How do students become effective writers? What challenges do they face in writing across the curriculum? In this session, literacy expert Nadeen Ruiz provides a structure for planning and implementing a writing program in the intermediate grades. You will learn how to connect specific teaching and assessment strategies to students' personal experiences and writing goals.
"When children move into the intermediate grades, the nature of the writing tasks that they face changes dramatically. Most children are learning new ways of writing expression. They are asked to create longer text, texts that are different in terms of their organization, their purpose, and their audience."
Director of Elementary Education
At the end of this session, you will better understand how to:
- plan a framework for designing and managing an effective writing program
- use oral language and reading to support writing
- provide meaningful feedback to your students on their writing
- include students in the assessment of their writing
- foster independent writing
Begin > Before You Watch


A Series of Three Kindergarten Common Core Standards Lesson Plans, Teaching Kids Rhyme and the Difference Between Prose and Poetry
By Cameron Pipkin
For my readers who teach kindergarten, here’s a fun little lesson plan that comes to us via the Dawson Education Co-Op (click here to download it). It was written by Tyger Sims, Kimberly Johnston, Angela Weaver, and Kara Jones at the ArchFord Co-op.
This kindergarten Common Core Standards lesson plan is more than just a lesson, actually. In its entirety, it’s a short unit that contains three or four days’ worth of material to help kids learn rhyme and the difference between a poem and a story.
All you need to teach this lesson are a few books and poems. The following are suggested:
- Brown Bear, Brown Bear by Bill Martin, Jr.
- Polar Bear, Polar Bear (the rousing sequel) by Bill Martin, Jr.
- Scare a Bear by Kathy-Jo Wargin
- “Five Little Bears” (under “Teddy Bear Nursery Rhymes and Poems”)
- “Teddy Bear, Teddy Bear”
- “Time for Sleeping”
- “Big Brown Bear”
Of course, this kindergarten Common Core Standards lesson plan is open to interpretation, and could be constructed using an endless variety of texts. You could build the lesson around a food theme, a game theme—anything will do as long as you find the corresponding literature to support it. I really like Miss Mary Mack and Other Children’s Street Rhymes. It could easily integrate into this type of lesson.
And like all of the lesson plans that we offer on the Common Core Blog, this particular series is aligned to specific Common Core Standards:
- Reading: Foundational Skills: Kindergarten – RF.K.2(a) Recognize and produce rhyming words
- Reading: Literature: Kindergarten – RL.K.5 Recognize common types of text (e.g. storybooks and poems)
I’m excited to hear how this kindergarten Common Core Standards lesson plan works in your class. Please comment below and let me know what you think. I’d love to set up a post or two describing your experiences with this material in the classroom.
- Kindergarten Common Core Standards Lesson Plans
Related Common Core posts:


4228.0 - Programme for the International Assessment of Adult Competencies, Australia, 2011-12 Quality Declaration
Latest ISSUE Released at 11:30 AM (CANBERRA TIME) 09/10/2013
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Young women have lower numeracy skills than young men, according to figures released today by the Australian Bureau of Statistics (ABS).
Young women lag behind young men on numeracy skills, but perform well on literacy
However, ABS Director Myles Burleigh said that when it comes to literacy skills, young women were doing just as well as young men.
"The survey measured participants skills in literacy, numeracy, and problem-solving in technology-rich environments and assigns them to a number of different levels.
"The higher the level, the better your skills, so Level 2 represents higher skill levels than Level 1, and so on. Level 3 or above for literacy and numeracy represents relatively advanced skills.
"For numeracy, 45 per cent of young men aged 15 to 19 ranked at Level 3 or above, compared with 39 per cent of young women.
"However, for literacy, 56 per cent of young women and 53 per cent of young men ranked at Level 3 or above."
Mr Burleigh said that the survey also found that Australians with a non-school qualification are much more likely to have high levels of literacy and numeracy than those without a qualification.
"Amongst people with a non-school qualification, 62 per cent were assessed as having literacy skills at Level 3 or above, compared with 44 per cent of those without a qualification.
"For numeracy, 52 per cent of those with a non-school qualification were ranked at Level 3 or above, compared with 34 per cent of those without a qualification."
The survey was undertaken as part of the Programme for the International Assessment of Adult Competencies, which was conducted in 24 countries around the world, co-ordinated by the Organisation for Economic Co-operation and Development (OECD).
Further information can be found in Programme for the International Assessment of Adult Competencies (cat. no. 4228.0), available for free download from the ABS website www.abs.gov.au.
For international comparisons, see the OECD website www.oecd.org .
When reporting ABS data, the Australian Bureau of Statistics (or ABS) must be attributed as the source.
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Emergent Reading Curriculum
Any optional charges that might be listed below are in addition to the price listed above:
Laminated & Cut add: $120
Printed on Plastic & Cut add: $120
Specifically written for the elementary developmental level to address the needs of the non-reader in the elementary classroom. This curriculum is developed to help those children who have entered the elementary classroom but are not fluent in their beginning reading skills. Among other things, this sequence of activities will allow teachers to assess a child's skill level and enhance their emergent skills with materials that look similar to those activities that fluent readers are using. As a teacher you will be given the tools to truly differentiate a child's work based on their skill level.
The set of materials includes:
Covers the reading foundational skills in Common Core State Standards for K-1


MUSC350. Percussion Techniques
Three hours laboratory (1)
Introduction to basic percussion instrument performance techniques.
Detailed Description of Content of Course
The content of the course provides students a basic understanding and development of basic performance abilities with percussion instruments. The instruments covered in this class are snare drum, bass drum/cymbals, keyboard mallet instruments, timpani, small accessory percussion instruments, marching band equipment, and drum set. Each instrument will be discussed with an emphasis on correct performance techniques, teaching methods and materials, field experiences, and proper care and/or tuning of the instrument(s).
Detailed Description of Conduct of Course
Students will be required to purchase a text to be used as a source for performance and reading exercises. One pair of snare drum sticks will also be needed with a practice pad. All other mallets for the other instruments will be provided to the students. Students will begin by learning a proper grip and set-up. Detailed attention to the snare drum rudiments will then comprise approximately one-quarter to one-third of the semester depending on the ability levels of the students. Performance techniques on the other instruments will be similar to snare technique, therefore the greater portion of the semester focuses on snare drum technique. A pedagogical approach will be used so that the students will be able to teach others what they learn.
Goals and Objectives of the Course
At the conclusion of the course, the student will have developed basic pedagogical and performance skills on all of the percussion instruments used in class. The students will be able to demonstrate that ability. Students will assemble a database of percussion music literature in a wide range of genres, styles, historical periods, and cultures (Western and non-Western) appropriate for use in school instrumental programs at beginning and intermediate levels. Students will address state and national standards through percussion instruction.
Grades are based upon two written exams during the semester, one of which is a cumulative or non‑cumulative final exam. A grade will be given for each of five different playing skills tests. Students will be given a minimum metronomic marking for each of the skills required and will need to demonstrate those skills to the teacher.
At least 2 hours of observation/participation in public school settings is required for Music Education majors.
Other Course Information
The use of alcohol or drugs prior to concerts or rehearsals is prohibited. By accepting admission to Radford University, each student makes a commitment to understand, support, and abide by the University Honor Code without compromise or exception. Violations of academic integrity will not be tolerated. This class will be conducted in strict observance of the Honor Code. Refer to your Student Handbook for details.
Approval and Subsequent Reviews
DATE ACTION REVIEWED BY
Revised April, 2009


Field experience hours: 15 clock hours in a public or private school setting. This course offers an in-depth study of the aspects of the human personality that support or block creative impulses. The material includes discussion of well-known creative people in all disciplines, including science, literature, music and art. Students examine how positive and negative aspects of personality influence creative people’s work. Students explore the influence of culture and social standards on creativity and further understand their own personal creative process and style. At the conclusion of this course, students are able to apply the principles of psychology to the process of creativity. Through assignments, papers, observations, fieldwork, and readings, students learn of the complexity of creative thinking and how it applies in K-12 art education.


