In today's musical environment, horn players find themselves performing an ever-expanding variety of musical styles. Our traditional music education system and private lessons prepare us for performing in orchestral or chamber music settings. Unfortunately, there is little or no instruction in other styles outside of classical music of which the horn increasingly finds itself an integral part. Often, these pieces are written in what many classically trained musicians know as âJazz.â There is a common belief that jazz is a single style unto itself and all music in this category is performed in the same manner. This would be similar to a jazz musician believing that all âClassicalâ music is played in one style. However, âJazzâ can be broken down into a wide variety of styles, encompassing well over a century of development: Ragtime, Dixieland (New Orleans and Chicago), Swing, Bebop, Cool, Hard Bop, Modal, Bossa Nova, Samba, Latin and Afro-Cuban styles, Third Stream, Free Jazz, Fusion, just to name a few. Each one of these styles has
its own nuance and approach of which the sensitive musician is acutely aware. How do we have a chance in such an unfamiliar world? Just as we would with learning any unfamiliar style of Classical music, we listen, observe, imitate, practice and apply what we have learned to our performance. The etudes found in this book serve as an introduction to some of the most important styles found in todayâs mainstream, modern jazz.
I first came across the material used in this book when I was asked to proofread a copy of âVocal Jazz Improvisation: An Instrumental Approach â by my long-time friend, Darmon Meader. After reading through the text explaining the fundamentals of jazz theory and harmony, I played through the musical exercises and etudes, immediately noticing how well they worked for the Horn. Darmonâs focus on the mezzo-soprano and tenor voice ranges placed all of the etudes within the practical playing range of the Horn, as well as the range found most often in today's jazz writing. Darmonâs âsinger-friendlyâ writing also uses extensive scalar and arpeggiated patterns that avoid the big leaps that can be challenging for hornists. An important feature of this book is the accompanying recordings for each etude. One can listen carefully to the written line in each etude as performed by voice or saxophone, play along with it for matching articulation and style, and then have a chance to repeat some of the passages with just the rhythm section accompaniment. Another significant aspect of these recordings is having a piano, bass and drum rhythm section in the background, setting up the all-important grooves or âfeelsâ for each etude. Hearing all of this together presents the listener with the complete picture of each individual etude. Lastly, to quote directly from Darmonâs book: âtake the time to listen to jazz! Immerse yourself in all styles, and take in the sounds, the feel and the emotion of the music. Listen, listen and then listen some more.â
Have fun and don't swing too hard!


A long car ride is a great opportunity to play favourite games in the car to pass the time and help with literacy and numeracy skills.
Tell a story
Play a storytelling game. The first person starts with the line, âMy rocket ship was heading to Marsâ, and continues making up a few lines of what happens next. Then the next person takes over and continues on the story. Be creative, you can choose other lead-in sentences like, âWhen my hair went blueâ, âHarry the dinosaur liked to eat worm sock sandwiches and â¦â and âOnce upon a time there was a little boy who grew great big wingsâ. Warning, this game can make for nonsensical tales that can result in fits of giggles!
How quickly can you see and count 10 trucks?
Signs that have â¦
This one is great for children learning phonics and numbers. Everyone looks out for a sign with a certain letter or number.
First person to see â¦
Give your children objects to look out for during the car trip, such as an orange car, a white fence or a horse.
Sing, âRed and yellow and pink and green, purple and orange and blueâ. Find the colours in the song. This teaches your child colours and observation skills.


Without addressing these foundational skills, Dr. Strategies for the heterogeneous classroom. No group comes to know, understand, and value the others. This principle relates not only to teacher and student interactions, but also to teacher choices about curriculum and instruction.
She found that working with the small groups at key times in the learning cycle significantly increased the achievement of virtually all the students in the class. Maples, is identifying physician leaders who support the effort to rekindle relationship-based tools.
Further, when lower-performing students experience curriculum and instruction focused on meaning and understanding, they increase their skills at least as much as their higher-achieving peers do Educational Research Service, Create flexible classroom routines and procedures that attend to learner needs.
Finally, Americans tend to be justly proud of Example of leadership excellence democratic ideals that represent this nation.
As a result, they were better positioned to support the growth of students who were initially less successful by adding vocabulary practice to math instruction. The production of achievement inequality in high school English.
Given that low-level classes are largely made up of students from these groups and that students in such classes fare poorly in terms of academic achievement, the societal cost of continuing to support sorting students is likely to be high Darling-Hammond, People are shaped by their backgrounds, and respecting students means respecting their backgroundsâincluding their race and culture.
Edwin Lou Javius is founder of EDEquity, an organization that works to help educators develop an equity mind-set as a means of eliminating the achievement gap. They do not fall prey to the notion that just because you are an extremely effective teacher you will automatically be an effective coach.
Many of us know the Golden Rule: They realized that vocabulary played a large role in the success of students who mastered the concept.
In classrooms that work for a wide spectrum of people, the Platinum Rule works better: Brain, mind, school, and experience. Administrators, after intense calibration training, walk though classrooms with an entirely new lens.
The flat world and education: Virtually all students would benefit from the kind of curriculum and instruction we have often reserved for advanced learnersâthat is, curriculum and instruction designed to engage students, with a focus on meaning making, problem solving, logical thinking, and transfer of learning National Research Council, High-end students may or may not experience rich and challenging learning opportunities, and students in the middle too often encounter uninspired learning experiences that may not be crippling but are seldom energizing.mint-body.com: digital home of business author and speaker Tom Peters.
His blog, videos, books, slides, free stuff, and more! The IACP Leadership in Victim Services Award recognizes law enforcement agencies that demonstrate excellence in providing innovative service to crime victims by successfully integrating current best practices of enhanced victim response into all facets of their organizations.
Leadership Defined. Leadership is the process of directing the behavior of others toward the accomplishment of some common objectives.
"Leadership is influencing people to get things done to a standard and quality above their norm. And doing it willingly.". This white paper sets out our plans for the next 5 years, building on and extending our reforms to achieve educational excellence everywhere.
See also. Providing Community Impact OneSource is Greater Cincinnatiâs only nonprofit resource center providing services, products and connections to strengthen the impact of nonprofits in our region.
OneSource is the result of the visionary merger of Executive Service Corps of Cincinnati (ESCC) and ReSource (Community Resource Center). Services Consulting Partner with experienced leaders to tackle. Leading is all about influence. How you present yourself in a leadership role affects your ability to successfully leverage authority and motivate others.Download


Diversity. Merriam-Websterâs Dictionary describes diversity as âthe state of having people who are different races or who have different cultures in a group or organization.â Explorers and immigrants from various countries around the world are the very people that founded the United States. Since then, America has been described as the melting pot, a place where people from all cultures, races, and ethnicities can come together and be treated with equality.
As a teacher, one of the biggest challenges that I face in this melting pot in which I live is teaching students who are learning the English language, while also being expected to learn the academic material that is required for each grade. This is especially difficult for those who speak their native language at home, with friends, and at church and are only using English when they are in the classroom.
So, how do we begin to address this language barrier?
Studies show that bilingual students have an edge later on in schooling and as they are looking for careers as they get older. What about the gap that exists in learning while in elementary school? ESL teachers, resource classes, and differentiated curriculum are some tools being used to address this gap. These measures assist young students as they work to meet their grade level standards and become fluent in the fundamentals and use of English.
While these educational measures can work to close the gap within the education system, these childrenâs parents are oftentimes not being trained in the workings of the English language. Surrounded by a language that they do not know or understand, these immigrants are doing what the founding fathers did so long ago: seeking freedom in the United States.
For many Americans, this is a controversial issue. One side believes that these immigrants should know the language, if they expect to be a part of this country. They should assimilate into American culture and society as quickly as possibleâ âmeltingâ into the pot. Others believe that these people have the right to hold on to their culture and heritage, putting less of an emphasis on the importance of conforming to society.
Is there any correct way to address the challenge of many in America not speaking the countryâs primary language? With a growing minority population, this situation is not going to go away. Politics aside, there has to be a way for those who come to the United States, possibly without the opportunity to learn the language and culture before their immigration, to cross the language barrier.
I will do what I can to assist those in my classroom, at my coffee shop, and those I meet at the grocery store become a part of this wonderful melting pot of a society in which we live. Instead of judging those who are not fluent in English, I will try to imagine moving to a foreign country with little to no knowledge of their language and creating a life. Diversity is a wonderful thing that can open oneâs eyes to cultures and societies around the world. Letâs choose to embrace diversity, while working together to help immigrants adjust to American life and culture.
Shelby is a Senior Elementary Education major with a Spanish minor. She works as a barista and spends mornings in a 2nd grade class as a student teacher. As an Air Force brat, she has moved all around the United States and traveled to several other countries. In her free time, Shelby loves spending time with her family, adventuring with her boyfriend, and making memories with her friends. In every area of her life, God comes first, although she has to remind herself to trust Him in every situation. Through writing, Shelby hopes to show people the great grace of her Savior and how to live life to the fullest.


