Sustainability in education prepares today’s youth for tomorrow’s challenges
By Kevin Yaley, Head of Francis Parker School
Sustainability is a big buzzword in today’s culture, with everyone from politicians to CEOs striving to develop lasting goods, services, business practices and government initiatives. As an educator, I believe it is necessary to also consider the impact of sustainability in education. This year, we at Francis Parker School mark our centennial anniversary; and as we celebrate this milestone, we also remember that it is our duty to instill in today’s youth the capacity to act as citizens of the world, committed to creating a better future for the sake of our society, our culture, and the planet at large.
Environmentalists define “sustainability” as “the quality of not being harmful to the environment or depleting natural resources, thereby supporting long-term ecological balance.” In a more general sense, the term can be defined simply as “the ability to be sustained, supported, upheld or confirmed.” Teachers today bear the weighty responsibility of equipping students with the tools necessary to face a host of unknown challenges as they move into the future. With so many variables before us, we thus approach education from all angles – teaching young people to respect their surroundings, conserve precious resources, strive for balance and non-violence and cultivate ideas with staying power.
Over the past 100 years, Francis Parker School has operated with this ethos of sustainability at the core of its teaching philosophy. Our educational mission emphasizes academic excellence and social development, intellectual rigor and hands-on engagement with the world. For us, sustainability in education is about balance and breadth: our students learn to be stewards of the world around them, both inside and outside the classroom. Through a diverse curriculum and a commitment to ethics as determined by students’ own experience and comprehension, we offer a unique approach to college preparatory education imbued with sustainable values. Our graduates carry these values with them into the world, and leave Parker prepared to excel as far as the mind can see.
Invest in an education tailor-made for the future
We at Parker believe that education is an essential component of sustainable society – and since 1912, we have worked to provide superior education and resources to our students. This mission continues to drive us today. To learn more about Francis Parker School, including admissions information and details about attending private school in San Diego, contact us today. Visit www.francisparker.org
- Looking to the future: preparing today’s students for tomorrow’s world
- Rethinking the role of arts education for diversified opportunities and well-balanced students
- As far as the mind can see: pioneering the use of digital media in education
- Foreign language programs prepare students for roles as global citizens
- Club’s Youth Arts Academy embraces music education
Short URL: http://www.delmartimes.net/?p=40261


by DR. SUSAN BERRY 23 Feb 2013
This past week, President Obama warned Americans that, if the sequester occurs, hundreds of thousands of children will lose access to Project Head Start. A new study, however, published by the Obama administration’s Department of Health and Human Services (HHS) has found that students who participate in the $8 billion Head Start program actually fare worse, in some ways, than students who do not.
The study also found that positive effects of the program are not sustained into elementary school.
According to the study, mandated by Congress and published at the end of 2012, the Head Start program “seeks to improve the educational and developmental outcomes for children from severely economically disadvantaged families.”
However, when researchers evaluated 4,667 elementary students, they concluded that the program provided no measurable benefit for children by the time they reached the third grade compared to those children who were in a similar socio-economic group but were not in the program. Of the children who were not enrolled in Head Start, about 60 percent received another form of preschool education, the quality of which was judged to be generally inferior to that provided in Head Start.
The large-scale study found that children who participated in the Head Start program actually did worse in math and had more problems with social interaction by the third grade than children who were not in the program.
While Head Start students averaged better in reading/language arts by third grade, math scores were poorer for children who participated in the program. Parents of Head Start children also reported a significantly lower child promotion rate than parents of children who did not participate in the federal program.
The study demonstrated some disparate results between parental reports of the behavior of some of the children and those of teachers. Ratings of parents of Head Start children yielded moderate evidence of less aggressive behavior in their children compared to the non-Head Start group; teacher reports, however, showed strong evidence of the program having an unfavorable impact on the incidence of children’s emotional symptoms and possible effects on both ability to have close relationships and positive relationships with teachers.
In contrast, at the end of 1st grade, teachers reported more shy behavior and more problems in their interactions with the Head Start children. At the end of 3rd grade, teachers reported more problems in their relationship with Head Start children and a lower percentage of Head Start children in the normal category for emotional symptoms. Children’s own reports showed one unfavorable impact at the end of 3rd grade (peer relations).
In general, the study concludes that even when some positive effects of participation in Head Start are found in preschool age children, those effects disappear once children enter early elementary school.
In terms of children’s well-being, there is also clear evidence that access to Head Start had an impact on children’s language and literacy development while children were in Head Start. These effects, albeit modest in magnitude, were found for both age cohorts during their first year of admission to the Head Start program. However, these early effects rapidly dissipated in elementary school, with only a single impact remaining at the end of 3rd grade for children in each age cohort.
Original article at Breitbart


Learn Numbers - Number Teach
10,000 - 50,000 downloadsAdd this app to your lists
Teach your child to count and use maths in a fun, visual and audible way. Fun exercises to help kids to learn numeracy skills.
+ Count numbers up to 20.
+ Learn maximum and minimum numbers.
+ Learn basic addition and subtraction.
+ Set the maximum game number to either 10, 20, 50 or 100, for gradual learning.
+ Includes friendly cartoon pictures and sounds to encourage learning.
Advertisements will appear on the top of the page, so I suggest supervision if your child is using this free version.
Why not send me an email with your thoughts/suggestions/problems?
Please rate. Thank you.
Media used is under public domain or Creative Commons license.
Sound effect by zeuss.
Music by Kevin MacLeod.
Tags: teach number, learn numbers, numbers that teach, number teach for kids.
Fixed 'Max Number' on some devices - Sorry!
Choose maximum number (!)
Updated code/fixed errors
2mb smaller file


September 2010. The world is shrinking as globalization brings us closer to people around the world. We want to widen the focus of this call to include the following: What kinds of literacy projects are happening in countries around the world? What aspects of literacy are currently drawing attention in your country? What can we learn from your best literacy practices? How do literacy practices compare across different countries?
We also invite articles from American teachers and researchers that address the following questions: What literacy projects have you and your students engaged in that involve other countries? How has current technology opened the door to international literacy practices? What projects have your students been involved in that support the literacy development of students in underdeveloped countries? Are you involved in other international literacy practices, projects, initiatives, and issues that would be of interest to VM readers? Deadline: September 1, 2009.
Talking about Talk
December 2010. As educators of young adolescents, we understand the importance of the social nature of literacy and the role of talk in the classroom. In recent years, our understanding of talk has deepened, and we have worked consciously to provide our students with opportunities to share their ideas with others. As students explore new ideas, participation in discussion enriches, deepens, and expands their understandings. What do students talk about in your classroom? What does talk look like and sound like? How does observing and reflecting on this talk inform your teaching? How do you facilitate rich and meaningful talk? How do you invite all students into the conversation? How does talk inform student learning in the classroom? Deadline: December 1, 2009.
Honoring Student Voices


Warm and Cool Picasso: Free Lesson Plan Download
Grade Level: 3-5 Art Education Lesson Plan
Art Elements: Color, Shape, Line
Art Skills: Warm and Cool Colors, Blending Oil Pastels
Making Connections: Art History
* Get more free lessons like this, on our Lessons Page
This lesson is one of my favorites because it combines three important concepts for students. Color theory, use of a new material (oil pastels) and art history learning about Picasso. Students are always impressed when they are finished and proud of what they have accomplished. I have done this lesson in both 3rd and 4th grade, but 4th seems to be the sweet spot for success with this lesson. You can use other shapes to trace in the middle (circles were just easiest). In the past I have used a leaf, or, to up the creativity factor or work on contour line, you could have students make their own tracer shape/design.


Paidéia (Ribeirão Preto)
Print version ISSN 0103-863X
JOLY, Maria Cristina Rodrigues Azevedo and PIOVEZAN, Nayane Martoni. Evaluation of the Computerized Strategic Reading Program applied to elementary school students. Paidéia (Ribeirão Preto) [online]. 2012, vol.22, n.51, pp. 83-90. ISSN 0103-863X. http://dx.doi.org/10.1590/S0103-863X2012000100010.
Nationwide studies and evaluations performed in Brazil have shown that most elementary education students have difficulties in reading comprehension, despite the fact it is a skill that is essential for academic success. This study evaluates a Computerized Strategic Reading Program (Programa Informatizado de Leitura Estratégica - PILE) intended to improve reading comprehension of elementary school students. A total of 58 students attending from the 5th to 8th grades, with a mean age of 12.52 years, participated: 29 comprised the control group (CG) and 29 comprised the intervention group (IG). A Cloze test was used pre- and post-measurement. The PILE was administered for six weeks, totaling 19 meetings. There was significant improvement from the pre- to the post-measurements for levels of reading comprehension in both the IG and the CG. The IG experienced a greater impact from the intervention, suggesting that PILE was effective in improving reading comprehension among these students.
Keywords : Elementary Education; Psychological Assessment; Reading Comprehension.