Music in the Womb: Does It REALLY Make Babies Smarter?KateTietje
Parents — naturally — want the best for their babies. And these days, part of “the best” is often being “the smartest.” There have been lots of rumors floating around out there for awhile now (especially since the so-called “Mozart effect” was discovered) that playing music to babies — specifically classical music — while still in the womb will make them smarter.
But does it really work? Or is it just another way to make new parents crazy?
I should note that I hold a degree in music education, so I know something about early childhood music education, and the effect that music can have on children. I used to teach small children (4 – 8) before my kids were born. I also finished about half a psychology degree. I have a particular interest in this topic!
Briefly, the “Mozart effect” comes from a study that showed that participants who took a test after listening to 30 minutes or so of classical music — specifically Mozart — scored a bit higher than those who didn’t. It was all the rage when I was in high school, and we even had teachers who would play classical music before or during tests! In almost every class I took, someone wanted to do a report on it. They found it fascinating, because they concluded that Mozart actually made them smarter. This led to the “baby Mozart” type videos and CDs and other mass marketing.
Want to know what I think?
It is generally a bunch of junk. Classical music acts on certain parts of the brain, producing a calming and focusing effect. It doesn’t actually make anyone smarter. It just reduces test anxiety and distraction so that you perform better. If you didn’t know the answers before listening to Mozart, you still don’t know them after, either. Simply listening to classical music can’t actually teach you facts that you don’t know. It can be used in other ways, though — during learning, to boost concentration, memory, and retention; and during tests to reduce anxiety. (I’m theorizing on the “learning” part, but many people swear working with music playing helps them, and research has shown that if you teach kids facts in song form, they retain it better.)
How does any of this affect unborn babies, if at all?
Classical music doesn’t make them smarter. It might be interesting for them to listen to, but the idea that the music itself makes them smarter fundamentally misunderstands the way young children learn. Every experience is novel for an unborn or brand new baby. They’re most interested in learning about the world around them, especially the people in it. Music is another interesting and novel sound for them, but it’s not what they care most about.
Better is to talk to your baby yourself, and have your husband/partner do so too. Babies want to learn to hear your voice, to know what it sounds like. They’ll recognize it after birth. It’s also good to hear other sounds that will be in their environment — dogs barking, siblings talking, and so forth. There’s evidence showing that babies adapt to these sounds and don’t startle after birth if they’ve become used to them. Teaching them about their everyday environment — something you hardly have to try to do — is far more important than any special gimic, like playing classical music.
That’s not to say, if you like classical music, that you shouldn’t play it. By all means, do! But don’t think your baby is going to have an extra edge or actually be more intelligent because of it.
(Personally I think it is the study of music that makes people smart, not simply listening to it. Music is complex and fascinating, and learning to understand the form and function of what you’re hearing, and to read it and even write it — that sure can make you smarter! But you can’t teach this to an unborn baby!)
Don’t let people pressure you into all the latest “stuff.” Don’t worry about playing music to your baby, or reading books to your baby (before birth; after, your baby will probably like seeing the words and pictures), trying to teach your baby a foreign language (that your household doesn’t naturally speak) or doing anything else to try to make your baby “smart.” Just enjoy your pregnancy, relax, and love your baby. That’s what really matters to him/her anyway!
What do you think? Does music make babies smarter?
Top image by jeanpierrelavoie


ERIC Number: ED364900
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Teaching Language Arts: An Integrated Approach.
Barchers, Suzanne I.
Based on the belief that the teaching and learning of language are inextricably intertwined, this book addresses the challenge of providing an integrated language arts program in the elementary and middle school level that bridges traditional instruction and thematic, whole language, or literature-based instruction. The book also presents ways to enhance basal textbooks, and several chapters have sections on fostering the involvement of parents and volunteers. Chapters in the book are: (1) Integrating the Language Arts: An Overview; (2) Language Acquisition; (3) Creating a Literate Environment; (4) Listening and Speaking; (5) Strategies and Activities for Listening and Speaking; (6) Integrating Reading and Writing; (7) Strategies and Activities for Reading and Writing; (8) Literature; (9) Viewing; (10) Handwriting; (11) Spelling; (12) Grammar and Usage; (13) Integrating the Language Arts through Thematic Units; (14) Evaluation; and (15) Classroom Management. A thematic unit on space exploration, a unit on fables for grades three and up, and a unit on tall tales for grades five and up are included; eight appendixes presenting resource lists, and an appendix discussing how to create a literate home environment are attached. (RS)
Descriptors: Classroom Environment, Classroom Techniques, Elementary Education, Integrated Curriculum, Language Arts, Language Experience Approach, Lesson Plans, Middle Schools, Reading Instruction, Teacher Role, Thematic Approach, Units of Study, Writing Instruction
West Publishing Co., 610 Opperman Dr., P.O. Box 64526, St. Paul, MN 55164-0526 ($50.75).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


Below is a collection of free SPARK Physical Education lesson plans for
elementary students. Aligned with NASPE National Standards, SPARK PE
lessons are ...
Diane Olliffe American School of Dubai Dubai, United Arab Emirates. Denise
Peterson PE Central Denise Peterson Liberty Lake Elementary Liberty Lake, WA
Net features free physical education lesson plans for teachers. Physical
education and elementary education resources. Discover printables, worksheets
Title – Thematic Unit for the book Chipo's Gift By – Deb Troehler Primary Subject
– Language Arts Secondary Subjects – Math, Science, Art, Physical Education ...
Ask Eric Lesson Plans for Physical Education: Games, motor skills, gymnastics, ...
Com Fitness Lessons: Lesson plans for all grades about health and fitness.
Resources to help create daily physical education lessons | See more about Pe
Lesson Plans, Physical education and Physical Education Lesson Plans.
Home » Lesson Planning » Teacher Submitted Lesson Plans ... at Kingswood
Elementary School in Sacramento, California, submitted this weeks lesson, which
You can also view the complete list of Physical Education curriculum overview ...
This unit culminates with students developing a personal fitness plan that ...
I try to plan all my PE lessons so that my students are moving a lot and getting
aerobic exercise while having fun. Every once in a while, especially as they get ...
This free resource for elementary P.E. teachers includes a series of playful, ... The
first and only set of comprehensive lesson plans to help students make ...


Growing up in Tupelo, Mississippi, Elvis Presley was exposed to blues and gospel along with the hillbilly and pop he heard regularly. This informal music education gave him the influences he would need to create some of the very first rock & roll in 1954. An American music giant of the 20th century who singlehandedly changed the course of music and culture in the mid-1950s, Presley used his knowledge of black music to develop a style that was sexy yet innocent, wild yet warm. Working with legendary Memphis producer Sam Phillips, who had already recorded Howlin' Wolf, B.B. King, James Cotton and other Mississippi bluesmen, Presley in 1954 cut a version of Arthur Crudup's "That's All Right" (flip side: Bill Monroe's "Blue Moon of Kentucky") that made blues a primary catalyst in the birth of rock & roll. Presley performed the song with uncontrollable passion and urgency. With a faster tempo, a driving rhythm and shimmering vocals that played out teen melodrama, the record set the stage for rock & roll's arrival. Presley would continue to be influenced by the blues throughout his career, always recalling the delicate balance of black and white music that made rock & roll the greatest and most democratic of all American pop forms.
Courtesy of palmpictures.com
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SIL International Media Release
The death of a language in the Andaman Islands
(February 2010) A language has died; a culture has died. This week, the last surviving speaker of the Bo language of India’s Andaman Islands passed away. How many speakers does it take to ensure language survival? What factors contribute to language death? What steps can be taken to sustain language viability? Why do languages matter?
Language endangerment is a serious concern to linguists and language planners. For a variety of reasons, speakers of some languages stop using their first language and begin using another. The rate at which little-known languages are going out of use is alarming and justifies the warnings about language death that linguists began making early in the last decade. In order to raise awareness, SIL will join activities for UNESCO’s International Mother Language Day, 21 February, in Paris, Washington DC and other locations.
How many speakers are enough?
Language endangerment is a matter of degree. A language is considered nearly extinct when the speaker population numbers fewer than 50. Since viable population thresholds vary by geographical location, other criteria may indicate that even a language with more than 50 speakers is seriously endangered.
When parents use only a second language with their children, the intergenerational transmission of the language decreases and may even cease. This plight is one issue addressed by the United Nations proclamation of 2008 as the International Year of Languages.
The concern about language endangerment is centered on:
- Factors that motivate speakers to abandon their language.
- Social and cultural disruptions to the community of (former) speakers of that language.
- The loss of linguistic diversity for the academic community which is devoted to the study of language.
The evaluation and characterization of language endangerment may be based one or both of two dimensions:
- The number of persons who identify with a particular language. A language may be endangered because there are fewer and fewer people who claim that language as their own and therefore neither use it nor pass it on.
- The number and nature of the domains in which the language is used. It may be endangered because it is being used for fewer and fewer daily activities and so lose its characteristically close association with particular social functions.
Languages which are being used for fewer and fewer functions also tend to lose structural complexity, which in turn may affect the perceptions of users regarding the suitability of the language for use in a broader set of functions. This can lead to a downward spiral which eventually results in the loss of the language altogether.
Sustainable language development through multilingual education
Sustainable language use requires not only an active number of speakers, but the capability to develop the language in ever-widening domains such as computers, education, politics and business. Successful language development enables mother-tongue speakers of non-dominant languages to build a culturally and linguistically appropriate educational foundation in their home language first. Then they can successfully use that foundation as a bridge to one or more additional languages. Multilingual education provides the opportunities for lifelong learning in the local as well as national and international languages.
A language becomes dormant or extinct when it is no longer spoken, though it may still exist in recordings, written records and transcriptions preserved through language documentation. These materials, along with dictionaries, grammars and other products of descriptive linguistics are essential for people who wish to learn a dormant heritage language, the language of their ancestors.
Why languages matter
Language development is a series of ongoing planned actions that a language community takes to ensure that its language continues to serve its changing needs and goals. These may be social, cultural, political, economic or spiritual. Around the world, communities are discovering that by using their traditional language in modern arenas, they are developing solutions to the challenges of change and life-long learning.
The Ethnologue: Languages of the World, the most comprehensive reference volume of its kind, lists 6,909 known living languages in the world. The language codes it uses conform to the ISO 639-3 set of three-letter language codes used globally to definitively identify any given language.
Since its beginning in 1934, SIL has published more than 29,740 works about its research in more than 2,390 languages spoken in more than 70 countries. SIL promotes sustainable language development through research, translation, training and materials development for ethnolinguistic minority communities. SIL recognizes that genuine multilingualism promotes unity in diversity and international understanding.
Related links of interest
- Millennium Development Goals and language development
- Language revitalization: Case histories from Brazil and Papua New Guinea
- Cree syllabics in the digital world (October 2008 media release)
- Heritage language and literacy development (July 2008 media release)
- Language assessment
- Sociolinguistics in SIL
- Linguistics in SIL
- Academic training in SIL (February 2007 media release)
- SIL designated as first ISO 639-3 Registration Authority


ERIC Number: ED417408
Record Type: RIE
Publication Date: 1998-May
Reference Count: N/A
Daily Journal Writing and Its Influence on Phonics Development in Kindergarten.
Piccirillo, Jean B.
A study examined the effects of daily journal writing on kindergarten children's phonics acquisition. At St. Joseph School in Carteret, New Jersey, 21 kindergartners kept daily journals in addition to normal classroom instruction over a period of 4 months, while the 20 kindergartners in another class received only the normal classroom phonics instruction. Students were grouped heterogeneously. The curriculum, pace and methods of instruction were the same for both classes. At the end of that time, both samples were tested in phonemic awareness of consonants and letter-sound correspondence; results were compared and analyzed. Findings suggest that no significant difference was found between daily journal writing and phonics skill acquisition in kindergarten children. The failure to find a significant relationship between daily journal writing and phonics skills in kindergartners suggests that more research needs to be done to determine the effects, if any, of journal writing on other areas of achievement. (Contains related research and 37 references; test scores are appended.) (Author/CR)
Publication Type: Dissertations/Theses; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: M.A. Research Project, Kean University.