Donât let your learners fall through the cracks. Help students develop automatic word recognition â the critical bridge between phonics and fluency.
Our innovative blended intervention system is the best way to diagnose struggling readers and help them build basic literacy skills. Most importantly, it works!
Foundations in Learning provides tools and implementation support to help educators determine which students lack those skills, identify specific problem areas, and provide successful and efficient interventions.
Educators choose our system to determine which students lack foundational skills, identify specific problem areas, and provide successful and efficient interventions.
Determine which students have foundational reading skill deficits with our brief online screener.
Identify each studentâs specific deficiencies in basic reading skills such as decoding and automaticity of word recognition.
Provide differentiated reading instruction for each student. Monitor progress with the teacher dashboard. Students typically complete the curriculum in six to nine months.
For many students, traditional reading interventions donât work because they do not consider how students learn. Finally, how students learn is linked to how they learn to read.
Access Code uses technology to give teachers a way to employ an effective, proven learning framework that is successful in many domains of learning. It has also shown to be successful for these tough-to-teach students. Hereâs how:
- A novel instructional framework, driven by learning principles from cognitive science, personalizes each studentâs experience.
- Unlike most intervention models which focus on the mastery of isolated skills, the varied practice model allows students to derive the relevant characteristics of words from practice in a variety of carefully constructed tasks and difficulty levels.
- This learning process promotes the retention, generalization, and application of skills to new words and new contexts.
- Students develop automatic word recognition, a precursor to fluency and comprehension. They develop skills to flexibly use and generalize their decoding knowledge to become proficient readers.


The Classroom Next Door
Working to promote #MichiganLiteracy for Every Child. Every Classroom. Every Day.
The Essential Story video provides a snapshot of how Lenawee ISD used The Essential Practices to support the literacy development of every child, inside every classroom, every day.
- Video Segment 1 (Every Child): The LISD Garden Club guides Young 5 and Kindergarten educators in the use of science literacy to engage every child in meaningful reading and writing about the world around them.
- Video Segment 2 (Every Classroom): The LISD Classroom Library Makeover, in partnership with Goodwill of Southeastern Michigan in Adrian, promotes abundant reading materials and reading opportunities in the classroom.
- Video Segment 3 (Every Day): The Summer Lit Lab Initiative support students in the summer by developing learning opportunities by working with community partners, embedded inside established summer sites. Representatives from the Boys and Girls Club, YMCA, Goodwill of Southeastern Michigan, and the Foster Grandparent program provide commentary about the impact of the LISD and C2C Summer Lit Lab Initiative.


ERIC Number: ED323209
Record Type: RIE
Publication Date: 1990-Jul
Reference Count: N/A
Using Hypermedia Technology to Support a New Pedagogy of Teacher Education. Issue Paper 90-5.
Lampert, Magdalene; Ball, Deborah Loewenberg
A description is given of a 3-year research and development project designed to address the fundamental problems of preparing elementary teachers to teach mathematics for understanding. The use of a new technology is proposed. Hypermedia combines elements of multimedia environments for learning and teaching with a recent development in computer software called "hypertext," a representation of multiple and flexible links between discrete pieces of data that allows users to navigate along multiple paths through a network of chunks of information and to build and store their own links. A hypermedia tool can make it possible to access and link video representations of a year's worth of teaching and learning in two mathematics classrooms from teachers' and students' perspectives. It will include video and textual representations of teachers' thinking about both the mathematical content and the pedagogical decisions involved in their work, graphic and textual representations produced by students of their mathematical reasoning processes, and video and textual annotations which analyze lessons from the perspective of relevant academic disciplines. Hypermedia can give teacher education students an experience that is close to observing good mathematics lessons in real classrooms and then give them the opportunity to analyze those lessons with the teacher who taught them. (JD)
Descriptors: Computer Assisted Instruction, Computer Software, Computer Uses in Education, Educational Technology, Elementary Education, Higher Education, Hypermedia, Instructional Improvement, Learning Strategies, Literature Reviews, Mathematics Instruction, Media Research, Teacher Education
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($4.60).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.


From King Edward VI Camp Hill School for Girls, Birmingham
Tolerance is an important quality we need as humans, to appreciate people for who they are and accept them no matter what. Even though it can be difficult sometimes, we should express tolerance to those around us, even if they have not always been the best they can be. After all, difference makes the world more and more beautiful and it is important to accept difference to know who we are and to make everyone feel special. Valuing difference is the key to promoting tolerance because if we were all the same, the world would be so very boring.
Everyoneâs voice is different, everyoneâs feelings are different. We have different ways of living, different friends and difference makes us and the world diverse and beautiful. But it is wort remembering that we all need the same things every day. We need food, water, shelter and lots of love in our lives. That is what makes us the same. So despite everyone being different, that is what makes us the same. Hence, acceptance and tolerance for all that is different from us or all that we think is right holds the key to promoting tolerance.
There are many ways to show tolerance and release our anger, instead of pelting out insults. For example, sports such as kickboxing, rugby or any others are a good way to release anger or any tension in our bodies, as they involve a lot of energy consumption and help us aim towards a goal in the game. On the other hand, calming activities are also useful. Gardening and horticulture can also be a great way to connect with nature and sooth our minds. Likewise, the arts can help focus energy into creating something good. Painting, writing, drama, photography, music and dance are great stress busters and can promote tolerance by encouraging young people to get involved in productive activities, instead of pursuing the wrong through hatred, crime and drugs.
I believe that the arts and sports should be made more accessible, especially young people as it provides opportunities for leisure while also learning new skills they may never have known exposed to before. It also opens up many job opportunities for young people for a content and productive future. For instance, music or dance lessons would help one focus on reading music or learning new choreography, thereby creating a sense of rhythm. Rhythm also involves maths so this would probably positively affect their numeracy skills. If a young person took up photography or painting it would increase their attention to detail and improve the way their eyes work. Pursuing drama or writing, would help develop linguistic skills to help express their thoughts and feelings in words more eloquently, thus aiding them to communicate with an audience.
Tolerance needs to be inculcated like a habit. After all, â"An eye for an eye only ends up making the whole world blind." - Mahatma Gandhi.


The Power of Play
No matter how old we get, we never seem to outgrow the joy of playing. Whether itâs a pick-up game of volleyball at the beach or playing a game of Monopolyâpeople just love to play games.
At The Academy, we know the power of play, and we use it every day with our young students. An abundance of educational research has been done on âplayâ and its effect on early childhood learning. The research shows a strong connection between creative play and the development of language, and physical, cognitive, and social skills. As a parent, you can foster your childâs development and learning by playing with them.
Recipe for Making Silly Putty
Making silly putty is an activity thatâs fun for just about any age. We encourage you to try it at home.
Here are the supplies you will need:
- Borax Solution
- White school glue
- Warm water
- Â¼ cup measuring cup
- Stir stick
- Food coloring or egg dye
- Paper towels â just in case!
First, make the Borax solution (without the kids if desired) by filling an 8 oz. plastic bottle about Â¾ full of water. Then add 4 teaspoons of Borax and shake to dissolve. (Borax is a common laundry detergent you can find in any grocery store.) Fill the bottle to the top with water and shake again to completely dissolve the Borax. Label the bottle âBorax Solution.â
Now to make the silly putty with the kids, follow these instructions:
- In a bowl mix 1 oz. glue and Â¼ cup water.
- Add food coloring to the glue and water mixture.
- Add Â¼ cup of the Borax Solution you have already made to the glue and water mixture and stir slowly. The putty will begin to form immediately.
- Stir as much as you can, then dig in and knead it with your hands until it gets less sticky. If there is any leftover water in the bowl, just pour it out.
- Mix in larger batches for more fun.
- Encourage kids to be creative with their putty. They can roll it into a ball, bounce it, play a hide-and-seek game with it, throw it to each other, make impressions in it, stretch it, make snapping noises with it, and who knows what else!
Learn More About Our Curriculum
Find an Academy Preschool Near You
You can also check out our preschools in your city by clicking on any of the links below:


Viewpoint: A New Equation
My intent in so brashly taking on one of the lingering pillars of basic elementary education is neither to be unduly confrontational nor impishly irresponsible. I am not seeking to wrap myself in the banner of radical reformers nor to stir up the fundamentalists. Rather, my purpose is to raise an issue that is not going to disappear. It's an issue that must be discussed openly and honestly and then resolved swiftly and clearly if we are to realize our aspirations for truly worldclass schools.
First, let's clarify exactly what is being proposed. This is not about reducing emphasis on one-digit addition, subtraction, multiplication, and division facts. These facts and the self-confidence that comes with their mastery are more important than ever. Nor is this about abandoning computation, which remains an indispensable part of the mathematics program, so long as it is done mentally, with a calculator, or via estimates. It is about the formal, paper-and-pencil computational algorithms that constitute the core grade school mathematical experiences of most American youngsters. It's about mindless procedures such as "carrying threes into the tens column,'' "six times seven is 42, put down two and carry the four,'' and "eight from two, can't do, cross out the five, make it a four, and borrow 10.'' It's also about memorized rules-- such as "yours is not to reason why, just invert and multiply''--that, for most students, meaninglessly enter one ear and leave the other.


