Education in the arts is a critical part of Rock Point School. Every student takes an art class as part of the core curriculum, often in addition to an elective class based in the arts. We do this because we believe that the arts are a powerful tool for education in general, and especially for the kind of education we seek to do at Rock Point School.
Building Knowledge and Skills
Art education helps students develop not only their knowledge and skills in the arts, but also their self-knowledge and social skills. The arts provide a forum for safe expression, communication, exploration, imagination, and cultural and historical understanding. The skills and experience that students develop by learning to perform, create, and respond to works of art provides another form of literacy. Students’ problem-solving and critical thinking skills are enhanced, adding to overall academic and personal success.
Developing Confidence and Expression
For some students art is what fuels them, enriching their days. For others, it is a new way of expressing themselves and pushes them to try something outside their comfort zone. Regular participation in the arts develops self-confidence, self-discipline, persistence, and the knowledge of how to make multiple revisions to create high quality work. Due to the collaborative nature of art, students develop crucial skills in cooperative decision-making, leadership, clear communication, and complex problem solving while working with others.
Reaching a Broad Range of Learning Styles
Artistic endeavors and creative assignments inherently lend themselves to differentiated instruction, which allows students with varied learning styles to seamlessly adapt their assignments. Without being “instructed,” students have choices that encourage setting individual goals in a challenged-by-choice environment. Students have more input throughout the creative process, resulting in a greater margin for a student to experience success in an academic setting. In addition to a rewarding outcome and a self-esteem building experience, these students are learning how to be successful with their strengths and challenges. This is the basis of practicing resourcefulness.


Development and Validation of the Diabetes Numeracy Test (DNT)
Creators: Huizinga, Mary, Elasy, Tom A, Wallston, Kenneth A, Cavanaugh, Kerri, Davis, Dianne, Gregory, Rebecca P, Fuchs, Lynn S, Malone, Robert, Cherrington, Andrea, DeWalt, Darren A, Buse, John, Pignone, Michael, Rothman, Russell L
- File Type: pdf | Filesize: 220.1 KB
- Date Added: 2012-08-24
- Date Created: 2008-05-01
Abstract Background Low literacy and numeracy skills are common. Adequate numeracy skills are crucial in the management of diabetes. Diabetes patients use numeracy skills to interpret glucose meters, administer medications, follow dietary guidelines and other tasks. Existing literacy scales may not be adequate to assess numeracy skills. This paper describes the development and psychometric properties of the Diabetes Numeracy Test (DNT), the first scale to specifically measure numeracy skills used in diabetes. Methods The items of the DNT were developed by an expert panel and refined using cognitive response interviews with potential respondents. The final version of the DNT (43 items) and other relevant measures were administered to a convenience sample of 398 patients with diabetes. Internal reliability was determined by the Kuder-Richardson coefficient (KR-20). An a priori hypothetical model was developed to determine construct validity. A shortened 15-item version, the DNT15, was created through split sample analysis. Results The DNT had excellent internal reliability (KR-20 = 0.95). The DNT was significantly correlated (p < 0.05) with education, income, literacy and math skills, and diabetes knowledge, supporting excellent construct validity. The mean score on the DNT was 61% and took an average of 33 minutes to complete. The DNT15 also had good internal reliability (KR-20 = 0.90 and 0.89). In split sample analysis, correlations of the DNT-15 with the full DNT in both sub-samples was high (rho = 0.96 and 0.97, respectively). Conclusion The DNT is a reliable and valid measure of diabetes related numeracy skills. An equally adequate but more time-efficient version of the DNT, the DNT15, can be used for research and clinical purposes to evaluate diabetes related numeracy.


Professional Development | Reading/Language Arts Center
VOLUME I, NO. 1: Early Intervention
"Preventing Reading Problems: Factors Common to Successful Early Intervention
Programs," by Dr. John J. Pikulski, Professor of Education,
University of Delaware. Research suggests that the majority of reading problems are preventable, if students receive extra support. John Pikulski examines the common characteristics of some
successful early intervention programs.
VOLUME I, NO. 2: Phonics
"The Role of Phonics in the Teaching of Reading," by Dr. John J. Pikulski. Phonics is an essential part of a comprehensive approach to the teaching of reading. John Pikulski reviews current phonics research and proposes the essential components of an effective program for development of word identification skills and reading fluency.
VOLUME I, NO. 3: Phonics in Invitaciones
"The Role of Phonics in Invitaciones," by Margarita Calderón, Alan Crawford,
Gilbert Garcia, John J. Pikulski, and Tina Saldivar. Recent research in both English and Spanish substantiates the importance of well-designed phonics instruction, and has specific implications for the teaching of reading in Spanish. This paper shows how those research conclusions guided the development of Houghton Mifflin's newly published Spanish reading program, Invitaciones.
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30-day money-back guarantee (less shipping and processing fees).
For ages 6 to 7.
Learn to Read First Grade Level 1 is designed to help kids learn the building blocks of reading to help them become confident readers. It teaches:
- Beginning consonant blends
Designed in conjunction with leading educators, award-winning authors, teachers and parents, the new Hooked on Phonics® Learn to Read gives children the fundamentals to become confident readers. The instructional approach and techniques used in this program are based on research and address each stage of the child’s reading development. Hooked on Phonics Learn to Read systematically builds from introducing letters to sounds, then to words and sentences, incorporating more complex sounds and blends with each step. Our program is:
- Developed using research on phonics, phonemic awareness and oral language, alphabetic knowledge and print awareness.
- Based on our learn-practice-read approach and systematic phonics instruction and now with multisensory materials.
- Built on the premise of a learning arc. Children learn to read at different stages of their development. As a result, the Learn to Read program is broken up into an educational arc that addresses each stage of the child’s reading development
- Developed in conjunction with leading educators, renowned children’s authors, and parents.
Each lesson is designed to take about 20 minutes a day.


The exhibition Bauhaus 1919–1933: Workshops for Modernity finally comes to an end next week. As a final event of the various public programs we have offered in conjunction with the exhibition, we will present a symposium this Friday, January 22, entitled Before and After 1933: The International Legacy of the Bauhaus. The event will bring together a vast array of international scholars to talk about the remarkable diaspora of Bauhaus intellectuals that, following the school’s closing in 1933, spread throughout various parts of Europe, the Americas, and even Africa, contributing to the establishment of a modern design style and branching out into various pedagogical models and practices that to this day lie at the core of the curricula of art and design schools worldwide.
Here at MoMA—both among staff members and those who came to the related public programs and workshops—we are also left with plenty of food for thought regarding the enduring legacy of that famous school. For me, some of the most interesting questions regarding the Bauhaus legacy have to do with the notion of the professionalization of the artist in the twentieth and twenty-first centuries. In his 1919 Manifesto and Program, Walter Gropius famously declared that “art is not a profession which can be mastered by study,” and that “there is no essential difference between the artist and the craftsman,” finishing with a call for a “new guild of craftsmen without the class distinctions that raise the barrier between a craftsman and the artist.”
For all of us familiar with art education, we know that many art schools’ first-year programs are indeed rooted in the integration of the visual arts that was once proposed by the Bauhaus curriculum, but that these schools also openly break with Gropius’s pedagogical philosophy to “professionalize” the visual artist. Many scholars like Howard Singerman have explored the notion of what it means to educate a “professional” artist (and what it means, for instance, to obtain a PhD in studio art). At the end of his book Art Subjects, Singerman argues that art schools essentially teach students a “self-aware” practice, where the “artist is both the object and the subject of university training”; in other words, students learn a much-needed language to address their own specialties. In this sense, it would be impossible to go back to the flattening of the field once proposed by Gropius, as art making is now a historicized and self-aware practice. Still, when we look at the utopian spirit that fueled those Bauhaus parties, those collaborative efforts, and their extraordinary creative result, and when we compare it to the career-oriented programs that center on self-promotion and other strategies to rise in the art market, one can’t help but wonder if we have overdone it in the professionalization camp. What kinds of boundaries or territories should we be exploring now to revitalize the art profession in the same way the Bauhaus did ninety years ago? Even if one agrees with the current mechanisms for the professionalization of the artist, it doesn’t hurt to ask.