Patrons of all ages creating art in The Factory at The Andy Warhol Museum.
Come to The Factory and
try out some signature Warhol art making techniques like blotted line drawing,
acetate collage, and silkscreen printing. All ages are welcome.
Art Making Activities in The Factory
The Factory is run by Artist Educators from various backgrounds in fine arts, art education, and art history. These artists and educators have unique perspectives on Warhol and an extensive understanding of his art and life. Feel free to ask them questions about the museum!
Blotted Line technique creation from The Factory.
Blotted Line Drawing
The blotted line technique is a simple print making process. The process resulted in the dotted, broken and delicate lines that were characteristic of Warhol’s illustrations.
Layering project example from The Factory.
This layering technique is fun for all ages! Experiment with colorful paper, stencils, and a product template to create your ultimate product.
Young patrons showing their silkscreen printing creations from The Factory.
Choose from a selection of images and colorful ink and learn how to silkscreen print on paper, t-shirts, or tote bags.


Scientists have learned that young male songbirds who babble trying to learn their song perform better in the presence of a female bird. University of California - San Francisco
scientists say when a female songbird comes around, teenage males working hard toward perfection become better vocalists, sounding almost like mature adults.
The findings, published in the Proceedings of the National Academy of Sciences
, have implications for understanding social cue and learning in humans that might be applied to rehabilitation of people with motor skill disability and brain injury.
Bird watchers and scientists have thought young birds could only produce immature sounds, just like human babies. Researchers studied the male zebra finch song, using recordings, to find young male finches sang better when a female was around.
"We were very surprised by the finding," said senior author Allison Doupe, MD, PhD, a professor of psychiatry and physiology and a member of the Keck Center for Integrative Neuroscience at UCSF. "The birds picked the best version of the song that they could possibly perform and they sang it over and over again. They sounded almost like adults. It turns out that teenagers know more than they're telling us."
Doupe says there is much to be learned from the social cues seen in the male songbird, the brain, learned behaviors and how language is acquired that also could apply to humans.
"We know that variation by trial and error is an important part of the learning process," said Doupe. "But discovering precisely how social cues influence motor production during song learning in birds could shed light on the brain mechanisms that underlie similar processes in humans learning how to speak, and potentially allow scientists and clinicians to harness these mechanisms when learning is not progressing properly."
Researchers explain adult zebra finches sing two different types of tunes. Their songs are at times undirected and at other times more precise and favored by females.
For the study, scientists coaxed the young songbirds to sing to females as they would during courtship, then used computer software to analyze their sounds. The undirected tweeting was variable, but when directed, became more like an adult song.
Doupe says when songbirds learn they first need developed motor neurons to mimic what they're hearing, generated in the basal ganglia of the brain. It's through experimentation that they learn.
He adds it's social cues that improve learning, found in the study. The young male birds performed better when females were around, showing how learning develops. The study highlights the importance of songbirds for teaching scientists the underpinnings of language and motor skill development that could be applied to helping humans.
PNAS: doi: 10.1073/pnas.101050210


Phonics and Reading With McGuffey 1.3
Phonics and Reading With McGuffey is an affordable and complete computer based training system for beginning literacy that emphases phonics instruction.
The program does not require any technically trained supervision to administer to students. Each lesson introduces new letter sounds which are incorporated into new words. The lessons combine phonics with reading practice. Spelling and sight word practice is included to improve fluency. There are software programs for phonics and there are software programs for sight words. But none of them incorporate phonics, sight words, spelling and reading practice from classic literature except this one. Your student will develop skills that will form the foundation of a lifetime of success at reading using just this software. The McGuffey Primer textbook has helped to educate tens of millions of people. Now that excellent textbook comes as its own tutor with this simple to use software. Lessons are structured such that: 1. Letter sounds are introduced with an animation along with an onset word and a sound effect. 2. New words are introduced that incorporate the new sounds. 3. Letter sounds are drilled with smart flash cards. 4. Students experiment with building words and hearing a real human voice announce them. 5. Each lesson has a full color illustration of the reading practice 6. Reading practice is guided so the student does not get lost. 7. A letter sound quiz determines if the student should go back to review the lesson material or to go on. 8. A guided spelling practice helps the student understand the structure of words when they fail to spell correctly. 9. Sight word drilling is used to improve fluency. By the time the student completes all 52 lessons he or she will know all 44 letter sounds in the English Language and most of the important graphemes. The student will be reading at a first grade level.


The Visual Arts program at North Raleigh Christian Academy strives to provide each student with:
- An awareness of their God-given gifts and abilities;
- A sensitivity to God's creation and a means to respond to what they see;
- The opportunity to express ideas visually, by developing skills in drawing, painting, sculpting, designing, and crafting.
- A fundamental knowledge of artistic heritage and how art history relates to the present.
- The opportunity to make qualitative visual judgments as they learn to appreciate diverse expressions of creativity.
Specific guiding is fundamental. Step-by-step guiding that produces satisfactory results is valuable even when the means of accomplishment are not fully understood. A core knowledge of the foundations of art will be taught, encouraging each student with the understanding that these are learnable skills that require diligence, practice, and persistence. Their key to success is practicing one small concept at a time, while they are developing an understanding of the various mediums and techniques.
- The Art program at NRCA promotes creativity throughout Elementary, Middle School and High School. Students begin with the opportunity to learn about the old masters and then apply what they learn to their own masterpieces. Beginning in K-5, art class is a hands-on Art History program with slides, practice sheets, and then replications of the works of Masters like Van Gogh, Picasso, and Pollock. This practice continues throughout the Elementary classes with each study presented at the level of difficulty appropriate to each grade.
- Middle School Art is an elective subject comprised of both seventh and eighth graders. At this level, art students receive more specific instruction concerning the elements and principles of art and how these affect artwork that is pleasing to viewers. This group is now divided into either Drawing/Pen & Ink/Ceramics, or into Painting/Printing/Graphic Design.
- High School students are presented with a more advanced level of instruction in composition and design, with the further offering of advanced studies in Advanced Drawing, Painting, Pen & Ink, Ceramics/Sculpture, and Digital Photography.
- NRCA provides Advanced Placement Studio Art at the High School level for serious art students who are planning on their studies in college to center on Art. Students at this level of study prepare and present a portfolio of college-level assignments to the College Board for assessment and, depending on the grade received, students may be able to enter their college studies at a higher level than Beginning -101. This class offers students the opportunity to develop portfolios in Drawing, Two Dimensional Design, and Three Dimensional Design. In the past three years, students in the AP Studio Art program have consistently received a score of at least 3 and more recently 4’s and 5’s on the AP Studio Art.
- In 2007, the National Art Education Art Honor Society was established at NRCA. Students, who achieve consistently high scores and are community minded individuals, are asked to join the Art Honor Society. The students honored as members have college scholarship opportunities available to them for consistently high grades in Art.
- The 2010-2011 school year brought advances in the Art program at NRCA. Students in Middle School now have the opportunity to choose Art as an elective every day. Students also have the opportunity to continue art studies with the addition of a new elective.
- The Art program has exhibitions twice a year at NRCA. The Art Extravaganza is open to all students. The District ACSI Fine Arts Festival is only for students who have been adjudicated and received a Superior rating. Students also participate in several out of school competitions. Students have entered the North Carolina State Fair Art and Photography Contest, the North Carolina State Senator artwork competition, the Southeast District of the Association of Christian Schools International, and the Jostens Photography contest.
- NRCA art students have regularly received Excellent and Superior ratings at competitions. NRCA hosts the ACSI Southeast District Art Festival annually. Over 300 students participated from 12 schools throughout the Southeast Region of North Carolina, Virginia, South Carolina, and Tennessee.
- Broadcast Production/Video Production has expanded to an Honors level class.
- NRCA composes an award winning all-color yearbook. Students learn photography, writing skills and design.
- The Shield is NRCA’s student newspaper/magazine. This year, 26 students will learn journalism writing and graphic design layout and produce three professional issues. The staff is launching a digital internet Shield this year that will be updated on a weekly bases and will reside on the NRCA website. This class also produces special school publications such as the AP Survival Guide and the Senior Memory Book.


