 222 pgs with index, pb. 3rd edition. ~ elise
This heavily illustrated crash course in art history is revised and updated from the second edition published in 2007, including a new chapter about recent artists and movements. Featuring succinct page-length essays, instructive sidebars, and more than 300 photographs, The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to the Present takes art education out of the realm of dreary textbooks, demystifies jargon and theory, and makes the history of art movements accessible to beginning art museum-goers even at a cursory reading.From Stonehenge to the Guggenheim and from African art to Warhol, more than 25,000 years of art is distilled into five sections (prehistoric and medieval, renaissance and baroque, the nineteenth century, modern art, and contemporary art) covering a little more than 230 pages.
over 6 years ago


As with singing, playing an instrument is known to release 'happy hormones'. For Autistic individuals and/or additional needs, learning piano is fun and rewarding - and also has many non-musical benefits.
Benefits of Playing Piano:
- development of fine-motor skills
- development of coordination and posture
- expressing creativity
- exploration of emotions in music;
- relaxation and stress release;
- developing a good sense of rhythm, also found to assist dyslexia;
- learning to read music can aid literacy and numeracy skills;
- improvement in focus and self-discipline
Piano lesson content:
Pianistic techniques include hand position, finger coordination and dexterity, right and left-hand independence, pedalling.
When first commencing lessons, students will work from a piano book and supplemented by other songs and exercises, selected for each student. Where possible, Melinda will aim to find songs that students really want to learn, however, technical development will determine which pieces are possible for a student's playing level.
Melinda uses a variety of piano methods, including Supersonics (made in Australia!), which has great appeal to piano students, with their cool and catchy tunes and exciting backing tracks, to play along with.
Where students express an interest, improvisation, composition, arranging and digital recording can be included in students' programs.
ASD-Specific Piano Methods:
There are a few international piano methods, speficially designed for individuals at the more severe end of the spectrum. Two such methods use colour-coding as a means for identifying music notes and piano keys. Another method is set out in an ABA style, which might interest parents with children in ABA early intervention programs, and would like piano to be included. Melinda is currently undertaking ABA training.
Where possible, students will be taught to read music, as it is a very useful skill. However, where a student is unable to read or learn music notation, or whereby reading music is significantly holding back the playing progress, Melinda is able to devise a program that is more aurally (ear) based, and where modelling is also a means for learning to play. It's important to note, that although playing through reading is the traditional model, not everyone learns in the same way - and it's the end result that really matters!
Singing in the Piano Lesson?:
All of Melinda's piano students are encouraged to sing in their lesson. Why? The most effective way to develop musicality is through singing. Even if initially reluctant, most students are happy to sing a little in the lesson.
Combined Piano and Singing Lessons:
Students are encouraged to do a combination of piano and singing in their learning program, as each skill helps the development of the other.
Do I Need a Piano at Home?
Yes, students need a piano or keyboard for home practice. Keyboards are generally fine as long as they are touch-sensitive (volume responds to how heavily a key is played) and have weighted keys (with a similar feel of a piano). Parents are welcome to ask Melinda for keyboard/piano recommendations, according to budget. Please note that TOY PIANOs are not sufficient for learning.
PIANO LESSON INFORMATION 2020/2021
Ages: 4 years - adults
Lessons: Weekly, in terms of 10 weeks
Duration & Fees:
30 minutes: $54, payable by term
45 minutes: $80, payable by term
60 minutes: $108, payable by term


From the development process, public art is produced and developed on the basis of the continuous development of human society, economy and politics. With the changes of the current social environment and cultural background, the scope of public art has also undergone some changes. As far as stainless steel sculpture is concerned, its process from private appreciation to public art promotes the change of its own value. Therefore, it is of practical significance to analyze the value of stainless steel sculpture in the field of public art.
The characteristics of public art
In essence, the characteristics of public art mainly include: first, openness. There are no restrictions in the field of public art, allowing all the public to participate. Second, the characteristics of equality. The public art field gives all participants equal status or status. Third, the characteristics of public opinion. The development of public art is based on mutual communication and discussion among the public. When there are differences in public communication and the rationality of the differences is recognized, the form and coverage of public art will change.
The value of stainless steel sculpture in the field of public culture and art education
（1） Integration environment
Taking urban sculpture as an example, when sculptors display sculpture in the background of city and modern architecture, sculpture and environmental space will achieve a special fusion.
