The Seven Hills Kindergarten program is a full day of exploration and discovery. It is a place for developing both academic skills and an active learning stance, which means that students will learn to develop questions and pursue answers independently. Play and inquiry are important components of developing burgeoning academic sensibilities, as well as the main way that children sustain and refine the larger stances of critical thinking, problem-solving, independence, and questioning. Children enter at a variety of developmental stages and emerge reading, writing, and applying number sense to the world around them.
Kindergarten is a time of important social-emotional growth and each classroom is a community that values empathy, kindness, joy, and respect. Just like reading and writing, these skills are taught in our classrooms as we grow citizens of the world.
Kindergarten at Seven Hills offers a balanced literacy experience. Students first engage in a study of the alphabet, focusing on letter recognition, formation, and sounds. During reading workshop, students use letter-sound knowledge to decode words and simultaneously develop reading comprehension strategies. Children engage in independent, partner, and small group activities to build positive reading identities.
During writing workshop, children learn to generate topics, plan across pages, and elaborate on ideas by adding labels and details. Kindergartners focus on phonetic spelling and include high frequency words. Writing genres include narrative, opinion, and informative/explanatory. The Handwriting Without Tears program facilitates correct writing tool grip and letter formation. Other literacy components include phonics instruction, shared reading and writing, interactive reading and writing, and structured word inquiry. Literacy instruction draws from the work of Lucy Calkins and the Teachers College Reading and Writing Project, Stephanie Harvey, Irene Fountas, Gay Su Pinnell, Pete Bowers, and Kathy Ganske.
Math at Seven Hills is a dynamic program that draws from developmentally appropriate practice and current research. Students learn and practice one-to-one correspondence, identifying and writing numbers to twenty, and exploring number combinations to 10. Students add and subtract numbers to 10 and learn concepts of greater than, equal to, and less than. During Math Workshop, children extend their math schema through hands-on activities. In keeping with best math practices, the children learn to use appropriate tools, determine multiple ways to solve problems, and explain their thinking. Deep and careful attention is paid to mathematics content and to student thinking and understanding. Making sense of mathematics is the heart of the work, for students and teachers. Math materials include Investigations 3 as well as work developed by Jo Boaler and Marcy Cook.
Kindergarten social studies topics are centered around the concept of community. Students study themselves and develop identities as empathetic, kind citizens of the world. Kimochi
friends help guide social and emotional growth. The study of community expands into global interdependence as we welcome our 8th grade Japanese exchange students in November. We learn about Japanese culture and develop a deeper understanding of the diversity of our world. Kindergartners discuss, read about, and experience the impact that heroes commemorated with calendar holidays have on our local community and world.
Kindergarten scientists begin the year by learning to ask questions. As time progresses, they learn to ask open-ended questions that can lead to scientific investigations. Children observe, describe, label, and sketch organisms and phenomena. They define problems and use tools to find solutions. Children research a variety of creatures to determine their needs and the effect that human choices have upon nature. They design and conduct inquiry-based investigations. Kindergartners develop botanical theories by designing, planting, caring for, and harvesting a class garden. As part of their study of meteorology, the students track and examine the effects of different types of weather. They send “weather bears” around the globe to learn more about different climates. They develop a sense of respect for and responsibility to our world.


Federal Funding IS Available for Music Education!
What is ESSER?
The Elementary and Secondary School Educational Relief Fund (ESSER) is funding appropriated by the federal government to address the impact of COVID-19 on education. Two rounds of funding were made available to K-12 schools – ESSER 1 ($13.2 billion) in March 2020 and ESSER 2 ($54.3 billion) in January 2021. Every state was awarded ESSER funds and must distribute at least 90% of the funds to local school districts. School districts must request ESSER funds from their state.
ESSER 1 – States award funds to districts thru June 2021
ESSER 2 – States award funds to districts thru January 2022
ESSER 3 – States may award two-thirds of the funds to districts now
NOW is the time to ask for it!
An additional $126 billion (ESSER 3) in federal assistance from the recent $1.9 billion stimulus package is now available to K-12 schools to be spent on reducing classroom sizes, social and emotional learning (SEL), personal protective equipment (PPE), and more. Music classrooms can provide documentation to support these expectations in funding. The extra stimulus funding may enable some schools more flexibility in spending, and create opportunity for other budgeted dollars to be used to support music program needs.
DON’T miss this opportunity!
Think strategically. Evaluate and prioritize a list of safety and educational items you need to support music making in the classroom and remind your administration that music education programs are crucial in meeting the social and emotional needs of your students!
How Can I Access ESSER funds to help my Music Program?
- Learn how ESSER funds can be spent on music education. NAfME provides an easy reference guide HERE.
- Talk to key decision makers in your school about specific needs for your music program and share with them how the use of funds will benefit students.
- Write a detailed proposal with justifications to support your request.
- Know your school’s business process for making purchase requisitions and follow it appropriately.
See HOW other Music Educators Successfully secured ESSER funds!
Music educators across the nation are tapping into ESSER funds to help support their students and music classrooms. You can too!
“We were given $375,000 to purchase instruments for the high school and two middle school band programs in our district. Last August we put in a request with the district to replace many of our decades old instruments and bolster our inventory so students would not have to share horns. We thought there was a possibility that relief funds could help us in this situation. To our amazement, it has happened through the latest round of ESSER II funding that our district received. The ESSER funding didn’t directly purchase the instruments, but it allowed the district the flexibility to fund our request.”
Band Director in Oregon
“Our district-wide music programs were successful in securing two rounds of requests for ESSER funds. The first one for $300,000 was a pretty easy process. Funds were focused toward online resources that assisted teachers with monitoring student practice and tutoring. For the second $138,000 request, we had to help the folks in the district purchasing office understand why the PPE needs of specialized masks for instrument playing and singers are a bit different. Once they understood, the request was approved to be put through the bid process.”
Judith Hawkins, General and Choral Music Supervisor in Maryland
How I can help spread the word to my fellow music educators?
This is a once in a generation opportunity to get more funds for music education!
SHARE the success stories and ESSER information learned here via these social media links:
Twitter || Facebook || Instagram || LinkedIn


カンボジア社会科教科書における音楽題材の特徴 : 初等科第1学年～第3学年の社会科・理科統合科目教科書に着目して
MusicCultEduc_31_83.pdf 939 KB
Features of Music Subjects in Cambodian Social Studies Textbooks: Science and Social Studies Textbooks from Elementary School First Grade to Elementary School Third Grade
In Cambodia, the Pol Pot regime massacred teachers and other intellectuals and cultural figures, and the educational system was thoroughly destroyed in the 1970s. Although education reconstruction is currently progressing, various problems remain in Cambodia, including low salaries for teachers and the use of children as a labor force.
Music does not currently exist as a distinct subject in Cambodia, and is treated as part of social studies. Social studies in Cambodia aims to develop identity through self-cultural education, as part of the government’s approach to supporting individuals to regain their ethnic identity after the Pol Pot administration and subsequent civil war. Although music is treated as part of social studies, music education is minimal at schools in Cambodia. The reasons for this include the cultural destruction under the Pol Pot administration, and an absence of teachers who can teach music.
All of the musical themes dealt with in the current Cambodian elementary social studies curriculum are focused on traditional Cambodian music. In social studies, music is considered a tool for identity development, and is designed to help children understand the framework of the Cambodian state.
To address this situation, the Cambodian Ministry of Education, Youth and Sport started an educational reform process in 2016. This reform determined that art subjects would be set as new subjects, requiring the development of teaching materials and human resources. The nonprofit organization that supports music education for Cambodia for many years applied for the JICA Partnership Program, and was adopted as a “primary school art education support project”. The goal of the project was to foster the basic environment necessary to systematically disseminate art education.
The current study focused on the possibility of self-cultural education through music in Cambodia, which has a rich musical cultural history. In addition, the features of music subjects in the current science and social studies textbooks from elementary school first grade to elementary school third grade were examined, and their usefulness as textbook teaching materials was evaluated.


Watching Atlas learn and make new discoveries is one of the greatest joys of being his mother. I love working with him every day to teach him new things. As I plan our activities (which honestly, is usually the night before or the morning of – trying to get better at planning sooner), I always try to incorporate as many developmental areas as possible. This helps to promote well-rounded development and gives him the opportunity to practice a variety of skills. This also aids in his learning by activating several learning styles and allowing him to receive the information in several ways.
In this post, I’m outlining the five major areas of child development and how to incorporate them into children’s activities. In upcoming posts, I will give more detail about each area and examples of specific activities that enrich each developmental area.
Cognitive Development is all about the process of thinking. This includes problem solving, memory, planning, critical thinking, and the process of learning itself. While all activities have a cognitive component because thinking is required, there are some that especially foster cognitive development.
To incorporate more cognitive skills into your activities, try using puzzles, memory games, sorting and sequencing.
Motor Skill Development
Motor Skill Development encompasses gross motor and fine motor skills. Gross motor skills are used to do large movements such as sitting, standing, walking, running, and riding a bike. Fine motor skills are those that use the hands, including pinching, writing, squeezing, using utensils and more.
Adding motor skills to activities is so much fun! Try tossing bean bags into a bucket to sort by color, using tongs to transfer small items, finger painting and stringing beads.
Much like Cognitive Development, Language Development is involved in most activities. Even before children are able to speak, they are developing a word bank based on what they hear. Receptive Language refers to the words that a child hears and understands, while Expressive Language refers to the words that they are able to say.
Remember, although a child may not be able to talk yet, they are always listening and working to gain understanding. As soon as your baby is born, talk, read and sing as much as possible!
Adaptive Skill Development
Adaptive Skills are practical, everyday skills that we need to care for ourselves and function in the environment. For children (depending on age), this can include getting dressed, feeding themselves, and understanding dangers such as a hot stove or busy street.
Helping children to develop adaptive skills builds independence and confidence. Allow them to help dress themselves, pick out their clothing and prepare meals with you. Reading books that feature specific situations is also a great way to promote adaptive skill development. If the book pictures a busy street, ask your child how to navigate the situation. Use it as a teaching moment if they do not know.
Social Emotional Development
Social Emotional Development encompasses a child’s ability to develop and maintain relationships with others as well as how they express and manage their own emotions and respond to the emotions of others. Social Emotional Development has to be taught and constantly practiced, not unlike any other developmental area.
Social Emotional Development can be taught using books, role play scenarios, discussions, and more. Also, remember that modeling is a powerful way to teach social and emotional skills. Children are always watching adults for cues.
Thank you for reading! Stay tuned for my upcoming posts where I’ll go into detail about some of my favorite activities in each of these developmental areas.