What kinds of writing assignments can I expect in upper-division music courses?
Currently music students may fulfill their DSW requirements by successfully completing the writing-intensive History of Music in the Western World and World Music sequence. As part of these courses students engage in formal and informal writing assignments, in and out of class, such as the following:
- essay exams (short and long)
- reflective essays
- reviews of musical performances and recordings
- program notes
- music analytical essays
- music critical essays
- historical contextualization essays
- performance practice essays
- research proposals
- sentence outlines
- original, thesis-driven research papers
In addition to the sample writing assignments above, assignments in other music courses may include, among a wide variety of other assignments, the following:
- teaching philosophies
- professional development proposals
- curriculum development
- lesson plans
- music pedagogical essays
How is my writing evaluated?
Your professors may weigh criteria differently depending on the nature of the assignment. In general, assessment of your writing assignments may take the following into account:
- clear presentation of the topic or question at stake
- clear organization, with beginning, middle, and end
- significance of ideas and examples that clarify and support the main point(s) of your paper
- critical response to primary and secondary sources
- use of correct grammar
- maturity of writing style, starting with control of standard written English
- appropriate and correct citations of references
Why write about music?
We write about music to help ourselves and others better understand music: its histories and contexts, its styles and forms, its composers and performers, its practices and meanings. In writing about music we explore musical coherences and express, refine, and support the musical judgments that we make.
As many have noted, writing about music can be challenging. Music is sometimes thought to bypass human linguistic processes and interact directly with the emotions; many have espoused music's ability to "say" what words cannot not say. Even when music accompanies a text, it can be difficult to convey exactly what the music adds. And, most of us have little experience writing about music. As Robert Wingell points out, "our culture thinks of music as comforting background noise, an atmosphere one creates for oneself, a sort of sonic wallpaper….In this atmosphere, it is difficult to argue logically and convincingly about issues of musical style or quality" (Writing about Music, 3). Through writing about music, we might help others heard music as more than sonic wallpaper, indeed, as a subject of critical inquiry, as are the other arts, humanities, and sciences.
General tips for writing about music
- Carefully consider the nature of the assignment: respond to the question posed; engage in the purpose set forth; choose research questions that can be addressed given the scope of the project
- In general, mere description is not enough; attempt to connect your musical observations to interpretations. Avoid "play-by-play" commentary.
- Make significant value judgments worth justifying. Avoid clichés such as "the piece was beautiful": instead, convey to your reader what made the piece beautiful and what sort of beauty it was.
- Be savvy in drawing connections between a composer's presumed intentions and his or her musical compositions: how might you ascertain a composer's feelings? how might music be expressive of certain ideas?
- Avoid frequent shifts in verb tense. In general, we write about the history of music in past tense and music itself in present (but occasionally past) tense. Aim for a flowing style.
- Use active voice constructions: straightforward prose is stronger prose.
- Revise, revise, revise: prepare a paper as you would prepare a recital performance.
- Do your own work. Do not plagiarize. Cite material you use even if you paraphrased (APA for music education; Chicago/Turabin for music analysis, history, and performance).


Elementary Education Course Description
EC 106. DEVELOPMENTAL PERSPECTIVE OF FAMILY.
The major focus of this course is to understand this unique world of the family as we examine a different set of concepts, such as generational alliances, differentiation of self, emotional triangles,developmental tasks analog messages, boundaries, emotional distance, family paradigms, and experiential aspects of mothering. (3)
EC 200. ORGANIZATION THEORY AND PRACTICES.
Theory and practices related to organizational structures will be the focus of this course.(3)
EC 205. NUTRITION FOR THE YOUNG CHILD.
Nutrition information related to both growth and development and also normal and abnormal conditions in infancy and childhood will be the focus of this course. Methods and criteria for recognizing nutrient needs of young children, food patterns, current issues related to the development of food patterns for young children and behavior modification will also be examined.(3)
EC 308. LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD.
Provides foundations and strategies for facilitating language development in infants, toddlers, and young children.(3)
EC 309. CULTURAL DIVERSITY IN EARLY CHILDHOOD EDUCATION.
Students consider the diverse cultural, developmental, and learning of young children as they investigate the philosophical and practical aspects of curriculum development, assessment, and social issues relating to young children, ages birth through eight. (3)
EC 310. PRINCIPLES OF EARLY CHILDHOOD EDUCATION.
Presents an overview of fundamental education principles, teaching techniques, learning theory, and curricular designs unique to the young child. This course requires 20 clock hours of field experience. (3)
EC 311. DYNAMICS OF PLAY IN EARLY CHILDHOOD EDUCATION.
Theoretical approaches to play,developmentally appropriate practices as related to play, and practical applications of play principles will be discussed in this course. (3)
EC 313. CHILD CARE ADMINISTRATION.
Policies and procedures for administering a child care program and other community agencies. (3)
EC 314. DAYCARE PROCEDURES.
Course directs student in actual designing and implementing a daycare setting. (3)
EC 316. GUIDANCE AND MANAGEMENT OF THE LEARNING ENVIRONMENT.
Principles of managing the learning environment, strategies for developing appropriate social skills, and procedures for developing appropriate behaviors will be included. (3)
EC320. PRACTICUM EXPERIENCE
Students are engaged to field experiences through several settings for children of age’s birth to eight.Candidates are required to complete 70 clock hours in a child care setting. (3)
EC 400. METHODS OF INSTRUCTION:PRESCHOOL EDUCATION.
Study of appropriate methods for preschool programs. Design and application of creative experiences and activities for preschool children in early childhood settings are also studied.(3)
EC 402. SCIENCE AND NUMBERS.
This course is designed to provide an understanding of children’s development of math and science skills in Pre-K through third grade. It explores methods, trends, and materials for effective instruction in these areas, and emphasizes connections in learning processes,and utilizing an integrative approach to instruction. Milestones in the child’s development of mathematical concepts are linked with those in the developmen tof the science process skills.(3)
EC 404. CREATIVE ARTS FOR CHILDREN.
Course designed to acquaint prospective teachers with various art media that can be used in pragmatic teaching situations. Demonstrates how to utilize resources in the areas of fine arts, dance, theater, music, and art for classroom use. Creative dramatics, role play, song and dance for children will be discussed as it relates to the overall development of the child.(3)
EC 463. PRACTICUM EXPERIENCE.
Students are engaged in supervised observation and participation in a Child Development Center. Scheduled critiques and planned evaluations are done with students, supervisors, and teachers. Students must complete a minimum of 100 clock.(3)


Did you hear about the forthcoming launch of Google Glass? How exciting. Just another piece of technology that can connect us to being further disconnected from one another.
Ok, maybe that was a bit harsh, but let’s remember Albert Einstein’s famous quote on technology: “I fear the day that technology will surpass our human interaction. The world will have a generation of idiots.” While maybe that is also a bit extreme, there is something to be said about the technology consumption of our youth today.
Too much time online, playing games, watching movies, texting and chatting, equates to less physical activity. While the stats on childhood obesity are well documented, at The Commons we also place an emphasis on how technology can impact the development of key foundational skills in children.
Person-to-person interactions require a high level of emotional management skills. As the digital era pulls our youth towards tech-driven communication, parents and teachers need to make sure that interpersonal communication is not neglected. Strengthening a child’s capacity for self-expression and their ability to take perspectives from others is important. Furthermore, conflict negotiation is most relevant in face-to-face circumstances.
With all this in mind, how do parents adjust to the rapidly changing social landscape of the modern world? What are some tips to encourage a more balanced lifestyle at home, while also encouraging healthier social and emotional development in your kids?
Try some of these suggestions:
Tech-Time OutMake sure there are boundaries within which technology is not acceptable, i.e. at the dinner table, during punishment, and/or the car ride home from school.
ModelingMake sure you are leading by example. If you want your kids to be less tech-needy, you need to be willing to turn the television off, put down your phone and close your laptop more often as well.
Monitor & ModerateMake sure you know how and when your children are using technology. Recognize scenarios within which your child would be better off communicating in person, and encourage them to do so by explaining the benefits of doing so.
Hopefully you’ll find these take-home-wellness tips to have positive effects. For more information on programs dedicated to social skills, stop by our center today.


