Access to a good quality education is a fundamental human right, and although great strides have been made in global literacy rates, across the world there are still 123 million young people between the ages of 15-24 who lack basic literacy and numeracy skills. Even after four years of primary schooling as many as 250 million children cannot read and write.
We know that children from the poorest households are more likely to be absent from school, and even in richer households girls are more likely to be out of school than boys. So there is much work to be done in this area.
Volunteering with us means that you will be able to work directly with young people in some of the worldâs poorest communities. You will bring new ideas and perspectives to the lives of the people with which you work, while at the same time having the experience of your life.
Sustainable farming projects are essential for the economies of many rural communities in the countries in which we work.
Our volunteers work on a number of organic farming activities including working alongside local farmers to plant and harvest tropical plants; maintain plantations; and work in organic fruit orchards. Volunteers also work on reforestation projects. In some locations, volunteers help in activities like beach cleanups; building community trash cans; helping to upkeep the reserve through various projects such as example building fences and shelters.
We aim to build a global partnership for development, taking advantage of business skills, new technology and the increasing availability of the internet to build a fair and non-discriminatory trading and finance system to benefit those in developing countries.
Our volunteers come from business, management, new media and creative backgrounds. Working together with the communities, they transform the fortunes of businesses, community groups and craftspeople.
We work with NGOâs and community groups to develop cultural micro-enterprises. Cultural micro-enterprises are community organisations that promote local culture using business approaches. The main challenge facing micro-enterprises in the developing world is their ability to simultaneously meet their social goals and remain economically viable.
Our projects support organisations that largely work with rural people to preserve traditional cultural practices by training and linking them to market opportunities in the city. Volunteers assist organisations in designing and implementing strategies for economic sustainability. As with our other programmes, you will have the opportunity to live and work in the local communities.
Whether you are a qualified and experienced construction professional, a willing amateur DIY enthusiast, or just want to get involved in a community project, you could work on one of our social construction projects.
As a volunteer on one of our social building projects, you will work with local partners to build new, sustainable homes, hospitals and community centres for disadvantages people across Africa and Asia. You will work alongside local people, sharing your skills and being a key member of our ongoing project designed so construction skills are retained within the community once you return from your placement.
We face increasing environmental challenges caused by global population growth, climate change and over consumption of natural resources. While in many developing countries traditional farming methods have been replaced by unsustainable extraction of resources such as timber.
Volunteers on our conservation programmes work with the local community to increase understanding of environmental issues, as well as offering practical help with projects such as planting trees, working with wildlife conservation projects or improving access to efficient cooking methods or clean water.
Poverty has significant implications on the physical and mental health of the local population in many developing countries. Many diseases, injuries and health problems are directly related to poor living and working conditions. Health issues like those stemming from alcohol abuse, inadequate public sanitation, inadequate access to clean water, and limited options for good personal hygiene are also a persistent challenge for many.
Our volunteers work on a number of education and public health programmes, screening for certain diseases, as well as providing health education classes on issues such as prevention of sexually transmitted infections, nutrition and maternal health.


What Are the Duties of a Kindergarten Teacher?
Kindergarten teachers prepare young students for the school years they have ahead of them by teaching them foundational skills. Kindergarten students learn letters and sounds to get them ready to read. They learn to develop the number sense they will need for the study of mathematics in the higher grades. They participate in learning activities designed for individuals and cooperative groups. Since kindergarten teachers manage learning and behavior, they must understand child development and exhibit patience and flexibility.
The primary duty of a kindergarten teacher is, of course, to teach. As explained by Western Governors University, kindergarten teachers may be working with children who are in school for the first time, and thus the duties and responsibilities of a kindergarten teacher are important for setting the tone for learning. Learning involves not only an introduction to academic subjects such as reading and math but to social skills as well. Learning to take turns, to follow instruction and to use materials properly are important elements of school success.
Kindergarten teachers provide direct instruction and guide them as they engage in projects and activities as groups or individuals. While instructing or facilitating, a teacher must observe young students closely to ensure that they understand the material, and re-teach them when necessary.
At this stage of development, it is not only important that students begin to grasp the very basic elements of reading, writing and mathematics, but also begin to develop an appreciation for art and music. Just as importantly, kindergarten pupils should be developing social skills, and it is among the duties and responsibilities of a kindergarten teacher to provide frequent play within the curriculum.
Kindergarten teachers develop their curriculum based on state standards, which can vary from state to state. The purpose of the standards is to ensure that all students across the state receive the same level of instruction. Developing curriculum entails not only work outside the school day, but also consultation with administrators and other teachers, as well as continuing education.
Maintaining Safety and Health
Because kindergarten students are generally 5 or 6 years old, they require constant monitoring to ensure that they are not engaging in unsafe behavior. In addition to providing physical safety, kindergarten teachers must maintain a warm and welcoming environment in which young children feel emotionally safe. As a result, kindergarten teachers must have deep reserves of patience and kindness upon which they can draw. Kindergarten teachers also have a responsibility to help their students begin thinking about their well-being by providing healthy choices at snack time and at lunch.
While most kindergarten students are not assigned homework and the amount of work that a kindergarten teacher must correct is much less than teachers in the higher grades, it is still significant. Correcting or assessing students' work is integral to monitoring their academic progress, which is a crucial activity for teachers at all levels. Because kindergarten teachers are primarily responsible for the safety of children during the school day and must always be watchful, they also have less time to correct assignments during the school day and must often correct assignments outside school hours.
Communicating With Parents
As with other teachers, among the duties and responsibilities of kindergarten teachers is family communication. This goes beyond a quarterly progress report. Kindergarten teachers should contact parents directly, either by phone, mail or email, whenever there is a problem or concern. Many kindergarten teachers send out weekly newsletters or construct websites that let parents know what their children are learning in school.
Salary and Job Outlook
According to the U.S. Bureau of Labor Statistics (BLS), kindergarten teachers earned a median 2020 salary of $60,660 per year. Median salary means that half the people in the occupation earned more, while half earned less. As with most jobs, earnings depend on factors such as employer and geographic location. In general, teacher salaries are highest in public schools in Massachusetts, New York, Connecticut, Rhode Island and Oregon.
The BLS projects a 7 percent job growth rate for kindergarten teachers through 2030. That's a rate considered average when compared to other jobs.


Ohioâs commitment to ensure equitable opportunities to learn for each child in the state â as detailed in Each Child, Our Future (Ohioâs Strategic Plan for Education 2019-2024) â is reflected in the stateâs extensive work in the area of literacy. Through various coordinated initiatives, the Ohio Department of Education (ODE) is building the capacity at the local, regional, and state level to improve the quality of the language and literacy instruction provided to each child, including struggling readers and those with disabilities and learning difficulties.
Ohioâs Plan to Raise Literacy Achievement, first released in 2018 and currently under revision, serves as the framework and guidepost for implementation of multiple efforts designed to increase teacher knowledge and application of the foundational skills of reading; prepare and support teachers, related services personnel, principals, and others to implement evidence-based literacy practices consistently and coherently across systems; and teach all children to read well. These efforts are supported through multiple funding sources and/or initiatives, among them Ohioâs Early Literacy Pilot, Ohioâs State Personnel Development Grant, Striving Readers Comprehensive Literacy and Comprehensive Literacy State Development Subgrants, and Ohioâs Dyslexia Pilot Project.
Read more about selected aspects of the work here:
- Ohioâs Plan to Raise Literacy Achievement
- Striving Readers Comprehensive Literacy and Comprehensive Literacy State Development Subgrants
- Ohioâs Dyslexia Pilot Project
- Cornerstone Connections
Passion and Purpose: Ohioâs Investment in Literacy Advances Stateâs Commitment to Equity, Improved Outcomes for Every Child (Summer 2019)


Curious & Creative Kids is designed to give children an opportunity to be curious about the way things work and what they can create with re-purposed items. We gather old appliances and furniture so children can dismantle each object and reassemble them a creative way. We provide real-world tools like screwdrivers and hammers for the children and provide opportunities for children to connect with each other and their own creativity.
â¢ 4 years & up
â¢ 2 hour session
â¢ Held once a year in school holidays
These sessions include resilience workshops using learning tools such as 123 Imagine Coaching and Strengths Cards to start children talking with peers and parents about the emotions attached to going to school
This water safety awareness program is for parents with young children. Children and babies can drown in just a few centimetres of water, so being alert to all kinds of water hazards is crucial. The program teaches children water survival skills, water awareness on properties with cattle troughs & dams, being safe around baths, buckets, pools and rivers. The course includes child resuscitation training for the parents. Non-participating children receive early literacy and gross motor activities.
Kids & parents attend together
Aimed at kids 0-8years
10 weekly sessions
Held in summer
Little Readers- Lifetime Learners is a program that raises awareness around the importance of early language development and early literacy. Developing early literacy skills makes it easier for children to learn to read. Children who start school with these skills have an advantage that carries with them throughout their school years and all through their life. Specially trained volunteers visit families with small children in their homes and read, count, sing and play with children and parents for a short time each week.
Literacy & numeracy skills
Singing, rhyming, music & craft sessions
Sensory Play Activities are run to help parents understand the importance of sensory play, especially for kids on the Autism spectrum, and to understand that sensory play can look disorganized and even dirty. Our goal is to teach parents that that play impacts on all our senses- smell, touch, sound- which is key for healthy brain development, and that play is allowed to be messy. We also aim to improve parent and child interaction by having fun playing together.
â¢ 2 hour session
â¢ Parents are invited to join in
â¢ Specifically for children who have been diagnosed on the Autism spectrum
â¢ Children under 8 years
â¢ Held twice a year in school holidays
In this early morning walking group, local mums have joined together to walk their kids to school, then continue on to a park or cafÃ© for social connection, exercise and parenting strategies. The group provides an opportunity for parent-to-parent support, parenting discussion and guidance from the Home-Start Family Worker. Our walks provide social and community connection opportunities, a sense of belonging, light exercise and fun with others.
Session take place for 10 weeks in the autumn & spring