There are many reasons why performing arts should play a key role your childâs education, be it in school or as an extra curricular activity. In many studies, researchers are now linking involvement in the arts to better child development and higher student achievement.
Arts programs help build self-confidence. Various aspects of performing arts classes, from improvisation to performing on stage, will help your child build confidence and self-assurance. They will learn to explore outside of their comfort zone, appraise new situations, think outside the box, express their thoughts and ideas in a safe environment, solve problems, cope with performance and presentation fears, and build trust and self-reliance. All of these beneficial tools can be carried through to school, social activities, their future career, and will stay with them throughout their lives.
Drama and performing classes help improve communication skills, concentration, and memory. One of the main advantages of taking part in the performing arts in young individuals is the improvement of communication skills. Acting lessons, for example, will help with their presentation skills, vocal projection, tone of speech, and articulation.
Listening skills will also get refined by taking stage directions from teachers, by collaborating with peers, and working together toward a common goal. From learning new lines, to remembering their acting cues and timing, and rehearsing scenes time and again, your child will improve their focus, memory, concentration, and quick-learning skills.
Social-emotional development. Kids will also improve their social skills by working as part of a team, listening to others and expressing themselves, sharing and making new friends. They will learn to minimize errors and bounce back, solve problems and improvise, giving them the confidence to manage and perform in new situations that come with everyday life. The participation in these types of programs will also help enhance their interpersonal skills because they need to understand their play characters and the different roles, which allows young children to relate better to different situations, people, feelings, and support the ability to be in âsomeone elseâs shoes.â As a whole, the performing arts teaches kids about empathy, compassion, and how to express and understand their feelings and those of others.
Higher academic achievements. Studies have found that creative and critical thinking, problem-solving, and reasoning increase and improve when arts education is added to the mix. In countries with the highest rankings in math and science, such as Japan, Hungary and the Netherlands, arts and music education form a mandatory part of the school curriculum. As the Arts Education Partnership Report âArts Education Has Academic Effectâ suggests, arts learning in music, drama, and dance is related to high academic achievements in school. As is well-known, learning to play instruments and read music improves mathematical achievement and proficiency. Performing arts programs have multiple connections to reading, verbal and math skills, problem-solving, and creative thinking.
Itâs super fun! Arts programs are a really fun way for your kids to express themselves, their emotions, and explore and improve their unique talents. Whether kids enjoy acting, singing, dancing, or a behind-the-scenes role, they will delight in expressing and improving their special talents. They will also have a fun workout in the process, as many performing arts classes improve flexibility, balance, and coordination.
Inspired by their lessons and the passion in performing arts, SNS students show lovely and professional performances at this 1st Fall Music Festival . Audiences will be able to enjoy 19 performances that conducted entirely in English, including piano â storytelling, duet, choral singing, drama, comedy, fashion shows, and especially TED Talks â the famous TED rhetorical model, along with other special performances from students of Academic English Center.
With a serious and profesional preparation in theatre and performances, this Fall Music Festival is definitely not only a nice and memorable experience for SNS members, but also a dream stage for SNS young talents to be sprouted to grow up.
The St. Nicholas International School


What is the right age to start music lessons?
The age requirement varies for different instruments. For details, please click the title to read our free report â4 Things Every Parent Should Know before Starting Music Lessonsâ.
Which lesson length is right for my child?
Lesson length is decided by the age, level and goal of the student. Usually, beginners younger than 10 will start with a 30 minute lesson (45 minute is a good start for adult beginners), then increase lesson length to 45 minute when appropriate. 60 minute lessons are usually for advanced students or students preparing for exams or competitions.
Our teachers are experienced with students of all ages and levels; they will be able to recommend a suitable lesson length for you.
Do I need a piano at home to take piano lessons?
It is ideal if you do have a piano at home, but you can start lessons by using an electric keyboard to practice on. Most of our students rent or buy a small electric keyboard to practice on at home. We recommend a keyboard that has regular sized keys and a touch sensitive response. A touch sensitive keyboard means if you press a key harder it will play louder and if you press a key softer it will play quieter. Once you see that your child is showing continued interest and commitment with playing the piano, you can look into getting an acoustic piano at home.
How long does it take to learn an instrument?
There is no set answer of how long it takes to learn an instrument. With regular practice a basic level of playing can be accomplished in a few months. Most of our students take lessons on a long term basis because they want to be constantly improving and they find music lessons enjoyable.
Should parents sit in on lessons?
We have an âopen doorâ policy for our lessons. Parents and teachers should discuss what the best is for the student together, as each student learns differently.
We do recommend parents of young beginners stay in the studio for the first few weeks. This will help young students tremendously as they usually need help at home. After the initial months, many students concentrate and work better without their parents being there. For students that are older than 10, most likely they will handle lessons better without parents being there.
Should I stay in âPiano Toonsâ Classes?
No. As much as we love parentsâ involvement, we ask all parents to wait outside the class room. We have found that students tend to concentrate better and teachers can achieve more in class when mom & dad are not around. We encourage parents to be in the lobby area when the class ends so our teacher can brief you on what happened during the class.
Should students practice regularly at home?
Absolutely! We cannot stress how important it is to practice regularly at home. Progress is affected greatly by how much and how well a student practices at home. The more often they can practice at home, the better they will progress.
What is the best way to practice at home?
When it comes to practice, frequency is more important than length, especially for beginners. For instance, practicing 15 minutes every day is better than practicing twice a week with 45 minute sessions. It is important that students practice in a stress free environment at home so that they can concentrate. Even if you donât have a musical background, you can still help by simply monitoring your child to make sure that he/she practices at least 4-5 times each week.
Should my child participate in the student recital?
Yes, if he/she is ready to play. Performing in front of an audience is an important part of music education. It provides a unique opportunity for students to improve their skills and gain self confidence. Many students find the idea daunting at first, but most of them find the experience satisfying (just look at all the big smiles on everyoneâs face after the recital!). If you are not sure about your childâs readiness, feel free to talk with your teacher. It is quite alright if your child decides not to play in the recital, there is always another one in the future.
Should we take lessons during the summer or take a break?
We recommend taking summer lessons if you are around. Summer is a great time to take music lessons because everyone has more time on their hands. Some of our students also start a 2nd instrument during the summer. Not taking lessons usually means no practice at all at home; two and half months of not playing will definitely result in a noticeable decline in playing level. Donât lose those hard earned skills from the school year! Your child can still âtake a breakâ during the summer since our program is only 6-weeks long.


For her guest editor series, Rochelle Blair interviews MMI, YK and Royos. See the rest of Rochelleâs editorial contributions hereâ¦.
In this edition of the Sampler, my aim is to provide some context and food for thought on music education in general and also to highlight some specific examples of children and young people composing and creating music. There has been lot of gloom and doom around the state of music education in recent times, with worrying news around the numbers of pupils taking GCSE music falling, a squeeze on the size of secondary school music departments and few primary schools having the confidence to deliver music to their children, especially music of the creative variety. Budget constraints, changes in how teachers are trained and the current accountability regime in schools all conspire to make the lives of music educators (never mind the students they should be teaching) a challenge, to say the least!
An excellent place to find out the facts and figures around the current situation in arts education is the Cultural Learning Alliance, whose work embraces all art forms and champions the right to engage with art and culture for every child.
Martin Fautley, Professor of Education at Birmingham City University, has also been a music teacher and teacher trainer and writes a humorous and insightful blog which give a taste of the debates going on in music education at the present time. His most recent post reflects on trends in music education through time, with composers Murray Schafer and John Paynter both getting a mention. I found it fascinating that a proclamation by Mrs Curwen, a music educator writing in 1855, to âNever tell a pupil anything that you can help him to discover for himselfâ generated so much interest and debate in the 21st Century!
Educator and academic John Finneyâs blog is always a stimulating and thought-provoking read and I was delighted by a blog he produced after attending our Listen Imagine Compose Away Day back in June . Johnâs blog also includes a number of other thoughtful pieces about creativity in music education and there is a systematic examination of what knowledge in music education might comprise (hint: it doesnât mean knowing Beethovenâs dates!).
Itâs not all bad news out there. There are amazing teachers and educators doing fantastic and inspiring things, supporting children and young people who are enthusiastic, talented and creative. Itâs important to remember this and to celebrate them!
Some of the most inspiring and creative primary teachers I have met recently were from a primary school in Bristol. Hereâs a video of Laurel, one of the teachers I met, in action with her class. She was using Sound and Musicâs primary school resource, Minute of Listening, as a stimulus for cross-curricular work:
Whilst Listen Imagine Compose supports teachers in the teaching of composing, a recent Sound and Music project supported composers to teach in primary schools, drawing on the Music for Young Players scores held in the British Music Collection. John Paynter, mentioned in Martinâs blog above, is one of the composers in this series, which also includes scores by David Bedford, Hugh Shrapnel and Howard Skempton. We found that the scores, with their underpinning principles of accessibility and inclusion whilst engaging with experimental composition techniques, still have relevance in the classroom today. You can see what we learned in this video:
And finally, 70 young composers aged 14 â 18 gathered at the Purcell School for an amazing week of creativity and composing last August for Sound and Musicâs Summer School for young composers. By the end of the week, there were 70 new pieces of music that were sophisticated, challenging, diverse and fresh. There are lots of photos and blogs by the students themselves here: https://samsummer.uk/ Remember, you heard of them here first!