（2） Space control of stainless steel sculpture
From the perspective of functional transformation, the field of public art has rich sculpture functions. After the sculpture is placed in the public space, the environmental space where the sculpture is placed will change significantly. When people are close to sculpture, it is easy to produce a sense of space separation, that is, from the original environment space, body and spirit into the new space at the same time, through sculpture to open, in the play of their original aesthetic value at the same time, promote people to have a unique artistic feeling.
（3） Communication with the public
The field of public art provides a good environment for the visual and emotional communication between the public and sculpture. In the field of public art, when the public face these sculpture works, the prototype can be used as a medium to realize the deep visual communication with sculpture works, and provide a perfect visual experience for the emotional communication between people and sculpture, and lay a good foundation for the emotional communication between sculpture and people. In addition, the communication between the public and sculpture in the field of public art is also reflected in the spirit and emotion.
（4） The function transformation of Art
As a traditional function of art, stainless steel sculpture is only an art appreciation function. Development status of stainless steel sculpture: take Europe in the 18th century as an example, the sculpture at that time was only the private property of the upper aristocracy, symbolizing that it was difficult for the poor and vulgar ordinary people to appreciate the sculpture. In the field of public art, the traditional art appreciation function of stainless steel sculpture has been transformed into a variety of different functions, such as decorating public space landscape, entertainment, relieving pressure and so on. The stainless steel sculpture has broken away from the limited function of private art appreciation and turned to serve the public. From the change of functional types, the value of stainless steel sculpture in the field of public art has been well expanded.
Through the analysis of the above problems, we can see that the field of public culture and art education provides a good foundation for the rich development of the value of stainless steel sculpture. In this field, the value of stainless steel sculpture is embodied in the conversion of art functions, communication with the public, creating a space design and social integration work environment management. With the help of the media in the field of public art research, stainless steel sculpture can reasonably and effectively meet the requirements of people’s aesthetic ability and artistic taste, and has a good improvement effect on the aesthetics of the whole public service space in China. This economic phenomenon provides a new perspective for contemporary sculptors’ artistic creation: they can create their own more perfect works according to the public’s suggestions.
Post time: Jan-23-2021


Faculty in education departments at colleges and universities can easily and effectively include environmental education in their teaching through Project Learning Tree.
In fact, education professors across the country who develop and teach graduate and undergraduate courses are using PLT to help prepare new teachers for the classroom. Not only are PLT’s materials a way to introduce environmental education into their lesson plans, but pre-service students also get to try out PLT’s teaching methods to experience how to engage students through hands-on learning.
One instructor notes, “It benefits college students in seeing how well students respond through interaction and meaningful learning.” A college student commented, “I learned more than just content from this experience. I learned how to modify, accommodate, teach under pressure, and get a science lesson to students in less than 30 minutes.”
PLT is incorporated into one aspect or another of teacher education programs at some 360 universities—from science education to early childhood to methods classes.
Professors typically incorporate PLT into their methods courses throughout a year, or during the course of a semester. In some cases, actual teaching practice using PLT forms an extensive component of a class assignment or coursework.
For example, Alan Sowards, Ed.D., professor of elementary education at Stephen F. Austin State University (SFASU) in Nacogdoches, Texas developed a program called Bugs, Bees, Butterflies and Blossoms to give SFASU pre-service students practice teaching science in a hands-on, inquiry-based manner in an outdoor setting using PLT’s hands-on activities. About 3,500 students from local schools – ranging from kindergarten through grade 3 – attend each year.
In evaluating the class, one student wrote, “Now I have experienced how engaged and excited students get when I use the hands-on activities, science and the environment will be what I use to get my students excited about learning.” Another said, “As I prepared my lesson in the way the PLT handbook outlined, I had several Aha moments of my own where I would say to myself, ‘Oh, I get it!’ I learned that not only am I capable of teaching science, I am capable of learning science as well. I just needed to be taught in the right way. This is a phenomenal revelation that I can’t wait to see in my own students.”
About 30% of Pre-K through 8th grade educators who use PLT in their teaching careers are introduced to PLT during their pre-service coursework.
PLT Equips Pre-Service Teachers With Environmental Literacy
Many pre-service teachers acknowledge the importance of environmental education but are concerned that they lack the necessary skills and knowledge to implement a successful lesson. PLT materials and workshops help pre-service teachers develop a solid understanding of the environment as a teaching subject. Training in PLT helps these future teachers become more confident to teach effectively in both classrooms and outdoor settings.
