Use: Provides references especially helpful in teaching music to physically or mentally handicapped.
Coverage: Covers material published between 1975-1996. Not comprehensive. Includes books, videos, dissertations, and articles from journals.
Organization: Six categories: Articles, Books, Recordings, Videos, Other Resources, and Organizations. Each entry includes bibliographic information, a few are annotated.
Pros: Fulfills a very specific need, fairly extensive listing.
Brenan, Jeffrey S. Music Education Launch Site.http://www.talentz.com/MusicEducation/index.mv Accessed 29 September 1999.
Use: Geared to public school music teachers, but the Allegro search is very useful for private teachers in finding other useful sites.
Coverage: Lesson Plans, Mr. Note, Web Interactive Games, Links to sites dealing with many different aspects of music. Begun around 1994.
Organization: Home page has three categories: About Us, Resources, and Services. The home page and each branch-off page has a search box for Allegro.
Pros: Offers access to a wide variety of different music sites.
Cons: No explanations about how Allegro, the search engine of other related music sites, is organized or used except that you need to type a word.
Kantorski, Vincent J. A Bibliography of Source Readings in Music Education. Detroit Studies in Music Bibliography, ed. J. Bunker and Marilyn S. Clark, No. 78. Warren, Mich.: Harmonie Park Press, 1997. Mus Ref ML 128 .I64 K36 1997
Uses: A single volume of selected source material for music education and related fields. Useful for student as well as professional research.
Coverage: Includes topics on music education as well as psychology of music, philosophical foundations, research practices, as well as curriculum and instruction. Contains titles of books, journals, and standardized tests in music; reviews of journals and chapters of edited books. Does not contain dissertations titles, theses or journal article titles.
Organization: Eight categories: arts; bibliographic resources; curriculum and instruction; foundations, philosophy, and aesthetics; journals; psychology; research; reports, symposia, and conferences. Each reference is followed by abbreviations that list the different categories to which the item relates. Includes an Author Index and a Title Index.
Pros: Author tries to discriminate in selection of entries to include the most pertinent references for graduate students. Items appear under more than one category so they can be easily located under any heading to which they apply.
Cons: Not annotated – only gives the bibliographic information for each entry.


PDF release pending
ERIC Number: ED406585
Record Type: RIE
Publication Date: 1997-Jan
Reference Count: N/A
Does Numeracy Matter? Evidence from the National Child Development Study on the Impact of Poor Numeracy on Adult Life.
Bynner, John; Parsons, Samantha
Data were obtained from the National Child Development Study (NCDS), a large-scale longitudinal study in the United Kingdom following up a sample of people born in a single week in 1958 through to adult life, to demonstrate that poor numeracy skills have a major impact. At age 37, a 10 percent sample of 1,714 cohort members were interviewed and tested for functional literacy and numeracy skills. The assessments were composed of tasks that cohort members were likely to come across in their everyday lives: eight literacy and nine numeracy tasks, each with two or three subquestions. Analysis was designed to see to what extent numeracy problems were subsumed under literacy problems or constituted a significant problem in their own right. Cohort members were placed in four categories: poor numeracy and literacy; poor numeracy and competent literacy; competent numeracy and poor literacy; and competent numeracy and literacy. Seventy percent were competent in both. Evidence showed people without numeracy skills left school early, frequently without qualifications, and had more difficulty getting and maintaining full-time employment. The jobs entered were generally low grade with limited training opportunities and poor pay and prospects. Women with numeracy difficulties appeared especially vulnerable to exclusion from the clerical and sales jobs to which they aspired. Teachers had very limited success in identifying incipient numeracy problems. Women tended to have less competence in certain kinds of numeracy. (The numeracy tasks used in the assessments are appended.) (YLB)
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Developed Nations, Dropouts, Employment Patterns, Employment Potential, Employment Problems, Foreign Countries, Illiteracy, Literacy Education, Longitudinal Studies, Numeracy
Basic Skills Agency, Commonwealth House, 1-19 New Oxford Street, London WC1A 1NU, England, United Kingdom (6.50 British pounds).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Basic Skills Agency, London (England).
Identifiers: Great Britain; National Child Development Study (Great Britain)
Note: For a related document, see CE 073 883.


Fantastic resource for songs of all types. Register to get access to everything for free.
The site had many different sorts of games and activities (including music games) for children with special needs aling with hints and tips for parents, teachers and helpers.
A range of free techie music resources, courtesy of Duncan Chapman
A wealth of simple ideas for music in class.
Lots of music resources aimed at primary school children.
Useful resource written by specialist music teacher working in a SEN setting.
An American website with a huge library of downloadable children’s songs.
Tiny eco-musicals which can be learnt and performed in as little as 30 minutes.
Drums for Schools
Drums for Schools sells a wide range of drums at prices much lower than usual. There’s also an extensive range of shakers and hand-held percussion, whistles, rainsticks and didgeridoos as well as useful drum accessories – carry bags, drum sticks and harnesses etc.
LMS Music Suppliers
LMS Music Supplies is a well-established and very experienced educational music supplier. Staff are all trained music teachers and they have a wide range of instruments.
Knock On Wood
Specialists in instruments and tuition materials from around the world.
The Apollo Ensemble is electronic kit which opens up a new world, from creating sensory rooms and interactive play areas, through to making music for children of all abilities. It can be as simple as using a switch to play a musical note or as complex as a complete interactive play area with lighting and special effects all triggered and controlled by the users.
British Association for Music Therapy
Information about music therapy, with a useful booklist and more links.
Live Music Now
Live Music Now brings live music to a wide variety of settings: schools for children with special needs, centres for adults with physical and learning disabilities, homes for older people, young offenders institutions, prisons, hospitals and hospices.
Drake Music Scotland
Making music accessible through technology.
Youth Music works alongside the formal and community-based sectors to support music-making and training.
Music Education Council
The Music Education Council is the umbrella body for all organisations connected with music education in the United Kingdom.
Sound Junction is an award-winning site for listening to, exploring, discovering and creating music.
Michael Parkinson has been writing and presenting shows in aid of Jessie’s Fund for several years. Here are two clips from his shows:
A song for Jessie written by Susan Raasay.
A tribute to Jessie read by Charlotte Griffin.


Children entering phase three are used to the wide range of activities that help them practise their reading, spelling and blending. In this phase, many of these activities are repeated, using more complex graphemes and words, to help children expand their repertoire and practise what they already know. Many children entering phase three are able to blend phonemes to read and spell vowel-consonant (VC) and consonant-vowel-consonant (CVC) words. They are able to blend and segment these words orally and know around 19 letters.
By the end of this phase, children are typically expected to:
- know an additional 25 graphemes, mostly comprising two letters (e.g. ‘oa’)
- be able to represent most of the 42 phonemes by a grapheme (the additional phoneme /zh/ will be taught at phase five)
- read the tricky words: ‘he’, ‘she’, ‘we’, ‘me’, ‘be’, ‘was’, ‘my’, ‘you’, ‘her’, ‘they’, ‘all’, ‘are’
- spell the tricky words: ‘the’, ‘to’, ‘I’, ‘no’, ‘go’.
This phase gives children the opportunity to apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They learn the letter names and also continue to read more irregular (‘tricky’) words and begin to learn to spell them.
By the end of this phase, children are expected to be confident in blending and reading a range of CVC words. Learn what they’re expected to recognise and be able to say, including a range of more irregular ‘tricky’ words and single and two-syllable words. This is part of Communication, Language and Literacy Development (CLLD).
Early Years practitioners can see how Letters and Sounds phase three uses letter sets and word lists to build children’s skills and understanding. This is part of Communication, Language and Literacy Development (CLLD).
Early years practitioners can see how teaching throughout phase three in Letters and Sounds is supported by activities that build children’s skills in stages. This is part of Communication, Language and Literacy Development (CLLD).


Graduate Catalog 2013-2014
Home | Graduate Catalog 2013-2014 | Graduate Programs, Disciplines, and Course Offerings | Graduate Programs in Education | Graduate Education Courses | EDE - Childhood Education (Elementary Education) Courses | EDE 603 Teaching and Learning Mathematics in Elementary Education
EDE 603 Teaching and Learning Mathematics in Elementary Education
3 hours; 3 credits
The design of mathematics lessons that address the needs of students with varying abilities. The role of context as it relates to the development of mathematical ideas and strategies in teh elementary school years is explored. Attention is given to the use of technology in instruction and of multiple approaches to assessment of learning. A fieldwork component of 15 hours is included. Not open for students who have taken EDE 303 or its equivalent.
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I am a textile artist getting certification in art education.
Several processes in the fiber arts utilize water. Feltmaking
would be an exciting process to investigate with students. Wool fibers
are carded(combed so they lie in the same direction) and formed into
layers called batts. Wool fibers will stick together quite nicely.The
batts or layers are laid one on top of the other. The wool fibers in
each layer should lay perpendicular to the layer next to it. The stack
of batts are wrapped loosely in a fine netting. This must be stitched in
place (stitches can be large and loose) to keep the bundle together. This
bundle must then be immersed in warm soapy water. Working in the water it must
be pressed, twisted and squeezed so the wool fibers will join together
making felt. Move the bundle to a soapy cold water bath.
Continue to press, squeeze and twist the felt. Change back to a warm
water bath. It will be obvious when the felt has formed. The felting
process may take 10 to 20 minutes depending on the person making it.
There are books focusing entirely on felt that are quite good. I will
send these later.
Hope this is helpful.Good Luck!p


mented by early childhood educators or those who teach them. To ensure that all children enter elementary school with the mathematical foundation they need for success requires that individuals throughout the early childhood education system—including the teaching workforce, curriculum developers, program directors, and policy makers—transform their approach to mathematics education in early childhood by supporting, developing, and implementing research-based practices and curricula.
Recommendation 1: A coordinated national early childhood mathematics initiative should be put in place to improve mathematics teaching and learning for all children ages 3 to 6.
A number of specific recommendations for action follow from this overarching recommendation. The specific steps and the individuals or organization that must be involved in enacting them are outlined below. We provide further guidance about how to enact these steps in Chapter 9.
Recommendation 2: Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. The mathematical process goals should be integrated in these content areas. Children should understand the concepts and learn the skills exemplified in the teaching-learning paths described in this report.
Recommendation 3: All early childhood programs should provide high-quality mathematics curricula and instruction as described in this report.
Recommendation 4: States should develop or revise their early childhood learning standards or guidelines to reflect the teaching-learning paths described in this report.
Recommendation 5: Curriculum developers and publishers should base their materials on the principles and teaching-learning paths described in this report.
Recommendation 6: An essential component of a coordinated national early childhood mathematics initiative is the provision of professional development to early childhood in-service teachers that helps them (a)