Oooooh. Nice looking ice, Mommy!
1. Melting Colored Ice in Warm Water â Although it is winter, I want A.J. to experience some water play outside of the bathtub. The Mommysaver blog shared this neat colored ice idea. However, instead of adding the ice to bath water as the site recommends, I decided to put the cubes in a large bowl. I added warm water so that A.J. could watch and feel the ice cubes melt. The bright colors (which quickly turned dark), texture of the ice, and warm water all fascinated him.
I was so enthralled by his reaction that I didnât point out the colors. Next time I most definitely will. This activity reinforces color recognition.
Ice melting in warm water.
Ice is cold.
2. Scooping Ice â helps toddlers perfect their three-finger (pincer) grasp which is important for writing. This is a fine motor skill development activity that will help toddlers gain better control over their arm and hand movements. I dumped the melted ice and added the colored ice without water.
Scooping the ice into a bowl.
Yay for me!
Ooooh Gosh this is fun, but my hands are freezing from playing with the ice!
3. Pouring â is another fine motor skill act. However, it encompasses the whole hand and in Montessori education, this would be considered a Whole hand Grasping activity.
I'm helping Mommy to water the plants.
Since A.J. is watering a plant, Montessori educators would also categorize this activity as practicing Care of the Environment. Other activities that fall under this category are:
- Sweeping the floor
- Mopping the floor
- Cleaning spills
- Wiping a table
- Washing a dish
- Drying a dish
- Washing a cup
- Drying a cup
4. Wringing a Washcloth or Sponge â This is when things went a little awry. A.J. flung the sponge and water went flying every where. He thought this was funny. Wringing a washcloth for a pre-toddler is challenging because it requires a circular wrist motion, a skill that needs practicing in order to be strengthenend.
After a few minutes of playing with the sponge, A.J. turned the water bowls upside down and began drumming on them. Anything with a flat bottom is at risk of becoming a drum!
Hmmmm, I wonder what sound this new drum will make?
5. Cleaning Spills â is an important part of caring for your environment and teaching this skill so that it becomes a habit for kids is crucial.
6. Spray & Play â I leave a spray bottle with water on the shelf so that A.J. can give it to me anytime he wants me to chase and spray him. I enjoy listening to him squeal with laughter as I chase him around the house. The water is gentle and comes out in a light mist. I especially like to spray him so that he can get accustomed to water unexpectedly getting onto his face. Being comfortable with water in your face is important when learning how to swim. The running also helps him with his Gross Motor Skills.
7. Carrying a Bucket of Water â Actually, this could be carrying a bucket of anything. I havenât done this with A.J. yet, but I plan to do it soon. Carrying a bucket develops Control of Movement, another area of development in Montessori education.
While the water play activities mentioned here all have latent skill building components, having fun is the surest way to get your toddler doing these activities again and again.
What fun indoor water play have you had with your tot lately?
Pray, Persist & Prosper!


School Planning 2018-19
Our School Development Plan 2016-19 is our most important planning document. You may request to see a copy from the school office. Below are some of our important priorities for 2018-19
1 Literacy Targets
1.1 To improve the quality of talking and listening skills.
1.2 To improve writing outcomes by using modelled and shared strategies.
2 Numeracy Targets
2.1 To improve numeracy skills by developing a maths trail for pupils to use mathematics outside of the classroom.
2.2 To improve pupilâs competencies in mathematics in calculation and problem solving through the use of calculators.
3 ICT Targets
3.1 To introduce âcoding â as an area of ICT into each classroom.
3.2 To increase the range of different types of ICT used to develop skills and support learning.
4 Special Needs
4.1 To improve Special Educational Needs provision by developing targeted programmes of work
4.2 To update staff on new SEN provision and plan for its impact.
5 Health Education
5.1 To disseminate the âRelax kidsâ programme across all primaries.
5.2 To promote social and emotional development by means of the introduction of the, âRoots of Empathyâ project..
6.1 To use the data produced from GL Assessment to improve standards and address class, group or individual underachievement.
- Safeguarding and Welfare
7.1 To continue to raise awareness of the impact bullying and to audit parents on school policy.
7.2 To promote awareness of on-line safety amongst pupils and parents


When parents consider swimming classes for kids, the main reason is so they can learn to swim and feel comfortable and safe in the water. But what many people donât consider is that attending swim lessons can better prepare children for life down the track.
A research report from Griffith University found children who participate in early-years swimming achieve many milestones quicker than other kids â across physical, cognitive and language development. Kingswim Carindale Centre Manager, Marina Burley said as a mother she understands the importance of children being comfortable in the water from the get-go. âThe early years are the prime time to learn a life skill like swimming,â she said. âWe see day-in-day-out the improvements in ability and confidence with the kids whoâve been swimming with us since a young age.
âWhether your child is 12 months or 12 years old, like you, weâve been there before. Itâs the little things we do both in and out of the water that makes learning this essential life skill a meaningful and enjoyable experience for parents and kids alike.â Griffith University Professor Robyn Jorgensen said the benefits of enrolling your children to swim school early are tenfold. âParents usually enrol their children in swimming so they will be safer around water, but there are far more benefits from learning to swim,â she said. âWhere there is a high-quality swimming school, children can learn more literacy and numeracy skills, can gain wonderful social skills and it can help in the school transition process. Learning to swim offers much more than water safety and swim skills.â
Kingswimâs Foundation program has been specifically designed to teach kids all the skills they will ever need to be safe and have fun in and around the water. With excellent results, greater flexibility and value for money in mind, the program is for babies from 12 weeks through to children aged three. âBy offering parents more incentives to encourage their children to learn to swim as early as possible, we hope to make a real difference in the lives of Brisbane families,â Marina said. âFollowing Foundation our Kingswimmers progress to Independent, Competent and Graduate lessons â taking them right through âtill 12 years. âItâs so important that children take lessons consistently throughout the year, not just in summer, for the best opportunity at becoming strong, safe swimmers.â
Australian young-gun swimmer and Kingswim ambassador Shayna Jack learned to swim when she was little and thanks her parents for setting her up with the life skill. âI started learning to swim at the age of two as my parents thought it was important for me to at least learn, so in any situation I would be able to swim,â she said. âI grew up watching my older brothers go to learn-to-swim classes at our local swim centre. My parents could see my envy while I was sitting on the sidelines watching so they joined me up too. âAlong with this, I loved the sport and the feel of being in the water from day one. Swimming has always been the best decision myself and my parents have made for me as a child and young adult.â
Written in collaboration with Kingswim


Make the Most of Free Kindergarten WorksheetsKindergarteners are typically 5 years old and in their first formal year of schooling. Not all areas require enrollment in a kindergarten classroom. Many parents do not feel their 5 year old is ready for school and choose to begin their childâs formal education in first grade. Others are eager to expose their 5 year old to learning in a kindergarten classroom for its academic and social benefits. Regardless of a childâs educational history, printable kindergarten worksheets are a great asset for parents and teachers to act as a childâs primary educator.
If your child is new to learning through printed worksheets, start with some preschool worksheets to warm them up and develop their focusing skills.
First grade schooling is structured and the curriculum is determined before the year starts. If you are worried about your kindergartener keeping up next year, kindergarten worksheets can help your child to develop foundational skills for math, reading, writing, and more. Make the most of your kindergartener's worksheet time by following the suggestions below:
Free Kindergarten Math Worksheets
COUNT AND COLOR
COUNT AND DRAW
CONNECT THE DOTS - COUNTING
- Dot to Dot 1 thru 9 (farm theme) or (ocean theme)
- Click here for more dot to dot (scroll to the bottom of the list for dot to dot by number)
The 10's chart activities in the Grade One (Level One) Dynamic worksheets would be appropriate for many kindergarten children.
Although the activities are geared more to the preschool to kindergarten age group, adding one or two less challenging activities when learning the numbers can be a welcome break for the kids and can be given as a bonus activity for those who finish their work early.