PLT is Easily Adaptable and Effective
PLT’s flexible lessons are easy to adapt to any existing curriculum, grade level and subject area. The activities can be integrated across different curriculum areas such as Math, Science, Social Studies, and Language Arts to supplement lesson plans. Additionally, PLT meets local, state, and national academic standards. Both as teaching methods for pre-service teachers and graduate-level classes for in-service teachers, PLT is a great resource for new and experienced teachers.
PLT is Engaging for Both University Faculty and Students
PLT’s hands-on, activity-based curriculum promotes critical and innovative thinking, knowledge gains and community involvement. In the PreK-8 Environmental Education Activity Guide, for example, 96 activities are well-organized and easy to use for university students who are interested in teaching environmental education in a formal or non-formal setting.
PLT has Values for Natural Resources and Recreation Professionals
Students pursuing a professional career in natural resources and recreation can benefit from PLT as well. PLT serves as a good educational resource for informal educators who don’t necessarily have an education degree or teaching experience. It is also useful as an applied approach to teaching STEM (Science, Technology, Engineering and Math) content in outdoor/informal settings.
Watch this YouTube video produced by Ohio PLT.


CBSE makes art education a must
The Central Board of Secondary Education has asked all its 22,000 affiliated schools to teach arts education as a compulsory subject to students of all classes from the current academic session.
The move is part of a drive to promote experiential learning by integrating the arts and to inculcate an appreciation of the diversity of Indian art forms.
The subject will, however, not be part of the board exam.
“Art education will be taught as a mandatory subject for Classes I to XII and facilities for the same may be provided in every school. Every school shall compulsorily reserve a minimum of two periods per week, per class, for Art education. All the four main streams covered by the term arts, such as music, dance, visual arts and theatre, should be included,” says a circular issued by the board.
A media release the CBSE issued on Wednesday had excerpts from the circular.
School principals welcomed the idea. Ameeta Mullah Wattal, principal of Springdales School here, said that art, music and drama can help students learn many other subjects. “Other subjects like mathematics or physics can be taught in a joyful manner by integrating art education with other subjects wherever possible,” she said.
The board has said that its move to make art education a compulsory subject is a precursor to the next step of asking schools to integrate the subject with others, the point Wattal made.
The CBSE has also recommended that students in the upper primary sections (Classes VI-VIII) should be introduced to culinary art. The idea is to help children learn the value of nutritious food, make them familiar with crops and spices grown in India, how oil is extracted from various seeds, good agricultural practices and use of pesticides.
“These are part of the new approach of experiential learning. The schools will have to move away from mere instructional teaching to experience and activity-based teaching,” Wattal said.
Under the existing system, the CBSE said, what is already known gets emphasised, to the detriment of exploring new ways of acquiring knowledge.
The board said aesthetic sensibility and experience were key to a growing child’s creativity and art-based integrated learning could make classroom transactions joyful and more creative.
The board gave an example of how learning could be smoother. The lines of a difficult poem, it said, would be smooth by breaking each line into a dialogue spoken as if by superstar Amitabh Bachchan or the actor who plays James Bond, or by setting them to music based on Bollywood songs.
The CBSE also cited an example of how art education could be integrated with teaching of other subjects. It is possible to teach about the planets in the universe or forests and oceans through art by asking each child to choose a planet/forest/ocean and making a travel brochure on it, the board said.
Usha Ram, former principal of Laxman Public School here, said art education was always part of academic transactions in the school system. What the board has done now is make it official.
Wattal said teachers might not be well equipped in all schools to engage students in art education. A CBSE official said the board would conduct training sessions for teachers.


The oldest art education website out there, Incredible Art Department provides a vast array of resources, from lesson plans and art curriculum to examples of exemplary art education and an “Art Teacher Toolkit.”
Not only is The Getty an excellent field trip destination, but their education department provides a variety of high quality resources to explore the arts within your classroom. On their website, you can access Common Core-aligned lessons as well as get tips for incorporating art-based lessons into your curriculum.
ArtsEdge is the Kennedy Center’s educational media arm. They support arts-based student learning and their collection of free digital resources includes lesson plans, video clips, audio stories, and interactive online modules.
This webpage links you to a number of other art education resources for lesson plans, assessment ideas, and more!