They may already be out of school, but U.S. adults both young and old are apparently way behind other countries in skills that are critical to success in the workforce---especially in math and technology, which will only become more important in years to come.
That’s one finding from a new study that was released yesterday by the Organization for Economic Cooperation and Development, a grouping of 34 nations consisting of the world’s leading economies.
The assessment, a first conducted by the OECD, is far more comprehensive than similar cross-country skills assessments, especially in the area of math and tech. The study organizers gave a series of tests in literacy, math, and “problem-solving in technology-rich environments” in 19 countries (and an additional 4 only did literacy and math) to a total of 166,000 adults over the age of 16.
Below you can see a chart showing how each country fared in the test of problem-solving skills, which included using computers and other digital tools to find and evaluate information, communicate, and perform practical tasks. It shows by country in rank order, the percentage of people who scored at least a 2 or 3 on the test (where a score of 3 is the highest). The United States fared near the bottom, with only 31% of people scoring at least a two, which was below the OECD average of 34% and far below the leader, Sweden, at 44%.
The U.S. did similarly poorly in numeracy skills, coming in third to last among nations surveyed, as the chart below--displaying average scores by country--shows. In that assessment, Japan, Finland, the Netherlands, Sweden, and Norway rank highest, and the U.S. only beat out Italy and Spain.
In literacy, the U.S. only performed slightly below the average for all nations surveyed.
These are not good signs for the U.S. in terms of its future competitiveness, especially given that U.S. adults tend to have relatively high levels of education relative to most countries. However, the results were obviously not evenly distributed among the U.S. adults surveyed (you can read a U.S.-specific breakdown of the survey here). Disturbingly, the U.S. was most behind in the category of the youngest adults. And while people with higher levels of education tended to score on par with most other countries, the bottom lagged much further behind. Socioeconomic background was also much more strongly correlated to levels of skills than in most other nations.
These large disparities not only between the U.S. and other countries but within the U.S. population have huge implications, as the report notes. “Governments need a clear picture not only of how labour markets and economies are changing, but of the extent to which their citizens are equipping themselves with the skills demanded in the 21st century, since people with low skills proficiency face a much greater risk of economic disadvantage, a higher likelihood of unemployment, and poor health,” it says.
Other measures, such as national test scores in school, have previously showed how the U.S. is slipping, but this is the first and most comprehensive measure of the adult population of skills.
Anthony P. Carnevale, director of Georgetown University’s Center on Education and the Workforce, told the New York Times: “The first question these kinds of studies raise is, ‘If we’re so dumb, why are we so rich? ... Our economic advantage has been having high skill levels at the top, being big, being more flexible than the other economies, and being able to attract other countries’ most skilled labor. But that advantage is slipping.”
[Image via Shutterstock]


This edition has also been released as:
Summary: This comprehensive introduction to the different components of the school health program emphasizes the teaching of elementary health, with a secondary emphasis on health science. Its practical approach to teaching elementary health is particularly well suited for the elementary education major and will benefit students in health education, school nurse specialists, as well as community health educators.
New to This Edition :
...show more;padding-left:10px;margin:0px;'> Features :
- New Organization: The chapter on emotional health now appears much earlier in the book, and several other chapters have been deleted or combined for a more streamlined presentation.
- Assessment: A new introduction to assessment appears in Chapter 2, and new assessment items appear in each of the content chapters.
- National Standards: The new edition includes more coverage of national health education standards (with suggested teaching activities), as well as more information from Healthy People 2010 and the Youth Risk Behavior Surveillance System.
- Updated Coverage: Health content has been updated throughout, including new and updated material on bullying, dietary recommendations, children's responses to terrorism, and more. The recommendations for children's literature have also been updated, with special attention to currency and multicultural issues.
- Internet Resources: A new section on using the Internet to teach health education appears in Chapter 3, and the Internet resources sections in each chapter have been updated.
...show lessEdition/Copyright: 4TH 04
- Provides pre-service teachers with the information they need to foster skill development in their students.
- Provides strong coverage of emotional health, focusing on self-esteem and skills that can help students build self-esteem.
- Presents teaching activities and content so that students understand what is developmentally appropriate at different levels.
Publisher: McGraw-Hill Publishing Company
Year Published: 2004
Other Editions of Health Education : Elementary and Middle School Applications:


WARSAW, Poland -- The oldest known survivor of the Auschwitz concentration camp – a teacher who gave lessons in defiance of his native Poland's Nazi occupiers – has died at the age of 108, an official said Monday.
Antoni Dobrowolski died Sunday in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum.
After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the country's intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a "slave race."
An underground effort by Poles to continue to teach children immediately emerged, with those caught punished by being sent to concentration camps or prisons. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942.
"Auschwitz was worse than Dante's hell," he recalled in a video made when he was 103.
Dobrowolski, who was born Oct. 8, 1904 in Wolborz, Poland, was later moved to the concentration camps of Gross-Rosen and Sachsenhausen, according to the Auschwitz memorial museum in southern Poland.
After the war, he moved to Debno, where he worked as a Polish-language teacher and as principal at an elementary school and later at a high school for many years.
He will be buried in Debno on Wednesday.
At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma and others were also killed there.Correction: The original version of this article listed Jaroslaw Mensfelt as the oldest Auschwitz survivor in its headline. This has since been corrected to accurately reflect the text.
Anton Malloth, an 89-year-old former guard at the Theresienstadt fortress in occupied Czechoslovakia, is sentenced to life in prison for beating and kicking a Jewish inmate to death in 1944. (Photo: AP)
Friedrich Engel, a 93-year-old former SS major, is convicted on 59 counts of murder for a 1944 massacre of Italian prisoners and given a suspended seven-year sentence. A federal court later quashes the conviction, doubting the evidence was sufficient. Engel dies in 2006. (Photo: AP)
A court halts the trial of Herbertus Bikker, an 88-year-old former SS member, on charges of killing a Dutch prisoner during World War II. He is ruled medically unfit to stand trial. He dies in 2008. (Photo: AP)
An 88-year-old former Nazi commander, Ladislav Niznansky, is acquitted of murder in three massacres in Slovakia. Court cites insufficient evidence. He dies in 2011. (Photo: AP)
Josef Scheungraber, a 90-year-old former officer in the German army, is convicted of murder for ordering the massacre of 10 civilians in a 1944 reprisal killing in Italy; sentenced to life imprisonment. His appeal is rejected. (Photo: AP)
Prosecutors file charges against former SS Sgt. Adolf Storms on 58 counts of murder in connection with a massacre of Jewish forced laborers in Austria in 1945. Storms dies in July 2010 at age 90, before he can be brought to trial. (Photo: AP File)
Heinrich Boere, 88, is convicted of murdering three civilians in the Netherlands when he was a member of a Waffen SS death squad in 1944; sentenced to life imprisonment. His appeal is rejected. (Photo: Getty)
Samuel Kunz, 88, is charged with participating in the murder of 430,000 Jews while serving as a low-ranking guard at the Belzec death camp (seen in photo). Kunz dies in November 2010, before he can be brought to trial. (Photo: Getty)
May 12, 2011
John Demjanjuk, 91 was convicted for having been a guard at the Sobibor concentration camp in Nazi-occupied Poland from March 27 to mid-September 1943, and received one count of being an accessory to murder for each person who died during that time frame. Demanjuk dies in March 2012. (Photo: AP)


Interactive Metronome & IM-Home Blog
Get the latest news on Interactive metronome training, it's application and breakthroughs as well as insights in the science behind it and the latest tips and success stories from clients and therapist using IM and IM-Home.
A Brain-based Approach for ADHD and LD
Donna Abler, a holistic occupational therapist, is accepting summer registrations to help children overcome motor, behavioral and cognitive challenges associated with attention-deficit and hyperactivity disorder (ADHD) and learning disabilities (LD) through a natural, drug-free approach. Developed in the early 1990s, Interactive Metronome (IM) is a computerized, brain-based therapy tool that has gained national attention as a breakthrough intervention to support processing abilities in the brain, including language, motor and cognition skills. Its effectiveness is backed by clinical research...Continue reading
Did you know that listening and reading comprehension are linked? And that both skills are very much controlled by our brain’s timing system that functions like a clock? According to a study by Breier et al (2003) published in the Journal of Speech, Language and Hearing Research (2003), the brain must process quite a bit of time-dependent information in the speech stream in order for a person to understand what is being said (i.e., timing of voice onset, voice offset, pitch, frequency, pauses between sounds, syllables, words, phrases, etc) If the brain’s timing is off even just a little it affects how the brain perceives sounds, and this in turn affects how well a person can follow verbal directions, comprehend what is said, or read. Fortunately, we can help our brain process time more precisely with the right kind of practice and thus improve such time-dependent skills as listening and reading comprehension. Interactive Metronome (IM) is a unique, patented program that has been shown in clinical research to improve mental timing through progressive, engaging cognitive and motor exercises. Continuous, real-time feedback is provided so you will know each step of the way how you are progressing! Studies show that by improving the brain’s timing with IM, auditory processing and reading not only improve, but do so significantly and in a relatively short period of time compared to other programs like phonics instruction.
Breier, J.I., Fletcher, J.M., Foorman, B.R., Klaas, P., and Gray, L.C. (2003). Auditory Temporal Processing in Children with Specific Reading Disability With and Without Attention Deficit/Hyperactivity Disorder. University of Texas, Houston. Journal of Speech, Language, and Hearing Research, 46, 31-42.Continue reading
TUSTIN CHRONIC CONDITION CENTER
The Tustin Chronic Condition Center has incorporated a new software program called the Interactive Metronome. The software helps children who have ADD or ADHD, autism, dyslexia and learning disabilities. The equipment helps children with working memory, attention, processing information, sequencing information in order and motor coordination.
“Our new Interactive Metronome® helps us work with and improve the function of the frontal cortex. The fontal cortex controls things like impulsiveness and attention span, and it’s where the personality “lives”. It’s also where things like depression and anxiety are created, and for these children it’s the region in the brain that’s not working as well as it could be.”Continue reading
IM helps with reading skills
One of the things that many of the parents of the children whom I have worked with have told me while we were doing IM sessions was that they noticed some type of improvement with reading. Some of these children had difficulty with reading and letter recognition from the start, and others did not, but improvement was still observed by parents or teachers.Continue reading
Gift Ideas to enhance an IM program
Are you looking for a gift for your child who is participating in IM sessions? Parents at our clinic ask me all the time what would be a good gift for their child. Something to enhance their therapy yet is fun. Below I’ve listed some games which can be found at the Wal-Mart, Target, Amazon or Toys R Us, so they are easy to find.Continue reading
When Emily began IM she struggled in all academic area areas although she did enjoy the social aspects of school. And after only 15 sessions, she is she can solve mental math calculations that she was not able to do before. Emily spends more time thinking and working through things mentally. She is also able to maintain and match the rhythm of the horse during her riding lessons. These improvements over the course of the year can be attributed to the integration of IM in her therapy sessions. Read the full story below.