âHistorically, pandemics have forced humans to break with the past and imagine the world anew. This one is no differentâ (Roy, 2020). The COVID-19 pandemic has had tremendous implications for every aspect of life. School, work, celebrations and everyday social interactions have all felt the repercussions of the pandemic. While the shutdown called for an immediate pivot from our everyday ways of being, it has also provided opportunities for stillness and deep reflection. This moment of pause has provided an opportunity to think, speak and act differently. As a parent my hope is that educators will lead the change.
Fighting For Justice in Education: How Schools Can Lead the Change Towards a More Equitable World.
Occasional Paper Series,
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Higher Education Administration Commons


The Final Piece
The last 2 posts have built up to this final post. Here weâll provide all the steps for breath support and get your tone sounding even better!
How to Fill The Bottom First
Last week we talked about filling up a barrel with water. Itâs not surprising that it fills up the âbottomâ first and then rises to the top. When we breath, we tend to fill up the top first (our chest). When using breath support, we want to follow the barrel example and fill up the âbottomâ first (our stomach area). Quick tip: If you lay on your back and breath naturally, your stomach will rise before your chest. This is what it means to fill up the âbottomâ first; the stomach area expands before the chest. Here are all the details.
Kind of Feels Like Meditation
Use the following steps to properly apply breath support. After I wrote this, I discovered that the steps remind me meditation. What do you think? Go ahead and give this a try without the saxophone first.
Taking In Air
- Sit up straight
- Place the eraser end of a pencil on your stomach.
- The pencil should not lay flat but should be sticking out
- Take a deep breath
- Feel the air come in through your nose
- Imagine it going through your body into the stomach
- Imagine the air is now going out of your stomach through the pencil
- This will cause the stomach to expand (as well as your sides and lower back)
- Now allow the air to fill up your lungs
Letting the air out
- Let the air out through your mouth
- Do not let the stomach deflate (keep pushing out)
- Let the air out of your lungs first
- Imagine letting the air out of your stomach through your mouth (your stomach will lower)
- Still push your stomach out while the air is exiting
It seems simple and complex at the same time. Itâs simple because itâs breathing. Itâs difficult because itâs the opposite way that we naturally breath. If you have a hard time applying this, go through these steps while laying on your back. This will make it easier.
I first learned the technique of breath support in college. It made a big difference almost immediately, but it took some time for this skill to transition into a habit. Then I started teaching a saxophone methods class. The class was for music education majors, whose primary instrument was not saxophone. When we discussed breath support, the approaches of these students varied. Keep in mind that every student in the room had been taught breath support from a different teacher. From that point on, I began to ask my colleagues about their approach to breath support. Do you know what I discovered? There are many different ways to do breath support. Thereâs not just one approach in regards to this subject. I encourage you to be open to different versions, and use that information to improve your breath support.
Weâve been talking about breath support over the last three weeks and Iâve had some great responses from students. People are applying breath support and are noticing a difference in their tone. Theyâve also seen an improvement in the response of the saxophone. Have you tried it out yet? I would love to hear about your experience in the comment section. Your comments will also help other students.
We would also love your help getting the word out. If you think others would enjoy our breath support posts, please share by using the social media buttons on this page. We appreciate your help!
Keep up the good work and I canât wait to hear about your improvement!


Music Theory - A masters guide to help you study
- Should have some knowledge of how to read music on a treble cleft
Learn how to understand complex music theory without ever learning the circle of fifths! This technique has been passed down to me by my professors and his professors before him! In this course you will be able to understand all aspects of basic music theory and grasp a better understanding of the following:
- Key signatures
- Rhythmic relationships
- Melody and Harmony
- And Much More!
The course should take you at least a week of studying and practicing methods introduced in the course curriculum.
The course is structured in a fast-pace video by video slideshow with a voice over. Full explanations of each method are provided.
You would want to take my course if you are seeking to better your knowledge of music theory and understanding how to read everything involving music scores and triads.
All you will need for this course is a pen/pencil. Plenty of blank paper (even staff paper would help) and your brain!
Who this course is for:
- Anyone who knows how to read music but wants to learn how it works
- beginners of all ages!
- No prior music theory training needed
- Anyone who struggles remembering the circle of fifths!
Hello! I was the concert violinist and first chair violinist for Windham High School in Maine for 4 years. In High School I was the leader of a string quartet and played for multiple orchestral events such as District II and Allstate. In college, I played for the Southern Maine Symphony Orchestra for 1 year and studied music education and violin performance. I also studied violin performance at 317 Maine Street School of Music in Yarmouth Maine. I have been studying intensive music theory and teaching students for 6 years. I teach using a method I created to interact with my students, find their interests, and take them on a journey in music theory and violin performance. My main focus is to incorporate basic music theory and a full understanding of the violin while learning how to play it and have fun doing so. I teach a wide age verity of students which makes Udemy the perfect site for me to teach. Some of my students range from 4-5 years old to 70 years old! I currently teach privately and I am hoping to one day own my own studio to teach in. I was awarded the Joanna Bell Memorial Scholarship for string performance in 2011.


Amy Traggianese | October 2016
STEAM in Art Class
STEAM in art class? Yes, please!
A STEM is great, but STEAM adds an âAâ for Art and design. While teaching twenty-first-century skills, art and design should be integrated with science, technology, engineering, and math. Students need to create and design objects that are functional, look good and work in an innovative, elegant way. Adding some scientific resources to incorporate STEAM in art class will make learning while creating a natural combination for young artists.
Young learners need to make cross-disciplinary connections: thatâs why my art room will be a lot STEAMier this year. Iâve started using a different instructional approach called Teaching for Artistic Behavior (TAB), a nationally recognized choice-based art education model to teach art. My art room is now called âArt Studio 139â and has centers set up to explore drawing, painting, collage, architecture, and 3-D construction. Each student artist is responsible for his or her own materials, set-up and clean-up. The students will be working like âreal artistsâ and will be given choice in the projects they create.
Throughout my years of teaching, I have been offering more and more choice within art lessons, so TAB is a natural extension. I also believe that children need a place to be able to create, explore, solve problems and succeed. I am excited to see how my students will flourish and grow as artists and problem solvers during this school year.


Neuroscience and Education
The "Neuroeducation" transverse axis was created to federate the efforts of CRNL researchers interested in using their expertise in neuroscience to improve learning in children and teenagers. Their initiatives range between simple conferences to help teachers better understand physiological and cognitive functions relevant for learning (attention, memory, sleep, the impact of nutrition, ...) to the design of novel classroom interventions and innovative teaching strategies. Some of those interventions are already largely used by teachers throughout the country (especially on sleep and attention, with 10000+ teachers involved).
The transverse axis can be thought of as a "think tank" that will trigger new ideas, identify synergies between disparate projects, transmit information fluidly between participants, minimize competition and maximize cooperation.
The long-term goal is to build a bridge between the local communities of teachers and researchers, each of them being until now a kind of "blackbox" for the other. Practically, our objective is that any teacher in the Lyon area, and beyond, can rapidly identify the local experts in any of the fields mentioned above and know how to work with them hand-in-hand.
Our overall vision is that teachers and researchers should be able to swiftly co-design interventions and innovative practices optimally-suited to the classrooms.
The main operation mode is though meetings to maximize synergies between âNeuroeducationâ transverse axis members, which is essential because most neuroeducation projects involve common steps which are dealt with more efficiently at the axis level rather than individually (developing partnership with schools, getting ethical approval, sharing personal ressources common to several projects â¦).
Scientific interdisciplinarity and communication with educative institutions are intrinsically part of this axis: this is encouraged through the participation of CRNL researchers and members to several local and national networks (âAssociation professionnelle des acteurs EdTechâ Lyon, RÃ©seau ThÃ©matique Pluridisciplinaire CNRS national âRTPâ Ãducation, Structure FÃ©dÃ©rative de Recherches en Ãducation LYon â Saint Etienne âRELYSâ), as well as strong partnership with major entities within the Education Nationale (Institut National SupÃ©rieur du professorat et de lâÃ©ducation de lâacadÃ©mie de Lyon, rectorat de Lyon, inspections acadÃ©miques, publishers such as RÃ©seau CanopÃ©â¦).
To maximize its local visibility and interaction with academic leaders, the group has organized a one-day workshop which brought together the main regional players from both the academic and the research sides (December 2019, supported by IDEX Lyon).
The transverse axis has already received a warm and positive feedback from the board of the Chancellor of the Academy, with extremely interesting perspectives already (such as a new High-School entirely designed to study the impact of science-based classroom interventions). This domain is also strongly supported by University Lyon 1.
At the scientific level, four subgroups have been identified to work more specifically on (a) general abilities and functions (such as attention, emotion regulation, motivation ...), (b) basic physiological requirements (importance of sleep, nutrition, ...), (c) elementary education (reading, writing, calculus ..), and (d) specific needs (children with specific educational needs).
Each subgroup is actively involved in large-scale innovative projects (I.e. ATOLE for attention education, Memetonpyj for sleep education, Math Mathews Fractions for calculus â¦) which provide strong practical cases to develop an efficient network of interactions between the CRNL and the world of education.
Our immediate vision is to have full-time staff to provide teachers with a clear view of how CRNL researchers can handle their needs, via training, research projects and organize the synergy.