Spatial Theories of Education
Policy and Geography Matters
Edited by Kalervo N. Gulson, Colin Symes
Routledge – 2007 – 290 pages
Series: Routledge Research in Education
This collection of original work, within the sociology of education, draws on the 'spatial turn' in contemporary social theory.
The premise of this book is that drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalisation, race, markets and school choice, suburbanisation, regional and rural settings, and youth and student culture.
1. Knowing One’s Place: Educational Theory, Policy, and the Spatial Turn Kalervo N. Gulson and Colin Symes 2. The Spatial Politics of Educational Privatization: Re-reading the US Homeschooling Movement Claudia Hanson Thiem 3. Mobilizing Space Discourses: Politics and Educational Policy Change Kalervo N. Gulson 4. Space, Equity and Rural Education: A ‘Trialectical’ Account Bill Green and Will Letts 5. GIS and School Choice: The Use of Spatial Research Tools in Studying Educational Policy Chris Taylor 6. Disability, Education and Space: Some Critical Reflections Felicity Armstrong 7. Working the In/visible Geographies of School Exclusion Pat Thomson 8. Warehousing Young People in Urban Canadian Schools: Gender, Peer Rivalry and Spatial Containment Jo-Anne Dillabough, Jacqueline Kennelly and Eugenia Wang 9. Education and the Spatialization of Urban Inequality: A Case Study of Chicago’s Renaissance 2010 Pauline Lipman 10. On the Right Track: Railways and Schools in Late Nineteenth Century of Sydney Colin Symes 11. Student Mobility and the Spatial Production of Cosmopolitan Identities Michael Singh, Fazal Rizvi and Mona Shrestha 12. Public-Private Partnerships, Digital Firms and the Production of a Neoliberal Education Space at the European Scale Susan Robertson 13. Deparochializing the Study of Education: Globalization and the Research Imagination Bob Lingard 14. Trade Unions, Strategic Pedagogy and New Spaces of Engagement: Counterknowledge Economy Insights from Columbia Mario Novelli
Kalervo N. Gulson is a lecturer in Educational Studies in the Faculty of Education, Charles Sturt University, Australia. He is on the editorial board of Race, Ethnicity and Education, and on the editorial advisory board of Critical Studies in Education (previously Melbourne Studies in Education). His research employs spatial theories to explore the interplay of urban change, education policy and identity/subjectivity. He has published in journals such as Discourse: Studies in the Cultural Politics of Education and Journal of Education Policy.
Colin Symes lectures in the School of Education at Macquarie University. He is a co-editor of the Asia-Pacific Journal of Teacher Education. His book Setting the Record Straight: A Material History of Classical Music, published by Wesleyan University Press, was a recipient in 2005 of a Deems Taylor Award from the American Society of Composers, Authors and Publishers. Recent articles of his have appeared in Teaching in Higher Education, British Journal of Music Education, Popular Music and Discourse: Studies in the Cultural Politics of Education.


National Arts in Education Week
September 14-20, 2014 - Celebrating the Arts in Your Classroom
On July 26, 2010, the U. S. House of Representatives passed a resolution designating the second week of September as Arts in Education Week to promote and showcase the immense role arts education has in producing engaged, successful, and college- and career-ready students. The resolution states:
Arts education, comprising a rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts, is a core academic subject and an essential element of a complete and balanced education for all students.
Arts Education Partnership has created a hub site for sharing information about National Arts in Education Week - links to partner sites who are planning activities and finding out about arts education policy and practice in states and communities. To learn more, visit Arts Education Partnership.
To help you celebrate the arts in your classroom this week and throughout the year, we offer the following resources:
The Art and Science of Impressionist Color
Students will learn about the Impressionist painters' use of color and how it connected to early-19th-century scientific theories about color. They will explore combinations of primary and secondary colors, experiment creating secondary colors, and create a landscape using complementary colors.
Creating Comic Strips
Starting with the familiar Peanuts comic strip characters in the form of video and print media, students explore comic strips as a form of communication of both fiction and nonfiction. In this lesson, each student creates an original comic strip to convey a mathematical concept to share with a younger student.
21st Century Skills Map ( PDF, 2.5 MB, 17 pgs.)
This Skills Map from the Partnership of 21st Century Skills (P21) presents just a few of the many ways that children acquire 21st Century Learning Skills through arts study.
Webinar on the P21 Art Skills Map
Provides educator-created examples of how art subjects (dance, music, theatre, and visual and media arts) can be fused with skills to create engaging learning experiences that promote 21st century knowledge and skill acquisition.
Articles - NEA on the Arts in Education
- Discipline Tips from Drama Teachers
[Enter, stage left]: The discipline pro! That would be your school’s drama teacher, who shares her strategies for classroom management and student engagement. Ta-da! (August 2009)
- Yo! From Tupac to the Bard
Educators are stepping to a new beat, making use of hip-hop music to engage their students. (November 2008)
- Dance of the Trapezoid
Educators use the power of the arts to teach math and science (May 2008)
- State of the Arts
When tap shoes are silenced and paintbrush bristles left to harden, student achievement suffers—often at the schools where the arts are needed the most. (January 2007)
- Ezra Jack Keats Minigrants (Pre-K and Elementary School)
Public school libraries and public libraries that host programs encouraging literacy and creativity in children can apply for an Ezra Jack Keats Minigrant of $500.
- Poetry Out Loud: National Recitation Contest
States hold competitions on memorizing and reciting poetry by mid-March. Following the state finals, the national finals will be in Washington, D.C., April 28-30, 2014.
last updated: July 14, 2014
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An after-school arts program in Virginia that provides at-risk girls with a mentor and an artistic outlet.
- The Arts Beyond the School Day: Extending the Power
Research on the arts and the need for after-school programs that coordinate with the school curriculum.
- National Art Education Association
An organization of visual arts teachers, scholars, researchers and professors, students, administrators, and art museum educators, and artists.


This film reveals how the Feminist Art Movement fused free speech and politics into an art that radically transformed the art and culture of our times. For over forty years, Director Lynn Hershman Leeson has collected hundreds of hours of interviews with visionary artists, historians, curators and critics who shaped the beliefs and values of the Feminist Art Movement and reveal previously undocumented strategies used to politicize female artists and integrate women into art structures.
!Women Art Revolution, screening Wednesday, March 7 at 7 p.m. at the University of Rochester, elaborates the relationship of the Feminist Art Movement to the 1960s anti-war and civil rights movements and explains how historical events, such as the all-male protest exhibition against the invasion of Cambodia, sparked the first of many feminist actions against major cultural institutions. The film details major developments in women’s art of the 1970s, including the first feminist art education programs, political organizations and protests, alternative art spaces such as the A.I.R. Gallery and Franklin Furnace in New York and the Los Angeles Women’s Building, publications such as Chrysalis and Heresies, and landmark exhibitions, performances, and installations of public art that changed the entire direction of art.
The Little Theatre and the Susan B. Anthony Institute for Gender & Women's Studies at the University of Rochester are excited to combine forces to present a series of films that explore womens' roles in many aspects. It is the second year for each organization to use Women's History Month as a springboard for film programming.
This event is free and open to the public. For more information visit the Little Theatre website.


Collaborative Interactions Among Preschool Children in a Computer Environment
Ahmad, Mohd. Sharani (2003) Collaborative Interactions Among Preschool Children in a Computer Environment. Pertanika Journal of Social Sciences & Humanities, 11 (2). pp. 147-155. ISSN 0128-7702
This paper reports on a study which investigated the collaborative interaction patterns exhibited by five-year-old pre-primary children in an educational computer environment. A case study method was used in one pre-primary centre in a metropolitan city, to examine the patterns of collaborative interaction among young children whilst engaged, in dyads, with the computer within a naturalistic classroom environment. A total of 243 interactions were identified and classified into 16 interaction patterns. Factors facilitating and inhibiting collaborative interaction were identified as: developmental appropriateness of the software; preexisting computer competency and attitude towards computer; mutual friendship between collaborators; children's social goals; appropriate structure of enjoyable learning environment; mutual understanding of the turntaking system; and non-isolated physical settings. In effect, this study shows that early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive prosocial interaction among children whilst engaged at the computer, if it were to be afforded the same status as other traditional early childhood learning materials and activities.
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Sir Jim Rose, the former head of schools inspection body Ofsted, who was asked to review the primary school curriculum by ministers, said children should be able to "recognise when to use formal language" and also change their tone to reflect the circumstances.
A draft version of the report – the final document will be published on Thursday – recommends pupils are taught how to "adjust what they say according to the formality of the context and the needs of the audience".
Sir Jim also said speaking and listening should be treated as subjects in their own right to help children with a poor vocabulary, which can hinder learning and the ability to make friends.
"I will be making a very strong play on this," he said.
"There's more and more evidence coming from research and practice to establish the need for support for children from certain backgrounds that don't offer the right kind of development of speaking and listening. It needs to be put right."
Anna Wright, director of children's services at Reading Council, said: "Children from poor homes have smaller vocabularies, which don't contain many abstract ideas.
"This makes it more difficult for them to make connections between words and to move to abstract concepts and to higher-order thinking about causes, effects and consequences."
The report also recommends that computing skills should be given the same importance as literacy and numeracy with pupils studying "wikis and twitters" as well as books.