On 7 February 2011 Darren Henley, Managing Director of Classic FM, published the findings and recommendations following his review of music education. His full report, Music Education in England – A Review, and the Government's response, can be found here.
The review’s second recommendation is that:-
‘Singing should be an important part of every child’s school life from Early Years through until at least Key Stage 3’.
The Government's response to the recommendation includes the following:-
‘Singing is important for all children and young people. We know that teachers value the resources provided through Sing Up, the National Singing Programme. We intend to support that programme for a further year so that it can continue to provide those resources whilst working towards a position of self-sustainability.’
In response, Sing Up's Programme Director Baz Chapman said:-
“We are encouraged that the Government has decided to continue to support Sing Up, although at this stage we have no indication of what the levels of funding may be.
“We’ve developed a programme renowned across the world, which has had a hugely positive impact on children throughout England and genuinely changed the culture of singing in our primary schools.
“We are also delighted to hear that the Henley Review has received so much praise for Sing Up, particularly for its website and Song Bank. However, we know that it takes more than songs to make a singing school. Sing Up’s success has been rooted in the relationship between resources, training and professional development and direct activity, including our Awards for singing schools. Confident and skilled teachers in the classroom, working with expert music practitioners, will deliver the quality of singing we should expect in schools, a view backed up by both head teachers and Ofsted.
“The Sing Up Consortium is committed to working with Government and the music education sector over the coming year to build on this successful model towards a sustainable future.”


20 credits at level HE4
The module will introduce you to the history of education and help you to understand how and why education has developed into the 21st century system with which we are familiar. You will interview a friend or member of your family about their school life in order to learn how these experiences fit into the context of the history of education. You will also learn about the methods which historians use to study education and discuss the reliability of oral history and the interview which you have conducted.
Introduction of compulsory elementary education in the 19th century.
1944 Education Act: compulsory secondary education; selection, the 11+ exam and the ‘tripartite’ system.
1950-1960: development of comprehensive education. Widening participation in further and higher education.
1970-1990: influences of changing labour market and technology on education system; equal opportunities; expansion of ‘new’ universities.
Research methods in history: reliability of oral and written evidence
Learning and teaching will be supported through blended learning using a combination of face-to-face sessions, electronic-based resources and electronic communications.There will be a combination of teaching and learning strategies, comprising lectures to introduce and develop themes, together with structured exercises, discussions and group work. Individual support will be given in tutorials.
Assessment will be through undertaking a semi-structured interview and a 2000 word essay which analyses the interview data in the context of the history of education.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||have a knowledge of the methodology used in the historical study of education||interpret and analyse primary and secondary sources|
|2.||understand the problems involved in interpreting primary sources||discuss the reliability of oral and written evidence|
|3.||research topics of relevance to the module in print and electronic format||produce a report which includes evidence of research using both primary and secondary sources|
|4.||understand the role of oral history as a research method||formulate questions for and conduct an interview|
|5.||demonstrate a knowledge of the outline of the history of compulsory education||situate the interview data and analysis in their historical context|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||2,000 word essay|
There are no prerequisites for this module.
No restrictions apply.
Aldrich, Richard (ed.) (2002) A Century of Education. London: Routledge
Fieldhouse, Roger (1996) A History of Modern British Adult Education. Leicester: NIACE
Kelly, Thomas (1992) A History of Adult Education in Great Britain. (3rd edition) Liverpool: Liverpool University Press
Maclure, J. Stuart (1986) Educational documents : England and Wales: 1816 to the present day. (5th edn.) London: Methuen
McCullough, Gary (ed.) (2005) The RoutledgeFalmer Reader in History of Education. London: Routledge
McKibbin, Ross (1998) Classes and Cultures: England 1918-1951. Oxford: Oxford University Press
Purvis, June (1991) A history of women’s education in England. Milton Keynes: Open University Press
Thompson, Paul (2000) The Voice of the Past: Oral History. (3rd edn.) Oxford: Oxford University Press
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|


2014 Spring Term
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
TEACHING OF SCIENCE IN THE ELEMENTARY/MIDDLE SCHOOL
This course considers different teaching models, metacognitive tools, inquiry structures, assessment approaches, curriculum design, use of computer technology in elementary and middle school science instruction, and state and national science education standards. Issues of safety and accessibility are addressed as a part of curriculum planning for the science classroom.
A study of literature for older children including fiction and non-fiction. Multi-media as related to literature, selection and usage are also explored.
THE TEACHING OF SOCIAL STUDIES IN THE ELEMENTARY/MIDDLE SCHOOL
This course prepares preservice teachers to organize the social studies curriculum, construct strategies for instruction and to teach problem solving in the elementary and middle school. Additionally, the course gives attention to methods of pupil assessment, selection of instructional materials, use of different instructional media to facilitate learning among students with a wide range of abilities and various cultural backgrounds.
STRATEGIES FOR TEACHING VISUAL LITERACY
The pervasiveness of the visual experience in contemporary life is indisputable. Whether one is engaged in the mundane coping with one's surroundings; navigating a lived or virtual setting; acquiring new knowledge or being involved in gaming or entertainment all necessitate certain visual literacy skills. This course is a study of the means and methods of engaging elementary and middle school children in the skills and activities needed to develop the varied literacies needed to engage in their visual world.
ELEMENTARY/MIDDLE SCHOOL ART EDUCATION
A preparatory course for those planning to teach art in the elementary/middle school. Included will be a study of the contribution of art expression to the creative growth of the child and an analysis of the visual arts in the elementary/middle school curriculum. Various approaches to curriculum organization will be explored and materials developed for use in teaching. Required of all Broadfield Art majors and minors seeking licensure to teach art at the elementary level. Restricted to students with professional ed admission.
TEACHING MATHEMATICS IN THE ELEMENTARY/MIDDLE GRADES
The student will be instructed in how to assist the elementary/middle pupil in his understanding of mathematics, will become acquainted with different pedagogical techniques to be used in the contemporary mathematics classroom and will be taught to devise evaluation techniques to measure their effectiveness.


The law recognizes Sami (formerly known as Lapps), Swedish Finns, Tornedalers, Roma, and Jews as national minorities. The law protected and the government supported minority languages.
Societal discrimination and violence against Arab and Somali immigrants and Roma continued to be a significant problem during the year.
Police registered reports of xenophobic crimes, some of which were related to neo-Nazi or white-power ideology. Police investigated and the district attorney's office prosecuted race-related crimes. Official estimates placed the number of active neo-Nazis and white supremacists at 1,500. Neo-Nazi groups operated legally, but courts have held that it is illegal to wear xenophobic symbols or racist paraphernalia or to display signs and banners with inflammatory symbols at rallies, since the law prohibits incitement of hatred against ethnic groups.
It was frequently difficult to determine whether hate crimes had ethnic or religious motives, but abuses directed at members of ethnic minorities from Muslim-majority countries officially were reported as being anti-Islamic." Anti-Islamic behavior was aimed at both Arab and Somali immigrants. The NCCP hate crime report for 2010 counted 272 reported anti-Islamic hate crimes, or 49 percent of the total antireligious hate crimes. In 2009, 194 of the hate crimes reported were anti-Islamic crimes (33 percent of religion-related hate crimes), down from 272 in 2008.
The most frequent anti-Islamic crimes were crimes against persons, with 148 reported incidents in 2010, and 80 reported cases of agitation against an ethnic group. According to the report, 3 percent of anti-Islamic crimes were ideologically motivated.
The discrimination ombudsman received 694complaints regarding ethnic discrimination during the year.
The government estimated the Romani population at 50,000 persons. In 2010 a special delegation for Romani problems reported that a majority of Roma lived as outcasts, unemployment reached 80 percent, elementary education was rare, and a Rom's average life expectancy was significantly lower that the country's average. In 2010, 150 reported hate crimes were identified as anti-Romani. On September 9, the government announced a 46-million-kronor ($6.7 million) supplement to the 2012 budget aimed at improving the situation of Roma over a four-year period.
During the year the discrimination ombudsman handled five mediation and court cases involving Roma. The most common complaint was against landlords who refused to rent apartments to Roma. Conciliation with financial compensation to the Roma was the most common outcome.