Primary maths resources proven to develop numeracy skills
Based on a proven concrete-pictorial-abstract approach, Numicon encourages children to explore maths using structured imagery and apparatus in order to understand and explain mathematical concepts.
- Supports the Cambridge Primary Maths Curriculum framework for classroom use.
- Develops fluency by using a visual, practical base to develop conceptual understanding and fluent recall.
- Helps children to reason mathematically through the use of concrete objects and spoken language to explain and justify.
- The Numicon approach supports the PYP Mathematics Scope and Sequence
- Professional development to suit the needs of your school and staff
- 6 Teaching Handbooks
- 6 Implementation Guides
- 18 Workbooks
- 6 Apparatus packs
- 4 Pupil Books
- 1 Firm Foundations pack
- 1 Online subscription
- 2 Test Practice Question Books
- Additional resource packs for home, nursery, intervention, SEND, and stretch and challenge
What does Numicon deliver?
See an overview of Numicon resources.
See how Numicon can support your teaching of the PYP Mathematics Scope and Sequence.
Read a comprehensive overview of the Numicon programme and its resources.
Take a look at how the Numicon approach can support the PYP Mathematics Scope and Sequence
Curriculum matching charts for all UK curricula
A proven approach for teaching maths loved by teachers and children
Explore Numicon Online in this short video
Evaluate online, free of charge
Read our case studies and discover the proven impact of Numicon in the classroom
Find help and support with your Numicon Online subscription
Numicon in the classroom
Senior Professional Development Leader, Derry Richardson, explains why Numicon continues to be an essential resource at Key Stage 2 and beyond
Ensure successful implementation with our handy 4-step guide
Visit our Numicon board to find more ideas and activities for your classroom
Find out how you can use manipulatives to deepen understanding throughout the whole school
Additional sessions to reinforce and embed key maths concepts
Show Numicon models and images on your whiteboard


Music education begins in the Pre-Kindergarten program with an introduction to rhythm, tone production, creating music, and singing. Elementary grades music offerings include handbells, recorders, and choral singing. Middle school grades have the opportunity to grow and exercise their musical gifts by participating in choral singing, recorder ensemble, and chimes.
Students have the opportunity to share their musical gifts through local school and church performances. Middle school students may also participate in Festival of the Arts, a multi-day, state-wide gathering of Seventh-day Adventist schoolsâ music students culminating in a stirring concert featuring a mass choir, orchestra, handbell and chimes group, and band.
âSing to Him a new song; Play skillfully with a shout of joy.ââPsalm 33:3


AAC Parent Resource Bank
This page is full of links to web based resources that I think will be helpful to anyone, Parents, SLT students, SLTs new to AAC or Teachers who want to start with AAC. Iâm adding new items to this list regularly and will aim to keep track of any links that change or stop working.
What is AAC
This blog from AssistiveWare is great for looking up and getting to know some of the key concepts in AAC. Information about AAC can be riddled with jargon. This is a handy glossary to help navigate all of that.
Beth Moulam who is a paralympian who uses AAC has created a great resource about AAC with her 60 second scoops about AAC.
ACE Centre Getting Started book available to download here https://aacbooks.net/book2/
âCommunication: The Skyâs the Limitâ by Jane Farrall from the Angelman UK conference in 2019 (I was at this in person and it inspired me to use a robust language system rather than selected words).
Simple AAC from Smartbox is a good introduction to the practical aspects of AAC. The website has lots of resources, downloadable leaflets and videos.
Project Core This is a US project with a wealth of resources for using core word vocabulary including downloads of pages to print and use. There are some learning modules and modules 1-3 cover beginning with and understanding core vocabulary.
Modeling/ Aided Language Stimulation
Project Core This is a US project with a wealth of resources for using core word vocabulary including downloads of pages to print and use. There are some learning modules and modules 3 and 4 cover modeling.
This is a super video by Chris Bugaj from the Loudoun County Public Schools Assistive Technology Team Youtube Channel.
AAC Through Motivate, Model, Move Out Of The Way Thereâs so much in this group. Members include AAC users, parents, carers and therapists. The discussion is rich and lovely and thereâs so much information.
Ask Me, Iâm an AAC user! Is a great group on facebook. Open to AAC users, clinicians and families itâs full of rich discussion. There is a rule that stops people who donât use AAC from replying within 24 hours which preserves the group purpose. There are some detailed group rules and conditions. ITâs well worth reading them as they themselves are a rich source for reflection and learning.
The Book Comprehensive Literacy for All by Karen A Erikson and David A. Koppenhaver is a great resource bringing together much of the current thinking about literacy. The thing I LOOOOVE about this book is that itâs very clear from the start that the book really is about literacy for ALL learners.
The Lomah podcast season 5 episodes 131-145 focus on literacy using Comprehensive Literacy for All as a framework there are interviews with some leading minds in literacy development.
Hardware and Software
There are numerous companies providing hardware and software to support AAC. Here are the websites of some of the companies. They often have support and resources on their websites that can be used across systems.
Assessments will usually be carried out by professionals however there are some that are targeted at parents too. The Communication Matrix is free to use up to a certain number of assessments per year (5, so plenty for a parent) and gives a profile of communication strengths.
Iâve included this article by Gayle Porter and Linda Burkhart as itâs about one of the most common misconceptions in AAC. When I was at university we were taught that children needed to be able to match objects to objects and then to photographs before we would even think about more abstract symbols like those we commonly use in AAC. The need to progress in this way is widely discredited and this article by two experts supports that. I include it here as you may encounter professionals who still wish to work in this way.
This 2005 article from Romski and Sevcik debunks all the myths about AAC that parents might hear. Augmentative Communication and Early Intervention


The most informed ARTISTIC performances require a delicate balance of musicianship and technical precision from both the conductor and the performers. The Directed Listening Model is a new resource that provides a basis for understanding and achieving this critical musical intersection by clarifying the subject matter of ensemble music making and providing conductors and performers a system to analyze and evaluate live sounds. The model also illuminates the prerequisite technical and ensemble skills necessary for the creation of a musical performance. A rehearsal process that utilizes The Directed Listening Model will ultimately inform the depth of interpretation and ARTISTIC nuance available to the musicians thus promoting the highest levels of ARTISTRY in musical performance, regardless of the ability level of the ensemble or the repertoire performed.
"Here is one of the more thought provoking books on ensemble music making to come along in recent years, one that will fascinate and enlighten conductors and performers who share a belief (or even a disbelief) that rigorous objective attention to details is essential for anyone who hopes to achieve the aim of producing profoundly beautiful musical results. [...] I am certain that The Directed Listening Model: A Rehearsal Guide for Ensemble Musicianship will generate a great deal of meaningful discussion about the art of conducting and the infinitely vast and beautiful topic of ensemble music making."
H. Robert Reynolds
"If you are looking for a book which explains, in detail, the various aspects to be considered while conducting and rehearsing -- this is it. This is more than just a "how to" book. The authors have considered MANY points we all think about, and many, many more that are described in minute detail to be studied again and again. Indeed, this is a book to be studied more than read superficially. You will want to use it mainly as a reference work, reading a section at a time and thinking about it. I am quite surprised that no one, until now, has taken the time to put into words all of the thoughtful analysis compiled in this volume - a genuine contribution."
(hover over a page below to preview - click to open in a new window)
The Directed Listening Model is a comprehensive book for conductors, teachers, and pre-service music education students of any experience level working with any level of performer.
Use as a stand-alone resource for wind and percussion instrument and ensemble pedagogy or as a companion to textbooks utilized in traditional university conducting and music education methods classes.
MEET THE AUTHORS
JOHN D. PASQUALE
An international conductor, author and lecturer, Dr. John D. Pasquale holds the Donald R. Shepherd Professorship in Conducting at the University of Michigan. He serves as Associate Professor of Conducting, Associate Director of Bands, and Director of the Michigan Marching and Athletic Bands. In this position, he directs and oversees the athletic band program, is the conductor of the University Band, guest conductor with the Symphony Band, Symphony Band Chamber Winds and Concert Band, and teaches classes in rehearsal pedagogy and aural analysis of ensemble sound. In addition to his work at the University of Michigan, Dr. Pasquale holds a visiting professorship in music at the Bund Deutscher BlasmusikverbÃ¤nde e.V. Musikakademie in Staufen, Germany.
DAVID W. CLEMMER
Christoph Breithack is a music teacher in secondary education at the Heimschule St. Landolin in Ettenheim, Germany. He also conducts community bands in the Freiburg area, including the Musikverein Freiburg, St. Georgen. As a clinician he works for Yamaha Music Germany within their school band training program. Breithack is an expert in rehearsal pedagogy, training community band conductors at the BDB-Akademie in Staufen, and regularly appears as a clinician at music congresses throughout Germany. One of three co-authors of BlaserklassePLUS, an instructional resource for German secondary schools, Breithack studied bassoon for orchestra at the Trossingen University of Music in Germany and received his teaching degree at the University of Education in Weingarten.