July 21, 2009 In June 2009, researchers reported that archaeologists in Germany had discovered a 35,000-year-old flute made of bird bone. It represented, one newspaper said, "the earliest known flowering of music-making in Stone Age culture." And we have been tapping our toes, humming along, singing and dancing ever since.
The power of music affects all of us and has long appealed to our emotions. It is for this reason that UCLA researchers are using music to help children with autism spectrum disorders (ASD), for whom understanding emotions is a very difficult task. This inability robs them of the chance to communicate effectively and make friends and can often lead to social isolation and loneliness.
Thanks to a grant from the NAMM Foundation, the trade association of the international music products association, Istvan Molnar-Szakacs, a researcher at the UCLA Tennenbaum Center for the Biology of Creativity and member of the of the Help Group–UCLA Autism Research Alliance, and colleagues have developed a music education program designed to help children with ASD better understand emotions and learn to recognize emotions in others.
"This is a 'naturalistic study,' in that it takes place not in a lab but in the child's classroom at the Help Group's Village Glen School for children with autism, where they are engaged in music-making," Molnar-Szakacs said.
Specifically, the children are using a method of music education known as the Orff-Schulwerk approach. Developed by 20th-century German composer Carl Orff ("schulwerk" is German for schooling), it is a unique approach to music learning that is supported by movement and based on things that kids intuitively like to do, such as sing, chant rhymes, clap, dance and keep a beat or play a rhythm on anything near at hand. Orff called this music and movement activity "elemental" — basic, unsophisticated and concerned with the fundamental building blocks of music.
The 12-week program uses elements from the Orff method — including games, instruments and teamwork — and combines them with musical games. The idea is to pair emotional musical excerpts with matching displays of social emotion (happy with happy, sad with sad, etc.) in a social, interactive setting.
"Music is a birthright of all children. To be able to listen and appreciate, sing or participate in music-making are as essential to development as mathematical or linguistic learning," Molnar-Szakacs said. "The purpose of this work is to provide a means for awakening the potential in every child for being 'musical' — that is, to be able to understand and use music and movement as forms of expression and, through that, to develop a recognition and understanding of emotions."
In fact, he said, participating in musical activities has the potential to scaffold and enhance all other learning and development, from timing and language to social skills.
"Beyond these more concrete intellectual benefits, the extraordinary power of music to trigger memories and emotions and join us together as an emotional, empathic and compassionate humanity are invaluable," Molnar-Szakacs said.
The goal of the research is to evaluate the effect of the music education program on outcomes in social communication and emotional functioning, as well as the children's musical development, according to Molnar-Szakacs.
"Hopefully this will be a fun, engaging and cost-effective therapeutic intervention to help children with ASD recognize and understand emotions in daily life interactions," he said. "An improved ability to recognize social emotions will allow these children to form more meaningful social relationships and hopefully greatly improve their quality of life."
Molnar-Szakacs is collaborating on the grant with Elizabeth A. Laugeson, a UCLA clinical instructor of psychiatry and director of the Help Group–UCLA Autism Research Alliance.
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The above story is based on materials provided by University of California, Los Angeles (UCLA), Health Sciences.
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
Note: If no author is given, the source is cited instead.


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Re: Expressing War & Peace through art
[ Thread ][ Subject ][ Author ][ Date ]wendy sauls
Tue, 29 Sep 1998 21:12:56
some time ago i saw a project in school arts in which students used
refrigerator box cardboard opened up to make something like a little room.
on one side of the room, war was represented, and the other side, peace -
images, words, colors...it was very powerful and moving, looked like a
great idea. my memory of the specifics is a little vague but if you have
access to back issues at the library or something...we are doing a school
wide conflict resolution unit this week in homeroom at my ms. today one of
my students asked "how come in history we learn about all the wars and
battles and killing but never about people who get along and are nice to
each other?" well?
Art Teacher, Kanapaha Middle School, Gainesville, FL
Doctoral Student, Art Education, Florida State University
home page: http://grove.ufl.edu/~c4930cqs/home.html


|This article relies largely or entirely upon a single source. (September 2013)|
José Montoya (May 28, 1932 – September 25, 2013) was a poet and an artist from Sacramento, California. He was one of the most influential Chicano bilingual poets. He has published many well-known poems in anthologies and magazines. He was Sacramento's poet laureate.
Making his start soon after the Korean War when he entered San Diego City College as an art student, Montoya later transferred to the California College of Arts & Crafts in Oakland, California. He graduated with a Bachelor of Arts in 1962. In the early 1970s, he joined students and members of the Chicano community to found the Rebel Chicano Art Front, later renamed the Royal Chicano Air Force, which organized numerous cultural, educational, and political activities in the Sacramento area. He began his career by teaching High School until he earned his MA in 1971, at California State University. He then taught for 25 years in the Department of Art Education at CSUS.
His son Richard Montoya is a member of the performance troupe Culture Clash.
Hoy enterraron al Louie.
And San Pedro o san pinche
Are in for it. And those
Times of the forties
And the early fifties
Lost un vato de atolle.
- — El Louie, 1969
"El Louie" is probably Montoya's most famous and most often anthologized poem. With compassion and anger, it tells the story of Louie, a pachuco from San José and California's Central Valley who is a popular local figure. After he comes back from the war in Korea his life disintegrates as he continues coming into conflict with the white-dominated world of California; he is a hero and a loser, hocking his combat medals for booze and drugs; he dies alone in squalid conditions. Louie is not elevated to gangster sainthood, but he is "recognized as a normative model" rather than portrayed as deviant, dangerous or insignificant (Hernandez 76).
- Montoya, José. El Sol y Los De Abajo and other R.C.A.F. poems por José Montoya. San Francisco: Ediciones Pocho-che, 1972.
- Montoya, José. In Formation: 20 Years of Joda. Chusma House Publications, 1992.
- Trio Casindio and the Royal Chicano Air Force. 20 Years of Songs by José Montoya.
- Magagnini, Stephen (1932-05-28). "Jose Montoya, Sacramento poet and artist, has died - Obituaries - The Sacramento Bee". Sacbee.com. Retrieved 2013-09-27.
- Elliott, Emory. The Columbia Literary History of the United States. NY: Columbia UP, 1988.
- Hernandez, Guillermo E. Chicano Satire. 2 March 2004. http://www.sscnet.ucla.edu/csrc/gmo/span145/articles/satirepgs52-84.html. Austin: U of TX P, 1991.
- Montoya, José. In Formation: 20 Years of Joda. Aztlán: Chusma House Publications, 1992.