In Steps pupils have been making good progress across all fronts. Reading and Comprehension skills have improved and pupils have accessed numerous texts and written stories as well as concentrating on basic phonic skills.
Numeracy skills have also improved and real life situations like a walk to Tesco to buy some food to cook for a lunch in Steps have helped pupils experience real shopping and dealing with money.
Learning for Life skills have been honed in numerous practical sessions such as loading and sorting washing, making a hot drink and on our excursions where road safety was practised.
In Science there have been experiments regarding the human body such as measuring pulse rate after exercise (which the pupils enjoyed!)
Pupils have also had a chance to choose art, IT, DT, cooking or performing arts. In Enterprise, Year 10s have made items for sale for the market stall run by The Valley School at Stevenage Indoor Market and have also helped to run the stall.
A few pupils are also taking part in the school production, “School of Rock” which should be a sensation!!
Overall, staff and students working hard as a team, learning and achieving.


ERIC Number: ED404770
Record Type: RIE
Publication Date: 1996
Parents and Schools: Working Together.
Sayler, Michael, Ed.
Tempo, v16 n3 Sum 1996
This theme issue of a Texas journal on gifted education focuses on parents and schools working together. Major articles include: "Thinking about the September Challenge" (Donna Enersen), which discusses strategies that parents and teachers can use to work together to ensure the success of gifted students; "Advocating for Appropriate Education for Your Child" (Colleen Elam), which provides suggestions on how parents can evaluate and influence their gifted child's education; "Burning Bridges or Clearing a Path?" (Patsy Symank), in which a mother reflects on working with schools to develop talent in her son; "A Taste of Gifted and Talented for Parents" (Elma Torres), which stresses the importance of communication between school districts and parents and provides steps to planning a mini-conference on gifted education for parents; "What's a Poor Parent To Do?" (Dorothy Kennedy), which focuses on what parents should look for in evaluating their child's education program; "Texas Law and Parent Rights and Responsibilities" (Ann Wink), which summarizes provisions on parent rights in recently passed state education legislation; and "Forging EDGES: Excellence via Partnership" (Cynthia Specia Shade), which describes a partnership between a school and community that has resulted in an expanded gifted and talented elementary education program. Some articles include references. (CR)
Descriptors: Child Advocacy, Educational Legislation, Educational Strategies, Elementary Secondary Education, Gifted, Parent Education, Parent Participation, Parent Rights, Parent School Relationship, Parent Teacher Cooperation, Partnerships in Education, School Community Relationship, Talent
Dr. Michael Sayler, University of North Texas, P.O. Box 13857, Denton, TX 76203-6857; fax: 817-565-2089; telephone: 817-565-4699.
Publication Type: Collected Works - Serials; Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Authoring Institution: Texas Association for the Gifted and Talented, Austin.
Note: Includes only theme-related materials, extracted from serial issue.


Planning a program for children is a process in which staff design experiences and activities aimed at developing and extending each child’s thinking, skills, interests and abilities. While all services are required to plan for children, the way this is done will look different in each service. The program will be a written plan that is based on documented records of observations and interactions with children and/or on written profiles of children’s needs, interests and abilities.
Staff will plan for children through a constant process of thinking clearly about what experiences are being provided for children and why. Parents can ask to see the program for their child to help them understand the ways educators plan to build upon their child’s previous experiences, interests and successes.
There is no set way a program must look. However, all programs should involve planning for all areas of children’s learning and development, including their:
The activities and experiences to build these understandings and skills will look different, depending upon the age or the developmental level of the child. Some typical examples of the ways that children of different ages may be planned for include:
Many experiences for babies are planned around routines such as meal and nappy change times, sleep and settling routines. These plans will be very individualised, and usually focused on one to one interactions between the baby and the educator.
When planning for babies, staff and families need to work together to understand what is seen as being important in assisting their child to settle happily into the service while developing their skills. Other experiences involve music, talking, singing and reading to babies, building their foundation skills for literacy. Movement activities such as rolling and practising standing will also help their physical development.
Planning for toddlers generally has a strong focus on supporting them to develop their language, independence and social skills. Planned experiences will often focus on supporting toddlers to engage in play experiences where they can practice and develop their skills in this area.
Planned experiences could include one-on-one and small groups, and be flexible enough to allow children to engage in each experience in a way that best suits their interests and abilities. Staff will act as guides and role models, helping children to negotiate with others and to express their emotions appropriately
Programs for preschool age children build on foundational skills and focus on the further development of knowledge and skills around reading, writing, science and mathematics. This knowledge and skills are developed through programs that are planned, play based and focused on children’s interests.
There can be a mix of individual, small and larger group activities planned and children are encouraged to make choices about the experiences which they participate in. Staff will not only learn about children by observing them and talking with their families; they will also get to know children well through their everyday conversations with them.
The programs that are planned for school age children need to recognise and be responsive to the fact that children are already attending a formal school program. Staff ensure that planned experiences cater for children’s extracurricular recreational and social activities, as well as give them time to relax before and after the school day and during school holidays.
Children are encouraged to participate in decision making about the experiences that are planned. While all areas of children’s development are catered for, there is often an emphasis on recreation, leisure and the further development of social and life skills.
The best way for families to find out about the program planned for their child is to speak with staff in the service.
Some useful questions that families can ask include:
Many services will explain the way they structure programs to families during the enrolment and/ or orientation process. Other services may share this information with families at a later stage, to avoid overwhelming them with too much information at the start. However, all families have the right to ask staff about the program that is planned for their child, and information should also be shared with families about their child’s learning, development, achievements and any issues that may be identified.
A good program will incorporate information from families about their child’s interests and experiences outside of the service.
Some of the ways that services may seek this information include:


Quality of teaching and learning, sustain life-long learning, and improve efficiency and effectiveness in management, teaching practices help shape the learning experiences and increase motivation and achievement for students. In addition, it has been revealed that when teachers collaborate well together they also tend to work better with students. Teachers themselves will make the final decisions from among many alternatives. Such judgments may be good or poor. Therefore, it is important for teachers to constantly re-evaluate their decisions. This can be achieved through collaborative and reflective practices in teacher education. The Creation of a statutory body like NCTE for accrediting programs and institutions and for quality assurance in teacher education signifies the wide acknowledgement of the criticality of quality in teacher education. To develop capability in teacher education there is organized many programs for heads of schools and school complexes and supervisory staff, provide training and orientation programs to the functionaries of alternative educational strategies aimed at universal elementary education and era diction of illiteracy, provide academic support to schools and other agencies engaged in education of adults, undertake research experiments with innovative educational ideas. We successfully utilize current research and quality teaching practices to accelerate student learning and meet their individual needs. Teacher makes daily use of the latest technologies, including interactive whiteboards, to enhance learning outcomes.
 Assistant Professor (Education), ICDEOL, H.P.University, Shimla.
 Ph.D Research Scholar, Department Of Education, H.P.University, Shimla.


This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of Primary three English-Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence across the languages and between the two groups of children, with morphological awareness and syntactic awareness explaining markedly more variance than phonological awareness. Furthermore, SEM results revealed a robust cross-linguistic association between English and Chinese metalinguistic awareness in the bilingual children, which appeared to jointly undergird and support writing competence in both languages. Finally, home language use significantly predicted not only the bilingual children’s English metalinguistic awareness but also their writing performance in Chinese. These findings lend support to Cummins’s Common Underlying Proficiency and Developmental Interdependence Hypotheses, and underscore the importance of language context, formal instruction, and language features in children’s literacy development.
- metalinguistic awareness; morphological awareness; phonological awareness; syntactic awareness; writing competence; biliteracy


Phonics lessons and word study lessons reflect current research on child and language development. Looking for some fresh phonics activities for your word study lessons.
Word study for phonics vocabulary and spelling.
Phonics word study. Word study is the study of word parts as well as word meaning. Printable study tools belnds and digraphs worksheets practice pages and activities that focus on phonics word families reading fluency spelling word sorts vocabulary and handwriting. Wondering how to teach phonics in kindergarten first or second grade.
Phonics and word study instruction provide an opportunity to teach children that there are systematic relationships between letters and sounds that written words are composed of letter patterns that represent the sounds of spoken words and that recognizing words quickly and accurately is a way of obtaining meaning from what is read. But sometimes my kiddos and i get a little tired of sort after sort after sort. Check out this post for a summary of best practices for phonics instruction and word study.
Skip navigation sign in. Students need to spend time practicing how to study as well as which words to study. This book provides an approach to word study instruction based on developmental stages of spelling.
Fountas and pinnell understand that to some extent children follow their own idiosyncratic paths but they also recognize that developmental patterns provide a foundation upon which to build the smartest instruction possible. Pedagogical information a few words on sight words. Fountas and pinnell s word study continuum plots a course along the developmental pathway children traverse as they become expert word solvers and effective readers.
I use a lot of word sorts in my word study lessons and they re effective. Word study needs to be intentionally and explicitly taught. Phonics spelling and vocabulary practice including synonyms antonyms affixes and root words.
In today s post i ll share 5 phonics activities to. Needs and solutions by betty kracht johnson background of phonics from a guide to teaching phonics common vowel and consonant spellings from language tool kit developing phonological awareness from handprints the important of automaticity and fluency for efficient reading comprehension areas by pamela e. Here s everything imaginable to complement your language arts and literacy lessons.