Each unit includes:
- Full Score Analysis used for developing the teaching strategies. (Melodic, Harmonic, Rhythmic, Formal, Historical, & Cultural analysis)
- Teacher's Guide that provides strategies and activities:
- Detailed description of all activities in the student guide.
- Warm-up strategies that reflect the elements from the musical piece
- Resources: Recordings, books, articles, related compositions, web-sites that would aid in teaching this piece.
- Assessment of student learning with answers guides and/or grading rubrics and rubrics, rating scales, or check lists for assessing proficiency achievement
- Additional information on the piece that would be useful to the teacher-conductor.
- Student Guide providing your students with
- Learning goals
- Instructional guidance and activities for:
- Historical Background and cultural context: on the piece, composer, genre, style, making connection common with visual art.
- Rhythmic concepts involved in the composition
- Melodic movement and the relationship to other elements.
- Harmonic foundation and relationship to other elements.
- Form Analysis providing examples of overall form in graphic representation.
- Practice Guide: Rhythms, scale patterns, etc. extracted from the score that the student is to practice at home and that can be utilized in ensemble warm-up.
- Visual examples of interdisciplinary connections.
- Assessments for student understanding of the concepts and skill development.
- Glossary of necessary and useful terminology to understand the composition
- Webquests offering your students extended instruction of literature and musical concepts
|These units have been developed by students from various universities across the country
.We hope you will use these units in your teaching and encourage you to share this site with colleagues, future music students, and university music education programs.
Names of contributors
If you wish to contribute to this site:
contact Dr. Frederick Burrack at the email address below. Note the background information link above that describes the expectations (assignment) that supports the development of teaching units


Why Does Mother's Schooling Raise Child Health in Developing Countries? Evidence from Morocco
AbstractMother's education is often found to be positively correlated with child health and nutrition in developing countries, yet the causal mechanisms are poorly understood. Three possible mechanisms are: (1) Formal education directly teaches health knowledge to future mothers; (2) Literacy and numeracy skills acquired in school assist future mothers in diagnosing and treating child health problems; and (3) Exposure to modern society from formal schooling makes women more receptive to modern medical treatments. This paper uses data from Morocco to assess the role played by these different mechanisms. Mother's health knowledge alone appears to be the crucial skill for raising child health. In Morocco, such knowledge is primarily obtained outside the classroom, although it is obtained using literacy and numeracy skills learned in school; there is no evidence that health knowledge is directly taught in schools. This suggests that teaching of health knowledge skills in Moroccan schools could substantially raise child health and nutrition in Morocco.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by University of Wisconsin Press in its journal Journal of Human Resources.
Volume (Year): 34 (1999)
Issue (Month): 1 ()
Contact details of provider:
Web page: http://jhr.uwpress.org/
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
This item has more than 25 citations. To prevent cluttering this page, these citations are listed on a separate page. reading list or among the top items on IDEAS.Access and download statisticsgeneral information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.


What does teaching, writing, arranging, authoring, performing, recording, consulting, and publishing music all have in common? For me, they are entrepreneurial endeavors that have become branches in a diverse career firmly rooted in Music Education.
Attributes of Music Educator
Music educators are skilled!
We are trained to teach all aspects and genres of music. We are usually well versed in any number of musical instruments, and teach in a variety of music educational settings including classroom, ensemble, and private lesson. As educators, we are constantly striving to develop fun, interactive, age-appropriate lesson plans and outcome-based assessment goals for music education programs K-12. This command of the language and practice of music, and its application to the educational development of students, is a powerful foundation that will support a wide variety of entrepreneurial endeavors in music for the entrepreneur.
Music educators are resourceful!
We have to be. For many of us, the weekly is daunting: teach 500+ students weekly, eight classes a day, going room-to-room with only a pushcart, and many times doing it all with no budget to purchase instruments or music. This common scenario taps into one’s resourcefulness and begins to set the stage for innovative, entrepreneurial pursuits.
Music educators have effective communication skills!
As a music educator, you’ll get very good at public speaking, crowd control, and “thinking on your feet.” You’ll gain the ability to read your audience, anticipate questions, identify needs, and make appropriate adjustments to your performances and presentations—in real time. Effective communication skills are critical to articulate entrepreneurial ideas and advocate support.
Music educators have what it takes to be entrepreneurs. The combination of expert skills in music and music education, resourcefulness, and effective communication skills provide fertile ground for the development of an aspiring entrepreneur.
Over the course of the past 20+ years, the opportunities that have come my way and the preparedness I have felt to pursue those opportunities are due in large part to the years I spent as a classroom music educator and choral director.
So, What Is An Entrepreneur?
Simply stated, an entrepreneur is someone who identifies a “need” or a problem, and then figures out a solution. Of course, comprehensive goals, strategies, and execution plans must be developed and implemented in order to achieve success with any entrepreneurial endeavor, but it all begins with a “need.”
What Are Some Entrepreneurial Opportunities in Music Education?
Entrepreneurial opportunities available to music educators abound. They include writing and arranging band or choral music to serve a program’s needs; authoring music education methods; writing articles on new approaches to music education; writing reviews in trade publications for new products and services; music industry board work to forge innovative partnerships; presenting new approaches to the profession at State and National conferences; consulting and advising for music industry manufacturers and publishers who develop music education products and publications; and the list goes on. These entrepreneurial activities provide professional development opportunities for the music educator-entrepreneur, service to the profession, and potentially, additional streams of income to fund a program, cause, or additional entrepreneurial endeavors.
Where To Begin?
Look at your current teaching situation. What are some of the needs not being met? What can your experience, insight, and skill set offer to address these “needs” for your immediate situation—and potentially—for hundreds of other music educators? How far can you take it? How far can you take it? Start by making a list: “Immediate Need” followed by, “Entrepreneurial Opportunities.” Here is an example:
A third grade teacher is planning a 100 day celebration at school and would like to do some cross-curricular planning and activities with the music program.
a. Write a “100 Day Song” for the class, arrange for two-part choral, seek a music education publisher to make the piece available to schools.
b. Write a short musical for the third-grade class incorporating elements from the 100 day math curriculum. Seek a music education publisher to make the work available to all schools.
Take stock of your skills and address one of your program’s immediate needs with an entrepreneurial spirit. Find a solution to your immediate need and then and take it as far as you can. Remember, as a music educator, you have a solid foundation and the skills needed to branch out successfully in many different directions. Have fun exploring the possibilities and becoming a music educator-entrepreneur!


As I am exploring the idea of getting my Masters in Vocal Performance, so that I can persue singing professionally, my thoughts have been on Opera a lot lately. In high school when asked what kind of music I liked I tended to reply as such: “Basically everything, but rap, heavy metal, and opera.” However, when I added voice to my Music Education major my sophomore year of college I was thrust into the world of opera and have come out on the other side proclaiming, “THIS STUFF IS AMAZING!!!!” I am currently trying to immerse myself in as much opera as I can and I regret that I did not get an earlier start. Many high school students tend to see opera as weird, scary, 300lb horned-hat wearing women, and steer clear. But I believe that the need to experience opera, not in the way that they are expecting it, but REALLY experience opera and hopefully they will be amazed just as I was.
Carmen, The Marriage of Figaro, The Damnation of Faust, The Magic Flute, Don Giovanni and The Ring of the Nibelung are all well know Operas that have captivating stories, impressive singing and brilliant orchestration. Approaching an opera can be intimidating to any teacher let alone their students, so I suggest that the teachers become very familiar with it before they present it to their students. Start with reading the plot/synopsis, it’s easier when you know what is going on. Do some research on the opera and find out which pieces are the “token” pieces, the big arias, the acclaimed duet, etc. With translation in hand listen to these pieces many many times until you are familiar with them enough to sing the melody. You are now ready to present it to your class.
Start by setting the time period and composer background, as well as any interesting facts accompanying the opera. Once the students have an idea of when it takes place introduce the characters and the plot. Picking on comic opera (Opera Buffa) for their first opera is always a wise choice in assisting in winning them to opera. Once they are familiar with the plot choose one or two of the big numbers in the piece (it may be an aria or an overture, or even a chorus number) and teach them to your class. Make sure that the students have the music and translations, if necessary, in front of them to follow along. Emphasize the use of the voice to convey emotion and especially the mastery of vocal technique in many opera arias.
If you choose the right opera and number your students will be sold on opera. Good starts are:
- Queen of the Night, from The Magic Flute
- Non Piu Mesta, from La Cenerentola
- Overture, from William Tell
- L’amour est un oiseau rebelle, from Carmen
There are many great operas new and old and any way that you can expose your students to opera is wonderful, especially if you can show videos or even go to a performance. It isn’t as scary and weird as most tend to think it is!


The Parks and Countryside Service provides education in ‘the outdoor classroom’ for thousands of school children every year.
Interactive guided tours
Parks and Countryside staff provide sessions for school groups themed around all aspects of the local environment, focussing mainly on nature, wildlife and history.
Outdoor education sessions popular with schools include learning about the Tudors at Temple Newsam farm, Pond dipping at Middleton Park and Bug hunting at Otley Chevin and they are all linked to various aspects of the primary school curriculum!
Education sessions are available in parks, woodlands and nature reserves across the city.
Visiting our animal collections
Guided tours and interactive activities themed around our animal collections are available at:
Temple Newsam, Home Farm
Lotherton Hall bird garden
Pudsey Park Visitor Centre
To book a self-guided class visit to Tropical World, download the booking form attached in the documents section and return to the email address at the bottom of the form.
There is also a Tropical World education pack you can download for free from this page to guide you around the attraction.
Tudors at Temple Newsam
One of our most popular education sessions is Tudor re-enactment at Temple Newsam, Home Farm. Dress up and find out what it was like to live in Tudor times for a day.
Find out more about the history and wildlife of a park, nature reserve or woodland near you by booking a visit for your class with one of the Countryside Rangers. The Rangers run a variety of half day sessions for school classes including pond dipping, wildlife watching, bug hunting, seed gathering, guided walks and tree trails.
Education sessions are available on any suitable green space within walking distance of your school but groups often go the extra mile to visit some of the following popular sites:
Chevin Forest Park
Middleton park and woods
Golden Acre park
Billy Woods in Kippax
The Meanwood Valley
Redhall Plant Nursery
Staff from our plant nursery are available to lead tours around the nursery in the main growing season, April – May and with over 3 million plants being grown there every year, it’s definitely worth a look! School visits to the Nursery can also include planting seeds for your class to take away and grow on.
Young plants (including food plants) are available to buy from our plant nursery at Redhall at competitive prices.
Nursery staff are also available to visit your school and give advice on your school grounds.
Self-guided visits and teacher’s packs
Teachers who are interested in self-guided visits can access free education packs for Lotherton Hall, Temple Newsam and Tropical World.
There is also a new education pack available describing the war experiences of factory workers in East Leeds (the 'Barnbow Lasses pack').
These packs can be found as documents to download from this page.
To book a visit or for more information, contact our Education Officer at firstname.lastname@example.org or 0113 3367559.
The Parkswatch team that patrol green spaces on motorcycles, dealing with any issues that arise, are available to visit school fairs with their bikes and other equipment to chat about what they do. The visits are very popular as children get to sit on the motorbikes and have their photographs taken! This service is free.