Today’s OECD study of basic skills ranks England lowest in the developed world for literacy, and second lowest for numeracy. We knew that our schools might struggle to compete with the likes of Singapore and South Korea, but this puts the problem in a whole new perspective. It’s the delayed results of a study taken four years ago where 5,000 in each country were sampled so, to some extent, it’s a hangover from the days when a far greater share of children left school without five decent passes. But the report also found that England has three times more low-skilled people among those aged 16-19 than the best-performing countries like Finland, Japan, Korea and the Netherlands. One in ten of all English university graduates have low literacy and numeracy skills.
It does acknowledge that ‘England has in recent years adopted a wide-ranging set of measures to address the literacy and numeracy weaknesses of young adults at 16-19 and beyond’. These include raising the compulsory participation age to 18, making maths and literacy courses a requirement in 16-19 education, and measures to improve maths and literacy teaching. Most of these measures formed part of the reforming mission of Michael Gove as Schools Secretary.
Even though Gove seems to have adapted his approach since his party leadership decided he was too toxic to stay in the Education job in the run-up to the 2015 election, his mission to drive up school standards and not accept the ‘soft bigotry of low expectations’ looks entirely justified, in spite of the howls of the teaching unions (who seem very quiet today).
Labour’s Lucy Powell today released a statement saying the report showed that driving up standards must be the priority, but complaining that the government wasn’t recruiting enough good English and maths teachers, rather than complaining that a rigorous focus on standards was unfair.
It will take years before the Gove reforms can be evaluated: the OECD says ‘it is too early to evaluate the success’ of what he was doing, but says his ‘objectives are clearly the right ones.’ The tables published today show that he wasn’t being the villainous pedant that his enemies in the education world often painted him as. Pedantry suggests nit-picking at minor problems. Young people managing to go as far as university with poor basic maths and English skills is of a rather different order.
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Declare Your Readers’ Rights! Often school literacy programs fall short of properly supporting preadolescents' and adolescents' literacy development. In A Declaration of Readers' Rights, this dynamic author team presents a research-based "rights" framework that addresses ten key rights for improving literacy development among adolescents. Reviewers Can’t Put This Book Down! “I think this text is one that should be in the library of every reading specialist.” —Heidi Davey, Hoffman Estates High School, IL “I think the topics in this book are timely and provide a wake up call for all reading teachers. We must remember that not all students arrive in school ready to pick up and run with the reading instruction we provide. Good reading instruction coupled with quality reading experiences must be seen as a right and not just a privilege.” —Molly Williams, Still Middle School, IL Why This Book Will Change the Way You Teach Reading! Discusses the ten readers' rights that all children and adolescents have the right to in the classroom. Challenges teachers to strive to reprioritize their teaching to focus on the students. Provides guidance for how to develop a successful student-teacher relationship to promote a positive classroom environment and student engagement, learning, and achievement in literacy education. Outlines very specific recommendations and implementation strategies for middle and secondary teachers that go far beyond where other books stop. Walks teachers through identifying problems, makes suggestions for preventing reading difficulties, and offers advice for helping students get back on track. Presents voices of students in grades 5-12, as well as the stories, experiences, and challenges of their teachers and parents throughout the book.
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Rent A Declaration of Readers' Rights 1st edition today, or search our site for other textbooks by Victoria J. Risko. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Allyn & Bacon.


Our Rocking Kindergarten Readiness Program
At Drool of Rock, we pride ourselves on our one of a kind, music infused learning experience. Our musicians work hard all year ’round, creating songs that coincide with the lesson plans current in the curriculum. Every day we have circle time, writing exercise, mathematics, science, art, and music. Below is a break-down of our daily schedule, as well as the themed lesson plans for our classrooms throughout the year.
Here’s examples of what children work on during scheduled times
Manipulatives = Play doh, Legos, Blocks, Building, Puzzles, Sensory Games
Circle Time = Role Call, Calendars, Days of the Week, Months, Time of Day, Intro to the Lesson Plans for the Day
Free Play = Center time, Games, Outdoor Play and Movement Activities
Art = Creating, Drawing, Painting
Lesson Time = Letters, Numbers, Colors, Shapes, Themes
Library = Exploring our Library Shelves, Story Time, Choosing Books for Nap Time
Outdoor Play and Movement Exercises = Playing outside or Learning Indoor Movement Activities
Music Center Time = Concerts, Music Education, Instrumental Basics, Song Time, Dance and ROCK.
Themes the children will study throughout the year
This is a general break-down of what the children will be learning throughout the year.
The 3 and 4 year old classrooms will also be introduced to a letter and number each week.
|Fall = Back to School, Leaves, Halloween, Spiders, Pumpkins, Farms, Owls, Turkeys, Pies|
|Winter = Winter Holidays, Snow, Stars, Ice, Valentines, Reindeer, Bears, Polar Bears, Sledding, Gingerbread, Candles, Mittens|
|Spring = Pigs, Lambs, Bunnies, Butterflies, Ladybugs, Flowers, Rain, Ducks, Eggs, Gardens, Bunnies, Clouds, Shamrocks|
|Summer = Fish, Sand, Oceans, Picnics, The Sun, Sunflowers, Bugs, Jungle, Outer Space, Worms, Crabs, Whales, Camping, Frogs|
|Shapes = Diamonds, Ovals, Circles, Rectangles, Squares, Triangles, Hearts|
|Colors = Red, Blue, Yellow, Green Orange, Gold, Silver, Purple, Pink, Black, Brown, White, Grey|
|Transportation = Airplanes, Boats, Busses, Trains, Cars|
|Community = Safety, Firefighters, Police Officers, Teachers, Librarians, Doctors, Mail Carriers, Dentists, Grocery Store, Veterinarians|
FALL : All About Me, Back to School, Fire Safety, Health and Safety, The Alphabet, Numbers, Fall Season, Columbus, Jobs/Careers, Halloween, Voting, Musical Instruments, Colors, Thanksgiving / Turkeys / Pilgrims, Magin
WINTER : Winter, Food Groups, Winter Holidays, New Years, Months of the Year, Favorite Things, Elvis Presley, Spanish Words, Dental Health, Valentine’s Day, Chinese New Year, Transportation
SPRING :Colors of the Rainbow, Caterpillars and Butterflies, Lucky Charms, Spring Things, Bunnies and Baskets, Circus, Rain, Recycling, Earth Day, Frogs and Tadpoles, lants / Flowers/ Planting Seeds/ Mother’s Day, Pets, The Zoo, Fairy Tales, Graduation, Travel
SUMMER :Flags of the World, Golf / Father’s Day, Bugs and Insects, 4th of July, Camping, Community Helpers, Ocean Life, Space and Planets, Sports, Trains, Travel and Vacations.


Praxis & Wisconsin Foundations of Reading Tests - Study Materials
Study Materials: Books
You can find test preparation books that will help prepare you for the Praxis exams at these locations:
- EMC Reference Collection in Polk Library (call numbers LB 1762 through LB 1766)
- Polk Library Reserve (Circulation) Desk
- Reading Study Center - Nursing/Ed 201
Study Materials: Online Resources
LearningExpress Library: Various free practice tests for the PPST and Praxis II. Tests will be scored instantly. Hint: Type the word praxis in the search box of the database to access tests.
ETS Praxis Website: Study guides and test preparation materials for all subject areas.
Study Materials: Reading Study Center Handouts for Praxis II
Praxis Preparation Workshops at the Reading Study Center
Foundations of Reading Test for Wisconsin (FORT) Study Materials
Foundations of Reading Practice Test
This practice test comes from Pearson, the publisher of the test.
Foundations of Reading Practice Test: Practice Test Appendix
Same as above, with explanations of test answers.
Foundations of Reading Test Review from the University of Wisconsin
"In this online review course, you will familiarize yourself with the objectives and content of the Foundations of Reading Test (or FORT) through a series of modules, each of which represents a different subarea of the test." (quote taken from the U Online UW page." This resource requires setting up an account, which is free.
Test Taking Strategies; What's on the Test? Test Design and Framework
From Pearson, the publisher of the test.
Foundations of Reading: Test Objectives
This resource is from Pearson, the publisher of the test.
Online & Print Books and Articles
Put Literacy First: The Research Building Blocks for Teaching Children to Read
This is a 60 page publication from the National Institute for Literacy. Chapter headings include Phonemic Awareness Instruction; Phonics Instruction; Fluency Instruction; Vocabulary Instruction & Text Comprehension Instruction.
Book & Article Recommendations from UW Stevens Point
Scroll down to the bottom of this resource to access recommendations.
COEHS FORT Page
Updated: October 2015 sk


The Internet's influence on literacy instruction and literacy development in a middle-school language arts classroom
Abstract (Summary)This instrumental case study explored how one exemplary eighth-grade language arts teacher’s use of the Internet influenced literacy instruction and literacy development in her classroom. A transformative view of literacy and technology, suggesting a continual redefining of literacy as it converges with new technology, was the theoretical perspective that guided this investigation with 23 students and their teacher. The study attempted to capture the participants’ own words by collecting the data during a fourmonth period in six formats: (a) descriptive fieldnotes of classroom observations; (b) email with the teacher; (c) transcriptions of informal interviews; (d) print outs of students’ online discussions; (e) open-ended questionnaires; and, (f) samples of students’ projects for which they used the Internet. The findings of this study are reported as a set of five assertions: (1) The use of the Internet influenced the teacher’s literacy planning and instruction by facilitating the location of appropriate instruction material; (2) The use of the Internet facilitated a learning environment that encouraged student-centered, collaborative learning; (3) The use of the Internet positively affected aspects of students’ reading and writing, specifically their motivation to read, their critical reading skills, and their sense of audience and word choice; (4) The use of email influenced the learning context by expanding the teacher’s contact with students and parents beyond the classroom; and (5) The use of the Internet promoted new instructional outcomes and learning goals related to using digital materials, although the teacher did not abandon conventional goals. Innovations in technology are as ongoing as is the process of transformations in the use of technology in the classroom. This study’s close observation of how and why the teacher created new possibilities for literacy and learning with the Internet may inform other teachers as they continue to address the problems associated with using the resources of today’s technology such as the Internet in their classrooms to enhance literacy learning. Further examination is needed, however, to explore the Internet’s influence of students’ literacy development.
School:The University of Georgia
School Location:USA - Georgia
Source Type:Master's Thesis
Date of Publication:


Graduates of the Master of Education in Literacy Program will . . .
Know the Literacy Learner:
Graduates will broaden their understanding of the process of literacy development and the impact of motivation, language, and culture on the individual learner.
Make Informed Instructional Decisions:
Graduates will expand working knowledge of current research and their ability to interpret student assessments in order to differentiate instruction to meet the needs of all learners.
Select a Variety of Literature to Enhance Instruction:
Graduates will expand their working knowledge of a broad range of literature and of its role in supporting meaningful instruction, developing accomplished literacy learners, and fostering a lifelong love of reading and writing.
Apply Effective Literacy Practices:
Graduates will enhance their knowledge of language literacy which includes strategies for the teaching of reading, writing, speaking, listening, and viewing as well as the use of technology to enhance instruction.
Engage in Professional Development as a Career-Long Effort and Responsibility:
Graduates will cultivate a deeper understanding and appreciation for the need to continually refine instruction through professional development that challenges personal ideology and teaching practice.