R – “Let’s realize first that the arts are not an ivory tower of retreat. They are a doing. They are a making. They are sweat, strain, cramps, blisters, tears, blood, profanity and mocking laughter.” – Robert Shaw
Vivaldi’s Gloria, measure 6 of movement 10, “Quoniam tu solus sanctus”. A half rest followed by a dotted 8th followed by a 16th and then two 8th notes on, “Quo-ni-am tu”. Assume a metronome marking of 120. That means that the 16th note is an eighth of a second long. The first syllable in measure 10 has three components to it: “k”, “w”, “Oh”. Each one of these then is less than 1/16 of a second long. BUT, they are not equal. The emphasis is placed on the vowel so the consonants are even shorter. BUT, those consonants have to have an explosiveness to them to be on equal dynamic footing as the vowel. AND they have to be the same vowel across the board, formed with the same shape of the mouth, both inside and out. AND that vowel shape is not allowed to be impacted by the consonants beforehand. And this must be done at the same dynamic level as everybody else. UNLESS the numbers of each section of the choir are not perfectly balanced, in which case SOME have to be quieter and some louder. THEN the tempo must be perfectly aligned. AND the articulation precisely the same – legato? Marcato? Staccato?
And every one of the 100+ singers must do every ounce of all of this at precisely the same moments.
On their respective correct pitches, perfectly in tune.
And that’s for one half of one measure in a work in which the choir sings over 300 measures. In latin.
The miracle of what we do in music is that we do it despite the acknowledgement that we will never achieve what we’re going after, and we go after it anyway. We are not capable of achieving mastery. I often say to my choirs before a performance that, “Never in history has there ever been a ‘perfect’ choral performance by anyone… and the good news is that tonight we’re going to keep that streak going!” I believe Robert Shaw would have corroborated that statement. Why do we do it then? Because of the love of the chase, and the love of the art, and love of what great composers give us and the love of how music changes us when we are participants in that creative and re-creative process. I love the Shaw quote above, because THAT is art. It is too easily perceived by non-musicians (“gee Rob, why do you always preach that music education should be required for all students?”) as the ivory tower of retreat or the passive, “this makes me feel good when I listen to it.” There’s nothing inherently wrong in either perspective, they simply are not accurate representations of what WE go through to produce it. And the joy for us in attempting the unattainable is the transformation we go through in the process of trying to get there each and every rehearsal – physically, emotionally, cognitively.
PCC concert weekend is here and after last night’s performance, and prior to this afternoon’s, I’ve had a difficult time articulating all the emotions I’m feeling about it all. I think it comes down to the juxtaposition of falling short of artistic perfection, just like every other choir in history, against watching 100+ singers bring Vivaldi back to life and seeing how it transformed both them and the audience, even if for a brief moment in our lives. The latter justifies the former, and the attempt at the former makes the latter possible.
Man has never learned to fly. The best mankind has done is to build machines that momentarily bring them to the air where they get to soar for awhile before they descend back to earth. So true is this as well with music. And for those of us who are musicians and teachers and conductors, I think this is the apt analogy. And why we keep going after the unattainable.


bee crafts for any age group! Get ready for the spring and summer season by adding these fun bee activities to your learning routine / centers. These activities are a great way to practice fine motor skills as well as literacy and numeracy skills.
These fun activities would complement the rhyming bees and honey buckets card activity mat HERE.
12 Bee Crafts and a Fun Free Printable
Click on each link below to check out some awesome bee crafts for any age group!
1. Toilet Paper Roll Bee
2. Pool Noodle Bee
3. Bee Footprint Kindness Card
4. Bee Shooter Craft
5. Tissue Paper Bumble Bee
6. Bee Finger Puppet
7. Bee Pretend Play
8. Thumbprint Honey Bee Hive
9. Fuzzy Bee Craft
10. Pine Cone Bumble Bee
11. Pasta Bee Craft
12. Bumble Bee Doily Craft
- Firecracker New Year Craft for Preschoolers
- Owl Free Sight Word Worksheets – Effortless Owl Crafts for Teachers
- 15 Fun Apple Crafts
I hope these Bee Crafts were something you found valuable to add to your collection of bee themed activities. Check out some more crafts below that you might like!
What makes a good friend? Ice Cream craft. This is a great way to get kids learning their social skills and crafting at the same time.
Cute and fun Ribbon Crafts you can try at home with your kids!


Schools and Degrees For Teaching
Creative, inspirational, energetic, patient, talented individuals who understand there is much more to teaching than opening a book seek teaching degrees. I’m sure we can all recall both excellent and not so excellent teachers. They have all left impressions and formed perceptions on what and who teachers are. This very thought may have been what provoked you to become a teacher. One can expect courses in psychology, mathematics, social science, arts, philosophy, etc. The grade level of teaching sought as well as the subject generally determines the path one takes.
Teaching is a skill. An art. Completing a bachelor’s degree does not necessarily mean one is ready for teaching. Furthering skills and knowledge may position one ahead of competition (entering the teaching profession), salary, career advancements and the ability to create classroom curriculum with ease. By earning a master’s degree or doctoral (PhD), one often position themselves well within the educational environment. With any profession, there are many types of teaching degrees available and the courses with each differ. Examples of teachers are, art education, education of the deaf, education, special education, Spanish teachers, foreign language teachers, elementary teachers, middle school teachers, high school teachers, college professors, and more.
There has never been a better time to embark on the journey to learning how to become a teacher. Begin learning what your states requirements, the area of interest, and the grade level interested in. After careful thought and consideration of the above, contacting the schools below is an excellent way to receive complementary information while connecting with multiple universities and their programs simultaneously.


Academics → Fine Arts → Instrumental Music
The Montgomery County Public Schools Music Program is aligned with National and State Music Education Standards.
The study of music assists in the acquisition of 21st Century Skills. The cooperative learning setting of music ensembles allows students to develop both individually and as members of a larger community. The creativity inherent in the creation or interpretation of a musical selection fosters creative thinking and problem-solving strategies that permeate other facets of life. We encourage and celebrate the personal expression within every child.
"Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life." Daniel A. Carp, Eastman Kodak Company Chairman and CEO
Honors EnsemblesThe Montgomery County Public Schools Honors Bands and Orchestras have a long tradition of excellence. Junior ensembles are made up of selected students in Grades 7 through 9 and Senior ensembles are comprised of students in Grades 10 through 12. Students are given the opportunity to audition for the Junior Band, Junior Jazz Ensemble, Junior Orchestra, Senior Band, Senior Jazz Ensemble, or Senior Orchestra. Selected students have the opportunity to extend their musical experience and perform with students from other schools in the county. Students in Grade 6 have the opportunity to audition with their instrumental music teacher for the 6th grade band or orchestra.
FestivalsMontgomery County Public Schools participate yearly in several district-level band and orchestra festivals. The Maryland Music Educators Association designates Montgomery County as District II. Ensembles that receive overall superior ratings are eligible to participate at the Maryland State Band and Orchestra Festivals.
Instrumental Music Calendar 2019-2020
View full Calendar