Food, with a helping of science, is being offered this week to youngsters at an Indianapolis school.
The initiative pairs the Southeast Neighborhood School of Excellence charter school, known as SENSE, and the Center for Earth and Environmental Science at Indiana University-Purdue University Indianapolis.
The school, 1601 Barth Ave., is where children go for free breakfasts and lunches through Summer Servings, part of the U.S. Department of Agriculture Summer Food Service Program. Once they’ve finished lunch, a Center for Earth and Environmental Science education coordinator and two interns will lead students in a two-hour-a-day scientific exploration of Pleasant Run Creek, which runs nearby through the heart of the SENSE community where the children live. The programming is part of what Kate Voss, outreach coordinator at SENSE, is calling Ecocamp.
The Center for Earth and Environmental Science will equip the children with technology and knowledge to judge by the end of the week the quality of water flowing in the stream and make recommendations for further improving the stream ecosystem.
The center was established by the Department of Earth Sciences in the School of Science at IUPUI in 1997. Among its research and educational outreach programs, the center operates Discovering the Science of the Environment, an inquiry-based and interactive science education program for Central Indiana third- through ninth-graders and education professionals. Thanks to the generosity of Dow AgroSciences, CEES is able to offer this summer science programming.
SENSE is the third Indianapolis school the Center for Earth and Environmental Science has worked with this summer, said Pam Martin, center director and an associate professor in the School of Science and School of Liberal Arts at IUPUI. “We are providing outdoor science education to go along with the healthy meals provided by the Summer Servings program and school staff.
“It’s a bonus for everyone involved,” Martin said. “The science we provide gives parents another reason to bring kids for a meal and gives us the opportunity to give these kids a little science they might not otherwise get.”
While coordinated programming efforts and effective campaigns by groups such as the Indy Hunger Network have increased participation, Summer Servings participation is still low. According to a summer nutrition report, only 18 percent of qualifying children participated in July 2013. At the same time, Indiana needs to build its future workforce in science, technology, engineering and math fields and that begins with taking – and maintaining – an interest in science.
The summer Discovering the Science of Environment program is primarily about enthusiasm for science and developing a good experience with it, Martin said. “We want kids to have the experience of discovery; that is what science is all about. And while they are developing an appreciation for science, they are also developing an appreciation for the environment.”
Beginning today, youngsters will learn about watersheds and investigate their own watershed using Google Earth satellite imagery. They will also play a water cycle board game to learn about how water changes states as it cycles through their watershed. On Tuesday, they will learn about energy flow through a food chain and investigate the biodiversity of the land along Pleasant Run. Children will then assess the stream’s physical parameters on Wednesday to determine overall stream stability and health. The stream’s discharge will be calculated as well.
A chemical assessment of water quality will be conducted Thursday, including measurements of dissolved oxygen levels, cloudiness, iron, chlorine and nitrate concentration. The week concludes with the collection of water bugs and a calculation of a pollution tolerance index.
The program at SENSE is “bringing the science home” by connecting it to everyday life, said Elizabeth Johnson, education outreach coordinator at the Center for Earth and Environmental Science, who will lead the children in the watershed exploration. “Anytime you can connect education to something familiar, it is easier to grasp.”
Johnson will be assisted by two IUPUI interns: Kenzie Whitener, a psychology major who is focusing on child psychology with the aim of working with children with behavioral problems; and Doaris Medina, an elementary education major.
Editor’s note: Reporters who would like to visit the school while students are engaged in science exploration may do so. The children will begin their science exploration about noon each day and stop at 2 p.m. Please contact Diane Brown at 317-274-2195.


The Importance of Learning Classical & Jazz
The average person considers music to be a singular language. It is one of the oldest vehicles of communication, capable of expressing emotion and often having a profound effect on its listeners. However, the ability to appreciate music in its multiple forms is often ignored. We agree that bilingual people have an advantage over those who only know one language. In October 2001, the Juilliard School of Music, renowned for its unparalleled classical instructors and performers, added jazz to its academic curriculum. The world's finest music institution is only one of a growing number of supporters backing a combined education in both classical and jazz for children and young musicians.
To express oneself in any language, one must first understand the language phonetically (learning by ear) before learning to read and write. To read and write a language, one must be familiar with its structure. In parallel, someone foreign to a language may have a more structured and scientific understanding than a native speaker. As a child, I was always fascinated when my uncle, a doctor of linguistics, would ask me, "How do you say that in English?" He was asking how to express the language colloquially and with English as my first language, it was natural to me.
Children learn foreign languages naturally by ear. On the other hand, adults tend to learn languages logically and methodically, referring back to their native language for comparison. It is obvious which method is easier; if one is brought up in a specific culture, it is easier to learn that culture's language via naturally rather than via studious reading. Furthermore, when one understands and grows up in their native culture, one can understand the nuances of its language. For example, English speakers have varied dialects that differ depending on geography. There are noticeable differences in dialects between people from Canada's west coast, east coast and the prairies. They all speak the same language but exhibit nuances that are inherent within their cultural structure.
Understanding music requires a similar method. Before learning to read or sight-read, one should be familiar with pitch. However, this is rarely the case in music education where the emphasis is on reading and not listening. Both classical and jazz artists employ a musical alphabet, but they use it in different ways. Jazz is a sophisticated language that is commonly overlooked in lieu of a "traditional" classical music upbringing. Growing up as the only Korean children in school, my sister and I were told by our Grade 1 teacher not to speak Korean at home, supposedly as it would confuse our understanding of English. Nevertheless, our father spoke English to us, and our mother spoke Korean. As a result, we can both understand Korean but not speak the language. This example demonstrates why I firmly believe children must learn both musical languages – that is, jazz and classical.
(Oakridge Music Studios)
music lesson location:
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DISCUS wants to provide you with useful resources and new insights into teaching and educational developments.
Here, you can find features from our guest bloggers and newly published (or highly rated) lessons. Below you can also find a variety of useful links to other web resources. Obviously, we have a lot to share (don’t forget to check out our free lesson plans), but we know that there is a lot more out there. If you have ideas about other sources we should feature, please do not hesitate to contact us.
American Chemical Society (ACS) Science for Kids: Features a series of activities for teaching different areas of science and chemistry to kids. A link can also be found for “K-8 Education Resources,” which includes some science education guides and activity books for purchase.
American Chemical Society (ACS) Chemistry Education Resources: Links to a series of chemistry teaching resources by grade level, from elementary school to graduate education.
CAL SIOP: Center for Applied Linguistics (CAL) Sheltered Instruction Observation Protocol (SIOP) has great resources about SIOP in general, information about research on SIOP, and professional development opportunities. They also feature some SIOP lessons and an on-line store to purchase reference and instructional materials.
Center for Research on Education, Diversity & Excellence (CREDE): A component of the University of California – Berkeley Graduate School of Education, CREDE research led to the creation of the SIOP model. Important resources here include research findings and “The CREDE Five Standards for Effective Pedagogy”.
Center for Research on the Educational Achievement and Teaching of English Language Learners: CREATE is a national resource development program and educational research partnership focused on addressing the challenges of educating English language learners.
Cool Science for Educators: This site is loaded with resources created by the broader science community to help you teach science more effectively.
Constructivism and the 5E Model Science Lesson: Promotes the merits of the 5E lesson as being constructivist (a good thing) and provides not only a few resources, but also a rubric which might be used to evaluate a 5E lesson
Discovery Education: An off-shoot of the Discovery Channel, this site provides a variety of classroom and home resources, as well as professional development opportunities.
Educational Innovations, Inc.: A wealth of affordable science products for all ages and subjects. Register to receive a free regular catalog.
Enhancing Education – The 5E’s: A simple but effective description of each of the 5E’s, and what each E should accomplish.
FOSSweb: Support, resources, and fun activities related to the Full Option Science System (FOSS) inquiry-based science curriculum.
HotChalk Lesson Plans Page (Science): Hundreds of free science lessons and experiments across a wide range of grade levels.
Instructional Strategies: This site provides reference to the book, “Classroom Instruction that Works,” but also provides links to a wealth of information on effective teaching strategies.
Instructional Strategies Online: A resource from Saskatoon Public Schools which provides a variety of teacher support information. The information provided on Interactive Instruction methods is particularly good.
Scholastic Teachers: A general teacher resource site with a lot of variety, both in content and topic.
Steve Spangler Science: An excellent source of activities, inexpensive science supplies, experiments, projects, workshops, and toys for teachers.
Teachers.Net: Chat boards, lesson plans, jobs, classifieds, projects, and a variety of other general teacher resources.
The 5E Learning Cycle Model (Midwestern State University): An excellent and detailed description of the 5E model, including design considerations and insight into each of the 5E components.
The SIOP Institute: A site focused on improving the quality of education for English learners. They offer a variety of resources and workshops to help teachers learn and use Sheltered Instruction Observation Protocol.
VARK – A Guide to Learning Styles: Have your students try the “Questionnaire” to judge what kind of learner they are. Other resources are provided to support these assessments, some for purchase.