Some Frost School of Music students are learning a new way of teaching music education — by using video-game theory.
Carlos Abril, director of undergraduate music education, is editing a book on “Innovative Approaches to Teaching Music in Schools and Community Centers.” He invited Penn State professor Ann Clements to UM’s Music Education Forum on Jan. 24 to talk to students about how “technology and gaming can inform music education practice.”
“Learning is a joy and a pleasure, and only in schools is it repressed,” said Clements, who is writing a chapter in the book. “Schools are just providing the game manuals and not the games themselves.”
The main point of her talk was how incorporating the idea behind video games into classrooms, of all grades and ages, would motivate students to learn. She also said video games would motivate students’ passion to learn.
Clements believes that students will respond to failure in a more positive and constructive way if the failure is creative and fair. If so, the students will have more interest and motivation to overcome the failure and become successful, which is the goal in most video games.
If schools collaborate using creative and sophisticated methods, they will see the average number of students retaining information increase dramatically.
In terms of music education, learning music is “an emotional and collaborative experience for every student,” according to Clements. Video games increase social bonds with others and expand the creativity of the student’s mind, which can help in becoming musically literate.
Some games she used as examples included Guitar Hero, Step Sequencer and Dubber. In Guitar Hero, for example, though the notes may be different, the game helps teach the rhythms and beats in the song, and that ability could also be strengthened with classroom teaching.
Sophomore Kathleen Wang attended the forum because the topic fascinated her. As an avid gamer, she wanted to see how Clements would bridge her hobby with music education.
“I thought it was really interesting that using a video-game-like method could get back that want to learn,” Wang said. “That’s how we became successful as a species.”
Abril is currently incorporating some of Clements’ ideas in his music education courses, though not necessarily using the video games themselves.
“Gaming theory tells us that players are more engaged when they receive objective, immediate and continual feedback on performance within a game that has clearly defined rules and objectives,” Abril said. “We take this idea and work on making transfers when designing lesson plans and implementing them with children.”
Everyone at the forum audience seemed to enjoy Clements’ fresh, new spin on how music education can be spread through the masses. Junior Joey Franco, a music education major, liked what he heard.
“I thought it was fantastic,” he said. “She touched on a lot of good points on video games and their benefits. She did a great job of linking video games to music education, real life, and even to the entire world.”


AllMusic: On this site, "all genres and styles of music are covered, ranging from the most commercially popular to the most obscure. The staff at AllMusic critiques albums and artists within the context of their own genres - from opera to garage rock to traditional country."
Children's Music Workshop: Education Music Online in the following categories, String Instruments, Orchestras, Bands & Classical Music, Woodwind Instruments, Piano/Percussion & Jazz Links, Vocal Music, and Brass Instruments.
Education Index Music Resources: "Search for educational information and links in over 50 categories."
Historic American Sheet Music: Use this sheet music guide maintained by the Duke University librarians to access digital images for over 3,000 pieces from the collection, published in the United States between 1850 and 1920." Search by composer, date, subject, or title.
Ibiblio: "Home to one of the largest "collections of collections" on the Internet, ibiblio.org is a conservancy of freely available information, including software, music, literature, art, history, science, politics, and cultural studies. ibiblio.org is a collaboration of the Center for the Public Domain and The University of North Carolina - Chapel Hill."
Music Education Resources: Comprehensive list of links covering all aspects of music theory and practice.
Music Web Links: Browse the top picks for music websites selected by the librarians at Duke University Library.
Music Web Resources: A guide to early music developed by a graduate student at the University of Chicago. He has provided links within the following resource categories: Early Music, Classical Music, General Music, Instrumental Music, Vocal Music, Internet Radio, Musicians and music education.
Performing Arts Links: Dance: The Theatre Library Group has provided a selection of scholarly links to dance history, dance art, classical ballet and cross-cultural dance resources.
Performing Arts Encyclopedia: "This is a guide to the performing arts resources at the Library of Congress. The PAE provides information about the Library's unsurpassed collections of scores, sheet music, audio recordings, films, photographs, and other materials."
Performing Arts Reading Room : The Music division of the Library of Congress has provided a list of links to performing arts libraries and research aids, periodical indexes, doctoral dissertations, obituaries and necrologies, dance sites, theatre sites, opera, film music, church music, music organizations, music industry sites, music publisher's sites, copyright information, sheet music sites, and song lyrics sites.
Washington University Library's Music Resources on the Internet: Organized music resources organized by category. Includes full-text sources, databases and projects, sheet music collections and much more.
Music Resources: "This music resource list is offered as a service
of the William and Gayle Cook Music Library, Indiana University." It
serves as a guide to individual muscians (popular), composers, types
of music, music journals, plus other research materials on the Internet.
American Musical Instrument Society: "The American Musical Instrument Society is an international organization founded in 1971 to promote better understanding of all aspects of the history, design, construction, restoration, and usage of musical instruments in all cultures and from all periods."
Essentials of Music: Use this "site to find basic information about classical music. Created in cooperation with W.W. Norton & Company, it's built around Essential Classics, the series specially designed to introduce you to the best music of every period. All through the site you'll find almost 200 excerpts from Essential Classics."
International Alliance for Women in Music: "A community archive for women composers and women in music topics."
Music Educators National Conference for Music Education: Includes resources for teachers, kids and teachers, press and researchers, and for jobs.
Performing Arts in America, 1875-1923: The New York Public Libraries website with selected internet resources and manuscript collections.
Roughstock's History of Country Music: "This exhibit looks at some of the influential artists and songs of the late 1920's through the year 2000, era by era."
San Francisco Conservatory of Music: Art resources available in San Francisco and beyond including a link to the Bothin Music Library.
Scaruffi: Music Historian and scholar Piero Scaruffi's website that features text of his pop, rock and jazz history books, plus information, links and references to musicians, album reviews and schools of music.


My name is Melanie Stein and I am the art teacher at Cool Spring Elementary School. I earned my bachelor’s degree from the University of West Florida in Pensacola Florida in Art Education K-12. I have been teaching art in public schools for 14 years, with 6 years in Loudoun County Public Schools. I love what I do and feel so lucky to get to come to school every day and “play with paint and clay with students.”
Art classes at Cool Spring ES are 50 minutes long and meet once a week. Paint shirts (large men’s dress shirts) are provided to the students during “messy” lessons, however, accidents do happen. It is a good idea to check with your student’s schedule to see when they have art and try to dress your student appropriately. Students are also welcome to bring their own paint smock to school on the days they have art. Your student will not need any supplies for art because everything is provided in the class room.
The art curriculum is based on Loudoun County Public Schools’ Art Standards of Achievement (SOAs) LCPS Visual Arts Program. These standards were created from the Virginia State Standards of Learning (SOLs) in Art Virginia State Standards of Learning in Art, which are based on the National Standards for Arts education National Standards for Arts Education.
The curriculum focuses on art production, art history, art criticism and aesthetics. Each grade level will learn a variety of art mediums including: Drawing, Painting, Printmaking, Sculpting, Assembling and Imaging. The curriculum has also been integrated with the grade level SOLs where ever possible in order to do cross curriculum teaching through social studies, math, science and reading.
10 Lessons the Arts Teach
1. The arts teach children to make good judgments about qualitative relationships.
Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.
2. The arts teach children that problems can have more than one solution and that questions can have more than one answer.
3. The arts celebrate multiple perspectives.
One of their large lessons is that there are many ways to see and interpret the world.
4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
6. The arts teach students that small differences can have large effects. The arts traffic in subtleties.
7. The arts teach students to think through and within a material. All art forms employ some means through which images become real.
8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
10. The arts' position in the school curriculum symbolizes to the young what adults believe is important.
SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.


- Tip Sheet: Sing, Play, and Hear: Music’s in the Air
- Tip Sheet: Things to Do While You’re Waiting: Music, Sound, and Movement
- Tip Sheet: Out and About with Preschoolers: Make Some Music
- Project Example: The Music Project
Children’s Music Web
Resources for teachers, parents, and children on this website include activities and songs.
Position Statement on Early Childhood Education
Music is a natural and important part of young children’s growth and development. The National Association for Music Education explains that early interaction with music positively affects the quality of all children’s lives.
Learning with Musical Instruments
This resource explains what skills children develop when using instruments. It also provides tips for adults to maximize child learning.
The Music Center in Child Care
The Extension website says activities in a music center can support children’s development across several different domains.