Anne Savage was born in Montreal, a descendant on her mother’s side, of Sir Alexander Galt, one of Canada’s Fathers of Confederation. The family spent summers at Lake Wonish, Quebec, which belonged to the Savage family. In 1914, she began studies at the Art Association of Montreal (later the Montreal Museum of Fine Art), under the direction of William Brymner. She proved to be an excellent student, winning an AAM scholarship in 1915. She was devastated when her twin Brother, Donaldson, was killed in the battle of the Somme in 1916. As twins, they had been very close, sharing each other’s hopes and dreams for the future. His death was a defining moment for Anne and she decided that she must now succeed for both of them. She continued studies at the AAM, exhibiting work in the Spring Exhibition of 1917. AAM director, William Brymner, was President of the Royal Canadian Academy (1909-1918), and Anne was also able to exhibit at the RCA Annual Exhibition the following year. After completing studies at the AAM, she worked for a time as a medical artist in Military hospitals in Montreal and Toronto. She continued to work as a medical artist in Minneapolis, Minnesota, while studying at the Minneapolis School of Design in 1919/20. Returning to Montreal, she became one of the founding members of the Beaver Hall Group. Group of Seven member, A.Y. Jackson was a member of both groups, and she participated in Group of Seven exhibitions. He became a lifelong friend. Although the Beaver Hall Group survived only two years, the women artists of the group formed a strong bond which lasted decades. In 1922, she began to teach high school art at Baron Byng School. She had not planned to be a teacher, but found that she had an aptitude for it and made it her second career. She developed her own teaching methods based on her belief in the inherent creativity of children. She taught at Baron Byng School until 1948 while pursuing her personal artistic ambitions. She became a founding member of the Canadian Group of Painters (1933), and participated in sketching trips with A.Y. Jackson and other artists. Her early experiences at Lake Wonish contributed to her love of landscape painting. She was elected as vice president of the Canadian Group of Painters in 1939. Throughout the 1940s she often exhibited with other women of the Beaver Hall Group. She received several awards for excellence as an art educator in Quebec, and traveled to Alberta for the summer to teach at the Banff School of Fine Arts. She taught a course in Art Education at McGill University between 1954 and 1959. During the 1950s, it became more difficult for her and other members of the Beaver Hall “Gang” to be accepted for juried exhibitions at the RCA and the CGP. Portraiture and and landscape painting and representational work in general fell out of favour. She continued to actively pursue painting, however, and exhibited at the Montreal Museum of Fine Arts. Her students organized a retrospective exhibition of her work at Sir George Williams University in 1969, two years before her death in Pierrefonds, Quebec in 1971.
Anne Savage Wanted for Purchase
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ERIC Number: ED406814
Record Type: RIE
Publication Date: 1996
How To Teach Your Dyslexic Child To Read: A Proven Method for Parents and Teachers.
Baumer, Bernice H.
Designed for parents and teachers of students with dyslexia, this book uses accessible terms, charts, graphics, and lesson plans to provide step-by-step instructions for teaching reading. Part 1 of the book discusses different types of learning disabilities, followed by case studies that illustrate how children overcame each particular disability. Part 2 describes how a child with dyslexia should be taught from kindergarten through the third grade. It also gives detailed instructions for teaching phonics, spelling, and syllabication. Part 3 contains the pictures, charts, and wordlists that are an integral part of tutoring the child. Word charts are for practice in recognizing and pronouncing phonics sounds, and syllable sheets are for practice in dividing words into syllables and learning how to spell them. The book addresses how to discover the child's learning pace, how to lengthen a child's short attention span, how much drill and review are necessary once a phonics concept has been introduced, and how to teach vocabulary words. An appendix includes publishers' names and addresses. (CR)
Descriptors: Beginning Reading, Case Studies, Drills (Practice), Dyslexia, Educational Strategies, Elementary Education, Lesson Plans, Phonics, Reading Improvement, Reading Instruction, Spelling, Tutoring, Word Lists
Birch Lane Press, Carol Publishing Group, 120 Enterprise Avenue, Secaucus, NJ 07094; Telephone: 201/866-0490; Fax: 800/866-1966 ($15.95 paperback).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Authoring Institution: N/A


Choosing a teacher for your career choice is very commendable, being a teacher is a matter of pride in itself and to experience this pride is the dream of many people.
If you want to become a TGT teacher, then to become a TGT you need to do B. Ed (B.Ed) with graduation and you can apply in any private school whereas there is a separate exam for TGT in a government school. To become a Post Graduate Teacher (PGT), you need to do B. Ed with post-graduation and then you can apply in any private school. But, there is a separate PGT exam for postgraduate teachers in government schools.
B.Ed (Bachelor Of Education): This course is of 2 years duration and you must be a graduate to do this course. You can also do this course from a government or private college. After a B.Ed course, you can make a career in teaching.
D.Ed (Diploma in Education): This is a Diploma course which is of 2 years duration, and this course is done to become a school teacher. You can do this course after 12th with graduation also. D.El.Ed is also similar to D.Ed, except their names are different.
Following are the examinations and their qualifications to become a government teacher or teacher of Kendriya Vidyalayas:
TET (Teacher Eligibility Test):
TET i.e. Teacher Eligibility Test (TET), this exam is conducted by the state government. You can give TET exam to become a government teacher in the state. After passing the TET exam, you become a teacher of children from class I to VIII.
Qualifications for TET:
You must have B. Ed with graduation to take the TET exam.
The maximum age for the teacher eligibility test should be 35 years.
CTET (Central Teacher Eligibility Test):
CTET, i.e. Central Teacher Eligibility Test, is conducted by the Government of India. This exam is for those people who want to become a teacher of Kendriya Vidyalayas.
Qualifications for CTET:
For the CTET exam, you need to do graduation as well as B.Ed.
OR Two years Diploma in Elementary Education (D.Ed/D.El.Ed) is mandatory.


Camping Count and Color Activity – Are you looking for a camping themed activity that focuses on numbers, patterns and colors?
Here is a fun Camping Count and Color Activity. This free printable is a perfect boredom busting activity for kids this summer.
This fun count and color printable for preschoolers is an easy and fun way to reduce screen time. Plus, it encourages counting and coloring skills. So, it’s a total win win.
Keep on reading and get all the details about this fun free printable for kids. This includes tips on how to scale the level of difficulty and instructions to download and print your very own copy.
Related: Click here to see our entire collection of fun free printables for kids.
Camping Count and Color Activity
ABOUT THIS COUNT & COLOR
The learning objectives of this count and color activity include:
- Numeracy skills including counting and sorting
- Pattern recognition skills including identifying similar objects
- Coloring skills including hand strength and motor skills
- Identifying colors and coloring objects appropriately
- Reading skills to determine colors in the more difficult stencil (see below)
- Children are asked to group, color and count all beach themed items according to the legend.
This count and color activity includes the following camping theme items:
- 8 Orange colored camp fires
- 6 Light Green colored flash lights
- 3 Dark Green trees
- 4 Yellow tents
- 5 Blue sleeping bag
- 4 Purple roasted marshmallows
- 5 Pink campers
- 5 Red boats
SCALING THE DIFFICULTY
With two options to choose from, this free day camping printable can easily be adapted for younger and older kids.
If your child reads fluently you should use the difficult version. So, in addition to promoting numeracy, sorting and coloring your child is also encouraged to read.
And, the easy version is best for younger kids who are not reading yet. The easy version includes an easy color coding grid for kids who are not reading yet.
This count and color activity requires very little in the way of supplies.
But, we do highly suggest a color printer so that the color coding comes through on the easy version.
DOWNLOADING & PRINTING
Printing the count and color activity is simple. Simply click on the link that corresponds to the version you wish to download below.
Click here to download the easy version of the Gone Camping Count & Color Activity.
Click here to download the difficult version of the Gone Camping Count & Color activity.
Enjoyed this post? Pin it to your favorite kids activity and printables board on Pinterest by clicking on the image below.


So recently I have been blogging about things related to the future, the hoverboard and Star Wars.
The “real” future is happening in tech and education and it is all due to the Maker Movement.
What is the Maker Movement and why should you care!?!
The Maker Movement began with independent inventors, designers and tinkers that create and market products that are recreated out of raw, unused, or discarded materials. The “Maker” is a fusion of a tech hacker and artisan, a 21st century renaissance person that thrives in an open infrastructure of increasing knowledge due to the internet and decreasing costs of electronic materials. And voila! We have portable 3D printers and a generation of child coders.
I love what Open Bionics, from the UK is doing with 3D printing and affordable prosthetics. Imagine a child born with no arms or losing an arm and having it replaced with Iron Man’s hand, a Jedi lightsaber hand, or Queen Elsa’s snowflake hand. To see the joy and confidence in that child’s face is priceless. That is just what Open Bionics has done. They have created Disney-inspired bionic hands that are affordable for for amputee kids. Check out their story.
Open Bionics has recently created a special 3D arm for the ‘Fashion Finds the Force’ fashion collection, which will be auctioned off for charity. There is a strong connection between robotic prosthetics and Luke Skywalker. In Episode V: The Empire Strikes Back, just before Vader drops his famous lineage bombshell, he severs Luke’s lightsaber-wielding forearm and is later replaced with a bionic arm, which he is seen flexing in the final moments of the film. Definitely an awe inspiring moment, especially for amputee children.
Not only is the Maker Movement creating they are also teaching. In Hong Kong, Michelle Sun from First Code Academy is teaching children as young as kindergarten how to code. With all the technology available to children such as tablets and smartphones it only makes sense that coding be a fundamental part of primary school curriculum. Check out what our friends from Codecademy had to say about it.
Just as English, Spanish and Mandarin are universal languages, coding is the future universal language. Coding will also prepare our children for a world dominated by robots and computers, oh my!
So why should we care about the Maker Movement? Because it inspires this generation and the next to build a brighter future for all.


Lesson plans, activities and ideas for kindergarten classrooms, including math problem-solving, reading workshop, writer's workshop, inquiry-based science journals, literacy centers and more! Marker Chromatography Science Experiment for Kids. Paper Chromatography labs are great for both middle and high school students. What is paper chromatography? It is a method of separating the components of a mixture.
Investigations get real
Thin Layer Chromatography ideas | thin layer chromatography, paper chromatography, layers
Thin Layer Chromatography
She Takes Multiple Squirts In Public Shower. Hidden Camera In Public Shower. Daring Naked Wank In Public Bathroom. Cafe Wank In Public.
V and film industry. Ryan began her vocation through T. V promotions and business commercial in her initial teenagers.