An early-childhood researcher at the University of Illinois is featured in this Science Daily article, which argues that unstructured playtime is a critical part of literacy development. Pushing more traditional kinds of academic work in early childhood at the expense of play, Anne Haas Dyson says, is akin to "banning the imagination."
Many early-childhood experts have pointed out the importance of play in developing inquiry and critical-thinking skills that are the building blocks for later learning. But there has been a movement toward more formal instruction in pre-K and kindergarten as a way of getting children on grade level by the 3rd grade.
The findings of the National Early Literacy Panel, released last month, suggest that more attention to foundational literacy skills is needed in early-childhood classrooms. But experts quickly cautioned against interpreting those findings as supporting a strict instructional approach. Instead, many researchers say, young children should have rich learning environments with ample opportunities for hands-on learning, interaction with peers and adults, and large blocks of play time. Lack of such unstructured experiences, they argue, is detrimental to both health and learning.


The Sun is a star, just like billions of other stars in the universe. Our Sun probably formed a little more than four and a half billion years ago, just a little bit before the planets formed around it. It's not one of the older stars in the Universe. Probably some of the earliest stars went supernova, and then new stars formed out of those nebulae, and then the new stars went supernova, and the Sun formed out of one of these new nebulae. So you could say that the Sun is like the grandchild of the first stars.
Like other stars, the Sun is mostly made of hydrogen atoms. All stars start out making energy by changing hydrogen atoms into helium atoms. At the surface, the Sun is almost 10,000 degrees Fahrenheit (more than 5000 degrees Celsius), but it is much hotter in the middle of the Sun, about 25 million degrees Fahrenheit (14 million degrees Celsius). The Sun is one of the brighter stars in the Universe, because many other stars are older and have already turned into red dwarfs.
Like other stars, the Sun is not standing still in space. The Sun orbits in a slow circle. The Sun is orbiting around the center of the Milky Way galaxy. It takes the Sun about 225 to 250 million years to go all the way around its orbit, so the last time the Sun was at this point on its orbit was when the dinosaurs were alive.
Most of the energy on Earth comes from the Sun's rays - sunlight. Sunlight is made of photons that shoot out from the Sun. The photons go in all directions, but some of them come and hit the Earth. Plants use some of these photons in photosynthesis to make new proteins so they can grow and reproduce to make new plants.
Our Sun has already changed about half of its hydrogen atoms into helium atoms. When the Sun uses up all the hydrogen atoms, about four and a half billion years from now, the Sun will become a red giant star, because it's not a big enough star to explode in a supernova. When this happens, the Sun will send more heat farther out into space, and Earth will get too hot for anybody to live on it.
To find out more about the sun, check out these books from Amazon.com or from your library:
Science for Kids home page
History for Kids home page


Photo by The-Autism-Mom
Screening for depression during and after pregnancy is good for women, their babies, and their families, says a new opinion issued yesterday by the American College of Obstetricians and Gynecologists.
Clinical depression is the leading cause of disability in women in the United States. Between 14% and 23% of pregnant women experience symptoms of depression, and an estimated 5% and 25% of women (200,000 to over a million) will suffer from postpartum depression every year.
Depression is bad for you—and your kids. It can lead to preeclampsia, preterm delivery, and low birth weight. If it goes untreated, your depression can adversely affect your infant's cognitive, neurologic, and motor skill development, and your older children's mental health and behavior.
While most OB/Gyns don't currently conduct routine screenings for depression among their pregnant patients, the College strongly urges that they begin to do so.
Are you feeling depressed? Have you talked to your doctor about it?


Melissa Burch, associate professor of cognitive development, received her B.A. in psychology from Franklin and Marshall College. She earned her Ph.D. in child development with a minor in interpersonal relationships from the University of Minnesota.
Melissa's research interests center on memory development, particularly memory for personal experiences. She has been exploring how parental verbal support may contribute to children?s ability to recall the past.
In addition, she is interested in how emotion may affect reports of past experiences and how parents and children talk about these events.
She is currently examining autobiographical memory from a cross-cultural perspective to study how different socialization experiences may relate to the detail included in memory reports.
How does culture influence child development? How do the values, norms, and expectations of a group shape socialization processes? What is the child's role in contributing to social interactions and how might this vary across cultural and social settings? In this course we will move beyond examining group differences to discussing the implications of cultural practices and values for understanding development. We will explore psychological and anthropological literature to consider different perspectives and methodologies to examine how sociocultural context shapes behaviors and development. We will also consider how views of childhood vary across cultures and are reflected in social interactions and cultural routines and systems. Students will be responsible for facilitating discussions, presenting articles, writing short response papers, and completing an integrative final paper on a topic of their choice. Prerequisite: A previous course in psychology or childhood studies.
In this course we will discuss the processes by which children come to acquire, recall, and use knowledge. This course will focus on development from infancy to middle childhood. By reading primary literature, we will examine the emergence and refinement of children's ability to form concepts, recall the past, and extend knowledge to new situations. We will consider methodological challenges and approaches to studying children's abilities, including naturalistic observations, and controlled laboratory studies. We will review literature on findings and theories of development in each area and discuss how changes in children's representational abilities contribute to these abilities. Students will make class presentations based on research articles, write short papers in response to class topics, and develop a research proposal on a topic of interest discussed in the course.
Children's homes and school environments are both valuable contexts to support children's literacy development, and they are most effective when they work together. In this class, we will be partnering with a local school district in their work developing home-school alignment to promote reading skills. Our readings will be drawn from the psychological literature to explore psychological foundations of literacy and family practices around book reading and narrative. We will also explore curricular approaches that cultivate children's skills and engagement with books. We will consult with a school district to support their mission to increase students' reading ability through home-school alignment and examine numerous contexts for learning from living rooms, classrooms, to parks and libraries. As part of the course, we will regularly visit the school to coordinate our efforts. This course satisfies Division I distribution requirements.
Social relationships and social understanding are important parts of our lives from infancy onward. In this course we will explore the developmental significance of parent-child and peer relationships from infancy into childhood and adolescence. We will also discuss children's understanding of theory of mind, gender, emotions, and self. In particular, we will focus on age-related changes in these skills and how they impact social relationships. We will also consider cross- cultural difference in patterns of social behavior. Evaluation will be based on participation, a series of short papers, and a longer final project. Students will read research articles and be responsible for class presentations.
In this course students will gain first-hand experience in the process of conducting research in autobiographical memory. Students will be exposed to some of the main issues in autobiographical memory for personal past events throughout the childhood years and into adulthood. We will consider the potential roles of social interaction, self, culture, and emotionality of events as well as developmental changes in autobiographical memory reports. Course requirements will include reading primary research articles, and designing and executing an original research project. This is an intensive course comprising instruction in all areas of the research process, including collecting, coding, and analysis of data. Prerequisite: Previous coursework in psychology.
Associate Professor of Cognitive Development
Mail Code CS
Adele Simmons Hall 135
893 West Street
Amherst, MA 01002


Trisha Moquino, Olivia Coriz, and Mara Matteson describe the philosophy and practice behind the new Keres Children’s Learning Center
All 19 Indian pueblos of New Mexico have an understanding that we are at a critical point in our long history — that critical point being the difference between language loss and language maintenance and revitalization. Many Pueblos still feel it is the responsibility of the family to give language, and in families where language remains strong, this is still being done. With this understanding and the desire to support families in maintaining their children’s language in the crucial early childhood years, the Keres Children’s Learning Center (KCLC) opened at Cochiti Pueblo in September 2012 after six years of preparation: researching related endeavors, developing the model, shoring up financial support, and laying the groundwork in the community.
Co-founded by Trisha Moquino and Olivia Coriz, the school begins as a preschool, serving children from ages two and a half to four. The pedagogical approach is Montessori, and the language of instruction is Keres, the unwritten language of the Cochiti people. As the children matriculate to ages six and older, the school will evolve into a dual-language Montessori school, and an English language teacher will join the team.
The school was created to address the critical language loss being experienced at Cochiti Pueblo and to give Cochiti parents the opportunity to educate their children in a manner that is in line with traditional practices and where they know their children will hear Keres in an immersion setting. Parents and families are supported through weekly evening seminars in which we discuss their responsibility to pass on the Keres language. In passing on the language, values, beliefs, and a worldview like none other are also transferred to the next generation.
At KCLC, children receive lessons that are culturally appropriate as well as lessons that will prepare them for mainstream education. KCLC emphasizes creating self-motivated learners through meaningful everyday lessons and activities, such as washing dishes, cleaning windows, setting up snacks for classmates, grace and courtesy, caring for the self, and learning the foundational skills for future literacy, numeracy, and the humanities.
The ultimate goal is to have our students be truly bilingual. With families and KCLC working together to reclaim the children’s education, we put our faith and our hearts into this effort. KCLC is independently funded. While it is a struggle to raise the necessary money, it gives KCLC freedom from the many early-childhood English-oriented policies that would interfere with its primary purpose. KCLC is grateful to everyone who has supported and contributed to our efforts.
Trisha Moquino and Olivia Coriz are co-founders of KCLC, and Mara Matteson is a teacher at the school. This article originally appeared in Soleado, published by Dual Language Education of New Mexico — www.dlenm.org. For more articles from Soleado, please visit www.soleado.dlenm.org.
To catch a glimpse of day-to-day life at KCLC, please visit the Keres Children’s Learning Center Facebook page. For more information on KCLC, visit www.kclcmontessori.org.
The languages spoken by the Pueblo people of Acoma, Cochiti, Laguna, San Felipe, Santa Ana, Santo Domingo, and Zia Pueblos are so closely related that linguists usually consider them dialects of a single language, known as Keres or Keresan. This Keresan language is not related at all to the Kiowa-Tanoan languages spoken by most of the other Pueblo people of New Mexico. Keres is spoken by nearly 11,000 people in the American Southwest today.
There is some disagreement among the Keres people as to whether Keres should be a written language or not. Some Pueblo elders feel that their languages should be preserved by oral traditions alone. However, many Keres speakers have decided that literacy is important for passing the language on to children. The Keres-speaking pueblos have developed their own orthography for their language, and today there are programs teaching Pueblo children to read and write in five of the seven Keres-speaking pueblos.