Schedules & Fee
Children aged 6-8 will explore many of the basic elements of music and the piano in this lively and enjoyable course: developing their understanding of rhythm through clapping and counting, reading treble and bass clefs, and learning to play music on the piano both individually and together. Another important aspect of the course is an emphasis on singing songs using solfege (‘do-re-mi’) before playing them on the keyboard. This helps develop each child’s ‘inner ear’ and sight singing skills, which are crucial to all music making.
Group learning has long been recognized as one of the most effective ways to teach children about music. A group environment has the added benefits of using positive peer pressure as an incentive to learn, and the interaction between students encourages and promotes understanding. The opportunity to make music together with friends and classmates who share common goals and skills adds additional incentives for progress and success. In Introducing Piano/Keyboard for Children, young people participate in a variety of interesting and fun activities, thus instilling positive lifetime attitudes towards music and learning.
Children entering this course must have a piano, digital piano or keyboard at home or available for regular practice. These may be purchased from Waltons music shops at special discounts (see below) or on payment plans. Parents are also advised to purchase Tunes for Ten Fingers: A First Piano Book by Pauline Hall (Oxford University Press), available in Waltons music shops, before the start of the course.
Introducing Piano/Keyboard for Children is one of our group courses for beginners. Private and partner piano lessons are also available for students at all levels, from beginner to advanced. Go to Departments & Faculty - Piano & Keyboard for more information.
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Majella Boland, Teacher
Majella graduated with a BA International double honours Degree in Music and French from N.U.I. Maynooth in 2006, completing a year in l’Université Jean-Monnet in St. Eitenne, France. She recently completed her PhD in Musicology at University College Dublin (with a dissertation on the music of John Field), where she has tutored and examined both keyboard harmony and general musicianship. Majella co-edited Issue 6 of the postgraduate journal The Musicology Review and contributed an article to Issue 7 of the same journal. She has presented at all the annual Society for Musicology in Ireland's (SMI) conferences since 2009; the First International Conference on Irish Music and Musicians (Durham, 2010); the Eighth Biennial Conference for Music in Nineteenth-Century Britain (Belfast, 2011); and the international conference, Central European Musicians and the Birth of French Piano Virtuosity (Rome, 2012). She is an active member of the Society for Musicology in Ireland, the Kodály Society of Ireland, the Society for Music Education in Ireland and the European Piano Teachers' Association of Ireland. Majella received her AVCM piano diploma in 2000, is a former violinist with Kildare County Orchestra (1999-2004) and was a member of the Choral Society in NUIM (2002-2004). She has taught piano and theory at the New School since 2008.
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2013-2014 Class Schedules & Fee
23 weeks, 5 October 2013 – 12 April 2014
(No classes 2 November, 21 December – 4 January, 22 February)
Saturdays 11 am – 12 pm FULLY BOOKED
Saturdays 12 – 1 pm FULLY BOOKED
Tuition Fee: €380
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Enrolment for this course requires a completed enrolment form and full payment of tuition fees. (Go to Enrolment & Booking Form Downloads for a 2013-2014 Courses for Children Enrolment Form.) Places are available on a first-come, first-served basis, based on the date of enrolment. Early enrolment is recommended, as places in each class are limited to six.
Purchasing this course as a gift? Go to Enrolment & Booking Form Downloads for a Gift Certificate Booking Form.
If your child does not already have an instrument for this course, please note that Waltons music shops offer suitable instruments at special discounts for students starting tuition at the New School. Go to Recommended Instruments for more information.
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paraguay: sounds of hope
FEATURED LESSON PLAN: Music as an Instrument of Social Change
In this lesson, students will examine how a music education program is being used in Paraguay to bring about positive social change. They will then predict how Paraguay’s economy, politics and culture might be different in 20 years as a result of the program. For more background information on Paraguay and the vision for this music program, please see the Related Resources.
Social Studies, Geography, World History, Global Studies, Music
The student will:
- Examine a program for poor children in Paraguay that aims to bring about positive social change through music
- Discuss benefits that come from studying and performing music
- Infer what economic, political and cultural changes might occur in Paraguay over time as a result of the program
Estimated Time Needed:
One 50-minute class period
- Internet access and equipment to show the class an online video clip and to conduct research
- The FRONTLINE/World film Paraguay: Sounds of Hope (length: 14:03)
- Map showing the location of Paraguay
- Ask the class if anyone plays a musical instrument. Invite those who do to describe any benefits they have received from studying music. Capture these benefits on a list that everyone can see. Have students consider whether any of those benefits might help them to be better citizens of your community.
- Explain that you are going to show the class a video that tells the story of a famous Paraguayan musician who is trying to bring positive change to his country by providing free instruments and musical instruction to poor and neglected children. Point out the location of Paraguay on a map. Explain that years of political uncertainty, corruption and a poor infrastructure have meant that about 60 percent of Paraguayans live in poverty.
- Show the class Paraguay: Sounds of Hope (length: 14:03). Focus student viewing by having them take notes on the ways the Sounds of the Earth program has changed the lives of its participants. After watching the video, have students refer to their notes to make any additions to the class list about the benefits of music.
- Make further additions to this list by highlighting some sections of FRONTLINE/World’s interview with Szarán. Specifically, have students consider his answers to these questions:
- What kinds of music do children play in the program?
- What has been the most difficult part of running the program?
- How have years under a dictatorship defined the country?
- Tell me more about your efforts to expand Sonidos into urban areas. What has it been like to work there? What are some of the challenges?
- Five years on, how far and wide has your program spread?
- Why did you take some of the kids from the program to Europe?
- And for those who are not geniuses, what happens to them? What do they learn?
- Ask students to take what they’ve learned about Paraguay and the class list about the benefits of music and write a one-page description that predicts how Paraguay might be different in 20 years as a result of the Sounds of the Earth project. Students should frame their predictions by how they think changes might take place in the areas of economics, politics and culture.
- If time permits, invite students to share what they’ve written with the class. As they read, play audio clips from “The Music of the Missions” in the background.
This teacher's guide was written by Cari Ladd.


|Text Index||Custom Search|
Administrative Rule 6A-4.0151
Specialization Requirements for Elementary Education (Grades K-6) - Academic Class.
(1) Plan One. A bachelor's or higher degree with a major in elementary education which includes teaching reading at the K-6 level, or
(2) Plan Two. A bachelor's or higher degree with thirty (30) semester hours in elementary education to include the areas specified below:
(a) Courses in teaching reading in grades K-6 to include each of the following:
1. Understanding the reading process and effective reading instruction,
2. Recognition and assessment of reading problems, and
3. Prescription and utilization of appropriate methods and materials to increase reading performance; and
(b) Courses in each of the areas specified below:
1. Content and methods for teaching writing and language arts in grades K-6,
2. Content and methods for teaching science for grades K-6,
3. Content and methods for teaching social science for grades K-6,
4. Content and methods for teaching health education and physical education for grades K-6,
5. Content and methods for teaching art for grades K-6,
6. Content and methods for teaching music for grades K-6,
7. Content and methods for teaching mathematics for grades K-6, and
8. Materials for use in grades K-6 such as children's literature, multi-media materials, library materials, and the computer as an instructional tool.
(3) This rule is to become effective July 1, 2002, and supersedes the provisions of Rules 6A-4.014 and 6A-4.015, FAC., as of that date.
Specific Authority 1001.02, 1012.55, 1012.56 FS. Law Implemented 1001.02, 1012.54, 1012.55, 1012.56 FS. History–New 7-1-02.


Exam boards: Edexcel, AQA, OCR, WJECL
This workbook has been specifically written to improve theory comprehension among students requiring a basic knowledge of the subject.
Starting with the fundamentals of pitch and rhythm, this workbook steadily progresses to a range of applications including key signatures, scales, chords and modulation.
There are a number of tasks in each chapter, including practical aural and written exercises based on rock, pop, jazz and classical music. Many of the exercises can also be explored using music technology software.
This workbook is aimed at students wanting a firm grounding in music theory to GCSE level, and also candidates preparing for early grade exams in music theory.
Rebecca Berkley is a freelance writer and musician, and is a music education consultant. She has taught percussion to students of all ages, both as a private teacher and as a workshop leader, and published percussion music. She is also a choral conductor, running several choirs and directing music festivals with her husband. After starting her career as a music teacher in secondary schools, she became a lecturer in music education at the University of Southampton and the Institute of Education, University of London. Her PhD thesis focused on how GCSE students learn to compose, and how best to teach them. She is the co-author of Rhinegold’s Edexcel GCSE Music Listening Tests (Book 3) and contributes as a freelance writer to Classroom Music Magazine.


Scott Bigelow | 910.521.6351 | firstname.lastname@example.org
University Communications and Marketing
Tuesday, February 5, 2008
Students, area teachers introduced to music education program
Twenty-eight public school teachers, music education students and faculty participated recently in a 10-hour introduction to the Orff-Schulwerk approach to music education at The University of North Carolina at Pembroke.
The Orff-Schulwerk method of teaching children involves song, instruments, rhythm and movement. Dr. Dan Johnson, a UNC Wilmington music professor and certified Orff-Schulwerk instructor, led the clinic.
“This is an introduction to the levels courses, which are intensive, 60-hour, two-week classes,” Johnson said. “It is an idea or approach that may be applied in the classroom.”
Dr. Johnson put the class through the routines and offered free samples of musical activities to the participants. A certified instructor since 2005, he said Orff-Schulwerk is becoming very popular.
“It is used by 10,000 teachers in the U.S. and has been translated into 18 languages,” Dr. Johnson said. “It’s what children do naturally with movement, rhythm and playing instruments.”
Orff-Schulwerk, or Orff-approach, is a developmental method of music education for children. It was developed by the late German composer Carl Orff and uses very simple activities for children to create music.
Johnson with students
“It is a way for all children to participate in musical activities that are fun for them,” he said. “Orff-Schulwerk engages kids in making music while teaching concepts and skills.”
Continuing education credits were available for music teachers, said Dr. Gary Wright, a UNCP music professor and clinic coordinator. Dr. Wright said UNCP plans additional introductory clinics.
“I could have filled this class three times,” Dr. Wright said. “For many reasons, Orff-Schulwerk works.”
Dr. Wright said the program enhances the National Standards of Music and fits into music programs because it is an approach to teaching music not a curriculum.
“There are any number of approaches to teaching music and all can be effective,” Dr. Wright said. “The Orff-approach is structured and easy to learn, and it can be integrated into any curriculum.”
Dr. Wright said he uses some of the Orff-Schulwerk methods in a church music program. Fun and great music are two key elements, he said.
“An ensemble of children playing this music builds a wall of enchanting sound,” he said. “Consisting of percussion, metallophone, marimba and glockenspiel, the instruments are gorgeous, easy to play and make beautiful music.”
To learn more, go to the American Orff-Schulwerk Association Web site at: www.aosa2.org.
Dr. Wright said additional clinics are planned. UNCP’s Music Department may be contacted at 910.521.6230 or email email@example.com.
© The University of North Carolina at Pembroke
PO Box 1510 Pembroke, NC 28372-1510 • 910.521.6000