Whatâs the place of contemporary art in schools? Whatâs the place of âcontroversialâ contemporary art in schools? And whatâs our responsibility as teachers?
The very best contemporary art speaks a language our students can understand. One of the great gifts of Art:21 is that we can introduce our students to artists who LOOK and SOUND like they do, and who are making art that deals with issues that are important to them.
Kids grapple with issues of sex and identity early on. Stereotypes abound: girls are princesses, boys are athletes; girls are good at art and boys are good at math. Beautiful people are tall, light-skinned, with clear complexions and good hair and are very, very thin. Whatâs a regular every day kid to do?
A few years ago we presented a show called Sugar and Snails. It was created in response to a desire to have open conversations with our students about issues of gender identity and body image. Even at very early ages kids deal with questions like these, and itâs our job to help them make healthy choices.
Samantha Salzingerâs Skin Deep Series provided opportunities for our middle and upper school students to directly confront issues about beauty. For adolescent girls AND boys conversations about eating (or not), complexions, hair, makeup, tanning, tattooing and piercing, exercising and all sorts of other physical issues are every day occurrences. Salzingerâs large format portraits of patients recovering from plastic surgery called into question all of our assumptions, both student and adult, about the price of beauty.
Our students responded with works of their own. Human sexuality teacher Debbie Roffman asked middle school students to create collages that highlighted the stereotypes and subliminal sexual messages in popular culture. Their work showed their understanding that sex sells everything from beauty products to cars to home appliances. In their collages, the students created thoughtful, funny, often startling pieces and raised our awareness about how the media helps reinforce stereotypes.
Photographer Nikki S. Leeâs work really called into question the whole idea of fitting in. In her Projects, Lee identifies a group (tourists, Hispanics, yuppies, elderly people, lesbians, and others) and works to transform herself to be as much like them as possible. Thatâs Lee herself in the foreground of the skateboarders piece and second from left in the tourist piece. Our students looked at works like these and (almost without fail) took a closer look at how they, too, reinvent themselves to conform to a group norm. It happens very early, doesnât it, when âeveryoneâ has a particular shoe or backpack or haircut? Nikki S. Leeâs work provides an opportunity to talk to kids about it.
Itâs work like this that helps open conversations with kids about issues that make a difference.
Check out more about Nikki S. Lee in this monthâs Art Education magazine: Identity in Flux: Exploring the Work of Nikki S. Lee by Amanda Allison. It includes lesson plans for grades 9-12 that explore identity within contemporary subculture groups. January 2009, Volume 62, No.1.


ERIC Number: ED174053
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Gennarino il pizzaiolo (Gennarino the Pizza Maker).
This Italian children's reader for grades K-1 is about a Neopolitan boy who worked in his father's bakery and invented the pizza. Generations later a descendant followed in his footsteps and opened New York City's first pizzeria. Pen-and-ink drawings illustrate the text. A glossary is included. (NCR)
Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education, Folk Culture, Instructional Materials, Italian, Language Instruction, Reading Instruction, Reading Materials, Second Language Learning, Tales
National Assessment and Dissemination Center, 49 Washington Ave., Cambridge, Massachusetts 02140 ($1.25)
Publication Type: Guides - Classroom - Learner; Creative Works
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: National Assessment and Dissemination Center for Bilingual Education, Fall River, MA.; Northeast Center for Curriculum Development, Bronx, NY.


Level 3: Unit 4: Planet Earth Themed Academic Activities; Project - Discovering the Earth's Layers
* EBOOK/PDF digital download will be emailed to the customer immediately upon purchase. No taxes or additional delivery costs are added at checkout.
The 4th Unit of the Pre-K YOUR Way Level 3 Series.
Perfect for children ages 3-6 years old, this play based unit encourages hands-on play activities to instill a love of learning. Items needed to complete the activities are materials typically found around the home or inexpensively purchased at a local convenience store. This two-part, 58 page, digital download includes:
Part 1: 15 "Planet Earth" Academic Activities address math, science, literacy, art, health/safety, gross motor skills, fine motor skills, music and movement and literacy development. Activities include "Grand Canyon Exploration", "Climbing Mt. Everest", "Exploring Directions", "Planet Care", "The Oldest Tree" and so much more!
The 15 Activities are divided into 3 Academic areas:
5 Gross Motor/Fine Motor
Part 2: "Project: Discovering the Earth's Layers" is a multiple-step activity, all-inclusive project that can span over multiple days. It walks your child through how to develop a hypothesis which is then tested and researched through discussions and activities.
The objective of this Project is to find out: "What is in the plant earth/what are the earth's layers made out of?"
This section also includes:
- Planet Earth themed Sensory Activities
- Planet Earth themed Cooking Activities
Find Out More
Rainy Days are often very long and eventful in an...
It is now summertime. The outdoors is calling your name...
âEvery child is an artist. The problem is how to...
As debates on global warming and the need for new...


The Pantheon is one of the most iconic structures of Rome, Italy. It is actually a Christian church and is the best-preserved ancient Roman building. It is the single largest concrete dome in the entire world and it is not even reinforced. The dome measures 142 feet in both height and diameter.
It was built by Emperor Hadrian between 119 and 128 AD. It is the third version of the structure that we see today. Two buildings also existed at the same place and both of them were burned down in fires. The first structure was built in 27 BC and the second one was built in 1 AD.
Quick Facts: â
- The original Pantheon is believed to be dedicated to Romulus who is the mythological founder of Ancient Rome.
- The opening of the dome is known as the Oculus. It is the only source of light for the entire structure.
- It was originally built as a pagan temple dedicated to all the gods. When it was gifted to Pope Boniface IV, it was consecrated as the church of St Mary and the Martyrs.
- The famous âFountain of the Pantheonâ is just in front of the structure. It was designed by Giacomo Della Porta in 1575.
- The interior of the building has a cylindrical shape which is covered by a half of a sphere.
- Pope Urban VIII added two bell towers to the structure as well but they were eventually removed in 1883.
- The building has its well hidden drainage holes to get rid of the rainwater that comes through the Oculus.
- The building also holds the tomb of the famous artist Raphael.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Pantheon Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 11 Dec 2018. < https://easyscienceforkids.com/pantheon-facts/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Pantheon Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/pantheon-facts/
We've recently added
- Syria Worksheet and Quiz
- Samoa Worksheet and Quiz
- Neil Armstrong Worksheet and Quiz
- Mount Everest Worksheet and Quiz
- Henry Hudson Worksheet and Quiz
- Guatemala Worksheet and Quiz
- Cleopatra Worksheet and Quiz
- Carl Linnaeus Worksheet and Quiz
- Canada Worksheet and Quiz
- Turtle Worksheet and Quiz
Sponsored Links :


This book was written by two artists who also happen to be educators teaching studio foundation classes in digital art and design. While teaching classes that meet in software laboratories, we noticed that many of our students expected to learn software but gave little consideration to aesthetics of history. A typical first day question might be, "Are we going to learn Photoshop in this class?" At first we were tempted to oblige our students' thirst for so-called practical knowledge, but we recognize that in the absence of the visual, theoretical, and historical frameworks practical knowledge is practically useless. To teach our classes we used the very best of the software training manuals, and supplemented them with all the visual and historical material that was missing. We have tired of fighting against these books as we attempted to reframe the technical learning inside of visual principles and historical examples. After settling on a book that doesnât really encapsulate a class for years, we finally decided to write the book that we think all introductory media design students should be using. For us a student anyone learning, whether traditional and working towards a degree in art, communication, graphic design, illustration, and so on, or if she is a self-taught found-it-on-the-bookstore-shelf learner. In the twenty chapters that follow, we have created small bites of history, followed by visual references, and then digital exercises that explore Adobeâs Creative Suite in a manner that extends learning design principles to the realm of the software demonstration.
One way to think of this book is a mashup of the Bauhaus Basic Course and the Adobe Creative Suite. We are taking the visual principles and exercises from the Bauhaus Basic Course and teaching them in the Adobe Creative Suite. The Bauhaus was an influential art, design and architectural school in Germany. It operated from 1919 to 1933, during which time it transformed art education, through its integration of art, craft, architecture and design, its emphasis on modern materials, and the creation of the Basic Course. The Basic Course was a year long course in which first year students learned composition, color theory, and how to use a variety of basic materials. When many of the instructors fled Nazi Germany, arriving in the United States and other countries, they brought this education model with them in the guise of the Studio Foundation course. This book takes its inspiration from the Bauhaus model, transforming those traditional lessons into the digital exercises in the Adobe Creative Suite.
Operating Systems & Version Numbers
This book is written around the core principles of the Adobe Creative Suite design applications. The latest bells and whistles are not that important, and frankly, they are usually a marketing tool. What matters are the core principles that do not change from version to version, or operating system to operating system. While we have written this book using Adobe Creative Suite 3 on Mac OS 10.5, we have written it to be version independent. We expect that this book will still be just as useful if you were using Adobe Creative Suite 2 on Windows XP, Photoshop 7 on Mac OS 9, or future versions of the software that will be released in the years to come. Within this book we refer to all shortcuts using the MacOS protocol. If you are using this book with Windows, simply translate the Command key (or CMD) to the Control key (CTR) on your keypad and the Option key (OPT) to the Alt key (ALT). Everything else remains the same.


ERIC Number: EJ555309
Record Type: CIJE
Publication Date: 1997
Reference Count: 0
Letting the Learner Lead the Way.
Hoyt, Linda; Ames, Cheryl
Primary Voices K-6, v5 n3 p16-29 Aug 1997
Shares processes for decision-making that are congruent with recent theory about literacy development of special needs students. Shows how student self-reflection and involving the learner in planning are essential for matching instruction to individual student needs. Discusses crafting the learning environment, knowing the learner, and thinking broadly about structures for support. (SR)
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Special Issue: Learning in Inclusive Communities. Journal availability: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096.