Answer (Detailed Solution Below)
Detailed SolutionDownload Solution PDF
Teachers are not only knowledge providers but act as role models for children in the classroom.
- Students always aspire to be like their teachers and try to imitate their actions.
- To make the students develop good qualities, the teacher must acquire them and exhibit those qualities in the classroom.
- A teacher must not get indulge in any kind of inhuman behavior to avoid their students acquiring that behavior.
Hence ,we conclude that to inculcate human qualities in students, a teacher must not do anything wrong so that the child does not get the wrong message.
- Explaining and telling the students about good or bad behavior will be effective unless the teacher herself exhibits such behaviors
- Reflecting the qualities that the teacher wants in herself in front of students will make the students behave in a way that the teacher has acquired.
- Trying to bring changes in the students according to the present context is not an effective strategy to develop good morals and human values as today's world is more inclined towards inhuman activities.
Last updated on Dec 30, 2022
Rajasthan Pre D.El.Ed result declared. The written exam was held on 8th October 2022. Those who qualify for the written exam will be eligible for counselling and document verification. Candidates who qualify for the examination will be eligible for admission to the Diploma in Elementary Education (D.El.Ed) course for the 2022-2024 academic session. The candidates must check out Rajasthan Pre D.El.Ed Previous Year Papers.


The state should ensure that new elementary teachers know the science of reading instruction.
In its coursework requirements for elementary teacher preparation programs, West Virginia requires programs to address the science of reading. Elementary teacher candidates must take nine credit hours in reading, which include a focus on the five instructional components of scientifically based readingâphonemic awareness, phonics, fluency, vocabulary and comprehensionâas well as how to assess students' reading ability and how to identify and correct reading difficulties.
Middle and secondary preparation programs must contain a minimum of three hours of reading in the content area, which include a focus on vocabulary, comprehension and writing.
However, West Virginia does not require teacher candidates to pass a reading assessment prior to certification or at any point thereafter to verify that they have been effectively trained in the science of reading instruction.
Title 126 Legislative Rules, Board of Education, Series 114, Policy 5100, 6.3.4
Require teacher candidates to pass a rigorous assessment in the science of reading instruction.
Although West Virginia is commended for requiring teacher preparation programs to address the science of reading, the state should also require a rigorous reading assessment tool to ensure that its elementary teacher candidates are adequately prepared in the science of reading instruction before entering the classroom. The assessment should clearly test knowledge and skills related to the science of reading, and if it is combined with an assessment that also tests general pedagogy or elementary content, it should report a subscore for the science of reading specifically. Elementary teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
West Virginia recognized the factual accuracy of this analysis. The state added that it is exploring the option of adopting a new Praxis II elementary education test, which will include subscores for each of the four content areas: reading, math, social studies and science.


Sing-play music | Music Classes for children and adults with Special Needs
Is early childhood music education an alternative to daycare, or will your child learn valuable skills and cultivate a love for music?
Learning how to maximize musicâs deeply therapeutic power becomes a wonderful adjunct to our daily health and wellness programs. Listed below are some of the well-known scientifically proven benefits.
1. Music reduces stress and anxiety
2. Music improves our immunity and therefore general health
3. Music decreases feelings of depression and loneliness
4. Music enhances memory and recall
5. Music alleviates pain and promotes physical rehabilitation
If you think your child will enjoy taking music lessons, we'd love to hear from you! Our classes are playful, rich, and engaging and helps children of all agesâbabies, toddlers, preschoolers, and big kidsâdiscover their inner music.
To learn music lessons, contact Judith now!!
Phone: (845) 677 5871
Address: 60 Eddy Road, Verbank, NY 12585
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Now and then, a small change in instructional strategies can bring about a huge change in student learning. Number talks seem to be one of those subtle yet powerful changes.
A relatively recent phenomenon, number talks are a valuable classroom routine that promotes mathematical reasoning. They ask students to solve problems by using mental math, making sense of numbers and math, and developing/inventing efficient computation strategies.
Number talks help students understand relationships between numbers and operations through composing/decomposing numbers, compensating and expanding, applying properties of operations and more. Number talks also increase flexibility with computational strategies thereby improving computational fluency.
This strategy turns students into active learners, empowering them to create their own approach to problem-solving. It builds computational fluency and concept development. Learning each otherâs varied approaches to the same problem lets students consider the many different ways to get to the right answer.
How to start
Prior to a number talk, the teacher explains that the main goal is using mental math to come up with a variety of answers. It is important that a teacher develops a signal for their students to use when they have an answer, such as a thumbs-up under their chin or one finger on their nose. The quiet, nondistracting signals allow all students the time they need to think of their own answer.
Students generally adapt to this process quickly.
Dive into the problem
Next, the teacher writes the problem on the board where all students can see and refer back when needed. The students begin solving the problem, using solely mental math to find a solution.
Once they have their answer, they give their âIâm readyâ sign to the teacher. It is important for the teacher to give ample time for all students to solve the problem. When some students finish early, the teacher can remind them to brainstorm another way to solve the problem.
When all students have given a signal, the teacher calls on one to share their answer and â the important part â how they came up with the answer. Prompts such as âHow did you know that?â, âWhat did you do next?â, or âTell me what you were thinkingâ help them articulate their reasoning in-depth, offering the teacher and other students insight into one way to solve problems.
During this talk, the teacher should be writing down the studentâs thought process on the board so everyone can follow along with the sharerâs thinking â but neither indicate whether the answer is right nor comment on the steps taken.
The teacher can tell students to put their hand on their head as a âme tooâ if they came up with the same answer the same way as the first student. That allows a quick glance to see who else had that answer using the same method. Next, a student with a different approach can be selected to share their answer and thought process, and so on.
Embracing different views
Number talks are an effective and efficient strategy for promoting mathematical reasoning in the classroom. It shows that not all people think the same way and reveals different perspectives for solving future problems.
Number talks also allow the teacher to gain a deeper understanding of a studentâs cognitive ability.
Finally, it encourages students to talk about math by sharing their answers and process, because they know that even if the answer isnât right, their reasoning means their answer is valid. That nudge to embrace trial and error can turn hesitant students into future mathematicians.
Carol Buckley is an associate professor of mathematics at Messiah University in Pennsylvania. Madison Meeks is a junior at Messiah University studying elementary education with a minor in the teaching of English to speakers of other languages.
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More from SmartBrief Education:
- 5 ways new school-home communication meets family, staff needs
- 5 virtual-classroom tools to foster authentic connections
- Changing the classroom experience with instructional audio
- Powerful social media solutions for students
- How comics curriculum boosts SEL
- 8 ways to make vocabulary instruction more effective


Alma Woodsey Thomas American, 1891-1978
Alma Woodsey Thomas was an American painter best known for her colorful, abstract compositions. She frequently translated art historical references, natural phenomena, and personal aesthetic through simple compositions of circular and linear form. A major player in the Washington Color School, Thomas was born on September 22, 1891 in Columbus, GA and her family moved to Washington, D.C. by 1906 to escape growing racial prejudice. Thomas was the first person to graduate from Washington, D.C.'s Howard University's fine arts department in 1924, after which she gained an MA in art education from Columbia University in 1934.
Thomas' legacy is defined by critical acclaim and achievements, including a 1972 solo exhibition at the Whitney Museum of American Art. Her work was notably exhibited at the White House during the Obama administration's tenure. âCreative art is for all time and is therefore independent of time,â the artist once said, âIt is of all ages, of every land, and if by this we mean the creative spirit in man which produces a picture or a statue is common to the whole civilized world, independent of age, race and nationality; the statement may stand unchallenged.â Thomas died on February 24, 1978 in Washington, D.C.