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Teacher Resources by Grade
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|9th - 10th||11th - 12th|
Beyond History Books: Researching With Twin Texts and Technology
|Grades||4 – 8|
|Estimated Time||Ten 30- to 60-minute sessions|
Pairing fiction and nonfiction books on one topic (twin texts) has been shown to build background knowledge, boost comprehension, and increase motivation. Informative and interactive websites further enrich such literacy experiences. In this lesson, students explore a historic event in depth by reading fiction and nonfiction literature. Then, to enhance and extend the reading experience, students participate in website exploration and virtual field trips. Throughout the process, students gather facts and relevant information, which they later organize and present to the class. This lesson is easily adaptable to accommodate a wide range of historic events, instructional objectives, and grade levels.
Twin Texts and Technology Topics: This printout offers suggestions for fiction and nonfiction books and relevant websites relating to four different topics (the American Civil Rights Movement, the Holocaust/World War II, the Irish Potato Famine, and the history of inventions).
K-W-L Creator: Create savable K-W-L Charts for whole-class knowledge collection.
Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. The Reading Teacher, 59(7), 714–728.
- Through participation in Internet activities, students engage in critical thinking and acquire new skills and strategies needed to take advantage of today’s information and communication technologies (ICTs).
- When teachers use the Internet in their classrooms for teaching and learning, they extend opportunities for developing new literacy skills.
Labbo, L.D. (2005). Books and computer response activities that support literacy development. The Reading Teacher, 59(3), 288–292.
- Linking story time to computer time can motivate children to learn more about literacy by drawing attention to big ideas, new vocabulary, thematic connections, and innovations in text.
- The Internet provides students opportunities to build background knowledge, gather information, gain knowledge, and exchange ideas.
Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 58(7), 680–683.
- The use of both fiction and nonfiction texts can activate background knowledge, build vocabulary in authentic contexts, and motivate students to think deeply.
- Incorporating multiple texts on the same topic helps students become sophisticated readers who make connections between diverse texts and gain knowledge from a variety of genres.


Posts Tagged ‘science for kids’
In a matter of months, the sun’s magnetic field will completely invert itself, an event that will create ripple effects throughout the entire solar system. Don’t freak out! Solar magnetic field reversals are relatively common occurrences in our cosmic neighborhood (they happen once about every 11 years or so).
Our planet’s polar regions change, too—they just do it very slowly. Then again, the earth isn’t a humongous churning ball of burning gas that’s constantly rearranging its matter, so count on your compasses continuing to point north until scientists say otherwise. Right now, however, our sun’s north pole has already switched its sign, and the south pole is racing to catch up.
Because the orientation of the sun’s magnetic field is constantly in flux, it induces a small electrical current in all matter in the solar system (that’s right—all matter in the solar system, including stuff beyond Pluto!). The inverse is also true—the flow of electricity induces its own magnetic field, giving objects with an electrical current the ability to attract and repel other magnets. See this for yourself by checking out this great science fair project where kids build their own working electric motors.
To further honor this relatively obscure (but pretty darn cool!) cosmic event, check out these sun-related science fair projects that will have kids doing everything from testing the optimal angle for solar cells to learning how to cook hot dogs with parabolic mirrors.
We at Education.com are proud to announce our partnership with Scientific American’s Bring Science Home. Every Thursday, Bring Science Home provides parents with a fun, science-related activity to do with their six- to 12-year-olds that can be completed with simple household materials in under an hour. The projects themselves are fantastic because they give parents and children the opportunity to engage in hands-on learning together, and are written in such a way that the scientific content is enlightening to people of all ages. It’s a truly fantastic feature.
Bring Science Home: No Experience Necessary
“As a kid, I often spent an afternoon after a big rain storm with my brothers tromping down to a local drainage stream to see what the water had washed in,” writes Katherine Harmon, associate editor for Scientific American and managing editor of Bring Science Home, in her introduction to the feature last spring. “And it wasn’t unusual to find sitting around the kitchen table with our hands coated in a green, oozy cornstarch-and-water mixture, wondering at its weird properties. My parents aren’t scientists or university professors, and my brothers and I didn’t think of these diversions as science. But they were—and these simple activities, along with the questions and conversations they prompted, have stuck with me into adulthood.”
Bring Science Home is built on this guiding principle: you don’t have to have any formal background in science whatsoever in order to promote science literacy in your home. Even American astrophysicist and science communicator Neil deGrasse Tyson acknowledges this in an American Scientist interview, as he recounts his two-year-old daughter spilling a glass of milk on the dining room table: “When she watched it drizzle between the leaves, and then drip down to the floor, she was performing experiments in fluid dynamics. Let ‘em play. When you do, the kids do not have to be reintroduced to ways of questioning nature, and the task of promoting science would be a trivial exercise.”
By contributing content to Bring Science Home, Education.com helps parents facilitate an environment where kids can easily follow through on their own innate inquisitiveness. The content we contribute is structured in the sense that it gives parents and kids a clear procedure to follow and accessible scientific explanations that are tied directly to what parents and kids saw happen—but it’s informal in the sense that the content isn’t designed to lecture. Instead, it encourages kids (and their parents) to ask questions think critically about what they’re exploring.
Whenever we choose an article to rewrite from Education.com’s vast library of science fair project ideas, we make sure that the article lends itself particularly well to creating these kinds of enriching experiences…but we must admit that we have a strong bias towards selecting projects that make kids and parents go “Whoa.”
Check out what we’ve contributed to Bring Science Home so far. These projects are sure to be a big hit with your little evil geniuses.


Use reconciliation in a sentence
- It might be that Rudyard was gone forever without hearing what she had to say, or knowing whether she desired reconciliation and peace.
- The Governor, seeing how ill it was to be at variance with both Montcalm and Bigot, presently began to covet a reconciliation with the latter.
- At Beaugency Joan had engaged to bring about a reconciliation between the Constable Richemont and the King.
This page helps answer: how do I use the word reconciliation in a sentence? How do you use reconciliation in a sentence? Can you give me a sentence for the word reconciliation? It may also be related to secondary school, lessons, elementary education, learn English course, and skool.
Example sentences with the word reconciliation, a sentence example for reconciliation, and reconciliation in sample sentence.


Stimulating Creativity through Fine Arts
Our students are surrounded with a wide range of opportunities when it comes to the Fine Arts. Full programs are offered in the way of dance, drama/theatre, music and visual arts.
At each grade level, students are introduced to another level of awareness in the subjects of visual arts, theatre and music. Our programs are designed to create intellectual, personal, physical and emotional responses to help students learn and understand the historical perspective and cultural contribution of the arts to civilization.
The UCS Fine Arts departments provide key lessons so students learn to value imagination and creative expression. Above all, our students learn the importance of lifelong learning.
Instrumental in Education – Secondary Instrumental Program
Our Instrumental Music Program is performance-based and strives to enrich lives. Instrumental music challenges students to develop and establish individual abilities in music.
Dedication, teamwork, communication, leadership, responsibility, creativity, problem-solving, emotional expression and discipline are required to contribute to musical performances. We strive to foster an individual sense of belonging to create a personal character that instills music appreciation through performance, artistic expression and aesthetic well-being.
Broadening Perspectives through Theatre Arts
In Utica Community Schools, we strive to ensure that each student has the opportunity to experience all that Theatre Arts has to offer. The Theatre Arts Department is dedicated to broadening the students’ perspective of the world while increasing their life-long appreciation of Theatre.
Inspiring Young Minds
Students participating in our Visual Arts classes have choices that span from elementary school to senior high school. Our students can begin with basic-level concepts and move on each year to gradually more difficult crafts and high-level art skills.
Elementary Art Department Mission
It is our mission to present a program that meets the needs of every student, while encouraging diversity within our school district and adhering to the uniformity of our basic philosophy. Our art teachers adhere to the benchmarks and guidelines set forth by the district, state, and national levels. Our art program guidelines allow sufficient flexibility for freedom of interpretation by individual art teachers while strengthening our curriculum through the process of sharing creative ideas.
At the elementary school level, our students learn:
- the value of originality
- how one problem can have many solutions
- to celebrate our uniqueness
- how creative thought can provide balance
- that learning is everlasting
Secondary Art Department Vision
Our comprehensive art program was designed to inspire young minds, ignite self-confidence and nourish the human spirit. It is designed to cultivate a passion for personal vision and expression and allows for creation of quality art works. At the secondary level, students receive training in problem-solving, craftsmanship and learn skills using traditional and progressive methods. Areas of study include folk arts, drawing and painting, sculpture, design, architecture, film and video.
At the secondary school level, our students:
- Grow more sophisticated in their employment of the visual arts
- Mature in their thinking, working, communicating, reasoning, and investigating skills
- Gain greater artistic competence in visual, oral, and written communications
- Understand the multifaceted interplay of different media, styles, forms, techniques, and processes in the creation of their work.
A Universal Language
We provide diverse exposure to the many avenues of vocal music through our Vocal Music program. At both elementary and secondary levels, students learn teamwork, self-expression, creativity and the joy and balance that music brings to the spirit.
Elementary Vocal Music Department
The mission of the Elementary Vocal Music Department is to provide educational opportunities for every child to develop fundamental musical abilities and skills consistent with his/her abilities. These skills and abilities are intended to form a foundation for the child’s future musical development, as well as help develop positive attitudes about music in general. These attitudes will foster a love for many styles of music, the desire to develop musical skills and to actively participate in musical activities, thus enriching life.
From kindergarten through sixth grade, our students continue their vocal music education with lessons that incorporate eight vocal music standards, or goals. These standards, taught in varying levels of complexity according to grade level, include singing a variety of songs and chants independently and with others, exposure to diverse styles of music and composers throughout music history and the use of various musical instruments.
Secondary Music Department
At the Secondary Vocal Music level, we strive to ignite a passion for lifelong music appreciation. We strive to inspire performers and audiences of the future by challenging students physically, mentally and emotionally. Classes are exposed to music history, diverse musical styles, music theory and technology, sight-reading, and vocal techniques to promote music literacy.
Students participating at the secondary vocal music level are provided the opportunity for expression through public performance. It encourages teamwork, self-expression, creativity, and independence.