The Music Center is one of the largest performing arts complexes in the United States. Located in downtown Los Angeles, it is home to the world famous Walt Disney Concert Hall as well as a host of other amazing venues. Every month the Music Center puts on several free performances, in addition to year round […]
LOS ANGELES ART DATA COLLECTIONS APRIl 27, 2018. We are delighted to share the final report and toolkit on the 2017 datathon on arts access. The report tells what we did and how we did it. The toolkit offers informative tips for any organization click here for more info


The learning environment and teacher relationship greatly sustain metacognition, where pupils learn how to learn. Music lessons Singapore students build reflective skills (considering what they have learned) and reflexive skills, behaviors, and particular approaches for preparation, monitoring, and evaluating their learning to get better. Furthermore, this cultivation of personal instincts and self-regulation of learning nuanced socially by band/ensemble task can progress learning by 7 months.
Music can help your youngster in numerous aspects: language, mathematics, focus, and social skills, to name a few! So whether your kid learns a musical instrument, attempt to expose your child to music as much as feasible and appreciate the many advantages!
Research studies additionally reveal that children who participate in music classes have boosted speech progression and learn to read more easily. Learning music helps cultivate the left part of the brain (related to language and reasoning), helps with sound recognition, and educates rhythm and rhyme. Songs can likewise help children remember information (think about the Alphabet song!).
Music can help with the development of mathematics skills. By paying attention to musical beats, your child can learn essential fractions, pattern recognition, and problem resolution. Children who study music also have improved spatial cleverness and ability to create mental images of objects– skills that are very important for advanced maths.
Development in creativity
Youngsters who study the arts can learn to think innovatively. This kind of education can help them solve problems by brainstorming away from the box and understanding that there might be more than just one right answer.
Students learn pattern recognition.
Children can build their mathematics and pattern-recognition skills with the help of music education. Playing music offers repetition in an enjoyable form.
Memory, attention, and concentration
Recent studies have shown that musically trained people have much better functioning memory abilities, helping them remember things even while their minds are overloaded with other matters– vital facets of psychological arithmetic and reading comprehension. Learning music also requires considerable levels of focus, training youngsters to focus their attention for continual durations.
Music instruments can instruct self-control.
Kids who learn to play an instrument can learn a beneficial lesson in self-control. They will need to set time aside to practice and rise to the challenge of learning with discipline to master playing their instrument.
Making music with other people (like in a band or choir) improves kids’ social and emotional abilities. They learn to work together as a group and create their sense of compassion with others. Scientists have identified that when youngsters play music together– from straightforward rhythms to larger team concerts– they can better tap into other people’s feelings.


History of Hymns: "Fly Away" anticipates escape to joy of heaven
“I’ll Fly Away”
Albert E. Brumley
The Faith We Sing, No. 2282
Some glad morning when this life is o’er,
I’ll fly away;
to a home on God’s celestial shore,
I’ll fly away.
I’ll fly away, O glory, I’ll fly away.
When I die, hallelujah, by and by,
I’ll fly away. *
Albert Edward Brumley (1905-1977) was prominent in the shape-note tradition of gospel music as a composer and a publisher.
Growing up in rural Oklahoma, Brumley picked cotton on his family farm like most young people in that day and region. His fortunes changed when he enrolled in the Hartford Musical Institute in Hartford, Ark., in 1926. Even though he did not have the financial resources to attend the school, his mentor and head of the school, E.M. Bartlett, allowed him to stay and housed him. He finished his studies in 1931 and eventually bought the Hartford Music Company in 1948.
From 1931, he spent the rest of his life in Powell, Mo., on the banks of Big Sugar Creek with his wife Goldie Edith Schell. Together they raised six children.
Many of Brumley’s songs were popular in the Stamps-Baxter tradition—named for the Stamps-Baxter Music Company, an influential publisher of shape-note gospel songbooks. The tradition was quite strong in the South, but especially in East Texas. The inexpensive song collections were often used in “singing schools” where people learned to read music through this system of notation.
The first printing of shape notes took place in William Smith and William Little’s Easy Instructor (1801). Shape-note singing used four symbols: triangle (Fa), circle (Sol), square (La) and diamond (Mi). While some churches used the books as their hymnals in worship, the books were more commonly associated with parachurch gatherings for the purpose of music education and fellowship.
In addition to “I’ll Fly Away,” Brumley wrote hundreds of other songs including “Turn Your Radio On,” “If We Ever Meet Again (This Side of Heaven),” “I’ll Meet You in the Morning” and “He Set Me Free.” A member of the Church of Christ, his work earned him induction into the Nashville Songwriters Hall of Fame, Gospel Music Hall of Fame, and Oklahoma Hall of Fame.