There are five chapters in this dissertation. Chapter 1 gives an overview of self-determination for individuals with disabilities in public policy, research, and practice in the field of special education and presents the research questions that will be addressed in this dissertation. Chapter 2 provides a history and definition of self-determination and discusses in greater depth the literature on self-determination for individuals with disabilities within the field of special education. Chapter 3 describes the research procedures and data analysis methods used in this study. Chapter 4 presents the research findings with regard to each research question and Chapter 5 discusses the present research findings, how they compare with and build upon previous research, the implications of these findings and the limitations of this study.
The promotion of self-determination for students with disabilities is gaining prominence among researchers and practitioners in the field of special education. This study surveyed 407 elementary teachers in schools in a broad cross-section of the classrooms of this country. The survey asked about their understanding of self-determination, their perception of the importance of teaching it to their students with disabilities, the instructional time they devote to teaching it and the barriers they perceive that inhibit them from teaching self-determination as they might wish.
Major findings include that (a) general and special educators did not differ from each other in their evaluations of the importance of teaching self-determination related skills, nor do they differ in the instructional time they devote to teaching such skills, (b) they also were the same in their use of the 7 self-management strategies that help students become self-determined, and (c) they both assign considerable importance to providing instruction in self-determination related components and both report at least occasionally devoting time to teaching it, (d) the value teachers place on promoting self-determination does not correspond to the time they devote to promoting it, (e) access to instruction to promote self-determination for students with disabilities is not equal across educational settings, (f) studentsâ disability category appears to influence which components of self-determination they are taught most frequently, (g) problem solving and choice making were the most frequently taught components of self-determination, (h) more than 45% of the teachers include students in their IEP meetings, (i) frequently cited barriers to teaching self-determination to students included lack of time, competing priorities, lack of authority to decide what to teach, and lack of knowledge about how to teach these skills. Approaches for promoting self-determination for students with disabilities and for inculcating self-determination instruction into the general curriculum are discussed and recommendations for future research are offered.
|Advisor:||Wehmeyer, Michael L.|
|Commitee:||Carter, Judith, Horn, Eva, Kingston, Neal, Palmer, Susan|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||Elementary education, Educational psychology, Special education, Teacher education|
|Keywords:||Elementary school, Self-determination, Teacher survey|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be


Gross Motor Skills
What are Gross Motor skills?
Gross motor skills involve the coordination of large muscle groups in the body to perform movements such as walking, kicking, sitting upright, lifting and throwing a ball. Muscle strength and neurological development are two contributing factors to achieving gross motor milestones.
What are some symptoms of poor gross motor skill development?
Children with poor gross motor development may demonstrate problems throwing and catching a ball, riding a bicycle, climbing stairs or walking appropriately. If a childâs gross motor skill development is delayed, he may demonstrate clumsy movements which signals low muscle tone.
How do I know if my child is progressing normally?
Parents are often concerned about whether or not their child is growing appropriately for his age. Children grow and develop in stages and, generally, maturation occurs from the âtop downââthe neck muscles strengthen first, the neck then gains strength, enabling the child to hold up his head, the shoulders then strengthen, then the upper arms, and ultimately the child gains hand control. Following hand control, a child gains trunk control, followed by the hips and pelvis and eventually the legs.
How do I help treat my childâs poor motor skill development?
Dancing to music is a great way to strengthen oneâs muscle tone and improve motor skills. Riding a bicycle, balancing on a balance beam and playing tag can be fun ways for your child to exercise his muscles and incorporate physical activity into his daily routine.
Our approach at North Shore Pediatric Therapy
At North Shore Pediatric Therapy, our energetic and experienced physical therapists will evaluate your childâs gross motor skills and set up an individualized treatment plan which enables your child to succeed. If needed, a therapist will visit your childâs school to see how he performs physically on stairs, in physical education class and during academic time. Treatment will include a home exercise program to enable your child to take the skills he learns in our facility and transfer them into his home and school environments.
Client Reviews (7)
My daughter who is now 1.5 years old and she started physical therapy when she was 6 months old and was discharged at 1 years old. We was reevaluated and needed therapy a few months later, and thatâs when we met Marcy. She was very professional and compassionate towards my daughter. In the beginning hannah was very fearful of leaving my hands and had many meltdowns, a few weeks later hannah was eagerly jumping into Marcy hands. It only took a few months for hannah to come walking out to me in the office and it was a dream! Hannah is now meeting with devorah for speech and sheâs absolutely great with it. Iâve recommend this place to friends and neighbors because hoe fantastic the staff and services are. Very highly impressed!
Our daughter saw Sarah Friedman in Glenview (now in Lincolnwood) for gross motor delay. Through our time with Sarah, she made tremendous progress. Sarah worked hard to keep our baby happy during sessions and cheered with us when she did her first roll and her first independent sitting session. We are so grateful for Sarahâs expertise and encouraging support. We still email her with questions and she happily responds. We highly recommend Sarah and the PT at NSPT!
Flexible, professional and always encouraging our daughter to reach to levels at all times. Updated information on performance reviews and adjustments to therapy goals.
My son (now 4) has only been receiving physical therapy at North Shore Pediatric Therapy for about a month, but already we are seeing so much progress. My son took to his therapist immediately and so he views his sessions as a highlight of his week; his time to play with Miss Sarah is always a joy. He had trouble hopping, balancing, etcâ¦ and now he is gaining so much more strength and confidence in his own abilities. My son also has Type 1 Diabetes and I always know he is in good hands as Sarah is well versed in diabetes care and always asks about his blood sugar before his sessions. Thank you!
Andrea is a wonderful Physical Therapist! Her work with our son is always engaging and fun for him. She is always very helpful with things we can do at home to help him improve and the exercises she does with him, he thinks are games, so he is more willing to do them more often. Iâm so glad she is working with him, it is easy to see the improvements over a short period of time!


Skilled Pharmacy Technicians are crucial to a well-run pharmacy and play a vital role in the healthcare industry. Working in a variety of environments, including retail pharmacies, mail order pharmacies, and hospitals, a Pharmacy Technician assists the Pharmacist in dispensing of medication, including, in some cases, compounding medication and answering patient questions concerning their prescriptions. With a steadily aging population and an increase in chronic illnesses in the United States, the need for trained Pharmacy Technicians is projected by the Bureau of Labor Statistics to grow at least 12% in the next ten years, making over 450,000 open positions available.Â¹ With an increased need for skilled Technicians who are able to take on more tasks that were previously strictly performed by Pharmacists, thereâs no better time to take the first step toward a rewarding career. Here are some essential skills youâll need as a Pharmacy Technician Professional!
You should be detail-oriented. As a working Pharmacy Technician, youâll be expected to keep track of patient and prescription information, as well as accurately assisting the Pharmacist in filling prescriptions. Serious health problems and complications can result from the incorrect combination of medications and patient safety is a crucial element of healthcare.
Communication skills are a must. Even more important than being a people person, itâs essential for a good Pharmacy Technician to have solid communication skills. Besides having to clearly take prescription information over the phone from prescribers, you need to be able to ask the right questions and listen closely to patients and doctors to determine what action, if any, needs to be taken.
Customer Service Skills. While some Pharmacy Technicians can end up working in a mail-order pharmacy with little direct contact with patients, most will work in a retail or hospital environment. Working in a fast-paced, patient-centric environment means that you need to be able to effectively interact with a variety of personalities. This means being polite and helpful to all patients, and being able to keep your cool when a patient is upset about something.
These skills are important for not only succeeding in the field but ensuring that the patient is getting the treatment they need. Thatâs where Penn Fosterâs comprehensive online training program comes in! With a curriculum modeled after the American Society of Health-Systems Pharmacist (ASHP) standards and regulations, Penn Fosterâs program can help you learn the foundational skills to prepare to work in the field. Our candidacy for accreditation through the Accreditation Council for Pharmacy Education (ACPE) also ensure youâre learning the skills relevant to the field. Covering career readiness and soft skills, laws and regulations, and the different drugs and materials you may encounter, including cutting-edge virtual simulations and a robust lab kit included with your materials to help you prepare to sit for the Pharmacy Technician Certification Exam, you can take the first steps toward a career you love.
Â¹ Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Pharmacy Technicians, on the Internet here.