Gersten, R., & Chard, D. (1999). Number Sense Rethinking Arithmetic Instruction for Students with Mathematical Disabilities. The Journal of special education, 33(1), 18-28.
This article draws analogies between phonological awareness and number sense. Although it is written for a specific learning disabilities audience, the information within is useful for anyone who wants to learn more about how number sense is developed. The authors draw analogies between earlier research on ways to remediate mathematical disabilities and earlier research on reading disabilities. Their goal here is to provide a brief overview of phonological awareness concepts and number sense before introducing the concept of number sense, rather than to attempt to provide a comprehensive review of either topic.
Number sense is difficult to define but easy to recognize. Students with good number sense can move seamlessly between the real world of quantities and the mathematical world of numbers and numerical expressions. They can invent their own procedures for conducting numerical operations. They can represent the same number in multiple ways depending on the context and purpose of this representation. They can recognize benchmark numbers and number patterns: especially ones that derive from the deep structure of the number system. They have a good sense of numerical magnitude and can recognize gross numerical errors that is, errors that are off by an order of magnitude. Finally, they can think or talk in a sensible way about the general properties of a numerical problem or expression-- without doing any precise computation.
It is also likely that some students who are drilled on number facts and then taught various algorithms for computations may never develop much number sense, just as some special education students, despite some phonics instruction and work on repeated readings/fluency and accuracy, fail to develop good phonemic awareness or any sense of the purpose or pleasure of reading.


ERIC Number: ED481857
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Dyslexia, Dyspraxia and Mathematics.
This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually learn basic mathematics and the special cognitive needs of this population. Sections address the following broad areas: definitions and premises; basic counting and the early stages of addition and subtraction; addition and subtraction with larger numbers; and multiplication and division. Individual chapters examine the following topics: (1) background information; (2) teaching premises; (3) counting; (4) counting in basic calculation; (5) defining the difficulties; (6) an understanding-based approach to teaching the number structures; (7) basic calculation to twenty; (8) two-digit addition and subtraction; (9) more on two-digit addition and subtraction; (10) theoretical debates about multiplication and division; (11) an understanding based approach to multiplication and division for dyslexic and dyspraxic children; and (12) multiplication and division with larger numbers. (Contains references.) (DB)
Descriptors: Addition, Arithmetic, Cognitive Processes, Computation, Division, Dyscalculia, Dyslexia, Elementary Education, Multiplication, Number Concepts, Remedial Instruction, Subtraction
Taylor and Francis, 10650 Toebben Dr., Independence, KY 41051 ($54.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: firstname.lastname@example.org; Web site: http://www.taylorand francis.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A


Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., and Domitrovich, C.E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20 21-843.
Bornstein, M.C., and Bradley, R.H. (Eds.). (2003). Socioeconomic status, parenting, and child development. Mahwah, NJ: Lawrence Erlbaum.
Bost, K.K., Vaughn, B.E., Washington, W.N., Gielinski, K.L., and Bradbard, M.R. (1998). Social competence, social support, and attachment: Demarcation of construct domains, measurement, and paths of influence for preschool children attending Head Start. Child Development, 69, 192-218.
Bradburn, N.M., Fuqua, C.J.E. (2010). Indicators and the federal statistical system: An essential but fraught partnership. ANNALS of the American Academy of Political and Social Science, 630, 89-108.
Bradley, R.H., Burchinal, M.R., and Casey, P.H. (2001). Early intervention: The moderating role of the home environment. Applied Developmental Science, 5, 2-8.
Bradley, R.H., Corwyn, R.F., Burchinal, M., McAdoo, H.P., and Coll, C.G. (2001). The home environments of children in the United States. Part II: Relations with behavioral development through age thirteen. Child Development, 72, 1868-1886.
Brice-Heath, S. (1986). Critical factors in literacy development. In S. de Castell, A. Luke, and K. Egan (Eds.), Literacy, society, and schooling (pp. 209-229). Cambridge, MA: Cambridge University Press.
Brooks-Gunn, J. and Markman, L.B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15, 139-168.
Brown, J.L., Jones, S.M., LaRusso, M.D., and Aber, J.L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102, 153-167.
Bryk, A.S., and Hermanson, K.L. (1993). Educational indicator systems: Observations on their structure, interpretation, and use. Review of Research in Education, 19, 451-484.
Burchinal, M.R. (2012). Key preschool variables to be included in a national system of education indicators. Paper presented at the NRC Workshop on Key National Education Indicators, National Research Council, January 27, Washington, DC.


The ABCs for inclusive tertiary art education
This research project set out to make practical recommendations for an inclusive teaching methodology that enables students with intellectual impairment to study art at a tertiary level.
Marcel Baaijens – The Learning Connexion, Wellington
The project was supervised by Lynsey Gedye (MComms), Quality Assurance Advisor, NZQA.
Date completed: December 2011
About the project
The project researched published and unpublished literature, video documentaries, and online resources by authors from various disciplines that addressed topics such as:
- intelligence and creativity
- cultural democracy, and
- art education for intellectually impaired students.
Since no inclusive art education programmes were found the project conducted face-to-face interviews at exclusive, community-based art educational settings for intellectually impaired students and an online questionnaire, to uncover best practices and critical success factors.
It identified, documented and discussed models of good practice and critical success factors it uncovered in New Zealand and overseas. It tested their suitability for an inclusive tertiary art education methodology in an experimental class in New Zealand. It verified that the students’ work met class and tertiary art educational requirements. It conducted, documented and discussed case studies of intellectually impaired art students in a variety of art educational settings to determine how inclusion can best advance their creative development.
What the project found – a summary
Tertiary art education can successfully include students with intellectual impairments when a needs-based teaching methodology is used.
- A needs-based methodology makes ‘special’ art education obsolete as it allows a teacher to simultaneously teach intellectually impaired and non-impaired students, making tertiary art education truly inclusive.
- All students in an experimental inclusive class successfully met the class and tertiary art educational requirements.
- Inclusive tertiary art education benefited both intellectually impaired and non-impaired students.
- The benefits extended beyond the students to those working in the disability and education sectors and the community at large.
- An intellectual impairment can affect how someone learns. Art educational methodologies suitable for non-impaired students may be ineffective and inappropriate for use with intellectually impaired students.
- Inappropriate methodologies can cause the loss of unique cultural expressions, and endanger cultural democracy.
- Art teachers interviewed for this research, who called their art educational approach ‘intuitive’, were often unable to define such an approach, prompting an attempt to define intuition and intuitive methodologies.
- The hypothesis that intellectual impairments may create a natural conducive condition for intellectually impaired people to be creative, which is rare in non-impaired students.
- Working alongside student with intellectual impairments can be inspiring, encouraging and beneficial for non-impaired students.
Recommendations for the future
The report recommends that:
- anyone wishing to develop an inclusive tertiary art educational methodology could consider and integrate the critical success factors uncovered and discussed by this research project.
- exclusive creative spaces for intellectually impaired people could consider becoming inclusive.
- research into the brain activity in intellectually impaired students while they are creative could investigate the hypothesis that intellectual impairments may affect the self-monitoring part of the brain but not the self-expression part, and creates a natural conducive condition for intellectually impaired people to be creative
- research how care, support, transition and other disability organisations (and those governing and funding the tertiary art education and disability sectors) can best develop and cultivate inclusive attitudes, visions, policies, and strategies that will enable intellectually impaired students to transition into tertiary art education
- develop digital interactive touch-screen technology for both communication and creative design purposes, as they may prove to be valuable resources for teaching intellectually and linguistically impaired students
- practical experimentation and research in classrooms to enable teachers to cultivate inclusive attitudes, visions, and teaching skills. Documentation and analysis of such experiments may serve as a foundation for a future teacher training course in inclusive art education.
This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work noncommercially, as long as you credit the author/s and license your new creations under the identical terms.