Anti-intellectualism is hostility towards, and mistrust of, intellect, intellectuals, and intellectual pursuits, usually expressed as the derision of education, philosophy, literature, art, and science as impractical and contemptible. Moreover, allegations of anti-intellectualism can constitute an appeal to authority or an appeal to ridicule which attempts to discredit an opponent rather than specifically addressing his or her arguments.
Governmental anti-intellectualism ranges from closing public libraries and public schools to segregating intellectuals in an Ivory Tower ghetto to official declarations that intellectuals tend to mental illness, thus facilitating psychiatric imprisonment, then scapegoating to divert popular discontent from the dictatorship.
Anti-intellectualism has been used by totalitarian dictatorships to oppress political dissent. Perhaps its most extreme political form was during the 1970s in Cambodia under the rule of Pol Pot and the Khmer Rouge, when people were killed for being academics or even for merely wearing eyeglasses (as it suggested literacy) in the Killing Fields.The Killing Fields are a number of sites in Cambodia where collectively more than a million people were killed and buried by the Khmer Rouge, during its rule of the country from 1975 to 1979, immediately after the end of the Cambodian Civil War (1970–1975). The mass killings are widely regarded as part of a broad state-sponsored genocide (the Cambodian genocide).
Analysis of 20,000 mass grave sites by the DC-Cam Mapping Program and Yale University indicate at least 1,386,734 victims of execution. Estimates of the total number of deaths resulting from Khmer Rouge policies, including disease and starvation, range from 1.7 to 2.5 million out of a 1975 population of roughly 8 million. In 1979, Vietnam invaded Democratic Kampuchea and toppled the Khmer Rouge regime.
During this time, intellectuals were systematically demoted or expelled from the power structures, and, occasionally, assassinated. When the Khmer Rouge, established their regime as Democratic Kampuchea (1975–1979) in Cambodia, their anti-intellectualism idealized the country and demonized the cities to establish agrarian socialism, thus, they emptied cities to purge the Khmer nation of every traitor, enemy of the state, and intellectual, who were often symbolized by eyeglasses.
Even potential opponents with more than elementary education were killed. As part of the “Year Zero” social engineering project – an effort to “restart” society and rebuild it from scratch – Pol Pot’s regime assassinated anyone suspected of “involvement in free-market activities.” The suspected elements of the Cambodian populace included professionals and almost every educated man and woman, city-dwellers, and people with connections to foreign governments. Doctrinally, the Khmer Rouge designated the farmers as the true proletariat, as the true representatives of the working class, hence the anti-intellectual purge.


THE TRUE ROLE OF RECESS ACCORDING TO REGULAR AND SPECIAL EDUCATORS
Due to recent trends to eliminate or reduce the time devoted towards school recess, the current study investigates the experiences and overall perceptions of school recess held by both regular and special veteran educators. The purpose of this study was to use semi-structured interviews to investigate the view educators hold toward school recess, the past and present role school recess has played within their school districts and provide educators with a voice for suggestions and opinions about recess towards the future of elementary education. The sample consisted of 12 veteran educators with a mean teaching experience of 23.5 years, employed at one of six districts within the Marathon County Special Education Consortium in Wausau, WI. Data were analyzed using thematic content analysis. Results indicate that recess is valued by school educators and that increased academic pressure has contributed to a reduced amount of time for school recess. This study additionally presents overall findings that educators have numerous suggestions and ideas for the future of elementary education, but the voice of veteran educators has failed to be recognized when making and implementing decisions towards bettering schools, in particular the battle between increased academic focus at the expense of school recess. Future efforts to implement curriculums geared towards higher achievement may benefit from the understanding of educators who believe that maintaining a healthy balance between recess and academics is necessary.
Massop, Sunni. (January 2013). THE TRUE ROLE OF RECESS ACCORDING TO REGULAR AND SPECIAL EDUCATORS (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/1779.)
Massop, Sunni. THE TRUE ROLE OF RECESS ACCORDING TO REGULAR AND SPECIAL EDUCATORS. Master's Thesis. East Carolina University, January 2013. The Scholarship. http://hdl.handle.net/10342/1779. July 27, 2021.
Massop, Sunni, “THE TRUE ROLE OF RECESS ACCORDING TO REGULAR AND SPECIAL EDUCATORS” (Master's Thesis., East Carolina University, January 2013).
Massop, Sunni. THE TRUE ROLE OF RECESS ACCORDING TO REGULAR AND SPECIAL EDUCATORS [Master's Thesis]. Greenville, NC: East Carolina University; January 2013.
East Carolina University


Learning Links Programs
Counting for Life
Counting for Life is a Learning Links program specifically developed to help children in Years 3 to 5 who struggle with numeracy at an important stage in their development.
The program works by marrying a school with volunteers from the community to help children weekly for 10 weeks to improve their numeracy skills and enhance their self-esteem and confidence. The goal is to not only enhance the numeracy skills of participating children but also encourage them to feel good about themselves as learners and provide them with the mathematical skills needed to fully participate in society in later years.
Reading for Life
Reading for Life was designed by a psychologist, teacher and speech pathologist to provide one-on-one support to children with reading difficulties. Trained volunteers work at school with the children to improve their reading, self-esteem and confidence, via a variety of fun activities and games to encourage engagement and interest. Reading buddies visit the children once a week for 15 weeks and take them through a semi-structured program.


India’s elementary education grapples with huge knowledge gap
43 percent of 18-year olds can’t do a simple division correctly, 58 percent can’t read their state map.
For some time now, we have known that a large number of children are attending school but not learning enough. Recently published Annual Status of Education Report (ASER) 2017, ‘Beyond Basic’, which had its focus on 14-18-year olds who are above the elementary schooling, underlined that learning crisis seen in elementary school children in previous years seem to carry forward in secondary school education. It revealed only 43 percent are able to do a simple division correctly; 40 percent of 18-year olds can’t read a simple sentence in English and even more 25 percent in the 14-18 years age group can’t read basic text in their own language; 58 percent can’t read their state map and 14 percent can’t read India map and almost 30 percent youth are not enrolled in schools or colleges.
Due to the enactment of the Right to Education Act (RTE) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA), by 2016 the percentage of 6-14 years dropping out of schools had come down to 3.1 percent and that of 11-14 years to 4.6 percent. The recent data shows that there is hardly any difference between boys and girls enrolment at age 14 but when they turn 18, the dropout rates see a spike-, it is 28 percent for males and 32 percent for females. Therefore, learning deficit statistics remain an assortment of concern. It brings to light that learning cannot be confined to merely reading text and solving problems, but it should also look at the multi-faceted challenges of young adults.
Simultaneously, children at the elementary schooling faced challenges relating to abysmally poor learning. According to ASER 2016, the proportion of all children in Class V who can read a Class II level text declined to 47.8 percent in 2016 from 48.1 percent in 2014. The proportion of all Class VIII students in rural India who can divide a three-digit number by a single-digit one has dipped to 43.2 percent in 2016 from 44.2 percent in 2014. And while 32 percent of children in Class III could read simple English words, up by 3.5 percentage points over 2009, in Class V, only one out of every four students could read an English sentence. ASER 2016 underlines that this situation has remained unchanged since 2009, when the RTE, Act was passed by Parliament. And within the Indian states, the variance of learning level is large such as in Jharkhand and Arunachal Pradesh, the percentage 36.4 and 25.5 respectively for class V student who can read class II level text whereas in Himachal Pradesh and Manipur, it is 70.5 and 70.7 respectively. There is a trend in almost every state, where more than 50 percent of elementary schoolchildren are in private schools, indicating the dwindling faith in the government schools. These learning deficits are observed across all grades and accumulate with each grade and it remains lifelong challenges.
To address the learning gap, teaching and learning practices require more inclusive approaches
Therefore, recognizing the importance of human capital which accelerating economic growth, it urges the following questions. Why are children not interested in schooling? How is a child supposed to understand the curriculum of their current grade? Does school infrastructure make for quality schooling and improved learning outcomes? How can teachers and government make child-friendly environment and introduce inclusive practices to improve the quality of learning?
To address these challenges, teaching and learning practices require more inclusive approaches. For elementary schooling, teachers should create child-friendly environment through innovative processes such as activity-based learning practices. The government and teachers must act as facilitators for by putting the requisite infrastructure in place. Teacher training that will foster self-learning should be encouraged and children should be allowed to study according to their aptitude and skill.
In India, according to Census 2011 data there are 164.48 million children of 0-6 years of age, policy makers should emphasize on early childhood development as children develop the cognitive, physical, social and emotional skills that they need to succeed in life. To the benefit of all children, school requires creating opportunities, space and scope through promoting vocational skilling under ‘Skill India’ programme in the form of formal schooling that will encourage them to think about the possibility of going back to school instead of absolute rejection faced from school. Unless families, communities and children are not equipped with knowledge and skill so that they can take advantage of all possible opportunities, India will not be able to reap the demographic dividend. The new education policy is expected to be released soon. It is hoped that it will come with concrete solutions that will address all the learning needs of children and impart them with lifelong learning skills.