Our curriculum objectives include the State
of Nevada Pre-Kindergarten Standards for our Pre-Kindergarten classes and blend with our
overall program to provide experiences and materials that will help the children develop the
broad language and logical abilities that are the foundation for later academic learning, creative
thinking, and positive social interaction. We also strive to maintain the high standards for
learning as set forth by the National
Association for the Education of Young Children (NAEYC).
Our daily themes are literacy-based. Each classroom’s schedules,
daily plans, and objectives are developed from the following modules:
- The Self-Concept Curriculum unfolds following
the development of the child in a natural, logical, and sequential process.
This model recognizes the child at the heart of the curriculum and takes into account the
types of experiences that will enhance the child’s development and what is relevant
to him or her.
- The Anti Bias Curriculum prepares children with
an early educational experience that teaches acceptance, respect, and cooperation for all peoples
in the classroom and in the community.
- The Creative Curriculum recognizes that the classroom
environment serves as an effective teaching tool. The environment also enhances both fine
and gross motor development through a range of challenging equipment and materials. Each
classroom includes the following learning stations: Domestic Play, Blocks, Manipulatives,
Library Science/Math, Sand and Water, Creative Arts, Language Arts (Oral Languages and Writing
Center) and Computer.
Zaner-Bloser Handwriting & Alphabet Introduction: Developmentally appropriate handwriting instruction, delivered in a consistent, ongoing manner, is a proven critical component of overall literacy development. This curriculum will:
- support early reading and writing development through print awareness and improved letter recognition,
- strengthen students' ability to self-regulate,
- encourage ongoing literacy growth to improve written communications, and
- reduce the need for handwriting-related intervention.
Homework on Wheels: Once a month all
pre-kindergarten children will roll home a backpack on wheels that will contain a book and directions
for activities that relate to the story. Parents/guardians will read the story to their child and
help them with the activity. This promotes quality time with parents and literacy learning
skills. The backpacks and activities are due the following preschool day.
|Goals of Our Curriculum
The most important goal of our early childhood
curriculum is to help children become independent, self-confident, inquisitive and enthusiastic
curriculum and daily lesson plans incorporate cognitive and social learning goals and objectives
and the state of Nevada’s Pre-K standards. The following areas of development are
included in the Child Center’s curriculum and daily lesson plans:
- Creative: Definitions include such concepts as originality,
imagination, divergent thinking (seeing things from a different perspective), and the
ability to create something new or to combine materials in novel, but meaningful ways.
- Cognitive: This is the process of mental or intellectual
development. This area helps children to acquire learning skills such as the ability
to solve problems, ask questions and to understand and use words to describe their ideas,
observations and feelings. Cognitive development allows children to learn and understand
the following skills and concepts: colors, numbers, shapes, one-on-one correspondence,
- Emotional: Children learn to internalize standards of
what is right and wrong. Children learn to convey fairness, consistency, respect
and empathy for others.
- Language: Children’s language develops from a
combination of inborn and environmental factors. Children’s language skills
develop through oral communication, listening activities, letter recognition, rhymes,
storytelling, social skills, sight vocabulary and writing skills.
- Physical: Through gross or large motor activities, children
can develop coordination, strength, large muscles, physical fitness, and social skills.
- Fine Motor Development: Small muscles are developed
through grasping, holding, cutting, and drawing.
- Gross Motor Development: Large muscles are developed
through outdoor play, creative movement, and specific physical education games.
- Social: Through acquiring social skills, children will
learn acceptance, respect, and cooperation in the classroom and in the community.
- Auditory and Visual Perception: Auditory discrimination
of sounds and words and visual recognition of shapes, letters, words, colors, etc


Book empowers parents, optimizes communication skills
Communication is inevitable. But effective communication is critical—it is the foundation of healthy relationships, the competitive advantage needed in an interview and the core of growth and success. According to Dr. Julie Masterson, communication sciences and disorders professor at Missouri State University, communication skills begin to develop immediately after birth and are, in fact, the basis of lifelong language and literacy skills.
“Certainly exposure to oral language in the earliest years of life is crucial, and strong exposure and enhancement of literacy skills in preschool and early elementary is important,” said Masterson. “However, language and literacy skills continue to develop across the lifespan—we just have to recognize it. Students in high school and college are continuing to develop their language skills, as evidenced by increasing professional vocabulary and critical thinking in reading and writing.”
Masterson believes that knowledge is power. In her recently released and fully revised version of “Beyond Baby Talk,” sponsored by the American Speech-Language-Hearing Association, she suggests that parents who know how to effectively engage in their child’s literacy development can optimize their child’s communication skills. The book offers many practical ideas about the different ways a parent can accomplish this.
“We want to empower parents and caretakers with this information so that they know what to look for so they aren’t unnecessarily worried or anxious,” said Masterson. “At the same time, this information also helps them know if there is something warranting concern and what to do about it.”
Although Masterson believes there is no single, critical, period in language development, she does provide some advice to parents.
“Be thoroughly familiar with the stages of development, so you know what should happen at various ages, and then relax and enjoy,” said Masterson. “Know about all the things you can do to ‘naturally’ enhance language and literacy development. These occur in everyday activities and are fun. Most don’t cost anything, and they don’t require specialized training.”
Her book, “Beyond Baby Talk” addresses the influencers on language and literacy development, and includes two new chapters about reading and spelling, and the myths and trends of communication development. The newly revised book also includes an updated chapter on media.
“Parents are bombarded with questions…and the book provides answers,” she said. “It’s a tremendous journey.”
For more information, contact Masterson at (417) 836-5368.
“Hot Topics – Expert Source” releases are a tool the office of university communications provides to assist media in locating a university source to comment on a particular subject or issue. The opinions expressed by the expert are those of a specific individual and are not necessarily representative of the views of the university.


Knowledge development in early childhood : sources of learning and classroom implications
- New York : Guilford Press, c2012.
- Physical description
- xvi, 270 p. : ill ; 24 cm.
LB1139.23 .K64 2012
- Unknown LB1139.23 .K64 2012
- Includes bibliographical references and index.
- Part I: Sources of Children's Knowledge. Kaefer, What You See Is What You Get: Learning from the Ambient Environment. Van Reet, Learning through Play: Procedural versus Declarative Knowledge. Corrow, Cowell, Doebel, Koenig, How Children Understand and Use Other People as Sources of Knowledge: Children's Selective Use of Testimony. Callanan, Rigney, Nolan-Reyes, Solis, Beyond Pedagogy: How Children's Knowledge Develops in the Context of Everyday Parent-Child Conversations. Reed, Hirsh-Pasek, Golinkoff, Drawing on the Arts: Less-Traveled Paths toward a Science of Learning. Pinkham, Learning by the Book: The Importance of Picture Books for Young Children's Knowledge Acquisition. Lavigne, Anderson, Television and Children's Knowledge. Part II: Promoting Knowledge Development in the Classroom. Roskos, Christie, Four Play Pedagogies and a Promise for Children's Learning. Wright, The Research-Reality Divide in Early Vocabulary Instruction. Dickinson, Barnes, Mock, The Contributions of Curriculum to Shifting Teachers' Practices. Wasik, Hindman, Scaffolding Preschoolers' Vocabulary Development through Purposeful Conversations: Unpacking the ExCELL Model of Language and Literacy Professional Development. Duke, Halvorsen, Knight, Building Knowledge through Informational Text. Connor, Morrison, Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge. Silverman, Hines, Building Literacy Skills through Multimedia.
- (source: Nielsen Book Data)
- Publisher's Summary
- Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills.
(source: Nielsen Book Data)
- Publication date
- edited by Ashley M. Pinkham, Tanya Kaefer, Susan B. Neuman.