It's that time again! Early Childhood Educators all over the world are gearing up for Naeyc's annual
"The week of the Young Child". Here are some ideas for you upcoming week
1. Special Feature:
Create a slide show featuring your class, enter text supporting the importance of a child's early years. Invite parents for your special presentation. Serve popcorn and drinks!
2. Our Special Book:
Have your parents each contribute to writing a class book. Each parent send in a note about what makes their child special and a picture of their child or take pictures during class. Read your "special" book during story time or circle time. Watch how your kids face light up when you read their "special" page.
If the idea of creating a book on your own seems overwhelming, enlist the help of a professional. I had Personal Child Stories create a unique book for each one of my students for Christmas. I provided the pictures and some text, and they did rest! A unique treasure they can keep forever.
From earlier posts you know how much I enjoy footprints! Why not take your shoes off?! Have each child create a footprint on a piece of construction paper. Add the words, "I'll be walking in your footsteps someday".
4. What I want to be:
Ask your children what they want to be when they grow up. Use your learning centers to show how their aspirations and early childhood learning are correlated. For example, If Nicole wants to be a doctor, take a picture of her in the dramatic play area with her "lab coat" and "stethescope". Create a bulletin board with the words, "How Early Childcare Prepares Me".
5. Story Tellling:
Have a "celebrity" or "community" story teller visit your class each day. Have them bring a book related to their field. If they're a basketball player ask them to read about basketball. Parents are the perfect resources. They're always willing to come in and read to your students or know someone that will.
6. My Community Loves Me:
Make a point to call or visit your local grocery store, bank, dentist office, and restaurant in your area. You should already have a relationship with them, if not now is the perfect time to get acquainted. Ask would someone be willing to be a "guest" speaker in your class. Be sure to tell them you're creating "goody" bags to take home at the end of the week and they're more than welcome to bring coupons, samples, etc. to send home.
7. Class Declaration:
Create a class declaration. Each day ask the students what's so great about coming to school each day. Record their answers on a long piece of butcher paper and leave it as a display. At the end of the week type up the declaration with each child's cute responses to send home. "Painting is awesome"- Darryl, "Mrs. Myra's funny" - says, Javia
8. It's Free:
Yes, it's true, people love to get something for free! To raise awareness for Early Childhood Education invite the public in for something free! A free art class, a free tour, a free storytelling, etc.
9. Carnival Week:
Tell your parents you'd like to celebrate the Week of the Young Child by having a carnival. Encourage each parent to do something fantastic like rent a popcorn machine, cotton candy maker or carnival games. Pull our all your carnival related activities to do throughout the week.
10. A Party?:
Of course! When all else fails I love to celebrate my kids by having a party. Have each child bring something special and tell them we're celebrating because, "you're just that important".
For more ideas for the "Week of the Young Child"


Through planned sequential lessons and the exploration of various media including painting, drawing, printmaking, clay, sculpture, weaving and mixed media, TK-5 students are guided toward purposeful artistic expression and informed artistic response. Art is taught as a specific content area and is also integrated with other subjects in the curriculum.Lessons are planned around six goal areas:
- Developing Perceptual Awareness
- Valuing Art and Making Aesthetic Judgments
- Art in the world around us.
- Art History and Appreciation
- Studying major artists and works of art and the art of other cultures
- Production of Art
Art education gives students the ability to solve problems artistically using a variety of media to develop unique solutions.


Queen Elizabeth II is the queen of 54 Commonwealth countries. 16 of these countries are called Commonwealth Realm countries and Canada is one of them.
When Elizabeth steps down or dies, her son, Prince Charles will become King. If he steps down or dies, his first-born son, Prince William will become King–even though Princess Anne is the Queen’s only daughter and is next in age to Prince Charles.
In other words, because she is female, the crown wouldn’t go to Princess Anne.
Since the beginning of the British monarchy, men have been chosen first to become the next ruler.
A woman can only be chosen when there are no men in the monarch’s direct line, (like a brother or a brother’s sons).
That is how Elizabeth became queen. Her father, King George VI, had two daughters and no sons.
Last October, Commonwealth countries agreed that this centuries-old tradition was old-fashioned and should change.
Last week, at the opening of British Parliament in London, the Queen proposed a law to allow women to become Queen if that woman is next in line.
The Queen proposed other changes, as well.
She proposed that monarchs in Britain should be able to marry Roman Catholics.
This has been forbidden since the time of Henry VIII, who wanted to get a divorce (which was not allowed by the Catholic Church).
Henry VIII split the church into two parts — the Church of England (Anglican) and the Roman Catholic church. Since then no King or Queen of England has been allowed to marry a Catholic.
Stephen Harper has said Canada’s government approves of these changes but doesn’t consider them a priority for Canada.
He said he doesn’t believe there should be much time in Parliament spent debating them when there are other issues that are more important.
By Kathleen Tilly
What is your opinion on this issue? Do you think that girls and women should have the right to the crown if they are the first born? Why or why not?
Do agree with Stephen Harper? Is this issue less important than others? If so, which issues would be more important and why?
Reading Prompt: Comprehension Strategies
Read the title of the article and make predictions about what the text might be about.
How do your predictions change when you notice the picture of Queen Elizabeth II? Now what do you think the article might be about?
When you finished reading the article, discuss whether your initial prediction was correct or if it needed to be changed.
Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (OME, Reading: 1.3).
Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts (OME, Reading: 1.3).
Grammar Feature: Conjunctions
A conjunction is a word that joins two words or phrases (groups of words) together. Some conjunctions include: and, but, or, nor, for, and yet.
Read the article and identify which sentences use conjunctions. In each sentence, identify which words/phrases are joined together by a conjunction.


This new section of the Excellence Gateway replaces the old QIA Embedded Learning Portal. The new front-end makes it much easier to locate dozens and dozens of great printable resources – all mapped to the core curricula, Key Skills and occupational standards. The main focus appears to be E2-L1. However, there are many Milestone 7-8 / Entry 1 literacy resources in the Family Care section and some vocational resources such as nursing and construction include literacy and numeracy skills up to Level 2.
30+ vocational areas are covered: horticulture, social care, family health, early years, cleaning, food hygiene, trowel occupations, communication for international nurses, E2E, retail, catering, hospitality, hairdressing, warehousing, construction, painting operations, construction, production line manufacturing, cross sector skills (health and safety, food hygiene, first aid, ICT), transport and sports leadership. Dozens of useful worksheets, example texts and teaching ideas for each vocational area.
The printable “Skilled for Health” materials address people’s needs for a better understanding and improvement of their health. More than 50 topics are covered including: giving up smoking, mental well-being, immunisation, taking temperatures, talking to your doctor, etc.
Plus 92 generic interactive activities cover underpinning literacy and numeracy from Milestone 7 to Level 2.
Note: If you have difficulties viewing the interactive materials on lower resolution monitors press F11 to view full screen.


21st Century Conceptions of Musical Ability.
Psychology of Music, 38.
Full text not available from this repository.
||The research reported in this article is original in that nothing of this kind has been attempted previously. It challenges traditional conceptions of musical ability through exploring how musical ability is perceived by different groups including musicians, teachers who are not musicians, adults who are amateur musicians, adults who have no connection with active music making and young people who participate in music extra-curricularly and those who do not. It is based on a large sample which is unusual in music education research and although it is essentially quantiative in nature it is based on an earlier study which was qualitative. Its impact will be in terms of the way it adds to the growing body of literature which is redefining musical ability.
||IOE Departments > Departments > Lifelong and Comparative Education
IOE Repository Editor (2)
||24 Mar 2010 12:07
||14 Oct 2013 12:12
Actions (login required)


Learning that takes place in schools or school-like environments (formal education) or in the world at large; the transmission of the values and accumulated knowledge of a society. In developing cultures there is often little formal education; children learn from their environment and activities, and the adults around them act as teachers. In more complex societies, where there is more knowledge to be passed on, a more selective and efficient means of transmissionthe school and teacherbecomes necessary. The content of formal education, its duration, and who receives it have varied widely from culture to culture and age to age, as has the philosophy of education. Some philosophers (e.g., John Locke) have seen individuals as blank slates onto which knowledge can be written. Others (e.g., Jean-Jacques Rousseau) have seen the innate human state as desirable in itself and therefore to be tampered with as little as possible, a view often taken in alternative education. See alsobehaviourism; John Dewey; elementary education; higher education; kindergarten; lyceum movement; progressive education; public school; special education; teaching.