The signs were subtle at first, beginning in preschool and into kindergarten. Roxanna P. noticed her son, Matteo, was having trouble reciting the alphabet, spelling his name correctly, and learning the days of the week. Despite being assured he was “doing fine,” Roxanna’s concern grew.
When her good-natured first-grader started coming home from school angry and frustrated, Roxanna recognized what she was seeing. Glimpses of her own childhood.
“I knew deep down inside he was not fine,” she recalled. “He was struggling like I had, and I said ‘I’m not going to let this happen.’ ”
Research shows that if a parent, grandparent, or sibling is dyslexic, a struggling reader carries the same genetic trait as well.
“Due to the hereditary nature of dyslexia, family history is one of the strongest risk factors for developing dyslexia,” write Massachusetts researchers Ola Ozernov-Palchik of Tufts University and Dr. Nadine Gaab of Boston Children’s Hospital and Harvard Medical School in their 2016 publication, Tackling the ‘Dyslexia Paradox’: Reading Brain and Behavior for Early Markers of Developmental Dyslexia.
Fortunately, advances in medical and academic research are changing how children with dyslexia learn from one generation to the next.
Shy as a child, Roxanna was doubly challenged when her formal education began. She was an English language learner and was identified as having a language-based reading disorder. She repeated second grade and was placed on an education plan.
As she grew older, Roxanna kept her reading challenges hidden from her parents and friends. She explains that she managed to push her way through middle and high school largely through memorization and work-arounds. After graduating from high school, she earned an associate’s degree in early childhood education, and then continued on for a bachelor’s degree in ECE and Spanish.
Her professors picked up on her innate ability in the classroom as well as her literacy challenges. After earning her bachelor’s degree but repeatedly failing the teachers’ licensing test, she stole away to a neuropsychologist’s office to have her suspicions confirmed: she is dyslexic.
With her reading challenge finally identified, Roxanna had a better understanding of how to manage it. She went on to earn a master’s degree in elementary education curriculum and instruction, and has been a Spanish teacher at public and charter schools for 18 years.
Roxanna’s journey helped her help her son, who is enrolled in the same parochial school she attended as a child and also was held back in second grade due to his learning difficulties. However, early recognition of Matteo’s disability through the school’s use of Fundations®, coupled with prompt remediation with the Wilson Reading System® (WRS) after he was diagnosed with dyslexia, has been a major difference between their childhood experiences.
“With WRS, he began making improvements,” Roxanna said. “He was getting all of his words. Spelling lists became easier, orally and written, and sentence structures were getting so much better. You could see him blossom. He was more confident and wasn’t as shy.”
After one year of WRS instruction, Matteo jumped to reading at grade level. This spring, he completed third grade, as well as Step 6 of WRS. He supplements his reading with the Learning Ally audiobook program, and has become a voracious reader.
“It makes me feel so relieved that he receives support and that there are programs like Wilson to help these kids succeed,” Roxanna said.
For 10-year-old Matteo, WRS has provided a solid understanding of the rules and quirks of the English language, while also demystifying what it means to have dyslexia.
“I learn differently. But, everyone learns differently.”
(This article was originally published in the spring/summer 2018 issue of The Decoder).


Music-specific databases providing article citations, with many links to full text
This is the most important article database for academic research in classical music:
RILM (Répertoire International de Littérature Musicale) is a vast international bibliography of scholarly writings on music and related disciplines. It covers music journals and other scholarly sources such as Festschriften and conference reports. It began as a print publication in 1967, providing citations and abstracts of articles. The electronic product now has full text of over 300,000 articles. Although its former focus was historical musicology, it now includes fields such as jazz and music education.
Retrospective Index to Music Periodicals 1800-1950. Published under the auspices of the International Musicological Society, International Association of Music Libraries, Archives and Documentation Centres, and UNESCO’s International Council for Philosophy and Humanistic Studies. This full-text database is similar in purpose to RILM, but covers a different time period.
RIPM Jazz Periodicals
Full text of many historically significant American jazz journals and magazines, for example, early decades of Down Beat
Indexes hundreds of music journals and magazines from many different countries, and provides full text of many articles. It originated as a print publication in 1949; the database covers the years from 1970 to the present. Unlike RILM, it has always included all kinds of music, so it is a good resource for research in fields such as jazz, popular music, world music, and music education.
Google Scholar cites many important scholarly articles and other works, but does not always provide full text. In such cases, use Google's information to search our subscription databases to see if we have full text.
Google Books provides full text of many public domain books and helpful previews of many others. In some cases, however, it provides only citations. If a whole book is not accessible, search the library's online catalog to see if we have the book.
You can search the redesigned version of our online catalog, which is called Discover, from the library homepage
by clicking the "Books & More" tab beside the search box.
You can also search it directly from discover.library.unt.edu
Here is a link for a music-specific search page from our old catalog:


Moser, twenty years on: an adult basic skills policy roundtable
View highlights from the event here.
In 1999, A Fresh Start – the Moser report – broke new ground by highlighting the national challenge of poor adult literacy and numeracy skills, and set out a series of recommendations to eradicate poor basic skills. Twenty years on, nine million adults still have low levels of basic skills, and despite the availability of free courses, participation in adult literacy and numeracy provision has declined by around 20% in recent years.
An estimated five million adults in the UK workforce have poor basic skills, impacting on the ability of business to improve productivity and respond flexibly to economic uncertainty.
And as we debate Britain’s place in the world, we must ensure that all adults are equipped with the basic skills needed to participate in civic life and democratic debate. With millions held back from opportunities in life, in learning, and at work, it is critical that we renew our focus on tackling this national challenge.
This invitation-only roundtable shared the latest thinking and expert opinion in adult basic skills.
Drawing together expertise from research, policy and practice, it will identify the actions needed, and foster new collaborations, to help tackle the national challenge of poor basic skills.


Covid-19 has changed the music industry forever, but the music industry has not been crippled. If anything, musicians have shown the world their resilience. When concert venues shut down, live streaming gained popularity. When the doors shut to private lesson studios, teachers took their students online via Zoom and other platforms. But what will music education look like in the 2020-2021 school year? Is music education in jeopardy as school districts make decisions about the budget after the world’s largest recession?
The three most common scenarios for returning to the classroom are 1. Keep schools open at half capacity or socially distant, 2. Alternate groups of students in a one-week virtual school-one week physical school plan, or 3. Make schools completely virtual. For school choirs, any amount of singing may pose dangers for students. The American Choral Directors Association wrote in their Covid-19 Response Committee Report June 15, 2020, during face-to-face instruction with physical distancing, teachers should consider rehearsing outdoors and if they cannot rehearse outdoors, they should consider room ventilation, space, and cleaning and sanitizing processes, among a long list of other suggestions. Yet, even as they plan for the many possible scenarios, the CDC recorded “on March 17, 2020, a member of a Skagit County, Washington, choir informed Skagit County Public Health (SCPH) that several members of the 122-member choir had become ill." Their report says, "The act of singing, itself, might have contributed to transmission (of Covid-19) through emission of aerosols, which is affected by loudness of vocalization.” Their report goes on to conclude that after a 2.5-hour rehearsal, 86.7% of the choir members subsequently became ill. In my mind, this leaves no safe way to sing without a vaccine or treatment.
In the case that we do make music class virtual, what can be done? Should music be cut and teachers laid off? The American Choral Directors Association has a long list of ideas ranging from using online meeting platforms like Zoom to exploring other musical ideas like music history, technique, music theory, and the discussion of music text. A workbook like the Learn Music Through Coloring Series where students can explore music at home by coloring may be one answer to this dilemma, as many students do not have access to instruments. Whatever the case may be, music most likely will be a low priority for schools trying to fit Math, Science, and English standards into a virtual school year.
It is always important for students to find a way to create music. Whether they remain at school or at home, there is no easy answer, but with the advent of technology, we find ourselves as Americans in a fortuitous position. Teachers can easily video themselves teaching with their phone and upload it to Youtube for their students. We have online meeting platforms and the internet. If we have learned nothing from our recent past, it is that music education will survive and prove to everyone it is resilient and strong.
Brinckmeyer, Lynn and De La Rosa, Lou. “Covid-19 Response Committee Report” American Choral Directors Association. June 15, 2020, https://acda.org/wp-content/uploads/2020/06/ACDA-COVID-19-Committee-Report.pdf
Hamner, Lea and Dubbel, Polly. “High SARS-CoV-2 Attack Rate Following Exposure at a Choir Practice — Skagit County, Washington, March 2020” Centers for Disease Control and Prevention. May 14, 2020, https://www.cdc.gov/mmwr/volumes/69/wr/mm6919e6.htm


Hobbies Playing Music Understanding the Guidelines for a Strophic Song Share PINTEREST Email Print Chris Sweatman / EyeEm / Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated February 23, 2019 Simply defined, a strophic song is a type of song that has the same melody across each stanza, or strophe, but different lyrics for each stanza. The strophic form is sometimes referred to as the AAA song form, alluding to its repetitive nature. Another name for the strophic song is the one-part song form because each part of the song features one melody. As one of the earliest song forms, the simple strophic form is a durable musical template that has been used by artists across the centuries. Its ability to extend a piece through repetition makes any strophic songs easy to remember. Through-Composed Song The strophic form is the opposite of the through-composed song. This song form has a different melody for every stanza. Etymology The word "strophic" derives from the Greek word, "strophe", which means "turn". Refrains While a strophic song is defined by having new lyrics in each stanza, this song form can include a refrain. A refrain is a lyrical line that is repeated in each stanza. The line is typically repeated at the end of every verse. However, a refrain can also appear at the beginning or middle of the stanza. Song Examples The strophic form can be seen in art songs, ballads, carols, hymns, country songs, and folk songs. Not only across genre but strophic songs have been composed across time. Strophic songs composed in the 1800s or earlier include "Silent Night" and "While Shepherds Watched Their Flocks at Night". "O Susanna" and "God Rest Ye Merry Gentlemen" are examples of older strophic songs that have a refrain. More contemporary examples of strophic songs would be Johnny Cash's "I Walk the Line", Bob Dylan's "The Times They Are A Changin", or Simon and Garfunkel's "Scarborough Fair". Because the strophic song form is so basic, it is used in a lot of children's songs. Starting at a young age, you were probably already exposed to the music theory concept of strophic form with songs like "Old MacDonald" and "Mary Had a Little Lamb".