How Children Learn Music, KindergartenGrade 4
Performing, creating, and responding to music are the fundamental music processes in which humans engage.
Students, particularly in kindergarten to grade four, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others.
Listening to, analyzing, and evaluating music are important building blocks of musical learning. Further, to participate fully in a diverse, global society, students must understand their own historical and cultural heritages and those of others within their communities and beyond.
Because music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music.
>Source: National Standards for Arts Education, published by Music Educators National Conference (MENC). Copyright © 1994 by MENC. Used by permission. The complete National Arts Standards and additional materials relating to the standards are available from MENC, The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191, telephone: 800-336-3768.


Why is creativity important? Is this a question you have asked yourself? Creativity should not be underestimated. Creativity in children is so important. Creativity helps teach cognitive skills such as mathematics and scientific thinking. Creative thinking involves imagination, basic use of the scientific method, communication, physical dexterity and exertion, problem posing, problem solving, making interpretations, and using symbols which help with future literacy skills.
THE IMPORTANCE OF CREATIVITY AND HOW TO FOSTER IT
1-Creativity promotes emotional development-
Creative expression provides many opportunities for expressing emotions and working through those emotions to gain relief and understanding of them.
To help your child do this you could encourage a child who is angry to draw or paint a picture of how they are feeling. You could play varied types of music that invoke different emotions and then ask your child how the music makes them feel.
2-Creativity promotes social development-
In young childhood, creativity is often a social act. Singing, dancing, puppetry, and theater all teach the child to pay attention to others as well as develop an understanding of social rules like give and take, and cooperation.
Have a dance party with other children or have the child and their friends put on a play or puppet show.
3-Creativity supports physical development-
To promote gross motor skills try dancing, mural painting, theater, or large construction projects like building things with boxes.
4-Creativity supports language and literacy development-
By engaging in creative play or projects, children can learn new vocabulary words as well as learn to associate pictures with words.
As mentioned above try playing different kinds of music and creating a conversation with the child about how it makes them feel; this will boost language expression and understanding.
Expose your child to plenty of instruments and talk to them about their favorite one and what sound each instrument makes. Ask them open ended questions about their art work such as “how did you feel when you drew this” or “how does this painting make you feel?”
5-Creativity promotes cognitive development-
Creative activities help children to develop attention skills and cognitive learning. Their imagination is in full use and it encourages them to come up with new ideas and to think outside of the box since creativity involves exploration and problem solving.
Through creative activities such as playing with play dough, children can learn pre-math skills such as the concept of less and more. When children match shapes or colors in their creations they are learning the math skill one to one correspondence.
Creative activities can help them learn about grouping and classification, physical properties of objects, and cause and effect. Painting and play dough are all great ways to explore these concepts.
There are four components of creativity as described by Psychologist Ellis P. Torrance: fluency, flexibility, originality, and elaboration.
Fluency is the ability to produce a number of different ideas. To promote fluency provide children with plenty of opportunities that stimulate the thought process.
Ask open ended questions and questions that ask the child’s opinion. Encourage the child to explore and experiment and this will enhance cognitive growth.
Flexibility is the ability to approach different situations and develop solutions from a number of different perspectives.
Foster flexibility by allowing plenty of opportunities to explore and experiment. Allowing children to experiment and make mistakes unleashes their creative thinking and a sense of wonder. They feel free to imagine, invent, create, and try out new ways to do things.
Asking questions during an activity or when a problem arises such as “how is another way we could do this or solve it?” encourages children to think outside of the box.
Originality is the ability to have a new or novel idea.
To promote originality, provide a variety of supplies and experiences in which children can use their imagination and create.
By painting or constructing something out of play dough they are creating something out of nothing.
Elaboration is the ability to extend ideas. Give children new ways of doing old ideas and activities. For instance, providing pipe cleaner and other items to stick into play dough would allow children to elaborate in their play.
For more ways to build creativity head to my arts and craft page and follow my Arts and Crafts Pinterest Board


Reviews for Super Simple Things to Do With Bubbles : Fun and Easy Science for Kids
Horn Book Guide Reviews 2011 Fall
The activities in each volume emphasize observation of properties such as fizzing and color change. While some are entertaining, the accompanying explanations won't help readers understand the related science. Most of the materials can be found in the home; some might require a trip to the store or extended construction time. Photographs show each step (many also reveal the results). Glos. [Review covers these Super SandCastle: Super Simple Science titles: Super Simple Things to Do with Bubbles, Super Simple Things to Do with Plants, Super Simple Things to Do with Pressure, and Super Simple Things to Do with Temperature.] Copyright 2011 Horn Book Guide Reviews.
School Library Journal Reviews 2011 April
K-Gr 3--Each of these approachable volumes begins with an explanation of the scientific method to get young scientists started out on the right foot. Experiments include an opening question to consider, a list of materials, safety symbols, step-by-step instructions illustrated with clear photographs, and a well-written summary. The experiments, which are outlined on one spread, are simple without being boring. For example, students can create a simple jet (Balloons), turn soap into salt (Bubbles), and make multi-colored flowers (Plants). [Page 113]. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.


Upon her return to Virginia after finishing her first year of studies at the Art Students League, Georgia realized the economic desperation of her family. Her father’s repeated business failures left him morose and bankrupt, and her mother, having fallen ill with tuberculosis, spent most of her time in bed. Even though Georgia’s sisters had not completed high school, her family had to withdraw them and direct the remaining funds to finance their other son Alexius’ education. Because there was not enough money for Georgia to continue her education, she decided to find a job.
In 1908 O’Keeffe returned to Chicago to work as a commercial artist, drawing lace and embroidery for advertisements. This high-pressure career was demanding, as newspapers had daily deadlines and competition between artists was fierce. Though Georgia, with her ability to draw quickly, was a successful contender, the work was largely meaningless to her.
After two years of working in this commercial setting, Georgia contracted the measles. She could no longer continue her work after the disease began to affect her eyesight. In 1909 she decided to move back to Virginia, where she worked at home, helping her mother with the boarders. Acting on advice from her doctors, Ida decided to move to Charlottesville, hoping that a different environment would ameliorate her bronchial problems. Once her mother was established at her new home and boarding house, Georgia moved to join her with the rest of her siblings. During this time Georgia also had the opportunity to study at a local college.
At the advice of her sisters, O’Keeffe started to attend Alon Bement’s art classes. She learned about the artistic theories of Arthur Wesley Dow, who had been influenced by Oriental art, and the sense of completion in a composition. Moreover, Bement supported crafts as art, and taught his students the appreciation of design and the methods used to create design. He insisted that art could not replicate nature, but that beautiful art could result from building an elegant design based on nature. Rather than emphasize the need to create exact representations of nature, he stressed the assets of a beautiful and complete composition. This thinking made Bement’s ideas revolutionary in contrast to existing methods of teaching art, which rewarded students who replicated nature identically.
Dow’s method emphasized more freedom in art using colors and lines than Georgia had previously encountered. Recognizing Georgia’s talents and interest, Bement offered her a summer teaching position, but encouraged her to study drawing with Dow in New York. At the time, however, Georgia could not commit herself to pursuing an education, and decided to gain experience teaching so that she could qualify to teach during the following summer. She had long desired to travel to the American west, and when a former classmate from Chatham informed her that a teaching position was open in Texas, she took up the opportunity. Between 1912 and 1914 O’Keeffe served as art supervisor at a school in Amarillo, Texas. During the summers she taught drawing in Virginia, where her family’s economic situation had improved somewhat when Francis established a creamery.
Georgia was attracted to the environment and wildness of Amarillo, which was at that time still considered a frontier town. The extreme and unregulated forces of nature, the strong winds and flooding streams excited her. Moreover, the people of the area, accustomed to the physical environment, stood in stark contrast to the culture she had left behind in the urban areas of the east. Although O’Keeffe had time to experience life in Amarillo, she also worked tirelessly as the art supervisor. Her position necessitated creativity, as Amarillo was not a picturesque town. She therefore taught students to appreciate their surroundings and to see beauty around them. When she encouraged the students to draw what they loved, one student brought his pony to class, which Georgia lifted up on the teacher’s desk so that everyone could see it and draw it. Her indifference to convention inspired students and other teachers, but it did bring her into conflict with authorities who insisted on adhering to established lesson plans and art books. O’Keeffe, in contrast, insisted that art education be based on self-expression rather than conventional mimicry. She felt that duplicating reputed paintings and patterns was useless, especially for students who had no first-hand experience with the environments and natural settings of the paintings they copied. Eventually, Georgia succeeded in convincing her superiors in following her methods, but she continued to have trouble working exactly in the manner that she wanted.