National Action Plan to Improve Health Literacy – Improving Health and Quality of Life in Communities
The Department of Health and Human Services’ Office of Disease Prevention and Health Promotion recently released a key report titled the National Action Plan to Improve Health Literacy. The publication is a call to action for “organizations, professionals, policymakers, communities, individuals, and families” to join together in a national response to the problems stemming from low health literacy.
The report is notable in many areas. The report begins with an introduction about health information in the lives of ordinary people and the decisions and actions that must be taken on a daily basis. Even seemingly simple tasks can be difficult, such as choosing the correct over-the-counter cold medicine for a child, or reading the label on a prescription bottle. The report notes that “nearly 9 out of 10 adults have difficulty using the everyday health information that is routinely available in our health care facilities, retail outlets, media, and communities.” A thorough definition of health literacy follows, including the correlation between literacy and health literacy.
The second section of the report compiles data and statistics which identify disturbing scenarios related to limited health literacy and numeracy skills. Research points to a clear association between limited health literacy and poor health outcomes and health disparities. Some of the findings indicate that limited health literacy affects the use of preventive services, medication errors, unnecessary emergency room visits, not to mention the psychological cost – many patients report a sense of shame that they cannot read or understand the information provided by the health care professional. The report then segues to new approaches and evidence-based strategies that hold promise in improving health literacy, such as simplifying written materials, using videos or other media to deliver health education, and improving patient-provider communication.
The Action Plan states seven goals to improve health literacy, including strategies, examples, and commentary on the “who, what, and how” is needed to achieve the goals. The goals are well-developed, utilizing a multi-faceted approach to solving the issues of health literacy.
The goals are to:
- Develop and disseminate health and safety information that is accurate, accessible, and actionable,
- Promote changes in the health care system that improve health information, communication, informed decisionmaking, and access to health services,
- Incorporate accurate, standards-based, and developmentally appropriate health and science information and curricula in child care and education through the university level,
- Support and expand local efforts to provide adult education, English language instruction, and culturally and linguistically appropriate health information services in the community,
- Build partnerships, develop guidance, and change policies,
- Increase basic research and the development, implementation, and evaluation of practices and interventions to improve health literacy, and
- Increase the dissemination and use of evidence-based health literacy practices and interventions.
We were pleased to discover the recognition of librarians and the roles that libraries can play in the Action Plan. Repeatedly, libraries are mentioned in the report – public libraries as knowledgeable resources for patrons and as potential partners in communities, medical libraries as resources for health providers and patients, and school libraries as partners in creating healthy school populations.
The report identifies strategies for organizations to utilize libraries in the development of health-literate communities. For example, Goal 4 states “libraries of all types, including public and medical libraries, have become important partners in supporting community-based health literacy efforts and working with health care professional … However, library staff members, like health professionals and health providers, require additional training so they can respond appropriately to the health literacy needs of library patrons.” Several strategies are offered, such as skill-building in health reference services, creating health-related programs, and forming partnerships between community organizations, health professionals and libraries.
A special mention is made about the partnership between Santa Clara Medical Center, Santa Clara County Library, and Plane Tree Health Library from San Jose; the three organizations work together to operate a community learning center for improving health literacy. The learning center provides information about medical topics in several languages (English, Spanish and Vietnamese) and different formats (print, audio, and video) with a focus on easy-to read materials. Each organization offers something unique to the partnership, and the result is improved literacy for the diverse populations in the community.
Not only is the introductory material a good primer on health literacy, the Action Plan identifies the problems along with concrete strategies for creating a more health-literate nation. For anyone interested in new approaches for working individually and in partnerships to improve the health and quality of life of people in their communities, the entire document is worth reading and is highly recommended.
To listen to a podcast about the report, visit the NLM Director’s Comments podcasts page. The audio file can be played on your computer, or it can be downloaded through iTunes. Directions are available on the page, and a transcript of the audio is also available.


June 26, 2012 Prenatal exposure to a ubiquitous household chemical called butylbenzyl phthalate (BBzP) can increase a child's risk for developing eczema, according to research conducted at the Columbia Center for Children's Environmental Health at the Mailman School of Public Health.
Widely used in vinyl flooring, artificial leather and other materials, BBzB can be slowly released into air in homes.
Details are published in the advance online edition of Environmental Health Perspectives, a journal of the National Institute of Environmental Health Sciences.
Eczema, which is characterized by dry, itchy red skin on the face, scalp, or extremities, is common in early childhood. "While hereditary factors, allergens, and exposure to tobacco smoke are known to contribute to the condition, our study is the first to show that prenatal exposure to BBzB is a risk factor," says Allan C. Just, PhD, first author on the Mailman School study and currently a postdoctoral researcher at the Harvard School of Public Health.
The study looked at 407 nonsmoking African-American and Dominican women and their children in New York City. Exposure to BBzB was measured through a urine test during the third trimester of pregnancy. Following birth, the mothers were asked if their child had been diagnosed with eczema. The result: onset of eczema by age 2 was 52 percent more likely in children whose mothers had been exposed to higher concentrations of BBzP, compared with those whose mothers had been exposed to lower concentrations. All but one of the women in the study showed some level of exposure to the chemical.
How BBzP might induce eczema remains murky. To explore that question, the researchers looked at allergies as a possible mechanism. Children were tested for three common indoor allergens: cockroaches, dust mites, and mice, as well as for total IgE, a biomarker for an immune response to all allergens. But they found no evidence of a link between BBzP exposure and allergy.
"We know allergies are a factor with some childhood eczema, but our data suggest that is not the case when BBzP is involved," says senior author Rachel Miller, MD, Director of the Allergy and Immunology fellowship program and Associate Professor of Medicine (in Pediatrics) and Environmental Health Sciences, NewYork-Presbyterian Hospital/Columbia University Medical Center; and a Co-Deputy Director of the Columbia Center for Children's Environmental Health. "However, these are important findings, given that eczema is a common and uncomfortable disease of early childhood."
The researchers also found that while African-American mothers in the study were twice as likely as their Dominican-American counterparts to report that their child had been diagnosed with eczema, both groups had a similar association between BBzP exposure and the disease.
Previous research by study co-author Robin M. Whyatt, DrPH, Professor of Clinical Environmental Health Sciences and Co-Deputy Director of the Columbia Center for Children's Environmental Health, found that exposure to BBzP and other phthalates was shown to delay motor skill development in young children and to increase risk for behavioral problems. Phthalates are also known to disrupt the body's endocrine system.
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The above story is based on materials provided by Columbia University's Mailman School of Public Health, via EurekAlert!, a service of AAAS.
- Allan C. Just, Robin M. Whyatt, Matthew S. Perzanowski, Antonia M. Calafat, Frederica P. Perera, Inge F. Goldstein, Qixuan Chen, Andrew G. Rundle, Rachel L. Miller. Prenatal Exposure to Butylbenzyl Phthalate and Early Eczema in an Urban Cohort. Environmental Health Perspectives, 26 Jun 2012 DOI: 10.1289/ehp.1104544
Note: If no author is given, the source is cited instead.


|Product #: OTM14181_TQ|
Sight Word Activities (Resource Book Only) eBookGrade 1
Please Note: This ebook is a digital download, NOT a physical product. After purchase, you will be provided a one time link to download ebooks to your computer. Orders paid by PayPal require up to 8 business hours to verify payment and release electronic media. For immediate downloads, payment with credit card is required.
Supports Common Core Standards for Foundational Skills: Phonics and Word Recognition. Here is a faster method for students to begin successful independent reading and writing. Reinforce visual discrimination and recall of 100 high-frequency words. Twenty activities that reinforce visual image and letter sequence of each word. Uppercase and lowercase word cards for 100 high-frequency sight words. There are step-by-step instructions for implementing word tests and assessing students' performance. Use this resource alone or in conjunction with The First 100 Sight Words OTM14168.
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Several different curricula are used in writing our unit studies for Elementary grades 1st through 5th including Answers in Genesis, The Whole Word, and Moving Beyond the Page.
We believe elementary education needs to create a love for learning and God while teaching young minds to think critically about His Creation. Our elementary program uses a concept based, hands-on approach. Literature, science, and history are taught through unit studies.. The Bible is the foundation of all unit studies; for example, first grade begins with a study of Creation Week and incorporates unit studies of habitats, dinosaurs, and God’s unique design of animals for their particular habitat. First grade then continues to study Noah and the Flood and incorporates unit studies involving weather.
Elementary math: Singapore math is used throughout the elementary grades.
Middle School Curriculum:
Various different curricula are used including Bob Jones, Answers in Genesis, Institute for Excellence in Writing, Institute for Cultural Communicators, and McGraw Hill (Math) , various novels are used in the language arts programs.
Middle School curriculum transitions the student from the unit study approach of elementary school to the more traditional subject approach while maintaining a hands – on experience, particularly in history, science and English. Sixth grade students remain in one classroom most the day while 7th and 8th grade students rotate classes hourly.
High School Curriculum:
The Truth Project and Biblical Apologetics are required senior work so students possess the ability to articulate their beliefs upon graduation. In addition, senior students write a 10 page research paper, curriculum vitae, and study personal and global finances. Various curricula are used including Institute for Excellence in Writing, Daily Grams, various novels, Bob Jones,
College texts are used in the Anatomy and Physiology course, as well as, the Algebra III course (the Algebra III text is a College Algebra text). “Honors” courses equivalent to or surpass typical AP.
A rigorous high school curriculum prepares the student for success in college. Throughout the high school years, progressively more independence is expected of the student while less credit is given for homework and more credit is given for tests, papers, and projects. Students are taught to think critically using a Biblical foundation for all courses.
Course curriculum integrates a Christian worldview with partnering parents to prepare tomorrow’s Christ-centered servant-leaders today.
Electives and Additional Offerings
Competitive Sports (Volleyball, Basketball, Baseball, Golf, Cross Country, Soccer)
Educational Field Trips
Math, Science & Computer Labs
Dual Enrollment Available


Do you have some Internet sites you share with your children so they can read news stories?
You may like Go Go News--Big News for Little People. This new website is designed for elementary school students. The site features many short news stories that can be read and listened to. The stories that Go Go News covers aren't hard, breaking news stories. They are more of an interesting and educational nature. Two of the leading stories on Go Go News at present are a story about the discovery of 17 new pyramids in Egypt and a story about farming in the Amazon.
Please let us know where you have found good news resources for children.
Science For Kids creates kid-friendly news stories from the latest research articles found in Science. You can sign up here to receive the weekly stories by email. This site also includes a link to the EurekAlert! Kids Portal which features "science reporting for kids!" from Science, universities, and other scientific journals.
My two favorite resources for kids: Washington Post for Kids, http://www.washingtonpost.com/lifestyle/kidspost
and BBC News for Kids, CBBC, http://www.bbc.co.uk/newsround/.
Richard Byrne shared "5 Good Places for Kids to Learn About the News" in a post in Free Technology for Teachers (May 24, 2013). He suggested the following sites:
Go Go News - a news website designed for elementary school students
In addition, Byrne has shared another news site for students - DOGOnews - that was featured on the Wikispaces blog. (See "DOGO News - Create and Share Lessons About the News" published in Free Technology for Teachers June 14, 2013.)