Celebrate Easter with children by doing a fun home activity. Check out this fun rainbow of baby Jesus science experiment.
Literacy development is an essential foundation of a child's education. Help children read, write, and communicate through daily activities. Check out our collection of literacy activities. Literacy Development in Early Childhood, language & literacy for toddlers, pre literacy skills, child literacy, literacy activities for preschoolers, reading activities for kids, literacy activities for toddlers, reading activities for preschoolers, language and literacy activities for toddlers, early literacy activities for preschoolers, language and literacy activities for preschoolers and more.
Perfect for winter, this winter fire science experiment for kids at home is an easy and an exciting way to introduce kids to science.
Challenge children into a fun math game. Check out this cool polar bear-themed math exercise for preschoolers.
Make numbers for kids more fun and exciting by doing math games. Check out this snowflakes themed math activity for preschoolers.
Kids will have lots of fun with home fun preschool science experiment activity. Check out our new year volcano of colors indoor activity.
Engage kids with a fun Christmas math game. Check out this reindeer craft math activity.
Surprise preschoolers with fun Christmas activity. Check out this cool reindeer balloon science experiment for kids.
Do you want a fun preschool writing activity? Check out how kids can learn to write with funny worms.
Engage preschoolers in a fun math activity. Check out our worm counting games for kindergarten.
Help children learn the alphabet through this fun Grinch alphabet game for preschoolers.
Make learning science fun for kids with an exciting activity. Check out this cool Grinch slime STEM science experiment.
Make learning the alphabet fun for preschoolers with this scarecrow letters for preschoolers' kid's activity. Check out the step-by-step instructions for this literacy activity.


The central government has started paying more attention to education after independence. It finances central educational institutions, offers scholarships to students, offers stipends, and more.
The role of the central government in education and professional preparation are as follows:
Indian Constitution has universalized access to education all across the country so the central government should ensure the provision of the same.
The central government must fund and provide financial aid to educational institutions all across the country.
The central government must ensure that there are adequate learning resources and materials in the classroom.
Equality of Opportunity
The central government must offer equality of opportunity to every citizen in terms of education and employment as well.
Appointment of teachers
The central government must recruit and appoint trained teachers who are qualified so that education can be of high quality.
Free and Compulsory Education
Indian Constitution states the provision of free and compulsory education to every child up to the age of 14 and therefore, the central government must ensure this is being followed all around the country.
The central government must also aid educational institutions in framing a syllabus and curriculum that promotes their culture and is child friendly.
Some initiatives taken by the central government for education are as follows.
The Kothari Commission (1964)
The Kothari Commission was an ad hoc commission formed by the Government of India under the Chairmanship of Daulat Singh Kothari on 14 July 1964 and dissolved on 29 June 1966. He was the chairman of the University Grants Commissions (UGC) when the Kothari Commission was formed. The Commission consisted of twenty members who were experts in the education domain and based out of the UK, USA, Japan, Sweden, and France.
National Policy of Education (1986)
The main goal of NPE was to universalize elementary education through facilities such as quality education, trained teachers, adequate teaching and learning materials. It also took steps to remove inequality and discrimination based on social criteria.
Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan is a flagship program started by the government of India in 2001. It was developed to achieve the Universalisation of Elementary Education (UEE). The provision of legal backing for SSA occurred when the Indian Constitution under Article 21 A, made free and compulsory education for the children in the age group of 6-14 a fundamental right in. In a time-bound manner, SSA aims to fulfill the objectives of this fundamental right. It is anchored by The Ministry of Human Resource Development (MHRD), Government of India (GoI) and has been operational since 2000-2001.
Right to Education Act (RTE), 2009
The Right to Education Act (RTE) is enacted to make the right to education a fundamental right in the country. It marks a watershed in the Indian education system and that is why it is essential legislation. In August 2009, Parliament passed the act and came into force in 2010. Following this, India became one among the 135 countries that have made education a fundamental right of every child.
In recent years, the responsibilities and obligations of the central government in the field of education have increased.


This section contains Year 2 Maths worksheets, activities and lessons. Enjoy our numerous lessons and activities designed in accordance with the Year 2 math lessons. We have lists of Addition, Subtraction, Multiplication, Division activities. Also, Mixed Operations, Counting Numbers, Number Patterns, Ordering Numbers, Word Problems and so forth.
Our Year 2 Addition worksheets/activities contain many addition practice activities where it asks the child to find the missing sum or addends. Children can earn a lot of practice by working out these sums. Get more addition practice with all our addition activities.
The K8 School Year 2 Counting Numbers activities include exercises to identify numbers from two-digit to three-digit. Activities are voice aided so that children can listen to the number and match it with the correct number in writing.
Our Year 2 Division section contains activities to find the quotient, divisor or the dividend. Division activities are available from Dividing by 6 to 12. If you wish, you can get the help of our Multiplication Tables charts in the Year 2 Multiplication Lessons section.
The section Year 2 Mixed Operations consists of activities with Mixed Operations with all four operations such as addition, subtraction, multiplication and division. Get your answers corrected at the end of each activity. Activities are available to print.
The K8 School Year 2 Multiplication activities based on 6-9 times tables multiplication and advancing up to 2-digit number multiplication. Enjoy learning multiplication with our Year 2 Multiplication Activities.
Year 2 Number Patterns activities have interactive exercises to find the missing numbers. It contains activities like skip counting, number sequences, number puzzles and and so on. Enjoy your Year 2 Number Patterns Activities!
The K8 School Year 2 Ordering Numbers activities are ideal to improve numeracy skills in ordering numbers consistent with different number sequences. Activities are given in ordering numbers from least to greatest and greatest to least.
Our Year 2 Subtraction activities hold subtraction concepts such as regrouping, column and horizontal subtractions etc. These activities provide math help to visually grab the concepts so that the child can easily understand the borrowing method in subtraction.
This section allows the child to learn 12-Hour clock time and 24-Hour clock time. Our Year 2 Time Activities include the time conversions of 12-Hour clock time into 24-Hour clock time and 24-Hour clock time into 12-Hour clock time.
Enjoy our Year 2 Word Problem activities which make improvements in your child's basic problem solving skills in numeracy through a number of mathematical problems in addition, subtraction, multiplication and division.
Our Year 2 Addition lessons guide children in doing various Addition activities such as regrouping of addition which is also called the carrying method of addition and so forth. Also these Lessons teach the concepts and methods to do different Addition tasks.
The K8 School Year 2 Multiplication lessons show children the ways to do different Multiplication tasks. This includes Multiplication Tables charts and other Multiplication lessons which teach the concepts and methods of doing Multiplication operations.


In this 1-hour course teachers will learn:
- How to create a working definition of creative thinking
- How to measure creative thinking
- How to use the SCAMPER framework for creative thinking
- Practical strategies to incorporate SCAMPER in their classrooms
ODE Teacher Competencies a, b
NAGC Teacher Preparation Standards 3.1, 3.2, and 5.1
Click here for a leaderâs guide created by the Ohio Association for the Gifted and Talented.
Alesha Haybin is currently a Coordinator of Gifted Services at the Licking County Educational Service Center, and serves as the Scholarship Committee Chair on the OAGC Governing Board and is Past-President of Gifted Coordinators of Central Ohio (GCCO). She has been an educator for almost 20 years with 17 of those working directly with gifted students and their families. She has found the most profound impact can be made as a result of relationships that nurture the social and emotional development of each student while stretching them intellectually. Alesha holds a B.A. in elementary education and a M.S. in educational psychology and gifted instruction. Born and raised in Oregon, Alesha most enjoys going on adventures with her family and visiting the beautiful Northwest.