- Yamaha Music Education System
The Yamaha Music Education system consists of a 7 year systematic curriculum designed for children of pre-school and school age. It is based on an holistic music training approach which provides a special focus to enable children to express their creativity through performance and composition.
- Popular Music Courses
The Yamaha Popular Music Course caters for musicians of all ages and is designed around having a relaxed and enjoyable lesson.
- Instrumental Courses
These courses provide a "hands on" practical approach rather than lots of musical theory. There is a comprehensive curriculum which covers all technical and musical aspects of learning to play specific instruments.


What Is Primary Education?
Primary Education, also called elementary education, is for children in kindergarten through sixth grade. Primary Education provides students with a basic understanding of various subjects as well as skills they will use throughout their lives. Schools offering Elementary Education degrees can also be found in these popular choices.
Every state government in the United States regulates Primary Education, according to the United States Department of Education, www.ed.gov. Some states also supervise the curriculum, processes and standards of elementary schools to ensure students receive a quality education regardless of the school they attend. Primary Education instructors teach students subjects like:
- Language Arts
Tools in Primary Education
Some Primary Education instructors teach several different subjects to a group of students so they must constantly keep students engaged in learning. According to the Bureau of Labor Statistics, www.bls.gov, elementary school teachers use several different tools to teach children and keep their attentions including:
Primary Education institutions provide children with some of their first opportunities to meet people from different religions, races, socioeconomic statuses and disabilities. Therefore, elementary school teachers have a unique chance to teach children about tolerance and respect.
Primary Educational institutions also teach students basic lifetime skills like reading, writing, spelling, interpersonal communication and concentration, according to the Tredyffrin/Easttown School District in Wayne, Pennsylvania, www.tesd.k12.pa.us. Elementary school students also learn good study habits including:
- managing their time
- organizing necessary tools and materials
- planning for short or long assignments
- reviewing material for tests
Primary Education Benefits
Most states require children to receive a Primary Education to ensure children understand basic concepts. A Primary Education provides individuals and communities with many positive benefits. According to the United Nations Children's Fund (UNICEF), www.unicef.org, providing children with Primary Education has many positive effects including:
- Decreasing poverty
- Decreasing child mortality rates
- Encouraging gender equality
- Increasing environmental concern
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


Education in colleges and schools across India's villages and urban areas will not be the same from July 28 onwards after the launch of a revolutionary education service by President A P J Abdul Kalam on Thursday.
Install a one-and-a-half feet long, small dish antennae in your home, school, neighbourhood community hall, college or university and you can attend world-class classroom lectures, whether you are a primary student or a college graduate. Such lectures delivered at any remote learning centre or the Indian Institutes of Technology are disseminated to your home.
Nearly a year after the Indian Space Research Organisation launched the world's first dedicated education satellite, Edusat, virtual classrooms have become a reality in the country. President Kalam opened the country's first phase of Edusat's operations on Thursday by connecting 15 teacher training centres and 50 government schools through satellite in Kerala.
What is Edusat? And how does it make virtual education a reality for India's illiterates as well as thousands of government-run village schools?17 state governments have so far sent proposals to the central government requesting setting up of Edusat Networks for Elementary Education.
Kerala became the first state to launch virtual classes through Edusat in elementary education.
The idea of connecting India's schools has been a fascinating one, says ISRO Chairman G Madhavan Nair, one of the main forces behind the project's launch.
"Satellites," he says, "can establish the connectivity between urban educational institutions with adequate infrastructure imparting quality education and the large number of rural and semi-urban educational institutions that lack the necessary infrastructure."
The universalisation of education is a top priority for the government all these years. But some 35 percent of India's billion-plus population is illiterate. To make all of them literate, India will have to set up 10,000 new schools every year.
Nair says setting up such a huge number of schools and teaching them by conventional methods is an impossible task.
"In this context, Edusat is going to bring about a revolution in the field of education in the country in the coming year," points out the ISRO chairman.
ISRO officials say the Edusat project will be realised in three phases.
Already, the ISRO runs several pilot projects on Edusat with the Ku-band transponder on board INSAT-3B, which is already in orbit. In the first phase, the Visveswaraiah Technological University in Karnataka is the main beneficiary. Under this, all engineering colleges of the University are networked with 100 nodes. Besides Karnataka, the Y B Chavan State Open University at Nashik in Maharashtra and the Rajiv Gandhi Technical University in Madhya Pradesh are covered under the pilot project.
In the second phase, the Edusat spacecraft is being used in semi-operational mode with at least one uplink in each of the five spot beams. About 100 to 200 classrooms are connected by each beam. In addition to Karnataka, Maharashtra and Madhya Pradesh included under the first phase, coverage will be extended to two more states and one national institution.
In the third phase, Edusat national network would become fully operational later this year.
Kalam's inauguration of the Edusat operations in Kerala was part of the national network operation.
"The virtual classroom project is going to inculcate a new culture in television viewership in the country, as students can now study sitting at home or in community halls, without the help of teachers," says Kerala's Education Minister E T Mohammed Basheer.
How will Edusat work?


Summary: Art and Creative Development for young Children, 5E, written for early childhood professionals and those preparing to work with children in child care, preschool, or a Kindergarten through third grade setting, is a comprehensive, must-have resource for setting up a developmentally appropriate art program. This updated text takes a child-centered approach to art education. It covers the important issues of creative experience, art and the developing child, special nee ...show moreds and diversity, children's artistic development, planning, developing, implementing and evaluating art, integrating art across the curriculum, roles and strategies that facilitate children's artistic expression, evaluation and assessment. Edition/Copyright: 5TH 06
- More in-depth coverage of children with special needs and cultural diversity
- Information has been added in the following areas: brain research, the relationship between culture and art, eighth multiple intelligence, theory of contructivism, constructivist education and types of knowledge, and Vygotsky's sociocultural theory
- Revised and expanded coverage of art safety
- Updated information on creativity, aesthetics, and play including Howard Gardner's stages of artistic and aesthetic development
- Expanded discussion of developmental appropriateness as it relates to early childhood art programs
- Updated strategies for responding to children's art
- Updated information on art assessment
- Updated list of current children's books that focus on art or can be integrated with art activities
- Discussion of national art standards
- Different approaches to early childhood curriculum development including teacher planned, emergent curriculum, and project approach.
- Chapter objectives, review and suggested activity questions, and key terms list appear in each chapter.
- Abundant class-tested activities throughout
- Icons are used throughout to indicate age-appropriateness of art activities for Older Toddlers and Twos, Preschoolers or Threes and Fours, Kindergartners or Fives, and School-age children or Fives through Eights
- NAEYC icon indicates statements supported by the NAEYC position paper on Developmentally Appropriate Practices
- The process-approach was stressed to show its importance to creative development.
- There is stronger coverage of music and movement as they relate to creativity
- A more indepth discussion of computer technology aids teachers explainations of the importance of technolofy in chrildren's appreciation of visual art production
- Vignettes of real-life teaching experiences have been added to each chapter
Publisher: Delmar Learning
Other Editions of Art and Creative Development for Young Children:


Elementary & High School Students Design Furniture
High school students invited their younger colleagues from Varnell Elementary to visit Coahulla Creek High School and talk about furniture.
The video below shows how the fifth-graders worked with their older peers to design furniture that fit the work they do at Varnell Elementary. What they didn’t know was the high school class would make their dreams real. They built the furniture and installed it in their elementary classroom as a surprise.
The teachers from Coahulla Creek who designed the lesson wrote a comprehensive summary about the furniture project and the philosophy of their “G school,” a school within a school model. Enjoy this excerpt about the project:
The 21st century workforce demands a variety of skills and competencies from America’s future graduates. Students will be expected to be effective communicators, critical-thinkers, and creative leaders in order to compete in the emerging global economy. Unfortunately, most schools do not offer the appropriate furnishings and physical space necessary to facilitate this type of learning approach. Most furniture for schools is overly standardized and is not designed for the needs of its clients, primarily the students. As time pushes forward and the needs of 21st century learners evolve, the environments that surround them must be adaptive, flexible, and responsive.
This challenge sought to add a personalized and user-centered approach to the design of modern classroom furniture. Throughout the learning process, students acquired and applied foundational skills and content knowledge in STEM, humanities, and design.
We wanted to ensure that our students had a voice in their learning. In that effort, students were surveyed in an effort to discover some elements of learning that would appeal to them.
Students stated that they would like to work on design challenges that were characterized by the following:
- Creating a Piece of Art as a Gift
- Working with Young Children
- Involvement in the Community
- Developing Blueprints
- Sketching and Drawing 6. Building and Constructing
We used these findings and made ensure that these attributes were included in the scope of our design challenge.
Finally, we thought it was important to provide experiences to our students that allowed them to think with both their heads and their hands. Too often, these experiences are separated for students. This was our attempt to bring it all together.
If that tidbit from the summary is interesting to you, you may enjoy the rest of the document (61 pages, 7mb PDF).