Deaf Education - Level of Satisfaction with Deaf Education
Readers share their perspectives on the quality of education they received in a school or program for the deaf.
Articles on a variety of education-related deaf and hard of hearing topics.
Alone in the Mainstream: A Deaf Woman Remembers Public School
A deaf author describes her personal experiences with being mainstreamed, and examines the experiences of other deaf adults.
Back to School
Getting ready for going back to school? Here are some resources.
The bilingual-bicultural method, including schools utilizing this method.
Deaf and Music
Music education can be a useful tool in education of deaf children.
Deaf Children with Learning Disabilities
Information and resources on helping deaf children who also have learning disabilities.
Deaf School or Mainstreaming Program
Forum members discuss the pros and cons of attending a deaf school versus being in a mainstream program.
Deafness and Deaf People in Science
Deaf people have been scientists for centuries, and there is also information to aid teachers teaching science to deaf students.
Does ASL Teach English?
Forum members debate the question of whether ASL is useful for teaching English.
Getting Tutoring Services for Deaf and Hard of Hearing Students
How to get tutoring services for deaf and hard of hearing students.
Help for Teachers of the Deaf
Help for teachers of the deaf and hard of hearing after they become teachers.
Individualized Education Plans - Advice for Individualized Education Plans
About.com readers share advice for parents getting ready to attend their child's Individualized Education Plan meetings.
Individuals with Disabilities Education Act
A short FAQ page on the Individuals with Disabilities Education Act that links to resources, especially those that deal specifically with deafness.
It is not unusual for the deaf child to use sign language, but the child's parents do not. Why are some parents unable to, or refusing to, learn sign language to communicate with their deaf child?
Deaf Education Programs
Deaf education programs prepare teachers (and prospective teachers) to become teachers of deaf and hard of hearing students.


November 15, 2012
ONBIDA Successful at Supreme Court of Canada in Moore v British Columbia (Ministry of Education)
By Jana Leggett, President, Ontario Branch of IDA
Jeffrey Moore, a Canadian student from British Columbia, was diagnosed with severe dyslexia early in his public school career. Having received limited support to meet his needs in his school, he was transferred to a local Diagnostic Centre where he was provided with specific literacy intervention. Shortly after Jeffrey’s enrolment in this special education program, the School District closed the program citing financial constraints. When the family inquired about the public school’s plan for Jeffrey’s remediation, they were advised to enrol their son in private school as the School District was not able to offer him the special education support he required. Left with few options, Jeffrey’s parents enrolled him in private school where he received the necessary intervention.
Being aware of the British Columbia School Act, which pledges to ensure that all learners develop to the best of their individual potential with the purpose to contribute to a democratic society and sustainable economy, the Moore family understood that appropriate special education was a right not a dispensable luxury. Rather than conceding, they demonstrated their commitment to Jeffrey’s access to his education by using what resources they had to fight for their son. After a long 10 year battle, on November 9, 2012, the Supreme Court of Canada ruled in Jeffrey’s favour. In its decision, the Canada’s top court found that Jeffrey Moore had been denied meaningful access to the educational programs he needed to address his disability and accordingly was discriminated against in a manner that could not be reasonably justified.
The Ontario Branch of the International Dyslexia Association (ONBIDA) acted as an intervener in the appeal, arguing that children with dyslexia - just like all other children - are entitled to an education that allows them to reach their full potential. The British Columbia Human Rights Tribunal held that the B.C. Ministry of Education and the local school district (both of whom are respondents in the appeal) discriminated against Jeffrey by failing to provide him with the educational program and supports he needed in light of his dyslexia. That decision was overturned by the BC Supreme Court, and the BC Supreme Court’s decision was affirmed by the BC Court of Appeal. The Supreme Court of Canada restored the Tribunal’s central finding of discrimination against the local school district.
ONBIDA is optimistic that this court decision will act as a catalyst in bringing needed changes to early identification and teacher education and training to better respond to children who struggle to learn to read and write. Our top court has made clear the priority that the Ministry of Education must make in literacy development programming, as it relates to special education for children with dyslexia. Parents and families of children with dyslexia should take comfort from the Court’s decision, but also act to ensure that this momentum for better education access is nurtured to create an improved system for all students with dyslexia.
ONBIDA was represented pro bono by Mr..Agarwal, Mr. Chris Cummins and Rowan Weaver of the law firm Norton Case Canada LLP. The Supreme Court of Canada decision in Moore v British Columbia (Ministry of Education) is available here.
Click here to read the formal press release regarding the decision.
For more information call ONBIDA at 416-716-9296 or visit www.idaontario.com. Should you wish to hear more about ONBIDA’s intervention in the Moore case, please contact: Mr. Rahool Agarwal, counsel to ONBIDA at 416-216-3943 or firstname.lastname@example.org
Jana Leggett, MHSc., SLP(C), Reg. CASLPO, is the President of the Ontario Branch of the International Dyslexia Association (ONBIDA) and a Speech Language Pathologist at Toronto District School Board.


The history of education in Cuba
Hartford Web Publishing is not the author of the
documents in World History Archives and
does not presume to validate their accuracy or authenticity nor to
release their copyright.
The culture history of Cuba
- The children of Jose Marti
- By Tim Wheeler, in People's Weekly World, 25 January
1997. The state of elementary education in Cuba.
- Retaining Priority Despite Economic Crisis
- By Dalia Acosta, IPS, 1 September 1998. Cuba's free and universal
education policy stands up to the economic crisis wracking the
nation for the last eight years. Since 1990, Cubans have been
suffering power cuts, reduced urban transport services, food
shortages and devaluation of the peso, but the classrooms have
remained open, even when there have been no books.
- Boarding-School System Increasingly
- By Dalia Acosta, IPS, 4 November 1998.Controversy over a system
obliging high-school students in Cuba to go to boarding schools
in rural areas has reached unprecedented levels. The government
has reaffirmed its commitment to the policy but parents want
better conditions in the schools and studies on the system's
repercussions on the family.
- Don't Let Politics Cloud Cuba Offer
- By DeWayne Wickham, USA Today, 30 January 2001.
In the two years since opening its Latin American School
of Medical Sciences, Cuba has filled its classrooms with
more than 3,400 students from 23 countries. Most of them
come from Central and South America. A few of the students
are from nations in sub-Saharan Africa.


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Aboriginal people in South Australia are five times more likely to die from a road crash than non-Aboriginal people and issues such as licensing, custodial sentences, employment and life expectancy for Aboriginal people are all linked.
Additionally, Aboriginal people can face a variety of difficulties in obtaining a licence, including the cost of driver training and licence fees, access to roadworthy vehicles and driving supervisors, literacy and numeracy skills, and cultural factors.
In recognition of these issues, the department works with other government partners, such as the Department of Health and South Australia Police, to reduce safety risks for Aboriginal people. An Aboriginal driver licensing program was established from 2011.
Abstract adapted from Department for Transport, Energy and Infrastructure South Australia
Department for Transport, Energy and Infrastructure, South Australia


“We know that story hours are critical for the development of early language and literacy skills...We developed Cozy Corner in response to a critical need; that need is to share stories — vibrant stories — with young children.”
—Akimi Gibson, Creator, Cozy Corner
- 10 Storytime theme packs, which contain a big book, read-aloud books, music, character cards and detailed Storytime plans to help kids connect with the books, and support topic-rich conversations.
- TA Program Guide with articles from experts, suggestions for extending learning beyond Storytime, and resources for increasing family engagement that are available in English and Spanish.
- A nursery rhyme flip chart to use before, during, or after Storytime.
- Scholastic Cozy Corner logo (JPG)
- Cozy Corner: Filling a Critical Need (57.5MB)
- Keeping Early Childhood Learning Relevant (36.3MB)


At the beginning of last school year my then 9 year old son announced that he wanted to play the bass in the school orchestra. He thought the instrument was great and he had the encouragement of the orchestra teacher. At first I thought “WONDERUL”, he is the most musically inclined of my children and this would be something he would enjoy. As he finished his first year of Orchestra, I found this article which further supported my decision to ‘stick with it’.
Researchers out of Canada found that music training in children younger than 7 years significantly enhances the part of the brain that controls sensorimotor abilities.
The study investigators tested 36 adult musicians on a nonmusical movement task and then scanned their brains to look at the area of nerve connections between motor and sensory areas. Half the participants had begun their music education before age 7; the other half had started at a later age. They were compared to a group that had little or no music education. Brain scans showed that the musicians with early training showed more white matter (the sensorimotor part) than the other groups. In addition, the younger the age when they began their training, the greater the nerve connections.
In addition, early music training was found to affect other motor skills. The skill test given to all participants was not related to music or playing an instrument, but those musicians who learned to play before 7 years showed more accurate timing compared with the other groups, even after 2 days of practice.
The researchers say that the findings confirm that brain developments related to music training occur early or not at all, and the years between ages 6 and 8 are when the child’s brain is most sensitive to the music-related boost in maturation of connections between motor and sensory regions.
As the school year is quickly approaching, think twice before denying your ‘young Beethoven’ music lessons. Although my son started ‘late’ (at age 9 years) according to this study, I think I am willing to continue paying the rental of the bass, taking him to and from extra practice and listen to the semi-disturbing sounds that may emanate from his bass every now and then hoping that he is strengthening the sensorimotor framework on which his skills and behavior will grow!
Dr. Abboud is a pediatric intensivist at Dayton Children’s and the mother of three kids. As part of the “Dr. Mom Sqaud,” Dr. Abboud blogs about her experiences as both as doctor and a mom and hopes to share insight to other parents on issues related to both parenting and kids health. Learn more about Dr. Abboud!