English reading comprehension requires making connections between your experience or prior knowledge and what you read. So the best comprehension strategies (ways to improve your understanding of what you read) remind you of what you already know and think. They connect and compare it with the English text you are reading. They also focus your attention on what you want to learn from it.
After you read each chapter or section of text, use review strategies to summarize and evaluate what you have read. (Read a short section—just a few paragraphs-- if the text is difficult or if you need to analyze it well.) Then consider which parts you want to remember and make a part of your thinking.
1. Think about what you already know or believe about the subject. This prepares you to make new links between nerve cells in your brain-- your “mind map”-- connecting what you will read with what you already think and know.
2. Think about what you need or want to get out of the reading. This helps focus your attention on what’s most important to you.
3. Scan the book or article’s title and headings, any pictures or graphs, and the introduction and conclusion. Look for the author’s main idea and make predictions. (What do you think the reading is about? What points will the author make?)
4. Think of specific questions you want to find answers for in this reading.
1. Skim the whole section first.
2. Adjust your speed & concentration level depending on need and type of material.
3. Use word decoding skills and context clues to figure out the probable meaning of an unknown word whenever possible. (For more information, see Reading Skills.)
If you are still doubtful about the word, ask yourself how important it is to understand its exact meaning. If you cannot understand the passage without it, then do look it up.
4. Try to visualize (see mental pictures) of what the author describes instead of silently translating the words into your first language.
5. As you read through the passage, look for answers to the questions you asked when preparing to read. Were your predictions right?
Check your comprehension by asking yourself more questions: Who is this talking about?What’s happening now? Where, when, and perhaps most important-— why? In a story, what does the character hope to gain by his or her actions? In a persuasive essay (or advertisement), what does the author want to convince you to believe or to do?
What is the author's main point? What feeling or reaction is he or she trying to create? If a word is surprising, ask yourself why the author chose that word or expression rather than a synonym? (English has many synonyms, but their connotations may be quite different. A particular word choice may change the feeling or implications of the whole section.)
6. Pay special attention to transition and sequence words, as they mark changes in direction and the order of events or of the author’s thinking.
7. To help you concentrate on (and remember) the main idea and other important points of the text, consider highlighting them, taking notes, or using graphic organizers.
1. Ask more questions to check your reading comprehension:
If in doubt, go back to the section you just read and skim it for answers to those questions.
2. As a review, mentally (or on paper, or with a study partner) summarize the main ideas of the passage. One way to summarize is with journalists’ “5 Ws & an H.” Ask yourself:
3. Evaluate the passage: Was it accurate based on your knowledge of the subject? Was the author biased? (How?) What parts of his argument (if it was a persuasive essay) do you agree with? What do you see differently, and why? Were there facts or evidence the author didn’t consider? Do you agree with the author about what’s important, or would you emphasize something different?
4. Think about your reaction to what you just read. Did you enjoy it? Would you recommend this author or some of his ideas to others? How does what you’ve learned connect to what you already know? Will your reading change your perspective or plans?
Use these English reading comprehension strategies for each section of your book, chapter, or article.
If the words or arguments are difficult to understand, stop frequently to ask questions and summarize what you’ve already read. Look back over the section to clear up any confusion or to review what you don’t remember. Then predict what might come next. Read on, a little at a time, until you have read and understood the whole text.
Practice your English reading comprehension on the test and reading practice pages listed in Reading Strategies Practice or the other pages of EnglishHints.


Improving Adult Literacy Instruction: Options for Practice and Research
|Improving Adult Literacy Instruction: Options for Practice and Research|
Author: National Academies Press
Publication Date: 2012
Page (Chapter): 505
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading.
Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning.
There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students’ proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.


Capstone Concept Map
Experiments in Installation summer course
Upside down drawing
Negative space installation
Found object installations
Confined space installation
Creating with the mundane
Non-representational nature paintings
Experiments with texture (joint compound)
Primary inquiry: How can art media constraints promote creative inquiry through the use of experimental media?
Primary inquiry rephrased: How can the parameters for experimental media allow for cognitive enlightenment from out-of-the box inquiry?
Supporting inquiry 1: How do contemporary artists use alternative materials for art making?
Supporting inquiry 1: How can alternative materials or experimental media be used in an art education setting?
What is possible with no/limited budgets in the art world?
How can art open doors for philanthropy?
How do artistic parameters breed creativity?
*Still developing the exact concrete focus.
Why this research?
Students/teachers with limited materials/budgets.
Virtual learning. Learning outside the physical classroom
Growing critical thinking through experimental media in art
Mixed media art
Found object art
Alternative art materials
Inquiry, experiments, critical thinking
Folk art - materials outside the art store
Nathalie Miebach - art made of storm data,
Magda Sayeg - yarn bombing
Brian Dettmer - Old books reborn as art,
Vik Muniz - art made of wire, sugar, chocolate, string, trash,
Janet Echelman - net sculpture installations,
Alejandro Duran - pollution from oceans as sculptures
Vincent Bal - Drawings from shadows
Olafur Eliasson - Sculptures from light and ice,
Elan Byrd - Miami-based, creates art from raffia/natural twine materials,
Nari Ward - found objects, installations, repurposing,
Hillary Waters Fayle - embroidered dried leaf sculptures, sustainability
Ruby Silvious - Use Tea Bags in Watercolor paintings, repurposing
Jon Foreman - arranged stones, ephemeral, sustainable
Jessica Drenk - organic sculptures from common materials, repurposing
Julien Gobled - digital art, design
Yayoi Kusama - white room as canvas, colored stickers
Roman Ondak - Measuring the Universe, height marks on walls
Potential Artist Example Resources
It's Nice That
Authors on Experimentation
Belluigi (2013) explained that “creativity is promoted by conditions and activities which encourage playfulness, risk-taking and experimentation (p. 9).
Marshall (2010) stated that artistic inquiry is developed through the “active construction of knowledge through hands-on exploration and experimentation, which are interwoven with and shaped by creative thinking” (p. 16).
Dissanayake (1974) explained that “necessity may often be the mother of invention, but this should not obscure the fact that playful experimentation may also stimulate and suggest discoveries” (p. 214).
Wolf (1988) explained that “skilled or creative individuals often pursue the ‘same’ problem across a series of works or experiments” and “they learn to approach an issue or idea from many points of view” (p. 151).
Belluigi, D. Z. (2013). A proposed schema for the conditions of creativity in fine art studio practice. International Journal of Education & the Arts, 14(19).
Wolf, D. (1988). Artistic Learning: What and Where Is It? Journal of Aesthetic Education, 22(1), 143-155.
Dissanayake, E. (2017). A Hypothesis of the Evolution of Art from Play. Leonardo, 7(3), 211-217.
Marshall, J. (2010). Thinking outside and on the Box: Creativity and Inquiry in Art Practice. Art Education, 63(2), 16-23.


The String Project remains true today to its founding core mission from 1974: increasing teaching opportunities for undergraduate music education students and expanding access to music performance and the excitement of the arts for children from all socio-economic backgrounds.
A valuable initiative
Universally recognized as a model program, the USC String Project’s achievements ring clear. Hundreds of South Carolina students in grades 3 through 12 have received string instruction from music professionals and Carolina undergraduate students. The String Project enrolls more than 300 students, taught by 27 School of Music undergraduate string education majors and two graduate assistants each year.
The impact of your philanthropy
Your philanthropy makes the USC String Project possible. Donor support enables USC to provide undergraduate music students a modest stipend for their work to encourage participation.
Without funding support, teaching opportunities for university students would not be possible, and the door would be closed for lower-income families’ participation. That would result in fewer music teachers and less diversity in the arts and education.
Access to music instruction can often be divided along economic lines. The goal of the university and the String Project is to maintain the affordability of instruction to minimize this division. With philanthropy helping to keep costs down and fees low, hundreds of inner-city children in the Columbia area have participated in the String Project.
Philanthropic support comes from a symphony of individuals, foundations, national music groups and civic organizations including The Nord Foundation, Knight Foundation, and grants from Strings Magazine and the Junior League of Richland County.