When I was in graduate school, I had a professor who closed every email with the word, "Cheers." It caught my attention and offered a sense of celebration for the work we were doing together. It also begged the question, "How should I close an email?" The signature line never seemed adequate on its own. It wasn't until I began working at Wheeling Country Day School that I found closure for that question.
As I finished my first email to parents in 2009, I felt a deep gratitude that I had been given the opportunity to serve Wheeling Country Day School. Keeping it simple, I closed that message by saying, "Thanks." For the past two years I have ended every email with that same word. Thanks. Maybe there was nothing in particular that requires gratitude in a given email, but to anyone I am writing, I am asking for their time in some way, so it makes sense to be thankful and to continue to share that gratefulness.
Because I have been doing this regularly for two years, the idea of gratitude is on my mind quite often. It turns out that the word "thanks" comes from the same root as the word "to think." I like the idea that gratitude and thinking come from a similar root. What a wonderful juxtaposition to share with young children. As parents and teachers we are cognizant of children using their best manners of "please" and "thank you," but we might want to take more time to share with young children the reasons that this is important. We might want to give them pause to think about their manners. Why do we say "please"? What is the meaning of "thank you"? Why is an expression of gratitude important?
Even as adults, gratitude is sometimes nothing more than a habit. How often do we say "thank you" without really thinking about our appreciation for someone else's time, advice or thoughtfulness? To be sure, the gift of writing thank-you notes is a lost art. That may just be a great place to start a time to sit down with a child and talk about appreciation while he or she writes a thank you note. I would even suggest doing so in response to a kind gesture or perhaps to a teacher rather than limiting that ritual to thank-you notes for birthday or holiday gifts.
As early as age 3 children can begin learning the meaning behind the words "thank you," rather than just the habit of good manners. A 3- -year-old may not be able to write the note yet, but he or she can certainly draw a picture or dictate his/her thanks to an adult or older sibling. You can make an impression on a child of this age by discussing how much the note or the picture will mean to the recipient.
By school age, writing thank-you notes is a great practice for writing skills. It offers a new audience and great practice at letter writing and envelope addressing - skills that too few children have mastered.
Of course, the best teachers of gratitude are the parents and teachers that our young children love to imitate. Hearing you say "please" and "thank you" to children and adults alike sets a perfect example for young children to follow. Making a point to share with your child when you take the time to write a thank-you note gives them the impression that it matters.
We all have a great deal for which we are thankful. Carrying that gratitude in our hearts and articulating that appreciation helps us remember how closely we are all interconnected and how much we do for one another day in and day out. We can easily help children understand this.
Is there any other way to end this article, but to say Thanks.
- Linda Krulock graduated from West Liberty State College with a Bachelor of Arts degree in elementary education and early childhood. She teaches senior kindergarten at Wheeling Country Day School. Elizabeth Hofreuter-Landini is head of school at Wheeling Country Day. She is a graduate of Princeton University and Harvard University Graduate School of Education.


Kids love to sing. Riding in the car is a great time to introduce and reinforce music awareness and enjoyment through singing. Researchers have found that singing in the car, whether on key or not, might be the ideal place to develop children’s awareness and interest in music.
The findings, published in the Journal of Research in Music Education, revealed how the family car could provide an opportunity for parents who may lack the time and resources for music lessons. Parents can take advantage of the daily commute in the car to model singing to their children while also teaching the basics of rhythm.
In order to investigate the family car as a musical space, the lead research recruited five families with nine children combined. Over the course of nine weeks, parents were instructed to incorporate musical activities – such as singing, listening to music and humming – into their daily commutes with their children.
The children were between the ages of 10 months and 4.5 years at the time of the study. The children were also allowed to listen to music on their electronic devices if they desired. However, parents were encouraged to turn off their electronic devices in order to listen and sing with their children.
Parents were asked to keep a journal of car-time music activities noting the types of music children liked, how they interacted with the music and additional behaviors during the drives. Additionally, parents were given an exit-interview at the end of the study.
The results showed the family car time helped parents listen more attentively to their children and play musical games. Furthermore, parents observed a similar effect with the way in which siblings interacted in singing and playing musical games together.
“Providing children with a rich musical environment and expecting them to be musical ensures that children can experience music and find their musical voices during childhood and for years to come,” researchers explain.
Early musical experiences can benefit children’s later academic and creative skills. Learning music can sharpen the use of children’s ears, eyes and muscles for moving. Furthermore, musical education at a young age can equip children with the foundational abilities to learn and develop greater cognitive skills.
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Adult English Language Learners with Limited Literacy
None, but as a literature review this material is best explored with colleagues in order to discuss implications for classroom practice.
Adult ELLs who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy.
This resource is a comprehensive yet concise review of research relevant to adult low-literacy ESL, and it draws from multiple fields, including:
- Language acquisition
- Literacy development in adults and children
- Cognition and brain functioning
- Adult education
- Professional development
Though research on this specific group of adult learners is sparse, available findings suggest that they need programs and classes separate from those for other beginning-level ELLs, with particular attention paid to cultural influences and their experiences (or lack thereof) with formal education. Those who teach these adults can benefit from PD opportunities that focus closely on the specific backgrounds, strengths, and needs of these learners.
Teachers, researchers, and professional developers will all benefit from this synthesis of literature with clear programmatic and classroom recommendations. This resource could easily be used in a study circle or other professional learning activity for teachers and administrators in order to learn more about the research that should undergird how we serve our adult ELLs with limited literacy.
There is a growing (but still limited) research base on adult ELLs with limited literacy in their first languages. What little is available is often difficult to find and even more difficult for teachers to extrapolate from and apply to their daily work. In this resource, Bigelow and Schwarz have done the digging and synthesizing for us in this comprehensive yet highly accessible report.
The authors begin by defining this specific group of adult learners, and they clarify how these learners are distinct from those who enter the English learning endeavor armed with alphabetic print literacy. After a brief review of the many reasons students come to our adult ESL classes without strong L1 literacy, they outline the strengths and challenges these students face as drawn from relevant research in various fields.
The section Teaching Adult ELLs Without Print Literacy Skills brings together the professional wisdom of many fields into several practical recommendations for programs and classroom teachers.
The Professional Development for Teachers section outlines the authors’ priority areas for teacher learning, such as early reading development and key lessons from the field of second language acquisition.
Researchers and developing scholars will appreciate the Questions for Research and Practice section, where the authors outline a research agenda that can move this important work forward.


ERIC Number: ED409587
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Teaching Your Child To Write: How Parents Can Encourage Writing Skills--for Success in School, Work, and Life.
This book provides a comprehensive guide for parents who want to help their children develop an important skill, writing, in a fun and creative way. The book shares with parents successful classroom and workshop teaching methods. It also provides guideline for home schooling parents. The book helps children become less intimidated by the English language through hundreds of ideas, tips, projects, and guidelines, so that they can become better writers, thinkers, and learners. Chapters in the book are: (1) "Kids Who Write"; (2) "The Building Blocks: Foundations for Writing in the Early Years"; (3) "Providing a Writing Environment"; (4) "Growing up Writing: Ages, Stages, and Readiness to Write"; (5) "How Writers Write: Understanding the Writing Process"; (6) "Writing Letters for Fun, Friends, and Profit"; (7) "Write Away! Using E-mail to Boost Your Child's Writing Skills"; (8) "Across the Miles: Writing Family Newsletters and Neighborhood Newspapers"; (9) "Help, Mom! I've Got to Write a Book Report"; (10) "Creative Journal Keeping: The Best Practice for Developing Writers"; (11) "Story Writing Exercises"; (12) "Bookmaking Projects for Children"; (13) "Writing Family History Stories"; (14) "Fun with Words: Word Play for Every Age"; (15) "Poetry Writing: The Magic of the Written Word"; and (16) "Helping Young Writers Break into Print." Appendixes contain a grammar guide; guidelines for assessing children's writing; and a list of magazines that publish young authors. Also attached is a list of ABC book ideas. (NKA)
Descriptors: Childrens Writing, Creative Expression, Early Childhood Education, Electronic Mail, Elementary Education, Emergent Literacy, Home Schooling, Parent Child Relationship, Parents as Teachers, Skill Development, Teaching Methods, Writing (Composition), Writing Exercises, Writing Processes, Writing Skills
The Berkley Publishing Group, 200 Madison Avenue, New York, NY 10016 ($12).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing Contexts; Writing Motivation


Design thinking is a methodology used for investigating ill-defined problems, acquiring information, analyzing knowledge, and positing solutions in the design and planning fields. Centered around creativity, empathy, rationality, and putting the user’s needs as the heart of the problem, design thinking is seen as an important tool for driving innovation. But design Thinking is not just for designers, it’s for engineers trying to solve a problem; it is for parents who want to expand their children’s view of the world and teachers looking for new ways to engage their students. It is a new way of looking at things that is quickly becoming a core element in business strategy all around the world. This presentation will outline the ways everyone can benefit from the techniques and strategies of this innovative methodology.
Bio: Natalia Delgado is a Mexican artist, designer, educator, researcher, international speaker and published author, living in Canada since 2009. Bachelor’s and Master’s degree in graphic design from the Universidad Autónoma Metropolitana, and current PhD Candidate in Art Education at the University of Victoria.
Over ten years of teaching experience in the areas of design, marketing and creativity. currently teach design and photography at Uvic and I working as a consultant and instructor for the International NGO Poster for Tomorrow.
She has participated as speaker and workshop facilitator in Mexico, Argentina, Canada, Finland and Ghana. Recipient of numerous awards for her design work has exhibited in Mexico, Canada, Argentina, Australia, Lebanon, Italy, France, Ireland, Iran, China, Ecuador, Belarus, Australia, Cameroon, Colombia, Germany, Indonesia, Netherlands, Morocco, Peru, Poland, Spain, Ukraine, United Kingdom, Bolivia, Turkey, Taiwan, Venezuela, United States and Sweden.