The Albert E. Brumley website (www.brumleymusic.com) provides the background for our song: “It was in 1929 that Brumley . . . composed ‘I’ll Fly Away.’ He recalled that he was picking cotton and singing the popular song, ‘If I had the Wings of an Angel.’ . . . Brumley was quoted as saying, ‘Actually, I was dreaming of flying away from that cotton field when I wrote “I’ll Fly Away.”’ That thought, of course, like the thoughts that underlay all his many songs, was based upon his own deep spiritual convictions.”
This is perhaps the quintessential gospel song that exemplifies “theological escapism”—escaping the toils of earth for the joy of heaven. Birds play prominently in the gospel song literature as do angels and flying. Their freedom from gravity symbolizes the freedom from pain, toil and tribulation. Stanza two uses the simile of freedom from earth: “Like a bird from prison bars has flown.” In contrast to “weary days” in this life, we will fly away “to a land where joys will never end.”
Some have suggested that this is the most recorded of all gospel songs. Many denominations embrace “I’ll Fly Away” including Baptists, Methodists, Pentecostals, Nazarenes and Church of Christ folk—those who are bound together by rural southern culture as much as by denominational heritage.
Of course, one cannot deny the sheer fun of singing these songs with their rousing melodies that are easily harmonized. While perhaps not the best choice for a service of worship, this is a song that works wonderfully with dinner on the grounds!


Buy sheets for Elementary and Music Education
Music Education by Obrasso
To learn a musical instrument, you need the right learning tools. Assuming that talent alone is not enough, music lessons must be structured in such a way that the music student has fun making music. The music schools lernen mit Spass from Horst Rapp are perfect for this. The teaching aids are available for various brass and woodwind instruments and accompany musicians from beginners to advanced levels. There is also a Christmas edition for various instruments from the publisher of the same name.
Making music promotes social life. Alan Fernie has published several books of duets for brass instruments. The music books contain up to 40 duets for various instruments. The duet books are a great addition to traditional subject matter.
Of course, you will also find the most popular instrument schools at Obrasso, such as the Arban Complete Conservatory Method for Trumpet by Jean-Baptiste Arban or the exercise booklet Warm-Ups by James Stamp. Herbert L. Clarke's teaching materials such as Technical Studies or Characteristic Studies for the Cornet are also available from Obrasso.
"Musik Theorie" is best conveyed by the six textbooks by Paul Yoder and Charles S. Peters. We have the complete range of six text and workbooks for general theory, harmony and arrangement theory.
Finally, we would like to highlight the school supplies for drummers. The Real Drum Book by Jan Moser was the first drum school that Obrasso published. With Sticks For Kids, a whole series of textbooks has now been published by Obrasso Verlag.


Child1st has a mission teaching reading to the children who are picture thinkers and global thinkers. These children right-brain learners, autistic, aspergers, and dyslexics often fall through the cracks of traditional phonics instruction. They find it impossible to remember the phonograms and fail to see how they work together to make sense. The creative work of Sarah Major, M.Ed., Child1st materials are colorful, easy-to-use, clever, well-constructed, and (may I say) addictivenot to mentionoffer great flexibility. What sets this program apart is the combination of phonics instruction with a stronger-than-usual emphasis on learning sight words, adding both a story element as well as a solid kinesthetic element. Letters, phonograms, and sight words each have their own "story" complete with stylized letters or words that bring the story to mind. Hand and body motions cement the learning connection. In other words, all the needed elements combine to bring about meaningful reading success for picture-thinkers and right brain learners. They get it! And, they remember it!