Debate Topics for Teens
Participating in a debate about a current event or controversial issue can do more than encourage teenagers to practice their public speaking. Debate can also help students develop better research, critical thinking, reasoning and writing skills, according to Homeschool World 1.
Participating in a debate about a current event or controversial issue can do more than encourage teenagers to practice their public speaking. Debate can also help students develop better research, critical thinking, reasoning and writing skills, according to Homeschool World 1. Entice teens to debate by choosing a topic that can affect their interests, future or daily life.
Because teenagers can face school bullying, gang violence or even school shootings, suggest focusing on the causes or effects of teen violence. For example, ProCon.com notes that in 2008, half of the top-selling video games in the United States -- often played by 12- to 17-year olds -- featured violence 3. Debaters could address whether violence depicted in video games, movies and television programs desensitize teens and encourage violent acts or merely provide a way for teens to harmlessly expend their aggressive feelings without hurting anyone 3.
Budget cuts affecting schools often result in the elimination of art and music programs. Students might enjoy debating the value of art programs versus the amount of money they require. For instance, although some people might argue that the arts aren’t as vital as math and literature, other sources, such as a 2012 article on the KCET website, “Can Schools Provide Arts Education on a Tight Budget,” note that there is a correlation between art education and higher test scores, better attendance and improved critical thinking skills 2.
Whether the teens are required to wear school uniforms to class or have freedom of choice when it comes to clothing, ask them to debate the merits of a school uniform requirement 4. Debaters supporting the “pro” side of the uniform argument could discuss ways that uniforms reduce the distraction of the opposite sex wearing provocative clothing or lessen student stress since teens won’t feel pressured to wear the latest designer clothing. The “con” side of the debate could address the financial burden that uniforms might cause impoverished families or how uniforms don’t allow students to express their individuality.
In response to increased school violence, some districts are taking extra security precautions, such as installing metal detectors and searching backpacks and lockers. Teens might wish to debate the value of the increased security versus the effect it has on the school environment, budget and students’ right to privacy. For instance, although tactics such as metal detectors might provide a feeling of security, they require substantial funding and maintenance and still won’t ensure the students’ safety 100 percent, according to National School Safety and Security Services.
Because many debate topics touch on controversial issues, check with school administrators, teachers or debate coordinators to ensure the topic doesn’t violate any school or district regulations. In addition, debates about provocative issues are often intense, so Homeschool World notes that debaters should learn to use the proper manners and behavior to ensure both sides treat one another with respect 1.
- Jupiterimages/Photos.com/Getty Images


Reading Tutoring Webinar: “How to Do What Matters Most”
When: Wednesday, January 22, 2020, 8:30-9:30 pm
Join the Haas Center for a free online webinar on reading tutoring. In accordance with research by the National Institute for Literacy, National Institute of Child Health and Human Development, and the U.S. Department of Education, this workshop highlights essential tools and skills needed for working with Kindergarten through 3rd graders.
The webinar will utilize Connie Juel’s seminal research on literacy acquisition, showcasing the 5 Pillars of Reading Instruction: Phonemic Awareness, Phonics, Reading Fluency, Vocabulary, and Comprehension.
Join early education practitioners, Renee Scott, Early Education Program Director at the Haas Center for Public Service, and Rebecca Silverman, Associate Professor of Education at Stanford’s Graduate School of Education, as they share their expertise on: effective lesson planning engaging in phonics instruction text comprehension instruction motivating reading engagement with children working with bilingual learners.
Please use this link to register.


Early childhood is a very crucial stage in one’s life. In this stage, the aspects physical, intellectual, as well as social, and emotional have to be holistically nurtured. Researches have shown that the most significant progress in physical and mental development has happened from birth until the age of six. This is why children need to be exposed to various and meaningful learning experiences with the supervision of caring and prudent adults.
In fact, early childhood learning really matters to nurture children holistically so that they are able to be skillful, creative, responsible, and competitive global citizens in the future. Parents should be aware of which education is best for their children to equip them with a strong foundation of faith, life skills, language and literacy, STEAM (Science, Technology, Engineering, Arts, and Mathematics), creative expression, and global awareness.
When choosing a preschool becomes so difficult for parents, one thing they should remember is that early childhood learning is basically built on trusting relationships among children, teachers, and parents. Therefore, parents should also be aware of the curriculum offered, how the curriculum is implemented, the teachers’ quality, and how a relationship is built between school and parents. All these concerns have to be harmoniously built to create a positive learning environment that is able to unlock all children’s potentials to reach their future dreams.
Written By: Ms. Yuli – IPEKA Section Head of K-6


Inventor of First Single Wire Telegraph
Morse was born on April 27, 1791, in Charlestown, Massachusetts. He attended Yale College (now Yale University), graduated in 1810, and became a clerk at a book publisher in Boston. From an early age he harbored a passionate desire to paint, and his parents finally agreed to finance an art education and sent him to London in 1811. There he became enamored of the English style of painting—bold, brilliant portrayals of romantic legends and historical events. Meanwhile the War of 1812, between the United States and England, created an American hostility toward English tastes, and Morse found upon his return in 1815 that his adopted style was out of favor.
He settled in 1825 in New York City and took up portraiture to earn a living, acquiring some distinction as an artist. In 1826 he helped found the National Academy of Design, organized to promote United States painters, and served as its president until 1845.
In 1832 Morse became interested in the principles of electromagnetism, recently discovered and developed by Hans Christian Oersted, Joseph Henry, and MICHAEL FARADAY. He formulated the design of an electric telegraph, apparently unaware of similar technological progress simultaneously occurring in Europe. In 1837, with financial and mechanical help from friends, he constructed the first single wire electric telegraph, which was able to relay signals more quickly than the multiple wire telegraphs used in Europe. But an economic depression discouraged further investments.
Morse worked for years to persuade Congress to subsidize the building of a telegraph line from Washington, D.C., to Baltimore, Maryland; he finally won a grant to link the two cities in 1843. By 1844 he sent the first message over this line: “What hath God wrought.” After costly legal suits brought by rival inventors, the Supreme Court granted patent rights to Morse in 1854.
Perhaps his best known contribution came in 1838, when Morse introduced a telegraphic code consisting of varying combinations of dots and dashes. It was soon known across the world as the Morse code and was used for telegraphic and navigational communication.
He died on April 2, 1872, in New York City.
Samuel Morse‘s Legacy
Morse’s work, although later overshadowed by the introduction of telephone and radio, ushered in the era of mass communication.
Like the railroad, the telegraph helped unite the geographically vast United States. By 1852 telegraph lines spread to every town east of the Mississippi, revolutionizing newspapers and commerce.
Morse’s electronic telegraph, along with the technological modifications and additions brought by rapid progress in the field of electromagnetism, increased the speed of communication, at first locally and then internationally. By 1865 the first TransAtlantic submarine cables had been installed. Telegraphs sent messages more than 100 million times faster than a horse or ship. The resulting improvement in communications made travel and trade more convenient and efficient. Used by Union forces during the American Civil War, telegraphy was credited with assisting their victory by providing immediate information about distant situations.
By the early twentieth century, telegraphy had been surpassed by telephone and radio communication, and Morse’s fame had waned. He is remembered mostly for the invention of the Morse code. The longest lasting legacy of the code is SOS, the internationally recognized signal for help. The abbreviation SOS is not an acronym for anything, but was chosen because of the three unit Morse codes for the letters S and O, which were efficient and easy to memorize. Three dots represent S and three dashes represent O.
Samuel Morse – 1791-1872


One of the greatest challenges students face is adjusting to college reading expectations. Unlike high school, students in college are expected to read more “academic” type of materials in less time and usually recall the information as soon as the next class.
The problem is many students will spend hours reading and have no idea what they just read. Their eyes are moving across the page, but their mind is somewhere else. The end result is wasted time, energy, and frustration . . . and having to read the text again.
Although students are taught how to read at an early age, many are not taught how to actively engage with written text.
Active Reading is applying reading strategies before, during, and after reading a text with the overall objective of increasing comprehension (understanding what was read) and recall (remembering what was read) to save time and effort.
The Secret is in the Pen
One of the ways proficient readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:
- predicting what the material will be about
- questioning the material to further understanding
- determining what’s important
- identifying key vocabulary
- summarizing the material in their own words, and
- monitoring their comprehension (understanding) during and after engaging with the material
Annotating a Text
Review this video about “Learning How to Annotate” to develop active reading strategies:
Review Oberlin College and Conservatory’s “Keeping a Reading Journal” page.
And Dustin Wax’s “Keep an Academic Reading Journal” to develop reading comprehension strategies.
CC LICENSED CONTENT, SHARED PREVIOUSLY
- Active Reading. Authored by: Elisabeth Ellington and Ronda Dorsey Neugebauer . Provided by: Chadron State College. Project: Kaleidoscope Open Course Initiative. License: CC BY: Attribution
ALL RIGHTS RESERVED CONTENT
- Learning how to Annotate. Authored by: Gale Shirey. Provided by: Southwestern Michigan College. Located at: http://youtu.be/zy45es1HyO0. License: Other. License Terms: Standard YouTube license


The current COVID-19 situation has resulted in widespread concern and considerable uncertainty relating to the position of musical performance and in particular potential risks associated with singing and brass, woodwind and bagpipe playing. There is a wide range of advice and guidance available but it is important that any guidance given should be evidence-based and the sources of this evidence should be known. The Music Education Partnership Group Scotland’s literature review gathers information that provides guidance for performance practice…
The aim of the study was to carry out a systematic literature review in order to gather historical as well as the most current and relevant information which could provide evidence-based guidance for performance practice. This literature was analysed in order to determine the evidence of risk attached to singing and brass, woodwind and bagpipe playing, in relation to the spread of airborne pathogens such as COVID-19, through droplets and aerosol. It also informed the recommendations for best practice.
Here is the full report –
‘Following the Science’ collated by The Music Education Partnership Group Scotland
Here is the link to download the report – click here