History of Oglala Lakota College
Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal government to meet the educational obligations it promised in treaties and agreements. With the advent of efforts to extend tribal sovereignty by American Indians throughout the United States came a recognition by Lakotas that control of education is also the control of its destiny. On March 4, 1971, the Oglala Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This marked the commencement of a vision's realization which continues to evolve in the history of the Oglala Lakota.
During its non-accredited years, the college entered into agreements with Black Hills State College, University of South Dakota, and University of Colorado to "borrow" their accreditation for various associate degree programs. Students were taught on the reservation by faculty chosen by the college, but approved by the state institutions, who taught the same courses as offered in South Dakota's colleges. It was a complicated system but it met the needs of students.
The college awarded its first associate degrees in 1974. In 1978, the name of the college was changed to Oglala Sioux Community College to reflect its status as community college. In 1979, Oglala Sioux Community College became a candidate for North Central Association accreditation. The college settled into its dispersed, decentralized campus system which features college centers in each of the nine reservation districts.
In 1980, the Oglala Sioux Tribal Council allowed the college to occupy its present administrative center. Piya Wiconi is the most visible symbol of the college but the district centers are where the mission is being fulfilled.
When accreditation was granted in 1983, the degree offerings were a Bachelor's degree in Elementary Education and Associate Degrees in Education, Human Services, General Studies, Nursing, Lakota Studies, Business and Vocation fields. In subsequent accreditations by North Central in 1987, 1992, and 1994, the college has expanded its Bachelor Degrees in Lakota Studies, Human Services, and Applied Sciences, and a Master's Degree in Tribal Leadership.
At the 1983 annual retreat, OSCC underwent another name change to Oglala Lakota College to reflect its status as a four year degree granting institution and to replace the word Sioux with Lakota. Since Sioux is not a word in our language, the proper word to describe our people is Lakota. Oglala Lakota College is governed by a 13 member Board of Trustees with membership coming from nine reservation districts, one designee from the Oglala Tribal Council, one designee from the OST President, one Council of Elders, and a student representative.
As a result of the comprehensive accreditation review in March of 1998, NCA granted continuing accreditation for all existingdegrees, the Master's degree in Lakota Leadership /Management, and an added Master's Degree emphasis in Educational Administration. NCA also removed distance and site limitations.
Oglala Lakota College stands ready to meet the education challenges of the 21st Century and will continue to assume a vital role in the development of the reservation's resources, its people, and the land. Oglala Lakota College has been accredited by the North Central Association of Colleges and Schools since June 20, 1983. This accreditation has been continued and expanded in scope with each subsequent comprehensive visit.
The most recent comprehensive visit took place in March 2003, by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 South LaSalle Street, Suite 7-500, Chicago, Il 60604-1413, telephone number 312-263-0456 or 800-621-7440, FAX 312-263-7462. The college offers accredited degree programs and certificates. The programs in Elementary Education and in Nursing are fully approved by the State of South Dakota. Graduates of the elementary education program are certified by the South Dakota Division of Education, and graduates of the nursing program are permitted to sit for the National Council Licensing Examination (NCLEX) to become Registered Nurses. Bachelor of Social Work was accredited by the Council on Social Work Education in Spring of 2010.


Play in the Preschool Classroom
Play is a child's primary learning tool (Owocki, 2002) and the most important learning activity in the preschool classroom (McGee & Richgels, 2000). Children naturally and spontaneously engage in many forms of play. Katz (2001) says that play consists of activities that children find enjoyable and participate in voluntarily to have fun. Such activities include building with blocks, playing with water, digging in mud or sand, molding clay, and pretending. Although some play may be solitary, much play is socially interactive and requires such skills as negotiating, problem solving, and decision making, along with using language purposefully. When two children decide to construct a tower of blocks, for example, they may use language to decide which blocks to use, where to place them, and how high to build the tower before it might collapse.
In this section, we focus on dramatic play and its potential for developing language and literacy. Dramatic play occurs when children pretend to be something or someone else (Birckmayer, 2002). A child can engage in dramatic play alone (for example, when a child pretends to be a truck driver), but it often occurs through social interactions. By simulating real-life experiences, dramatic play enables children to imitate grown-up behaviors and to try out alternative courses of action. Your role is to allow children to take the initiative and develop their own situations, but to enter subtly into the play on occasion to facilitate the continuation of the scenario and promote language interactions.
Much dramatic play occurs at centers, which may be any setting familiar to the child, such as the kitchen, a fast-food restaurant, a bank, or a beauty shop. To promote literacy development, each center should contain print materials that are often found in such places. Before children use each center, you should explain and model the different materials so that children will know what they are and how to use them. Of course, materials must be safe (for example, no sharp edges on cans) and authentic but perhaps not valid (for example, only canceled checks with account numbers obliterated). You may keep prop boxes that hold center materials (Jackman, 1997) and introduce them when the time is appropriate, such as when the center is related to a field trip or a theme.
© ______ 2006, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.


Who invented the art of cinema?
Kaveh Askari, associate professor of English at Western Washington University, will give a lecture titled “Inventing Art Cinema: From the Museum to the Screen” at 7 p.m. on Wednesday, April 17 in the Bellingham City Council Chambers, 210 Lottie St., in Bellingham.
The free, public talk, an installment of the WWU College of Humanities and Social Sciences Dean’s Lecture Series, is co-sponsored by the City of Bellingham.
Who invented the art of cinema? Cinema is a relatively new art form, and so one might assume that its birth should be easy to pinpoint. But the origins of this great art of the 20th century intertwine with so many visual entertainments of the 19th century that it is no simple task to find the most important threads leading to the cinema we know today. This lecture looks back to the very beginning of motion pictures, in the 1890s, to address this elusive question of origin. Moving beyond the noisier contenders for inventor status like Thomas Edison, it looks at the work of a lesser-known cinema pioneer, Alexander Black, who provides a missing link in the history of moving-picture art.
On Oct. 9, 1894, at an art studio in Manhattan, the writer, photographer, and magic lanternist Alexander Black premiered “Miss Jerry,” his first “picture play.” Famous artists, novelists, and political figures gathered to discuss what was essentially a feature-length moving slide show, but one that walked in close step with the emerging cinema. The event was meant to provoke as much as entertain. It raised questions about the future of motion pictures at a time when the American public was gleaning its first glimpses of photographed movement on rotating disks and in peephole devices. Black sought input from his circle of writers and visual artists on how best to present this new kind of performance on his national lecture tours. On their advice, he fine-tuned the format and would spend the next decade performing his picture plays at community centers, schools, and museums across the eastern United States. Although largely unknown today, during the silent film era these performances were continually mentioned when writers posed the question, “who invented the art of cinema?”
Kaveh Askari received his doctorate from the University of Chicago. A specialist in cinema history, his research and teaching interests include silent film, 19th century visual culture, Iranian cinema, and global Hollywood. He is currently working on a study of picture craft and art education in American silent cinema. His work has appeared in “Film History, Screen, Early Popular Visual Culture” and several edited collections. He edited a special issue of “Early Popular Visual Culture” on the Middle East and North Africa in 2008.
Audience questions for Askari’s April 17 talk will be welcomed. The lecture will be recorded and shown on Bellingham TV Channel 10.
For more information on this lecture, please contact Katrina Schaeffer, WWU College of Humanities & Social Sciences, (360) 650-3763, or firstname.lastname@example.org.


Praised by critics and teachers alike for more than 40 years, Burne Hogarth’s Dynamic Anatomy is recognized worldwide as the classic, indispensable text on artistic anatomy. Now revised, expanded, and completely redesigned with 75 never-before-published drawings from the Hogarth archives and 24 pages of new material, this award-winning reference explores the expressive structure of the human form from the artist’s point of view.
The 400 remarkable illustrations explain the anatomical details of male and female figures in motion and at rest, always stressing the human form in space. Meticulous diagrams and fascinating action studies examine the rhythmic relationship of muscles and their effect upon surface forms. The captivating text is further enhanced by the magnificent figure drawings of such masters as Michelangelo, Rembrandt, Rodin, Picasso, and other great artists.
Dynamic Anatomy presents a comprehensive, detailed study of the human figure as artistic anatomy. This time-honored book goes far beyond the factual elements of anatomy, providing generations of new artists with the tools they need to make the human figure come alive on paper.
About Burne Hogarth
Burne Hogarth’s (1911–1996) remarkable career spanned over 60 years. He wore many hats in the worlds of fine art, art education, and art publishing. He is most famous for his internationally syndicated Sunday newspaper color page feature “Tarzan” (1937–1950) and for his illustrated adaptations of the Edgar Rice Burroughs novels Tarzan of the Apes and Jungle Tales of Tarzan. A co-founder of the School of Visual Arts in New York City, Hogarth remains one of the most influential figures in art education today.