We've taken space exploration to new artistic heights with this creative art project that uses materials found around the house. Your child will be amazed at what happens when he dips colorful chalk in water and draws all over dark paper. Along with exploring colors and drawing, he’ll learn more about outer space and all the exciting things found there. You'll be left with a beautiful painting to decorate your home back on Earth.
What You Do:
- Invite your child to research outer space by heading to the local library or going online and all the amazing things found in our universe. From planets to stars to meteors, space is full of awesome formations.
- Fill a cup with a bit of water and then dip the end of the chalk into the water and then use it to draw on the dark paper. How does the water change the chalk?
- Encourage your child to continue dipping and drawing with his chalk thinking about line and design while working on his outer space creation.
- The finished space artwork can be displayed in his room reminding him of all the exciting things found in our universe!
Did you know that the first pictures of Earth as seen from space were taken in 1946? The pictures were taken from a missile launched from the desserts of New Mexico, and the event changed the future of space exploration!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


ARLINGTON, VA — The Department of Defense Education Activity (DoDEA) will join schools around the country in the observation of March as Music in Our Schools Month (MIOSM).
Music in Our Schools Month began as a single statewide celebration in 1973, and has grown over the decades to become a month long celebration of music in our schools. March has been officially designated by The National Association for Music Education (MENC) as the time of year when music education becomes the focus of schools across the nation.
The purpose of MIOSM is to raise awareness of the importance of music education for all children – and to remind citizens that school is where all children should have access to music. MIOSM is an opportunity for music teachers to bring their music programs to the attention of the school and the community and to display the benefits school music brings to students of all ages. (Source: MENC)
The celebration continues to grow each year, reaching more and more students, teachers, musicians, and music supporters. Schools and communities throughout the country and overseas celebrate MIOSM with concerts and activities on the year’s theme. Classrooms, concert halls, civic buildings, clubs, parks, libraries, and shopping malls are just some of the arenas in which the public can observe the processes and results of music education.
“Music! Just Imagine” is the official theme for Music in Our Schools Month 2010. Many DoDEA Schools around the world will participate in the celebration and sponsor local events.
For more information on DoDEA Music Programs, contact Mr. Eric Measells, Fine Arts Coordinator, who may be reached by email or phone (703-588-3115).
For more information, visit the Music in Our Schools Website at: www.menc.org/events/view/music-in-our-schools-month
For more information about local school involvement, contact:
About MENC The National Association for Music Education, the world’s largest arts education organization, is the only association that addresses all aspects of music education.


Teaching in inclusive classrooms: General elementary educators' learning experiences
Date of Award
Doctor of Philosophy (PhD)
Teaching and Leadership
Inclusive, Elementary educators, Learning experiences, General educators
Disability and Equity in Education | Elementary Education and Teaching | Special Education and Teaching
Many school districts have made it a priority to fully include students with disabilities in general education classrooms alongside their non-disabled peers (Harrington, 1997). This purpose of this qualitative study was to examine how ten general elementary educators from one such school district learned to teach students in inclusive classrooms. This study took place in Bundaberg School District where students with mild, moderate and severe disabilities are educated with their non-disabled peers throughout the school day. Data were collected throughout a four-month duration. Teachers participated in four in-depth interviews that were supplemented with classroom participant observation. Data analysis was conducted by developing a coding schemata that revealed themes that suggested answers to the following research question: How have general elementary educators who are currently teaching in inclusive settings perceived that they learned to teach the wide heterogeneity of students in their classrooms? Answers to this research question revealed that teachers (a) initiated their own independent reading and research; (b) learned from their students; (c) reflected on their teaching practices; and (d) learned from special educators. Findings also suggested that as teachers learned information about inclusion, they experienced an adult learning process defined by Mezirow (1997) as Transformative Learning Theory.
Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance.
Rombach, Kimberly Ann, "Teaching in inclusive classrooms: General elementary educators' learning experiences" (2002). Teaching and Leadership - Dissertations. Paper 61.


English, Literacy and Learning (EDUP1002)
UNIT OF STUDY
This unit of study begins the exploration of children's language and literacy learning in the context of the English key learning area. The unit provides an introduction to exploring K-2 literacy development and teaching practices. Students will become familiar with the fundamental components of reading and writing, children's literature, and multimodal texts, supported through varied learning activities and observation of teachers and children through classroom visits.
Our courses that offer this unit of study
Further unit of study information
1x1-hr lecture/wk for 12wks, 1x2-hr tutorial/wk for 12wks, online learning experiences
20 minute seminar presentation (800 word equivalent) (20%) and 2000 wd assignment (35%) and 2600-3000 wd assignment (including compulsory school visits and response tasks) (45%)
Faculty/department permission required?
Study this unit outside a degree
If you wish to undertake one or more units of study (subjects) for your own interest but not towards a degree, you may enrol in single units as a non-award student.
If you are from another Australian tertiary institution you may be permitted to underake cross-institutional study in one or more units of study at the University of Sydney.


Information about Fimbles
2-4 year olds
Created for pre-school children, the Fimbles are three hippo-like stripy creatures – Fimbo, Florrie
and Baby Pom. They live in a hidden valley and embark on a series of adventures together.
They are very child-like, love finding things and get the Fimbling Feeling when they anticipate a
new discovery – their fingers twinkle and their noses twitch. They can find anything in Fimble
Valley from a feather, to a button, to something as abstract as the colour blue, with each new
object triggering a selection of songs, games and activities. In each 20-minute episode one of
the characters, Roly Mo, tells a story and there is always live action featuring real children.
- Fimbo – (Yellow with green stripes) is the tallest Fimble. He’s fun-loving, adventurous and loves Crumble Crackers. He also loves dancing while playing his Shimmy Shaker.
- Florrie – (Blue with purple stripes) is smaller than Fimbo, and a bit younger, always asking
questions and telling stories. She often carries a doll with her called Little One and loves Roly
- Baby Pom – (Pink with green stripes) is the smallest Fimble who is still a toddler, she follows
the other two around pushing her Trundle Truck.
- Bessie and Ribble – Bessie is a motherly pink bird who looks after her baby chick Ribble.
Ribble vibrates when he’s happy.
- Roly Mo – A wise and gentle purple and green striped mole who loves telling stories.
- Rockit – A blue tree frog who has heaps of energy and can get very over-excited.
Fimbles helps children to:
- Think more about the world around them.
- To ask questions about the natural world, different objects and concepts.
- Understand different family relationships and how different people get along.
Website benefits and summary
Settle down to hear two stories with Roly Mo on the Fimbles website, Eeny Meeny Miny Mo and The Painting Elves. Children can do their own painting with the Bubble Paint game as well as with the printable colouring sheets. There is also a very simple mouse-clicking game, Hide and Seek. All these activities will help children’s imaginations and let them think more about the world around them.
A fun bubble-popping game that makes pictures at the same time. This game uses a mouse so the youngest pre-schoolers may need help from a grown-up.
Hide and Seek
A simple game for younger pre-schoolers. Can you find an increasing number of characters from the TV show at each level?
Eeny Meeny Miny Mo and The Painting Elves
Listen to Roly Mo telling two animated stories. Storytelling is a great way for children to imagine worlds and lives beyond their own. Reading to your child is a good way to have some one-to-one time together and will help their language and literacy development.


Sedimentary rocks are types of rock that are formed by the deposition and
subsequent cementation of that material at the Earth's surface and within bodies
Breccia is a clastic sedimentary rock that is composed of large (over two-
millimeter diameter) angular fragments. The spaces between the large fragments
Sedimentary rocks are made when sand, mud and pebbles get laid down in
layers. Over time, these layers are squashed under more and more layers.
Dec 15, 2014 ... Sedimentary rocks are formed from pre-existing rocks or pieces of once-living
organisms. They form from deposits that accumulate on the ...
Sedimentary rock definition at Dictionary.com, a free online dictionary with
pronunciation, synonyms and translation. Look it up now!
Nonclastic sedimentary rocks form from chemical reactions, chiefly in the ocean.
Nonclastic and clastic sedimentary rocks are the only members of the rock ...
sedimentary rock Type of rock formed by deposition of sediment derived from pre
-existing rocks, which may have been sedimentary, igneous or...
Sedimentary rock is one of the three main rock groups (along with igneous and
metamorphic rocks) and is formed in four main ways: by the deposition of the ...
Easy Science for Kids - All About Sedimentary Rocks. Sedimentary rocks are
rocks usually found near bodies of water. Read & learn fun kids science facts.
That's how you get different kinds of sedimentary rocks. Some kinds are mostly
made near shore, and they have mostly sand in them, like sandstone. Other kinds


Orchestra cello - Elementary
Composed by Gerald Anderson, Robert Frost. Method book. All for Strings. Method book. Published by Neil A. Kjos Music Company (KJ.79CO).
Item Number: KJ.79CO
All for strings is a comprehensive three-volume method surrounded by a wealth of supplementary materials for teaching and performance. This complete curriculum covers virtually every aspect of beginning through intermediate string study, emphasizing technical skills, rhythmic understanding, and quality musical experiences. Many of the National Standards for Music Education can be easily implemented into the classroom setting with the varied components All for Strings has to offer. Book 2 devotes many exercises and musical selections to the development of major and minor left hand finger patterns for all string players, as well as shifting for cellists and bassists. New bowing styles are introduced, and more advanced rhythm patterns are incorporated. As in Book 1, a great variety of solos, duets, trios and ensembles are included - perfect for performance!