|About the Program | 10 Yr Anniv Exhibit | Current Units/Lessons | Reading Room | Gallery | Contact Us!|
Promoting equity, diversity and access to art experiences for all children
Community Message Mural by 2nd Grade Art Partners
Art Partners brings college students and faculty, school teachers and children together every week throughout the school year for learning experiences that are grounded in the activities of viewing, discussing, interpreting, valuing, preserving and making works of art. Through carefully designed activities drawn from the disciplines of art history, art criticism, aesthetics and art production, the Art Partners curriculum supports learning in many areas of the children's school experience, including language arts, social studies, cognitive development, socializations skills and emotional intelligence.
are invited to learn about our program and share in the ideas offered
for addressing the needs of diverse learners through art. It is our hope
that this effort will inspire others to create similar programs in their
own area of the world.
Art Partners is a collaborative
fieldwork program involving faculty and students from Buffalo State College
(BSC), Buffalo, NY, with teachers and students in Buffalo Public Schools.
The program was founded in 1994 by its coordinator, Professor Lucy Andrus,
a member of the Art Education Department. Each semester, Professor Andrus
and a team of students enrolled in her course, Art for Children with Special
Needs, bring the Art Partners program to two designated school sites in
the city of Buffalo.
Art Partners focuses on urban students attending inner city schools who have special learning needs. This includes students with identified disabilities as well as students considered at risk due to social, economic, environmental and/or other life circumstances that negatively affect their ability to succeed in school and society.
Art Partners is especially
important for those children who do not receive art education taught by
art specialists, as well as those children who can better express themselves
and demonstrate their diverse capabilities through a program that differentiates
instruction and takes a learning through the arts approach. In collaboration
with the children's classroom teachers, the art experiences the children
receive are designed to promote established goals and objectives in children's
Individualized Education programs (IEPs) and/or regular classroom curriculum.
The program's commitment to supporting equity and diversity assures that curriculum and instructional methodology are culturally competent. In addition to the general multicultural perspective practiced by the program, Art Partners also teaches about the peoples, traditions, and aesthetic productions of various cultures, including the Americas. The Art Partners curriculum is comprised of thematic units of study with sequential lessons that build upon each other in promoting goals, objectives, and New York State Standards for the Arts.
Following each session, the Art Partners teaching team meets together for purposes of supervision, assessment of outcomes, and curriculum planning. This time also provides the student teacher members a chance to express and process their personal subjective response to working with the children, and an opportunity for their professor to gain greater insight into the experience of teachers-in-training.
To date, the Art Partners program has worked with the students and teachers at Buffalo's BUILD Academy, Broadway Village School 57, and the Community-Based Special Education program at McKinley High School. Financial support for the program has been a combination of out-of-pocket donations and grants obtained from the Center for Development of Human Services, the Resurgent City Center, and the Erie County Legislature through the office of Legislator Crystal Peoples.
This is a non-commercial website and is to be used for educational or research purposes only. No commercial use of these images is permitted without the consent of Art Partners. "Fair use" is claimed under U.S. copyright law, sections 107 and 108
For questions contact:Art Partners Â©2002 Art Partners Program | All Rights Reserved All Material Written by Lucy Andrus unless otherwise specified. Site Developed and Maintained by Lucy Andrus. Technical assistance courtesy of Tom Rowan. Special thanks to Deb Sterner. all


Who created the RA 6655 Philippines?
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1.
What is the Republic Act 6655?
Declaration of Policy. â It is the policy of the State to provide for a free public secondary education to all qualified citizens and to promote quality education at all levels.
What is Free public secondary education Act of 1988?
This Philippines Act declares âIt is the policy of the State to provide for a free public, secondary education to all qualified citizens.â The Act stipulates that students enrolled in secondary course offerings are to be free from payment of tuition and other school fees except âfees related to membership in the school â¦
What is the law that establish free public education system?
The system of free public basic education has long been in existence in the Philippines. Free and compulsory elementary education was established by the Malolos Constitution in 1899, whereas free secondary education was formalized with the enactment of Republic Act No. 6655 in 1988.
What is the significance of education act of 1982?
232 (THE EDUCATION ACT OF 1982) This was an act providing for the establishment and maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the entire educational system.
Who are referred to as teacher in RA 4670 who are not included although they are school personnel employees?
â The word teacher referred in R.A 4670 is the persons engaged in classroom teaching, in any level of. instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or. vocational instructors, and all other persons performing supervisory and/or administrative functions in.
Who implemented free education in the Philippines?
The Republic Act 10931, known as the Universal Access to Quality Tertiary Education Act was signed into law in August 2017 by President Rodrigo Duterte, providing underprivileged Filipino students the opportunity to pursue college degrees through free tuition and exemption of other fees in SUCs.
When was free education introduced in the Philippines?
The Educational Decree of 1863 provided a free public education system in the Philippines, managed by the government.
What is education Act 1982 or Batas Pambansa 232?
Establishes the basic policy and objectives for education. It establishes the rights, duties and obligations of those in the education community (e.g. parents, students, teachers, principals, non-academic staff etc.)
Which is an example of a teacherâs obligation as stated in the education Act of 1982?
Teacherâs Obligations â Every teacher shall: 1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals, and objectives of the school.
Who does RA 4670 cover?
for Public School Teachers
4670, states in its entirety: âSection 2. Title â Definition. This Act shall be known as the âMagna Carta for Public School Teachersâ and shall apply for all public school teachers except those in the professorial staff of state colleges and universities.
Why is Magna Carta for teachers important?
The Magna Carta for Public School Teachers helps us to understand fully the rights of the teachers. It protects the rights of the teachers like the tenure of office, academic freedom and other benefits. Some teachers are not privy to the provision of this code as this is not discussed with them.


Ernst Krenek (1900-1991) has lived throughout most of the twentieth century and has contributed to its cultural life with a variety of compositions and writings. Cultural heritage, music history and art education determine a variety of reasons for the necessity of the preservation and academically accurate presentation of the Krenek Residence. After having served as a home and creative space for Ernst and Gladys Krenek for half a century, the house has been marked by its former inhabitantsâ personalities and idiosyncratic needs, and thus represents a relevant addition to the Institute's archive holdings as an independent biographical document. Besides the importance of the house as a biographical document, it is also the place where Krenek kept und used most of the objects and documents that represent the collection of the archive today. Many of his own works were originally created there. As a connecting element, the house contributes to the comprehension of the abundance of materials preserved in the archive and delivers a context for the interpretation of these materials. Thus, the house can be understood as a metaphorical focal point for Ernst Krenek's physical and mental environment, his world of thought and creativity. The aim of the project is the thorough digital documentation of the Krenek Residence, as well as the creation of a precise virtual reproduction that can serve as an educational tool for enabling visitors to engage with Krenekâs life and work by exploring the digitized materials of the archive within the virtual residence. An implementation of the project into the exhibition and on the website of the Krenek Institute is intended. As part of this research cooperation between the Ernst Krenek Institute, the Center for Applied Game Studies and the Center for Applied Music Research, possibilities for digitizing the comprehensive collection will be explored. The project focuses on creating a digital version of the Ernst Krenek residence in Palm Springs and making it accessible as part of an interactive Virtual Reality (VR) environment. The virtual reconstruction should be representative of the period in which Ernst and Gladys used the house as a combined living and working space. By integrating a variety of narrative and interactive elements, based on concepts derived from state of the art game-design practice, the virtual residence will not only serve as a mere object of visualization, but also as a tool for conveying cultural heritage and its context by enabling audiences to explore its contents on their own. The virtual residence will be designed as an adaptable environment in which the narrative and interactive elements can be expanded or altered in the future, making it a flexible tool for a wide range of education and exhibition activities in the long term.


âMusic paideia and citizenship education. A historical-comparative epistemological paradigm.â
Î¤his study examines the place of music in the educational discourse in Ancient and Modern Greece as well as its role in shaping the Â«human â citizenÂ». Firstly, it investigates the place of Music Education in Ancient Greece focusing on the discourse of Plato and Aristotle. Secondly, it examines the place of music in the educational system in Modern Greece focusing on the official curriculum.
Additionally, it presents a case study of teaching music at the 9th Elementary School of Chania in order to demonstrate how Music Education can influence and shape the political consciousness of students and the future of an active citizen.


SOUNDS SURROUND US
Listening to and thinking about sounds is an important pre-step to becoming a proficient word problem solver. This is for three reasons:
- First, it develops an awareness and âearâ to listen to particular sounds. This is a key skill, where your child(ren) will be developing phonemic* awareness. This key skill will help your child(ren) listen and distinguish key sounds when they first attempt phonetic spelling
- Second, it develops an awareness that sounds have an origin, a clue to what they might mean and how they might sound. This is a critical foundation for the more developed spelling skills that rely on word histories, rather than just sounds.
- Third, it develops an appreciation for sounds, music, language in the world around us. It helps people develop an awareness of organic sounds and how they are used, as well as the expressive and creative element of being a meaning maker.
* Phonemic awareness is the awareness of distinct sounds
Some of the steps you can take to develop these three foundational skills and important awareness with young children can include:
- SOUND WALKS
- SOUND SESSIONS


At Avenue Primary Academy, our intention is that all children experience a holistic and engaging music curriculum. We would expect them to gain skills through listening, performing, composing and appraising, including making improvements to their own work. The knowledge which is to be achieved in music includes: learning how to use their voices expressively, playing tuned/un-tuned instruments, rehearse and perform with others, create musical patterns through choosing, exploring and organising musical sounds and ideas. Children should also explore and express feelings and ideas about music using cross-curricular links and how to make improvements to their compositions.
We aim to provide a wide-ranging musical education which combines developing an understanding of different musical styles and genres with practical music making. We recognise that music encourages childrenâs co-operation, creativity and self-esteem so we create exciting, educational and inspirational music opportunities.
Music is planned using the National Model Music Curriculum. In line with the new National Plan for Music Education 2022, music is taught for one hour a week, through singing assemblies and lessons. In addition, children have the opportunity to learn the recorder and glockenspiel, sing in a choir and take individual or group music lessons with peripatetic music teachers. Years 4 and 5 also learn to play the Ukulele. There are also opportunities for music coverage within the topic-based curriculum. Each half term there is a focus on a particular music skill, which is delivered through Charanga. The objectives and skills created through this program cover all the National Curriculum objectives, appropriate for each year group. Every year group will have opportunities to listen and appraise, develop musical skills in singing, playing instruments, improvising and composing, and performing and sharing with an audience.
As a result of our music curriculum, all pupils across the school develop an interest and a passion for music. They develop a deeper understanding and awareness of music from different cultures and genres. They build upon the understanding of the impact music can have on different individuals, themselves included. All pupils develop a range of knowledge and skills which they can embed into their own lives as they progress throughout the school. By engaging in our music curriculum, children develop their confidence, self-expression, creativity and communication skills.
Use the link below to view the Music curriculum overview.
Use the links below to view the Music Road Maps:


Here are some strategies for working with students with few or no English-language skills:
- Create a low-risk environment that is safe and nurturing for all students. Classroom environment is critical. Children note every bit of the teacherâs verbal and nonverbal behavior.
- Be patient.Students understand what is being said before they can speak the new language; the first step to learning English is listening. It may take some students months to respond through speech or an entire school year to be able to sing a song in class.
- Talk less.Give short, concise directions and use lots of visual cues (e.g., to indicate âstand upâ and âsit downâ).
- Allow more wait time so English language learners can join discussions. Students need time to translate English to their primary language, formulate an answer, and translate it to English.
- Incorporate visual aids. Use richly illustrated childrenâs literature, especially illustrated folk or patriotic songs or nursery rhymes. Have students tap the beat while you read, or create your own sâmâlmelody.
- Use gestures and facial expressions, and act out ideas.
- Repeat songs. Have students sing the same song week after week. This allows them to internalize and take ownership of it. Change the words by season (e.g., âFive Little Bunnies that I Once Knewâ could become âFive Little Snowmen that I Once Knew,â and so on).
- Illustrate song phrases,especially for long songs. Students can draw a story board to help them remember the song at home.
- Use fingerplays.They help focus students and make them more willing to sing. Try creating your own.
- Use cooperative learning activities with older students. Try matching English-language learners with students who speak both English and the studentâs native language. This also helps students who are progressing in Englishâthey can improve their translation skills and gain leadership and cooperative skills.
- Rephrase vocabulary terms in multiple ways. Review important concepts and key vocabulary throughout the lesson, not merely at the end.
- Recognize studentsâ native languages and cultures.Use folk songs (good for beat practice), singing games, and childrenâs literature from many cultures.
- Create word walls and living walls.They help all students to recall vocabulary and incorporate it in their speaking and writing. For units, begin with blank walls and add student-created visual expressions as the unit progresses.
- Remove jargon and slang from your speech.
These techniques may increase attentitiveness and accelerate learning for all your students.
Adapted from âStructured English Immersion (SEI) in the Music Classroom: Music Instruction for Crossing Borders,â by Shelly Cooper and Samantha Grimm-Anderson, General Music Today, Winter 2007, and from âMy Name is Maria: Supporting English Language Learners in the Kindergarten General Music Classroom,â by Martina Miranda, General Music Today, January 2011.
âLinda C. Brown, February 15, 2012, Â© National Association for Music Education (nafme.org)


âArt is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.â Quentin Blake
At Holywell Primary School our high quality art education should engage, inspire and challenge our children to become familiar with a body of artistic knowledge, skills, principles and vocabulary. We should employ teaching methods and resources which allow pupils to have equal access to art and to experience success and enjoyment in their work.
- To enable pupils to see art as:
- A major cultural feature
- Part of a wider body of knowledge and skills which relates to a range of other subject areas.
- Develop an awareness of pupils in:
- The implications of Art (past and present) for the individual and the local, national and international communities
- The significance of Art and to value it as an important, pleasurable and fundamental activity.
- To enable children to develop progressive skills in a range of artistic disciplines.
- To provide opportunities for children to use visual language ( line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and express their individual creativity.
- To develop an impressive knowledge and understanding of other artists, craft makers and designers.
- For Art to be a subject which is taught confidently and enthusiastically by all teachers.
Each unit of work is based upon a lesson structure which develops skills and enhances childrenâs opportunities for creativity. The Lesson structure is as follows:
- Each unit begins with a drawing lesson â based on the progression grid for the year group.
- Artist focus â children will learn about the artist and their artwork. This can include elements of the artistâs life but must include analysis of one or more of an artistâs work. Additionally, this can include comparing one or more artists. Care and attention here should be taken to ensure the children understand the artistâs intention behind their artwork/s.
- Skills based lessons (2/3 Sessions) Children develop skills based upon the artistâs work â these artist have been chosen so the art skills children need to learn can be achieved through the study of this artist.
- Planning Lesson (as many as needed) this is when the children plan their own artworks inspired by their learning in this topic. They may spend one lesson planning composition and another exploring textures or colourways.
- Creation of final piece of work (as many sessions as needed) - these are completed separately to the sketchbook.
Learning in Art is collected in Sketchbooks from Year 1 â These are annotated throughout a unit with notes, ideas and reflections on learning. Knowledge organisers are used within lessons to enable children to learn techniques, vocabulary and for retrieval of key knowledge and vocabulary. Childrenâs work is displayed so they are proud of what they have achieved.
To ensure we are representing a diverse range of Artists and types of Art we support our curriculum though âArt of the weekâ which is used for discussion â exposing children to a wide range of artists past and present. We feel this is important to ensure children have equal opportunities to be exposed to a range or artists and artworks.
Aspirations for the future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs pupils could aspire to do in the future as an Artist:
- Lego builder!
- Author and illustrator
- Kitchen designer and Installer
- Furniture designer
- Fashion designer


Mental Health Benefits Of Art Classes For Kids
Art classes for kids are proven to improve the mental health of students. A recent survey found that arts education is more likely to be provided in low-poverty schools than in higher-poverty schools. However, cuts to federal programs could eliminate art education from many schools. One more study found that participants in an art therapy class reduced their levels of anxiety and depression by 40 percent. During the course, the group completed questionnaires assessing their levels of anxiety and depression.
Help maintain mental health:
Children and youth benefit from a diverse range of mental health benefits from the art. For example, students exposed to art regularly are more likely to learn to express complex emotions and thoughts. This helps them maintain mental health and provides a constructive outlet for negative emotions.
Reduce the symptom of depression and anxiety:
One study even found that incorporating art therapy into the classroom positively affects students. Students who participated in this therapy program reduced their symptoms of depression and anxiety by more than 40 percent. The data came from studentsâ questionnaires about depression and anxiety levels.
Help children cope with mental health issues:
Art classes for kids are not only beneficial to their physical health, but they can also help them cope with mental health issues. For example, students often struggle with anxiety, depression, social difficulties, and low self-esteem. While these issues can be difficult to deal with, art classes are a great way to help students find the words to express their authentic selves.
Children can overcome their difficulties in school and social situations:
Art can help children overcome the difficulties of school and social situations that can affect their mental health. However, it is important to note that these types of therapy are not covered by health insurance. However, medical waivers can help cover the costs of such therapies.
Help children develop their creative and motor skills:
Art classes help children develop their creative and motor skills. They also enhance the development of divergent thinking, which helps children with their social and academic development. Children participating in art workshops report feeling more confident, engaged in learning, and motivated to take risks. They also improve their perception of self-determination, a fundamental component of intrinsic motivation.


Ogle, Klemp and McBride advise against inefficient vocabulary acquisition strategies such as looking words up in the dictionary or isolated phonics instruction. They advocate for increasing independent reading in order to promote vocabulary development. It can be difficult for secondary non-ELA content teachers to provide the time and appropriate materials for independent reading in their classes.
Readers have many encounters with large numbers of words. These encounters help them relate the word to their own prior knowledge and experiences and give them practice in using their growing knowledge of these words to make inferences (Nagy, 1988, p. 32).
A studentâs vocabulary growth depends on multiple exposures to new words in a variety of contexts. Learning new words requires integration, repetition, and meaningful use. New terms need to be integrated with what students already know. New terms need to be taught and retaught in multiple contexts. Students need to use new terms in ways that are meaningful to them.
Research suggests that the human brain actively âlooksâ for similar information to make sense of incoming data (Jensen, 1998; Sousa, 2001; and Sprenger, 1999). Thus, learning activities that help students connect what they know to what they are about to learn can positively affect comprehension. The authors recommend concept mapping, discovering similarities and differences, and predicting ABCs as strategies that help students activate their prior knowledge.
Activating Prior Knowledge
Concept definition or semantic mapping is when students work in small groups to use context clues to guess at a wordâs meaning. Then the students list all of their definitions and vote on the best one. Students also come up with at least three characteristics, synonyms and/or properties of the key word or concept. Lastly, the teacher should ask students for non-examples or contrasts. The figure below illustrates how a group of students defined âdemocracyâ.
An outcome of the concept-mapping process is that students learn how to discover similarities and differences between ideas. Students can complete a Y-chart as they read and then determine how two terms, events or people are alike. Then, students separate out the differences as they discuss the terms. Students draw lines through similarities in the top part of the chat and adds them to the bottom section. This chart works well helping students examine the differences in social studies terms like socialism and communism.
The Predicting ABCs graphic organizer allows small groups of students to share word lists and explain to each other what each term means. After skimming a chapter, students are asked identify words they think their classmates might struggle with. Then they turn to an elbow partner and discuss the words they listed in E-F. Students can move into groups and share words with the whole class. When a student lists a word, the entire class adds it to their ABCs sheet. Then the teacher can provide whole class instruction interpreting and explaining the words. Now the class is ready to read.
There are many more resources in this information-rich chapter. In fact, this whole book is full of graphic organizers that can be adapted for use in elementary, middle and high school Social Studies classes. I like the authorsâ technique of using a model teacher that encounters and solves classroom problems in each chapter.
Practice & Activities
In the past, I have conducted vocabulary tweetathons and six word definitions/memoirs. When I was a middle school teacher, I used to have students create Foldables from Dinah Zikeâs videos. A few years ago, when I moved into a 1:1 environment, I had the students create flash cards and play study games on Quizlet, which led me to experiment with other vocabulary-based video games. What tricks and tips do you have for teaching content-specific vocabulary?
Ogle, D., Klemp, R., and McBride, B. (2007). Building Literacy in Social Studies: Strategies for Improving Comprehension and Critical Thinking . Ch. 3 (pp. 33-52). ASCD.