Pumpkin Fishing Activity
Looking for a fun activity for a crisp Autumn afternoon? Need a kid-friendly idea for a Halloween or Thanksgiving celebration? Try Fishing for Pumpkins! This simple idea uses the bounty of the harvest to entertain your Little Pnuts and can be adapted for various ages and developmental levels.
What You Will Need:
- A large plastic container
- A variety of small pumpkins & gourds
- Assorted kitchen tools for scooping pumpkins (we used small mesh strainers, liquid measuring cups and large spoons)
How to Play:
Place your container on a low table or on the ground where your Little Pnuts can access it easily. Place your pumpkins and gourds in the container and add enough water to make them float. Show your Little Pnuts how to use the kitchen tools to scoop out the pumpkins. Be sure to provide language modeling by describing the pumpkins/gourds as you go – talk about the different colors and textures that you encounter, compare the different sizes and shapes of the pumpkins, etc.
Younger Little Pnuts will enjoy simply scooping out the pumpkins and exploring their colors and textures. Make the activity more exciting for older children with one or more of these adaptations:
- Make it a listening comprehension game by describing physical attributes of specific pumpkins for them to scoop (i.e. “Scoop the small bumpy gourd” or “the green and white striped pumpkin”). Adjust the complexity of the directions based on your Little Pnuts developmental level.
- Blindfold your Little Pnuts and see how many pumpkins they can scoop without using their sense of sight
- Grab a timer and see how many pumpkins each child can scoop in 30 seconds. After everyone has had a turn, the child with the most pumpkins scooped within the allotted time is the winner.
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Fine Motor Skill Development, Hand/Eye Coordination, Focus & Concentration, Vocabulary Development, Listening Comprehension—Stephanie Haass, Little Pnuts Early Childhood Activities Expert & Blogger, www.two-daloo.com


Elementary Art Programs For Educators & Schools Everywhere
The Great Artist Program is a volunteer-based, turnkey elementary art education program for grades K–6. Our elementary art program uses the great artists of the past to inspire and teach the great artists of the future. Students not only learn about great artists, they are given the skills and confidence to be a great artist.
You and your students will be amazed at what they are capable of! Educators and PTAs everywhere are searching for innovative solutions to do more with less. The Great Artist Program delivers quality art education for elementary students in a simple-to-implement, volunteer-based lessons and education that’s affordable.
Give your elementary school and your students the tremendous benefits of artistic expression and education. Let them discover the artist within as they study artists, movements, and mediums in the Great Artist Program. Students and teachers alike love this complete art curriculum. And volunteers love to teach it, too! Volunteers need no prior art background to teach the Great Artist Program.


EDC 713: Literacy Development in Early Childhood Settings, Birth to Grade 2.
3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children, young children who are learning English as a second language, and young children with special needs, develop language and literacy in family, early care, and school settings. Approaches to literacy development, assessment, and instruction, including use of media and technology within an integrated curriculum that meets National and State standards, and the needs of children with disabilities. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 714. No student can receive credit for both EDE 713 and EDC 713.
Last modified: 9/6/2013


Diane C. Gregory, Ph.D. wrote: > > At 7:44 AM 08/10/1997, Kara Lee English wrote: > >Dear All, > >I am looking for ideas on using architecture in the art classroom at > >any age level. Do you have any great web sites, or lesson ideas or > >crerative uses for teaching art by using architecture? > >Thanks, > >Kara English > >kenglish > > There is a great book called Hopper's Places. It is a book of Hopper's > paintings of houses, buildings, etc. Go to books in print and see if you > can find it. It is in my office at school instead of at home. I always > thought it would be a great idea to study his art and then have children do > drawings and paintings, etc of the exteriors of houses within their local > communities. You could take photographs of interesting houses and bring > them in as resource material. The children could also take photographs. > You could compare and contrast Victorian homes with more modern styles of > architecture. You could also introduce many architectural terms such as > facade, cornice, double-hung sash, etc. > > Another twist would be to use the web. There are some great sites on Frank > Lloyd Wright, in particular the Guggenheim Museum with great pictures. You > could have students design an art museum. There are also some great sites > on Mies van der Rohe and Le Corbusier. Of course, there are probably some > great sites on the great Gothic cathedrals. > > One of my students did an entire unit on the Architecture and culture of > the Barn in America. She did some great stuff and had some great pictures. > > Hopes this helps a little. > > Diane > > Diane C. Gregory, Ph.D. > Associate Professor of Art Education > Department of Art and Design > Southwest Texas State University > San Marcos, Texas 78666 > dg09 (university e-mail in San Marcos) > dianegregory (home e-mail in Austin)
I would LOVE to get my Artsednet Talk mail instead of messages.
Thanks, Sandy Poos


How a Movement Disorder Can Affect a Child's Life
Download MP3 (Right-click or option-click the link.)
This is the VOA Special English EDUCATION REPORT.
We continue our series on learning disabilities with a look this week at a condition called dyspraxia.
Dyspraxia is a movement disorder. The World Health Organization says about six percent of children show some sign of it. The majority are male.
The National Center for Learning Disabilities says people with dyspraxia have trouble planning and completing fine motor tasks. The brain has trouble sending messages to the body to do what the person wants. Something as simple as waving goodbye may be difficult.
There are different levels of severity, and the effects can change over time. Babies may not try to crawl or roll over. They may have difficulty moving just their eyes instead of their heads.
As they get older, children may have trouble walking or holding a cup, riding a bicycle or throwing a ball. Trouble with letter formation or slow writing can interfere with school work.
People with dyspraxia may even have trouble speaking. So imagine the difficulty in learning a sport. Adults can have problems driving a car, cleaning the house, or washing and dressing themselves. Social skills are another issue. People with dyspraxia can have trouble making friends.
Like other learning disabilities, it cannot be cured. Children might be laughed at by other children. Teachers might think they are slow. The problem is not with intelligence but with motor skill development. Yet experts say the result of these reactions can be depression and other emotional problems.
This is one reason why early intervention is important. Children might feel a lot better about themselves if they understand why it takes longer for them to learn to do things.
Experts say it is important for parents to provide help and support to dyspraxic children from an early age. Helping them learn easy physical activities that develop coordination can build their trust in themselves. And simple activities can progress toward more complex tasks. Working with occupational, speech and physical therapists can lead to further improvements.
A person with dyspraxia might also have other learning disabilities such as dyslexia or dysgraphia, which affect reading and writing. You can learn about these disorders at voaspecialenglish.com. We have transcripts and MP3s of our series on learning disabilities. Next week the subject is dyscalculia, a disorder involving mathematical abilities.
And that's the VOA Special English EDUCATION REPORT, written by Nancy Steinbach. I'm Bob Doughty.


Ishwar Chandra Vidyasagar
Ishwar Chandra Vidyasagar (26 September 1820 – 29 July 1890), was an Indian Bengali polymath and a key figure of the Bengal Renaissance
Ishwar Chandra VidyasagarIshwar Chandra Vidyasagar is considered as one of the pillars of Bengal renaissance. In other words, he managed to continue the reforms movement that was started by Raja Rammohan Roy. Vidyasagar was a well-known writer, intellectual and above all a staunch follower of humanity. He brought a revolution in the education system of Bengal. In his book, "Barno-Porichoy" (Introduction to the letter), Vidyasagar refined the Bengali language and made it accessible to the common strata of the society. The title 'Vidyasagar' (ocean of knowledge) was given to him due to his vast knowledge in almost all the subjects. Poet Michael Madhusudan Dutta while writing about Ishwar Chandra said: "The genius and wisdom of an ancient sage, the energy of an Englishman and the heart of a Bengali mother".
Life & Education
Ishwar Chandra Bandopadhyaya, was born in Birsingha village of Midnapore district, West Bengal. His father Thakurdas Bandyopadhyay and mother Bhagavati Devi were very religious persons. Their economic condition was not that stable and subsequently the childhood days of Vidyasagar were spent in abject poverty. After the completion of elementary education at the village school, his father took him to Calcutta (Kolkata). It is believed that Ishwar Chandra Vidyasagar learned English numbers by following the mile-stones labels on his way to Calcutta at the age of eight years.
Ishwar Chandra was a brilliant student. His quest for knowledge was so intense that he used to study on street light as it was not possible for him to afford a gas lamp at home. He cleared all the examinations with excellence and in quick succession. He was rewarded with a number of scholarships for his academic performance. To support himself and the family Ishwar Chandra also took a part-time job of teaching at Jorashanko.
In the year 1839, Ishwar Chandra Vidyasagar successfully cleared his Law examination. In 1841, at the age of twenty one years, Ishwar Chandra joined the Fort William College as a head of the Sanskrit department.
After five years, in 1946, Vidyasagar left Fort William College and join the Sanskrit College as 'Assistant Secretary'. In the first year of service, Ishwar Chandra recommended a number of changes to the existing education system. This report resulted into a serious altercation between Ishwar Chandra and College Secretary Rasomoy Dutta. Following this, Vidyasagar resigned from Sanskrit College and rejoined Fort William College but as a head clerk.
Ishwar Chandra Vidyasagar, the great scholar, academician and reformer passed away on 29 July, 1891 at the age of 70 years. After his death Rabindranath Tagore said, "One wonders how God, in the process of producing forty million Bengalis, produced a man!"