A new ERO report takes a thought provoking look at the evolution of assessment in New Zealand primary schools over the past decade.
âA Decade of Assessment in New Zealand Primary Schools â practice and trendsâ looks across EROâs work and identifies both positive and negative trends in the use of assessment, and its role in supporting positive achievement. The report synthesises findings from national evaluations carried out by ERO over the past decade.
It examines the quality of primary schoolsâ assessment and how well they are gathering and using data, and examines key trends that have emerged through this series of national evaluations.
âRobust assessment, and responding with appropriate teaching, is vital to lifting student achievement and developing more skilled teachers and teaching practice. But effective use of assessment is patchy: some subject areas are better than others, and some schools are better than othersâ, according to Chief Review Officer Nicholas Pole.
âWe found that some teachers and leaders were not interpreting assessment information correctly, leading them to false conclusions. Others were using assessment well, but failed to apply suitable teaching strategies in response. These are training and development issues that need further work.â
âNew Zealand has some outstanding standardised assessment tools available to teachers and schools. The rapidly changing nature of assessment and increasing availability of interactive, online assessment tools allow for richer and deeper understanding of where the learner is at and the focus of teaching to support the student in their learning. Poor understanding of assessment tools and their purpose can result in teachers being unsure when to apply particular assessments and how to take these results to adapt teaching.â
âERO continues to find that significant improvements need to be made in the ways school leaders and teachers engage in assessment and planning processes. Too often, what is taught sits apart from what is assessed or the information gathered about current learners. Consequently, classroom planning and practices miss opportunities to build on prior learning or to reflect learnersâ culture, knowledge and understanding. The implications of this, particularly for learners at risk of underachievement, are profoundâ said Nicholas Pole.
âIf we are to improve the success of all learners and enable them to achieve the outcomes inherent in the New Zealand Curriculum, we also need purposeful leadership focused on improving studentsâ learning, and better use of information to make appropriate decisions for, about and with students. Assessment literacy, use of assessment data, school leadership, boards of trustee capacity to enquire into school performance data and student progress, and school planning and reporting remain as key challenges to lifting student achievement and thereby system performance.â
âMuch assessment in primary schools has recently focused on reading, writing and mathematics, to help children develop the literacy and numeracy skills needed to fully engage with the whole curriculum. Knowledge and confidence in these areas is crucial. However, some schools are going much further usefully identifying samples of work that demonstrate studentsâ confidence with Key Competencies from The New Zealand Curriculum. It is now timely to consider extending assessment practices, to determine how well students are progressing in applying their skills to meaningful tasks from other curriculum areas and key competencies.â
âAs a system we need urgent agreement in respect to how we will measure, monitor and report on student progress across the Curriculum.â
âEqually the sharing of information between schools is limited. There is a need for nation wide agreement on the appropriate form and content of assessment information which accompanies students as they progress through the system or move from school to school.â


Welcome to the Reception Class
The Early Years Team
Reception Class Teacher- Miss Howie
Teaching Assistant- Miss Ward
Nursery Class Teacher- Miss Milnes
Teaching Assistant- Mrs Preston
EYFS Lead & SENCO Lead - Miss Milnes
I hope you have all had an enjoyable half term break with your children. Please see below for some important information regarding the Early Years Curriculum.
Early Years CURRICULUM
Please download our termly curriculum documents here for more information about what we will are learning and to see examples of our work.
The Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage Framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children from birth to 5. It provides the opportunity for learning and development to take place hand in hand by giving opportunities to develop in all 7 areas.
The E.Y.F.S focuses on seven areas of learning, these are;
- Personal, Social and Emotional Development.
- Communication and Language.
- Physical Development.
- Literacy Development.
- Expressive, Arts & Design.
- Understanding the World.
A Note to our Parents and Carers...
Your child will be sent home with a reading book each week. They will have a minimum of one individual read per week.
How can you help your child at home?
We ask that you read with your child at home daily, this will support their comprehension, language, concentration and phoneme/grapheme recognition. Above are some useful websites to aid your children in a variety of different areas. If you require any more advice or support please do not hesitate to come and speak to me.
Homework will be sent home on Friday each week and should be completed in their homework book. The children will have a Maths & Literacy activity or a fun challenge to be completed and handed in by the Thursday of the following week.
In Reception, we use a phonics scheme '
We will learn how to apply our phonics knowledge, write for different purposes and write phonetically plausible attempts of words and sentences. The children will take part in two big write adventures per week. We will practice letter formation and correct pencil grip daily.
We will be learning to count up to 20. We will be practising careful counting, making sure that we only say one number for each object. We will practice recognising numerals and matching amounts to them. We will also be learning to describe 2D shapes and we will be learning the names of some 3D shapes too.
Autumn 1 Highlights
Autumn 2 Highlights


Learning List has reviewed Carnegie Learningâs Integrated Math Series. This is a set of comprehensive integrated mathematics products for high school students in Integrated Math I-III courses. Content is available in print and blended learning (i.e., print and digital) formats. The program focuses on developing conceptual understanding and procedural fluency through collaborative learning experiences. Adaptive online resources support differentiated instruction and self-paced learning. [Read moreâ¦]
Vocabulary.com is a supplemental online product that supports the development of academic vocabulary across core subject areas in grades 5-12. Content is fully online and some resources, such as vocabulary lists, may be printed. Instruction is adaptive. The program adjusts the level of difficulty based on individual student responses. [Read moreâ¦]
Edmentumâs Study Island is a supplemental online product that helps students in grades K-12 master standards. Learning List recently reviewed resources for high school English I and English II. Instruction emphasizes preparation for standardized tests. Content supports teacher-guided instruction and independent study. Teachers may create their own lessons and assessments using online tools. [Read moreâ¦]
As the school year shifts into high gear, we are getting a lot of questions about our service. Here are answers to the most frequently asked questions.
What is Learning List?
Learning List is a subscription-based
We created Learning List in 2013 to help districts become better informed consumers of instructional materials. Initially, districts used our reviews to facilitate their selection of materials. Over time, subscribers began telling us that our reviews also helped them identify the best parts of their existing materials to use to teach each standard. As one instructional coach explained, âWe use your alignment reports as a GPS through our materials to ensure that weâre using the pages that teach each standard fully.â
What types of materials do you review?
We have reviewed over 2500 of the most widely used instructional materials, including:
- Materials in the four core subjects, 12 Advanced Placement courses, Tech Apps and 85 CTE courses;
- Comprehensive and supplemental materials, including RtI, testprep, criterion-referenced test banks, and professional development resources;
- Publisher produced and free open educational resources (OERs);
- State-adopted and non-adopted materials (i.e., materials that were not submitted for state adoption); and
- English and Spanish versions of materials.
Subscribing districts get access to all published reviews and may request reviews of additional materials as part of the subscription. Thatâs why Learning List is a service, not just a website. [Read moreâ¦]
Learning List has reviewed Pacific Learningâs CSI Literacy for grades 7 and 8. CSI Literacy is supplemental product that supports literacy development in grades 3-8. Content is available in print and online formats and includes digital resources (i.e., USB drives). Instruction emphasizes the development of close reading skills and the comprehension of complex texts. Resources support instruction in blended learning environments.[Read moreâ¦]
Learning List recently reviewed WriteSteps, which is a supplemental stand-alone writing program for grades K-5. Resources address the Common Core State Standards (CCSS) and state standards for writing and grammar and are available in print and digital formats. Instruction focuses on developing writing skills using the â6 Traits of Quality Writingâ framework (i.e., ideas, organization, voice, word choice, sentence fluency, conventions, and include a 7th trait, presentation).The CCSS are referenced throughout materials; pacing guides and correlation documents for the Texas Essential Knowledge and Skills (TEKS) are provided. [Read moreâ¦]


A degree in music is one of the most prestigious things to get. Someone who wants to pursue a career in Music should be talented and above all passionate about it. There are many colleges offering degrees in music.
Some of the features of a degree in music are as follows:
The course helps you experience music in a much better way, with great understanding and knowledge.
It trains an individual to become a professional.
The following degrees are awarded in a course in music:
An Associate's degree in Music is a two-year program, where the students are taught about Music theory, Aural music, Keyboarding, Chorus Orchestra, Ensemble performances.
A Bachelor's degree in Music is a three to a four-year program, where the student is taught about the Western Music including harmonic, rhythm and thematic development, History of World Music and current trends with descriptively and analytically writing techniques about music and performance.
A Master's degree in Music is a two-year program. The program includes studies of music history, hearing, and chamber music and also Performance in majors play.
A Doctorate's degree in Music takes three to five years to complete. The program is entirely research based and the student can focus on ethnomusicology, music education, composition or musicology, music history, and literature.
A student pursuing a degree in music can specialize in various fields of music which are Electro acoustic Study, Jazz Studies, Music Composition, Music Performance etc.
Some of the job opportunities after completing a degree in music are Music Therapist, Musician, Private or Secondary Music teacher, Sound Technician, broadcasting/film/video, Radio producer, Theatre stage manager etc.
After completing a degree in music, the average earning of an individual is $56,324 annually. The number of students opting for a degree in music is increasing every year by almost 4.66% with an industry of more than 2 million people workforce.
There is always a high demand and requirement of teachers and individuals who know about music. Thus, there is a huge growth in the enrollment of students to pursue a degree in music.