Essential Accounting for Cambridge IGCSE is a Cambridge-endorsed resource, written to match the latest Cambridge syllabus for Accounting (0452), for examination from 2015. With a strong focus on building knowledge and understanding, it provides a variety of resources for in-depth syllabus coverage, question practice and revision to help students reach their full potential. The text contains up-to-date case studies and examples sourced from all over the world. Key terms within the text relate directly to the learning objectives and highlight the key information students need to understand. Numeracy skills activities will refresh the mathematical skills needed for calculations. Each unit concludes with exam-style practice questions, helping build confidence and ensuring students are well prepared. A new Workbook for Accounting is also available, with additional practice opportunities including example mock papers (full answers provided). This online student book is accessible anytime, anywhere. It includes multiplatform access, compatible with PCs, Macs, iPads, tablets and more. Your first login to your Online Student Books will facilitated by a printed access card that will be sent to you in the mail. If you are unable to receive a printed access card, please contact us.


By: Heather van Mil
Parents these days are faced with more choice than ever when it comes to their childrenâs education. Previously, getting a specialized education most often meant attending a private school and came with a hefty price tag. Today however, there are a wide variety of educational trends popping up in (and out of) public schools. Some are relatively new, while others have been around for decades but are now becoming more mainstream. Take a closer look at the 7 alternative education methods I have come up with so you make the best decision for your child.
1. Outdoor Education
One of the newest trends of the block, outdoor education (also known as fresh air learning), follows school curriculum but in a unique way. This philosophy believes that children learn best when living, breathing and moving within the subject or idea being taught. A strong emphasis is put on place based learning followed by debriefing sessions to reflect on learnings.
There are as many different homeschooling philosophies as there are homeschoolers, but broadly speaking, homeschooling education is directed by the parents,vin the home environment with group activities coordinated with other homeschoolers. Typically homeschoolers still follow school curriculum.
This philosophy places strong emphasis on the importance of the imagination in learning therefore the entire academic program, including math and science, is thoughtfully integrated with art, movement, and music. They believe this approach enhances the curriculum, insuring that the students are always engaged actively, attentively and emotionally.
Another pedagogy that is characterized by an emphasis on independence, freedom within limits, and respect for a childâs natural psychological, physical, and social development. Mixed age classrooms follow a constructivist model, where students learn concepts from working with specialized Montessori educational materials â hands on â rather than by instruction or rote learning.
5. Language immersion
Language immersion schools are tradition educational settings, following standard curriculum however the instruction is completely in another language. While there are immersion schools offered in many different languages, French is overwhelmingly the most popular choice, accounting for 72% of all students in a language immersion program
Unschooling is homeschooling taken to the extreme. The philosophy holds that children learn best in a non-coerced, unscheduled environment. There is no curriculum and no tests, children simply follow their interests, and learn foundational skills through daily life.
The Froebel approach follows the belief that children learn best through guided play and tangible, hands on experience, similar to Montessori. This philosophy also utilizes unique, patented educational materials, called the Froebel Gabe (gifts) which are used to support each child in his/her activity so that the learning process is creative and meaningful.
Which education method will you use to school your kids?
Heather van Mil is the sassy, somewhat sarcastic, seldom sanctimonious mama behind Life, Love and the Pursuit of Play. She is a freelance writer and blogger at Life, Love and the Pursuit of Play. On it she chases Good Food, Good Finds, Good Funâ¦â¦and 2 small children (which translates to yummy recipes, awesome product review, fun places to check out, a smattering of op-eds and lots and lots of her 2 gorgeous girls!). Just in case this wasnât enough, she has just launched her newest baby â Word of Mom Marketing â where she consults and strategizes with companies on the best practices and vehicles to reach and engage the young family market.


In todayâs climate of school budget struggles and shrinking music programs, teachers may find themselves having to be a little creative in piecing together ensembles from the instruments (and students) available. A teacher may find himself rehearsing with a quartet made only of violins, or an otherwise intact orchestra might end up performing with only one cello. Teachers who encounter such unusual combinations for the first time may doubt whether they can lead to a worthwhile musical experience. Not to worry. Many have found that nontraditional types of ensembles can be just as rewarding as typical orchestras, trios, or quartets â and sometimes even more so.
Angelo Moreno, orchestra director at Davis Senior High School in Davis, California, directs three different orchestras comprising 145 students. For him, shortage of instruments or players is clearly not a problem. But Moreno does have experience working with unusual groups, such as the recently created DHS Baroque Ensemble, consisting of students playing Baroque music on Baroque-style instruments.
According to Moreno, teachers faced with out-of-the ordinary instrumentation should have one ultimate goal in mind: creating a palpable sense of ensemble despite the differences. It may be necessary to start at the beginning by introducing the various instruments to the ensemble members. If these players are going to learn to work together they will need to understand what makes each instrument tick.
Turn to page 50 of your February 2010 issue of Teaching Music to read the entire article by Cynthia Darling. Tips on organizing nontraditional ensembles included.
â Nicole Springer, February 24, 2010. Â© National Association for Music Education.


Word Study Grades 3-8
Grades 3-8 Vocabulary Acquisition and Use/Foundational Skills Scope and Sequence
Philosophy of Grade 3-8 Instruction
There is an explicit and systematic approach to teaching spelling and word study. Explicit instruction is balanced with differentiated studies and word consciousness. Word consciousness refers to providing a print/word rich environment, fostering wordplay, integrating vocabulary in writing, and reading aloud.
As skills are introduced, students engage in activities for repeated practice. There is high exposure to words in context and within content. Vocabulary acquisition is connected to content areas such as math, social studies, and science as well as to the arts, kinetic wellness, and technology. Through explicit teaching and an integrated approach, students are exposed to a high volume of words each year.
Spelling includes the following:
- Spelling patterns
- Word families
- High-frequency words
Vocabulary acquisition includes the following:
- Phonics and word recognition
- Unknown and multiple-meaning words and phrases
- Figurative language, word relationships, and nuances in word meanings
- General academic words and phrases
- Domain-specific words and phrases
This scope and sequence captures grade-specific skills from two strands of the CCSS, the Language Standards, and Reading Foundational Skills. Phonics and Word Recognition Skills (Reading Foundational Skills) for grades 3-5 are part of this specific progression. The standards for CCSS Reading Foundational Skills cover only Kindergarten through fifth grade, therefore this standard does not build into grades 6-8 on this progression. In addition, Language Standards that relate to Vocabulary Acquisition and Use (Language Standards 4, 5, and, 6) are articulated in this progression for grades K-8.
Language Standards 1 and 2 (Conventions of English Language) are carefully detailed in the Grammar and Mechanics Scope and Sequence Grammar-at-a-Glance
Reading Foundational Skills Standards 1 and 2 (Print Concepts and Phonological Awareness) and Reading Foundational Skills Standard 3 (Phonics and Word Recognition) are carefully detailed in the K-2 Word Study Scope and Sequence
Sample Common Core Correlation Charts to the Reading and Writing Units of Study including Language Standards:
The Language Arts Committee compiled research on vocabulary acquisition and instructional practices and then developed criteria based on these research findings. The committee evaluated research-based programs with instructional and student materials. This process involved the examination of primary and secondary materials that would provide explicit instruction of skills at each grade level.
Full implementation of the Words their Way Program rolled out for grades 3-5 in 2018-2019.
During the 2018-2019 school year, teachers in grades 6-8th re-evaluated the updated version of Wordly Wise i3000.
The LA Committee and grade level ELA teachers decided to discontinue the use of the Wordly Wise platform and now utilize IXL with students in grades 5-8. Explicit vocabulary lessons introduce concepts and skills, and student independent practice on IXL reinforces these skills. Similar to grammar and mechanics, the Teachers College Units for Teaching Reading and Writing integrate Foundational Reading Skills and Language Standards into the teaching sessions.
To complement vocabulary instruction, grades 5-8 also utilize Classical Roots.