Wednesday, January 30, 2013
FREE SCIENCE LESSON - “The Scientific Method - Owl Scientists”
by Sue Cahalane
1st - 4th Grade
The 5 main steps of The Scientific Method are explained in a black and white worksheet for your students. I've included a fun experiment called "The Runaway Pepper Experiment" that can be used to illustrate The Scientific Method. The only materials you 'll need for the experiment are water, pepper and soap. It has a great WOW factor, my students love doing this one! Pepper experiment student worksheet and answer key are provided.
Thank you for taking a look at my Science for Kids Store!
Page 1 - The 5 Steps of The Scientific Experiment, student worksheet
Page 2 - The Runaway Pepper Experiment - materials and method
Page 3- The Scientific Method, Runaway Pepper Experiment, student worksheet
Page 4 - Answer Key


What’s Happening This Week
There is much more to explore in our calendar. Find other important events in literary history, authors' birthdays, and a variety of holidays, each with related lessons and resources.
Looking for age-appropriate book recommendations, author interviews, and fun activity ideas? Check out our podcasts.
Music in Our Schools Month is in March.
|Grades||3 – 12|
|Calendar Activity Type||Holiday & School Celebration|
Since 1985, March has been filled with sound as music in our schools is celebrated around the nation. Sponsored by the National Association for Music Education, the event focuses the nation's attention on the need for and benefits of quality music education programs. Schools and community groups celebrate with creative activities and events, based on a designated theme. This year's theme is "Music Education – Orchestrating Success."
American film and theater have many examples of musical works that have been adapted from a novel or other non-musical version. Explore the effects of music on a story by examining one example with your class.
- First, brainstorm a list of such works, which could include examples such as A Christmas Carol, Les Misérables, and numerous Disney films.
- Next, after reading a story, novel, or play (or viewing a non-musical version on film), have students view the musical version.
- Then, have students discuss the differences they observed between the two versions of the story. Were the characters, setting, and main events the same? In the musical version, what role did song lyrics play in telling the story? Do both versions seem equally dramatic (or funny, or sad, etc.)? Which version do students prefer? Why?
- Finally, have students select a text that you've read in class. They should imagine that they are a songwriter working on a musical adaptation of the story. They can work alone or in groups to write lyrics to one song. They can use the tune to a song they know or compose their own music. Students should be able to explain how this song would help tell the story and which character or characters sing the song. Students can perform their songs for the class or use the interactive CD/DVD Cover Creator to design a cover for the soundtrack. More tips are available for use with this tool.
- Music in Our Schools Month
This site, from NAfME, offers information about the history of Music in Our Schools Month, as well as suggested activities, and advocacy information.
The Kennedy Center's ARTSEDGE provides tools to develop interdisciplinary curricula that integrate the arts with other subjects. Their site offers free standards-based lessons and other student and professional development materials, including Perfect Pitch, an exploration of the orchestra.
- ArtsAlive: Music
This site from the National Arts Centre offers media-rich resources for kids and their teachers and parents related to music and orchestra, including an instrument lab and music library.
Grades K – 2 | Lesson Plan | Standard Lesson
"Bessie bird lives in a barn" in this lesson in which students create alliterative animal songs to help them learn letter names and consonant sounds and build phonemic awareness.
Grades 3 – 5 | Lesson Plan | Standard Lesson
Students won’t miss a beat in this reading fluency lesson that combines music and poetry.
Grades 6 – 8 | Lesson Plan | Standard Lesson
Students create a soundtrack for a novel that they have read, as they engage in such traditional reading strategies as predicting, visualizing, and questioning.
Grades 5 – 10 | Lesson Plan | Standard Lesson
Students learn about the life and music of John Lennon, write a short story from their lives integrating lyrics from some of their favorite songs, and create a class book of stories.
Grades 2 – 3 | Lesson Plan | Unit
During writing workshop, students research, write, revise, and share their own comprehensive biographies of African American jazz musicians.


This much-needed volume explores the often ignored and sometimes poorly played genre of traditional marches. Insightful chapters filled with the rich knowledge and experience of a professional military bandsman and music educator, combined with one-of-a-kind resource guides to the best marches ever composed, make this book a must-have!
There is a huge diversity in the marches covered, including the golden age of bands, the late nineteenth and early twentieth centuries, and the quicksteps of composers like John Philip Sousa, Henry Fillmore, Alex F. Lithgow, Fred Jewell, and others. This volume is a major contribution to the field of music education.
View the pdf for Contents.


Explore Careers - Job Market Report
School principals plan, organize, direct, control and evaluate the activities of teachers and other staff of an elementary or secondary school. They are employed by public and private schools. Administrators of elementary and secondary education plan, organize, direct, control and evaluate the academic affairs of a school system. They are employed by school boards.
administrator, board of education, chief superintendent – schools, director of education, correctional institution, director of school for the hearing impaired, district school superintendent, headmaster/mistress, private school, school principal, secondary school principal, superintendent of elementary education, superintendent of secondary schools, superintendent of special education, vice-principal, school.
- Plan, organize, direct, control and evaluate, through department heads or supervisors, the activities of teachers and support staff
- Review programs to ensure conformance to school board or provincial standards and develop programs within limits of authority
- Co-ordinate teaching activities of the institution by making personnel assignments, determining class size and preparing timetables
- Organize and maintain procedures for the keeping of records
- Prepare and administer institution or program budget
- Direct and co-ordinate school maintenance services and the use of school facilities
- May recruit and hire teachers and other staff
- May teach.
- Plan, organize, direct, control and evaluate, through school principals, the academic affairs of a school district
- Evaluate curriculum, teaching methods and community participation in programs for a school district and revise programs as required
- Develop and administer programs for the education and training of students and adults
- Make recommendations concerning the annual operating budget of a school district
- Direct or supervise the recruitment, appointment, training, evaluation and promotion of teaching personnel.
Outlook & Prospects for School Principals and Administrators of Elementary and Secondary Education in West Coast--Northern Peninsula--Labrador Region
The future forecast and current conditions for an occupation can vary based on location or due to changes in the economy, technology, or demand for a product or service.
Local Employment Potential Information
|Location||Employment Potential||Release Date|
|West Coast--Northern Peninsula--Labrador Region||N/A||N/A|
Local Labour Market NewsWeek of Jan 14 - Jan 18, 2013
- Parents of students in St. Lunaire-Griquet protested the proposed closure of one of two schools in the region. They want to know why older students would have to be transported to St. Anthony rather than place all students at a school in nearby Gunners Cove.
- Date Modified:


Ferdinand George Waldmuller was born January 15th 1793 in Vienna, was one of the leading Austrian painters of the Biedermeier period. Waldmuller studied at the Vienna Academy.
He lived in Bratislava, then worked as a teacher of art in the house of Count Gyulay. After his return to Vienna, Waldmuller copied paintings of old masters, and painted portraits, genre subjects, and still-life paintings, but is perhaps best known for his landscape paintings, which in their loving attention to detail illustrate Waldmuller's belief that the close study of nature should be the basis of painting.
Waldmuller became the most significant representative of Biedermeier: he was second to none in depicting nature in delicate colours. Waldmuller later became interested in nature and thus started painting landscape paintings (genre painting). Waldmuller's most notable oil paintings lie in the depiction of nature, where his sense for colours and large knowledge of nature helped him to achieve masterly skills.
Waldmuller was professor at the Academy of Fine Arts Vienna,. However, his views were in opposition to the official doctrines of ideal art promulgated by the Vienna Academy, and after he had published his works on art education, he was forced to retire in 1857. Waldmuller was rehabilitated in 1863.
Waldmuller died in August 23rd 1865 in Hinterbrühl, Austria.


There are several organizations whose primary goal is to support and advocate for music education. In some cases these groups offer access to published research or grant money. Others provide PSA videos and papers that argue against cutting school music programs.
Support Music is a joint project of NAMM (National Association of Music Manufacturers) and MENC. Their site offers a huge array of documents and links to other groups that advocate for music education.
Education Through Music is a 501(c)(3) non-profit corporation targeted at inner-city elementary and middle schools that lack the resources to provide a school-wide music program. Their purpose is specifically “to enhance students’ academic performance and general development” by providing music education. Based in New York City, Education Through Music has a program dedicated to city schools.
Music-In-Education National Consortium is a professional organization that “combines its music education reform efforts to a) support the evolution of professionally trained musicians in public schools and b) meet the growing teaching shortages that traditional music education cannot fill.”
Consortium members include Metropolitan Opera Guild, Mannes-New School; Chicago Arts Partnerships in Education and other state and city arts organizations. Their site offers access to articles from their Journal for Learning Through Music and Journal for Music-in-Education that can be freely downloaded and used for reference.
Learning Through Music is a national 501(c)(3) non-profit based in Minnesota, that advocates for music in education.
Early Childhood Music & Movement Association is a new group that brings together people who teach young children in schools as well as in programs like Music Together.