When I change out activities, manipulatives, and pretend play areas in my classroom, I am always looking to add in a couple of super simple activities that involve very little prep and can almost instantly become independent learning centers for my preschoolers. When Iâm the only teacher in the classroom, this helps my classroom management too. And if youâve ever tried to accomplish any small task like giving your attention to a small group activity while keeping an eye on 12 preschoolers, simple activities are a must!
Just like if you are trying to make dinner, unload the dishwasher, and help with homework simultaneously, your toddler or preschooler at home needs a simple busy bag like our rainbow paint chip color match activity to play with!
Affiliate links included in this post.
Creating the Rainbow Color Matching Busy Bag
One of the best things about this busy bag is that it can be put together for free (or almost free!). I raided our local paint department and grabbed most of what was needed.
Decide on the colors that you would like to use for this activity. I chose the simple colors in a rainbow â RED, ORANGE, YELLOW, GREEN, BLUE, PURPLE. Adding in other colors like pink, turquoise, black, brown, white, and gray would be fun too.
The stirring stick had approximately 9 inches of space to work with. I was using 6 colors, so I decided that each color would show 1.5 inches.
To make it easier to attach the colors to the stick and to each other, I measured the 1.5 inches and then cut below the white line on the paint chip sample also. This allowed me to glue the paint colors to each other and to the stick.
I cut small rectangles out of the same paint chip colors and glued each to a clothespin.
I glued the paint chip colors in rainbow order with liquid school glue. I was careful to attach the colors together, but still allow the white line to show. This helped separate the rainbow colors on the stick.
Now itâs Time to Play!
The object of the activity is to match the colors on the clothespins with the colors on the paint stick.
Drop all of the clothespins with glued colors on them into a cup or small bucket. Pick one out, clip it to the correct paint chip color on the stirring stick!
Pick another clothespin and play again!
To add a little more to the activity, create 2 sets of clothespins for each color. Have your child clip 1 clothespin to each side of the paint stick. This not only takes a little extra time, but also works problem solving skills too. Itâs not as easy to clip a clothespin with your non-dominant hand!
This activity works on color naming and color matching skills. It also strengthens fine motor skills, which help with handwriting in the future. Forming letters correctly and cutting on crazy curvy lines is not easy without strong muscles and practice!
Other Must-Do Rainbow Color Activities
Check out all of these rainbow themed ideas from other fabulous bloggers!
FROM LEFT TO RIGHT:
Rainbow in a Bag â No Mess Art // Powerful Mothering
Rainbow Letters Race to the Top // Stay at Home Educator
Color and Shape Match Up // Frogs and Snails and Puppy Dog Tails
Stack a Stone Rainbow // Adventures of Adam
Rainbow Pasta Threading // Play and Learn Everyday
Rainbow Tinker Tray // Still Playing School
How to Flip a Rainbow | Simple Science for Kids // Lemon Lime Adventures
Rainbow Sun Craft // Fairy Poppins
Rainbow Pencil Control Exercises // Sugar Aunts
Beginning Sound Rainbows // Playdough to Plato
DIY Rainbow Crayon Names // Pre-K Pages
Rainbow Puzzle Skip Counting // Creative Inclusion
Rainbow Bear Color Matching Game // Life Over Cs
Rainbow Marble Painting Process Art // Preschool Inspirations
DIY Paper Plate Loom: Rainbow Yarn Art // Sugar Spice and Glitter
Rainbow Sight Words // The Kindergarten Connection
Rainbow Math with a DIY Abacus // Fun-a-Day
Rainbow Fact Family Board Game // Lizâs Early Learning Spot
Simple Rainbow Sensory Bottle for Kids // Coffee Cups and Crayons
Rainbow Paint Chip Color Match // Modern Preschool
Roll a Rainbow // The STEM Laboratory
(Not Shown) Rainbow Perler Bead Key Ring // Teach Me Mommy


Published originally by the National Association for Music Education, written by Paul Fox
Weâre coming up to Thanksgivingâ¦ and school music and art teachers do have a lot for which to be thankful!
In spite of all of the pressures involving student recruitment/retention and declining enrollments, equity/access to the arts, scheduling, budget, etc., we are among the few professionals who have âjumped intoâ a career of doing what we love! In our pilgrimage to promote and foster creative self-expression in the schools, music is life-long learning, and represents our personal mission/vision, our artistry, our vehicle to communicate and collaborate, our pastime and âplay,â our inspiration, and what nurtures our souls!
Why are we so âluckyâ to serve as music teachers?
- Music is one of lifeâs greatest treasures!
- You will always have your music. Your employment is also your hobby, and even after 35 or more years, you will be inclined to continue your music throughout the âgolden yearsâ of retirement.
- There are so many ways you can âmake a differenceâ in the lives of children with music. Whether it is singing, playing an instrument, composing, listening, feeling, or moving in response to music, music fills a basic need!
- Although music is an excellent vehicle for developing 21st Century learning skills (the four Câs of creativity, critical thinking, collaboration, and communication), participating in music for musicâs sake is paramount. To find true meaning and personal artistry, you cannot review the arts without âdoingâ (or creating) the arts.
- Your joy of creative self-expression and âmaking musicâ will sustain you through almost anythingâ¦ the good times and the bad! It will transfer to your studentsâ success in life.
- In most settings of school music courses and extra-curricular activities, your students make a conscious effort to choose you and the study of music in order to spend as much time together. âThey may have to take math and English, but they also want their daily dose of music!â
- Newcomers to this field, you do not have to be right or perfect all the time in class. During your student teaching and early years on the job, if you are enthusiastic, dedicated, and respectful of the feelings of your students, your mistakes (and there will be many) will be forgiven. Besides, there are usually no âsingle right answersâ in music and art â only opportunities for divergent and flexible thinking, adaptability, and personal expression.
- Youâll never forget your studentsâ¦ and when you bump into them after graduation, they will remind you all about âthose good times!â Donât be surprised when they tell you were the best part of their education.
So, thatâs why âearthâ without âartâ is just âeh!â


By Sonia Regan
Read Online or Download An Evaluation of Strategies in place for EAL pupils in Music Education: PGCE Course project PDF
Similar music books
A brand new and interesting biography of the main remarkable composer in musical historical past. protecting Bach's earliest efforst in Eisenach, his cultural inheritance, his sequence of posts as organist or musician, and his stormy occupation in Leipzig, Bach: The Illustrated Lives of the nice Composers strains the numerous levels of improvement in his relations and his tune.
Files the thriving cultural richness of black New Orleans and captures the expressions of city black people culture.
(Jazz Play Along). to be used with all Bb, Eb and C tools, the Jazz Play-Along sequence is the last word studying software for all jazz musicians. With musician-friendly lead sheets, melody cues and audio tracks, this first-of-its-kind e-book makes studying to play jazz more straightforward than ever earlier than. For learn, each one song contains audio with: Melody cue with right kind and inflection; specialist rhythm tracks; Choruses for soloing; detachable bass half; detachable piano half.
(Fake Book). Miles Davis gave the jazz global innumerable musical strategies and his aiding musicians supplied a digital who is who of the fashionable jazz period. The Miles Davis actual publication includes hugely actual, easy-to-read, musician-friendly lead sheets for almost 60 of his most renowned unique compositions, together with: All Blues * Bitches Brew * Blue in eco-friendly * Boplicity (Be Bop Lives) * Budo * 81 * Flamenco Sketches * 4 * Freddie Freeloader * part Nelson * Miles * Milestones * Nardis * The Serpent's the teeth * Seven Steps to Heaven * Sippin' at Bells * So What * sun * Somethin' Else * topic * song Up * Vierd Blues * and dozens extra best tunes.
- Messiaen's Musical Techniques: The Composer's View and Beyond
- Classical Guitar For DummiesÂ®
- After Mahler
- Million Dollar Les Paul: In Search Of The Most Valuable Guitar In The World
- The Dynamic Studio: How to keep students, dazzle parents, and build the studio everyone wants to get into
Extra resources for An Evaluation of Strategies in place for EAL pupils in Music Education: PGCE Course project
An Evaluation of Strategies in place for EAL pupils in Music Education: PGCE Course project by Sonia Regan


Smart teaching gives kids the tools to learn
September is Literacy Month and in South Africa, where nearly 30% of grade 4 learners â the critical grade where children move on from âlearning to readâ to âreading to learnâ â are illiterate this should be a big deal.
Literacy is a powerful driver of economic development. Economists have suggested that improved literacy rates could increase South Africaâs gross domestic product by as much as 30%, but it is not enough to stop there.
The working world is changing so rapidly that children will need to keep learning long after school to keep up.
In a recent report, The Future of Jobs, the World Economic Forum states: âBy one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types that donât yet exist.â
What is needed, in addition to literacy, are the soft skills or learning habits that will enable the continued learning needed to sustain our childrenâs future employability.
Could a set of smart tweaks to teaching practice nudge learners towards progressively taking control of their own learning?
Schools in the United Kingdom that have implemented what is known as the learning power approach have shown better exam results and more positive associations with learning.
By encouraging learners to be more inquisitive, adventurous, determined and collaborative, they improved their performance. And this was across the board, whether learners had high or low academic abilities and regardless of their socioeconomic backgrounds.
In responding to a request from the teachers and parents to help strengthen childrenâs literacy at one of the township primary schools we support, the South African Education and Environment Project â a nonprofit that aims to help children in need to thrive through education â decided to put this approach to the test.
Incorporating small adjustments from the learning power approach, we built the four necessary traits â resilience, resourcefulness, reflectiveness and reciprocity â into the experience of a reading club.
The effect has been twofold: our grade 3 and 4 learners come back eagerly week after week, and the teachers and parents have been impressed by the attitude changes they have seen in the children.
But key to our experience is that the practice is something that can, and should be, easily done at home because, once they know how, children often donât need the support of an adult to take charge of their own learning.
When they have found the enthusiasm, confidence and ability to learn for themselves, they are on their way: learning to read and reading to learn.
Susie Taylor-Alston is the primary school curriculum and research officer for the South African Education and Environment Project. For more information, visit saep.org or follow the project on Facebook.