Your 6-year-old may be all about Zhu Zhu pets and Hannah Montana this holiday season, but is he or she equally excited about Claude Monet and Norman Rockwell?
Kids should be, says Deb Herman, an associate professor of art and art education at Concordia University Chicago, who has just launched an ambitious online program that aims to make first through eighth graders as conversant about art history as they are about Bakugan.
"There are other countries that do a much better job of really totally embracing art," said Herman, who worked with the John and Frances Beck Foundation in Chicago to develop the free online lessons for teachers and parents to download at cuchicago.edu/artlessons.
The 10-lesson packets -- Henri Rousseau and Vincent Van Gogh in second; Georges Seurat and Leonardo da Vinci in fourth -- are designed to have kids recognizing 80 masterpieces by the eighth grade. Lessons through fifth grade already are posted. She says sixth grade will come by spring 2010, with seventh and eighth to follow in 2012.
Herman insists that once exposed to the stories behind the artwork, the children are engaged, fascinated and knowledgeable on several levels.
"What we're trying to do is to get the children to start using higher-level thinking skills," she said.
Talk back! Have something to say about what you read here? E-mail The Talk at email@example.com


JOSÉ NICOLÁS BALLÍ
|José Nicolás Ballí, a secular Catholic priest, the oldest son of José María and Rosa María Hinojosa de Ballí,qv was born in Reynosa, Mexico, about 1770. His parents were both Spaniards. Padre Ballí was an original grantee of the Texas coastal island later named Padre Islandqv in his honor. He led an active civic and religious life in South Texas and the state of Tamaulipas as a missionary, a rancher, a colonist, and an explorer. His parents, prominent settlers and landowners at Reynosa, Camargo, and Matamoros and in the lower Rio Grande valley, owned over a million acres of land in South Texas. His two brothers, Juan José and José María Ballí, were officers of the Militia of Provincial and Frontier Cavalry. Nicolás spent his childhood in the company of his two younger brothers in Reynosa and received his elementary education there. His parents sent him to the Conciliar Catholic Seminary in Monterrey to complete his secondary and ecclesiastical education. He was probably ordained in 1790 or 1791.|
Ballí conducted religious services in all the villas and haciendas in the lower Rio Grande valley. He lived in Matamoros and was a secular priest in Nuestra Señora del Refugio Mission from 1804 to 1829. In 1830 he began the construction of the present Church of Nuestra Señora del Refugio in Matamoros. Ballí became the official collector of building funds for the churches of the villas on the Rio Grande. He was well known in South Texas and officiated in more than 500 baptisms, marriages, and funerals between 1800 and 1829.
The properties that he owned in South Texas were the La Feria grant, the Las Castañas grant, part of the Llano Grande grant, the Guadalupe grant, and the Isla de Santiago grant, known as Padre Island. Padre Island had been granted to his grandfather, Nicolás Ballí, by King Carlos III of Spain in 1759, and Padre Ballí requested a clear title to the property in 1827. He was the first to have the island surveyed and was the first settler on the island who brought in families. He also built the first church on the island for the conversion of the Karankawa Indians and for the benefit of the settlers. Twenty-six miles north of the island's southern tip the priest founded El Rancho Santa Cruz de Buena Vista (later known as Lost City), where he kept cattle, horses, and mules.
Ballí died on April 16, 1829, and was buried near Matamoros. Title to the island was granted to him posthumously on December 15, 1829, issued jointly in the name of the padre and his nephew Juan José Ballí. The priest had requested that half of the island be given to his nephew, who had been helping him there. Juan José lived on the island from 1829 to his death in 1853.
BIBLIOGRAPHY: Vidal Covián Martínez, Cuatro Estudios Históricos (Ciudad Victoria: Universidad Autónoma de Tamaulipas, Instituto de Investigaciones Históricas, 1977). Nueces County Historical Society, History of Nueces County (Austin: Jenkins, 1972). Florence J. Scott, Royal Land Grants North of the Rio Grande, 1777-1821 (Waco: Texian Press, 1969).
Clotilde P. García
This information comes from the Texas State Historical Association
© 2005 by Ann Allen Geoghegan for the TXGenWeb Project
All rights reserved. This information may be used by libraries and genealogical societies,
however, commercial use of this information is strictly prohibited without prior permission
of the owner. If copied, this copyright notice must appear with the information.


Top Musicians Are Composing Own Curricula
Monday, December 17, 2007
The problem with music education in U.S. public schools, some musicians say, isn't that there's not enough of it but that there's not enough of the right kind.
That's why Steven Van Zandt, lead guitarist for Bruce Springsteen's E Street Band, is starting what he calls an unprecedented project to change music education in schools across the country through rock-and-roll.
"We had the wonderful opportunity to see rock-and-roll being born, and we grew up with it," said Van Zandt, 57.
"It opened up my intellectual and emotional life," he said on a recent trip to Washington to launch Little Steven's Rock and Roll High School, a music education program designed to trace the history of rock and highlight its cultural impact. "We want to make sure that opportunity is passed along to the next generation and generations to come."
Van Zandt said his program, which is being written with help from the National Association of Music Education, is different from other music programs. Traditional music education emphasizes chorus, marching band and orchestra. His curriculum would teach students about U.S. history through music they appreciate.
"Rock-and-roll is a uniquely American art form," he said. "We receive emotional information as well as intellectual information from it."
Music producer Quincy Jones agrees. U.S. students, he said, are rarely taught the history of their own music, adding that Europeans, Japanese and others around the globe "know more about our music than we do."
"Our schools have an obligation," he said. "The culture is the soul of a country, and they aren't teaching the music which has helped mold the culture."
Jones, who created the Quincy Jones Listen Up Foundation, a charity that connects students with technology, education, culture and music, said he would like to see every school in the nation teach students about culture using both music and sociology. They would learn about the history of jazz and blues and how one artist and genre influenced another.
"How did Stravinsky influence Debussy?" said Jones, who also writes a column for the music education magazine Music Alive!
"Who did Debussy influence? What is the difference between classical and other forms of music?"
They would also learn how to play modern forms of music, including hip-hop. "Have a marching band play hip-hop," he said. "Let's experiment."
-- Valerie Strauss


ATTICA, Ind. (WLFI) - Most of the students are only six years old, but already know how to hold and play a violin.
It's called the Attica String Project, and it's teaching first grade students so much more than music. When Ann Harrison saw what was happening at an elementary school in Bloomington, she was determined to bring the project home.
First grade students begin their general music class at Attica Elementary with rhythmic clapping and stretching, preparing their voices and their fingers for the violin. Kasia Bugaj is working on her Ph.D. at Indiana University. She drives twice a week from Bloomington, to teach the school's violin program for first graders. For 40 minutes, students stand on a square of carpet and learn more than how to play the violin. Bugaj weaves geography, math and English education into her violin lessons with the students.
"We're looking at a map to look at Italy, because Italy makes an appearance as you'll see, and all of a sudden, 'What's that blob?' 'Oh, that's France,' 'Oh,' and they are making this framework that then later they can fill in as they're getting older and school happens, and all that. It's interesting if you're making it exciting. Why not? I mean they don't know that they're not supposed to know these things in first grade," said Kasia Bugaj.
Ann Harrison has lived in Attica for 30 years, and is a member of the Indiana University Foundation. When she saw IU's pilot project at a school in Bloomington, she was determined to bring the education to Attica.
"They can count to a hundred by 5s while holding their violins up in the Statue of Liberty position, which is building strength in their arm, but it's also teaching they can do it by 5s. They can count by 10s to a hundred, and they're working on 2s. They're working on geography, 'Where did the violin get started?'" said Ann Harrison.
Along with Harrison, community support helped to pay for 35 violins and Bugaj's lessons.
Clayton Henady teaches music to the students at Attica .
"I think the greatest thing about this class is instead of being more of a music-appreciation base, it's more of a music-doing class and so the kids are hands-on. They're doing things at all times. There's never a moment where any kid is not engaged," said Clayton Henady.
"I like about it when you get to put your bow on it and play it. That's my favorite thing to do," said first grade student Maddison Parker.
"It took a little while to practice it to get to the playing the bow with the violin," said Peyton Martin.
IU may look at how music education impacts learning in other areas. Until then, students are receiving lessons on the violin, an instrument many would never have had the chance to learn.
"It's the best investment. It's the most exciting thing that I have gotten to do ever. But for our whole community, it's wonderful," said Harrison.
Harrison said The Attica String Project is funded by donations and at no cost to students or the corporation. She said the goal is bring the project back again next year.
A Purdue football player was arrested for alcohol-related offenses over the weekend.
As temperatures drop, the use of homeless shelters go up.
The Attica Police Department is investigating after a 1-year-old Pit Bull is shot in her family's backyard.


Graduate studies at Western
Topoi 28 (2):137-142 (2009)
|Abstract||The essay shows the common ground between music and philosophy from the origin of Western philosophy to the crisis of metaphysical thinking, in particular with Nietzsche and Benjamin. At the beginning, the relationship between philosophy and music is marked by the hegemony of the word on the sound. This is the nature of the Platonic idea of music. With Nietzsche and Benjamin this hegemony is denied and a new vision of the relationship becomes possible. The sound is the origin both of language and of music. In thinking about this origin, philosophy shows that “thinking about music” is “thinking in music”, and that this thinking is the origin of philosophy itself.|
|Keywords||Origin Tragedy Sound Language Dyonisos Dodecaphony|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
Leo Apostel, Herman Sabbe & Fernand J. Vandamme (eds.) (1986). Reason, Emotion, and Music: Towards a Common Structure for Arts, Sciences, and Philosophies, Based on a Conceptual Framework for the Description of Music. Communication & Cognition.
Inga Rikandi (ed.) (2010). Mapping the Common Ground: Philosophical Perspectives on Finnish Music Education. Btj.
Kathleen Marie Higgins (2012). The Music Between Us: Is Music a Universal Language? The University of Chicago Press.
Carolyn Beckingham (2009). Moribund Music: Can Classical Music Be Saved? Sussex Academic Press.
Jerrold Levinson (2009). Philosophy and Music. Topoi 28 (2):119-123.
Lewis Eugene Rowell (1983). Thinking About Music: An Introduction to the Philosophy of Music. University of Massachusetts Press.
W. A. Mathieu (2010). Bridge of Waves: What Music is and How Listening to It Changes the World. Shambhala.
Jenefer Robinson (ed.) (1997). Music & Meaning. Cornell University Press.
Added to index2009-09-21
Total downloads47 ( #27,473 of 740,795 )
Recent downloads (6 months)2 ( #37,453 of 740,795 )
How can I increase my downloads?