There are a number of products from this publisher all with the above educational mission. These products can be used in all sorts of combinations and offer a great deal of flexibility. You can use the Grade Level Kits as complete reading and language arts programs or use just one portion for a particular purpose (for instance, the SnapWords sight word program or the Illustrated Book of Sounds & Their Spelling Patterns). You could start with Alphabet Tales (to get a taste for the program) for learning the letters and their sounds. Then continue with SnapWords sets and/or the Easy-for-Me Readers. Both of these have their own teaching instructions. But if you want that next level of completeness and cohesiveness, then use the Grade Level Kits that combine all of the above elements with a teaching manual for comprehensive instructive material plus LOTS of reproducible activity sheets. The Grade Level Kits actually provide introductory language arts so they fit into the "complete language arts" category. While the materials may seem a bit pricey, they are all high-quality and well-done and the instruction is easy to follow and research-based. ~ Janice
Easy-for-Me ?Childrens Readers are a parallel program to SnapWords ? and another sequel to Alphabet Tales. These provide the phonics aspects of this approach to reading. Each book includes a two-page set of teacher instructions straight-forward, easy to follow and to do. These instructions include "before you read," "sounds/phonics," "sight words," and "follow-up activities," etc. They are designed to help you keep track of what has been learned so far. Comprehension questions are included with Set C. The set of instructions in each little book builds on the previous book and then builds set by set. These may seem a little pricey but there are 22-24 books in each set; each with pleasant, colorful artwork and solid stories. ~ Janice


In recent weeks yet another challenge to music education was presented in the form of GCSE & A level proposals which would effectively exclude music written before 1700 and after 1900 from these courses of study. More information on this issue and the campaign to reverse it is available at the Protect Music Education website.
This fresh challenge got me thinking. The KS2 music national curriculum calls for children to listen to the music of ‘great composers and musicians’. Clearly the more cynical of us might detect the shadow of Haydn, Mozart and Beethoven in the use of the phrase ‘great composers’, all of whom fall into the GCSE-friendly 1700-1900 category, but actually the curriculum leaves the choice of composers (and musical traditions) wide open. This is good news if you’re a teacher with a strong knowledge of composers, but what if you aren’t? You’re likely to play it safe and stick to composers that you’ve heard of â€“ and how many â€˜household nameâ€™ composers are not from the 1700-1900 period? And how many of them would be British? I’m not suggesting that British classical music is any better than that of other countries, I’m just wondering whether we run the risk of subconsciously suggesting to our children that you can only be a classical composer if you’re a dead European?
Let’s hope we can change the GCSE & A Level specifications before it’s too late, but let’s also seize the opportunity that at KS2 we can study whomsoever we choose as a great composer. With this in mind, here are the British classical composers #before1700 and #beyond1900 that I would choose to study with my pupils. These are personal choices based entirely on my love of their music and the potential I can see to engage pupils and support other areas of the music curriculum through listening to their works. Some of these choices are obvious, some are more unusual, but all of them are â€˜greatâ€™.
1. Henry Purcell 1659-1695
Listen to: Dido & Aeneas, King Arthur, and The Fairy Queen. Purcell inspired #beyond1900 composers Michael Tippett and Benjamin Britten, and you could make a lovely English music topic out of investigating the musical links between these three composers.
2. Will Todd b1970
Listen to: Mass in Blue (the Credo in particular is guaranteed to get your KS2 pupils excited!), The Call of Wisdom, and No More Sorrow. Some of Toddâ€™s work is influenced by his background as a jazz musician, so you could make an interesting topic on â€˜Fusionâ€™ styles, allowing you to broaden out your pupilsâ€™ listening experience beyond the classical genre.
3. Orlando Gibbons 1583-1625
Listen to: The Silver Swan, The Cries of London, and Hosanna to the Son of David. Gibbonsâ€™ fantastically atmospheric The Cries of London could be used to link with drama or history work, and/or could provide a stimulus for composition creating a â€˜soundscapeâ€™ piece about your own city. You could even compare this piece with Lionel Bartâ€™s â€˜Who will buyâ€™ from the musical Oliver!
4. Bob Chilcott b1955
Listen to: Can you hear me, Like a Singing Bird, and All for Love of One. Chilcott has written a number of great pieces for childrenâ€™s voices, so you could make a nice link between your listening and performing work by studying his music. You might also consider compositional work focusing on â€˜textureâ€™ (one of the â€˜interrelated dimensions of musicâ€™) by taking inspiration from the different approaches Chilcott takes to texture in his works, from straightforward homophonic textures to the more complicated polyphony of Like a Singing Bird.
5. Peter Warlock 1894-1930
Listen to: Capriol Suite, Serenade for Strings, and Bethlehem Down. A colourful character (careful which biographical information you choose to share with your KS2 classes!) Warlock was inspired by the music of the Elizabethan era, so you could make a link with your listening work on Gibbons (above), as well as looking as the work of John Dowland who was a major influence.
Elizabeth Stafford is Director of Music Education Solutions Ltd
Further resources to support this area of the curriculum:
Note: PLEASE REMEMBER THAT YOU MUST ALSO EXPLORE OTHER MUSICAL TRADITIONS TO MEET THE REQUIREMENTS OF THE NATIONAL CURRICULUM FOR MUSIC AT KS2.