"Third graders love to participate in folk and traditional dances. It is often interesting to watch these students practicing their socialization skills as they attempt these dances that usually involve pairing up with someone else." — Paul Bakeman
By Miriam Myers , GreatSchools Staff
Third graders work to develop their understanding of pitch, melody and rhythm by singing, playing instruments and exploring creative movement. You can expect your child to learn about famous musicians and the instruments in an orchestra. Through these activities, she develops her understanding of the artistic, cultural, scientific and mathematical foundations of music.
Research has shown that the benefits of music education include improved reading and reasoning ability, self-esteem and vocational preparation. Paul Bakeman, our teacher consultant and award-winning music teacher, adds: "Recent research done at the University of California, Irvine, indicates that young children involved in consistent music instruction have a greater ability to grasp concepts that are also essential to the understanding of math and science."
Music may not be taught as a separate subject in some schools, but most states require that it be included in the curriculum. Most states have music standards that are based on the Most states have music standards that are based on the National Standards for Arts Education.
Your third grader is likely to sing traditional and folk songs. Many songs will be connected to the holidays. Others will reinforce what your child is learning in class. Typical songs include "America the Beautiful," "Yankee Doodle" and "Rocky Mountain." Your child sings alone and with a group, blending his voice with others and singing in rounds. He sings expressively, on pitch (high and low) and with correct dynamics (loud and soft). He sings an increasing number of songs from memory and with improved accuracy. He may create songs based on a poem or nursery rhyme.
Playing and listening to instruments
Third graders play musical instruments. They can begin a simple melody instrument such as the harmonica. Some, but not all, are ready for the recorder.
They can play more complex melodies on xylophones, individually and in a group. You can expect your child to work with rhythm to find a steady beat. He will be able to maintain a steady beat as he plays an instrument alone and in a group. He can improvise short melodies on a xylophone to the rhythm of poems or chants, given a set of pitches to work with.
You can expect your child to learn the characteristics of the musical instrument families: string, woodwind, brass, percussion and keyboard. He listens to the instruments and learns how they work together in an orchestra.
Moving to music
Your child gets many opportunities for creative movement. She may invent hand and body movements to accompany songs, showing her understanding of rhythm, beat and the mood of the music. She will also learn dances from other cultures or eras. "Third graders love to participate in folk and traditional dances," Bakeman says. "It is often interesting to watch these students practicing their socialization skills as they attempt these dances that usually involve pairing up with someone else."
Using the vocabulary
In a rich music program, third graders learn to use the vocabulary of music, using words such as pitch, meter, rhythm, tempo and melody. They also learn to understand how music communicates feelings. Your child will use words such as happy, sad, excited or scary to describe the emotions portrayed in music.
Third-grade students are able to develop recognition of musical notation. They begin to read music from the treble clef staff, identifying and writing individual pitches. "Third graders also practice drawing the treble clef symbol, staff and other musical symbols," Bakeman adds. "They can identify these symbols and explain their purpose and usage."
Studying famous musicians
Students should be exposed to music of various styles, eras, genres and cultures. They learn about famous musicians of the past, such as Frédéric Chopin and Ludwig van Beethoven, as well as contemporary musicians and those from various cultures. They learn that being a musician or composer can be a career choice.
What to Look for When You Visit


Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
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Rent Eager to Learn 1st edition today, or search our site for National Research Council Staff textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Joseph Henry Press.


Plugged In: Positive Development Strategies for Disconnected Latino Youth
Â Latino youth are one of the fastest-growing segments of the population in the U.S., poised to fill the workforce gap as millions of baby boomers retire over the next decade. Yet, achieving economic mobility remains out of reach for as much as 42% of Latino youth who face numerous barriers to academic and career success and are dropping out of high school at persistently high rates
NCLR profiles a pilot program of the NCLR Escalera Program: Taking Steps to Success, which addresses the obstacles faced by young Hispanics who are disconnected from school and work. This pilot is operated by three NCLR Affiliates, AltaMed Health Services Corporation in Los Angeles, American YouthWorks in Austin, and HELP â€“ New Mexico, Inc. in rural New Mexico. The report finds that across the three sites, the following core competencies are central to the success of disconnected youth: reconnection, foundational skills, leadership and personal development, educational attainment, workforce readiness skills, and career exploration. Basedon these findings, NCLR offers lessons and recommendations for policymakers, funders, and program administrators serving this population.National Council of La Raza (2010)
Advancing American Economic Competitiveness
through Latino Immigrant Worker Success
Â Â Work is an asset, not a barrier, to gaining an education, according to the report's findings. The workplace presents a tremendous opportunity for increasing access to postsecondary education and training, especially for working Latino adults.
Regardless of the current economic woes, the workforce in 2014 will be strongly defined by two factors: the departure of large numbers of "baby boomersâ€ť and the rapid growth of the Hispanic workforce. These legal immigrants need greater postsecondary opportunities in order to fill expected gaps in industry sectors related to infrastructure and green manufacturing.
Corporation for a Skilled Workforce (2011)
Excelencia in Education
National Council for Workforce Education


- Respondents reported that NCLB has had negative effects on scheduling, workloads and funding for their visual art education programs.
- NCLB has had limited negative consequences on the areas of staffing, teaching loads and enrollments.
- Respondents reported that NCLB’s focus on assessment has had unintended secondary consequences on student learning, including a narrowing of students’ interests in learning and
exploring a broad range of content.
From my perspective, RttT emphasizes teaching to the test and the narrowing of the school curricula even further than NCLB.
Now, to complicate matters: According to a recent U.S.D.O.E. report on arts education, program funding devoted to creativity development in U.S. schools has stagnated. Secretary of Education Arne Duncan states: "... there have not been significant national declines in the availability of music and visual arts instruction in elementary and secondary schools."
Secretary Duncan states we are not experiencing significant declines from a vital area in education that has already been marginalized? This is not good for children.
Add to this situation the state and federal funding dilemma schools face in this age of austerity and children are at a higher risk of having their fine arts learning opportunities reduced even further.
Let me just say that as schools are charged with the immense task of developing the future inhabitants of civilization, children's creative capacities are an aspect of their education that should never, ever be neglected.
If you have not communicated the importance of arts education funding in our schools, I urge you to contact your Indiana Legislators here:
Not sure who to contact? You can find Indiana and U.S. Legislators here.
Need advocacy talking points? Find them here:
Your efforts are critical for the preservation of creativity development and fine arts learning opportunities in our schools.
|5th Grade boys and their 12th Grade mentor collaborate on a kinetic sculpture in art class at New Palestine Elementary.|


The Elementary Education Program prepares candidates to teach in grades 1 through 6. Completion of the program leads to a Bachelor of Science degree and prepares candidates to obtain an Illinois Professional Educators License with an endorsement in Elementary Education and a Reading Teacher Endorsement. The Elementary Education Program consists of general education and professional education courses that address requirements for graduation and the State of Illinois requirements for licensure.
Elementary Education candidates will be concurrently enrolled in professional education coursework and field/practicum experiences designed to reinforce concepts and skills learned in the university classroom. The field/practicum experience blocks are designed to provide opportunities for candidates to apply course concepts in authentic environments. Required activities and assignments provide candidates with the opportunity to connect theory and practice, and prepare candidates for daily classroom responsibilities.
Elementary Education teacher candidates will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. The Elementary Education practicum and student teaching/clinical practice experiences have been designed as a serious apprenticeship that requires teacher candidates to spend a one academic year inside schools working alongside veteran Elementary School teachers.
In an effort to better serve teacher candidates, the School of Education has implemented a Disposition Support model. The professional dispositions of candidates are a critical component of development for emerging educators. All Elementary Education candidates participate in the Disposition Awareness Workshop; the workshop highlights the components (exemplars) of each of the following dispositions:
- Fairness - the commitment demonstrated in striving to meet the educational needs of all persons in a caring, non-discriminatory and equitable manner
- Belief that all students can learn - demonstrating behaviors that are inclusive of all children: using data to make instructional decisions, differentiating instruction to meet the needs of diverse learners and demonstrating cultural responsiveness
- Collaboration – the process where two or more people work together in an intersection of common goals by jointly developing and agreeing to a set of common goals and directions; sharing responsibility for obtaining those goals; and working together to achieve those goals, using the expertise of each collaborator
- Professionalism – the commitment to maintain standards of professional conduct and demonstrate appropriate behavior
- Commitment to learning – the investment of effort in learning along with a commitment to scholarship and professional development


Elementary through Middle School
Routledge – 2012 – 313 pages
Art Teaching speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. A wide range of art media with sample art activities is included.
Taking the reader to the heart of the classroom, this practical guide describes the realities, challenges, and joys of teaching art, discusses the art room as a zone for creativity, and illustrates how to navigate in a school setting in order to create rich art experiences for students. Many textbooks provide information; this book also provides inspiration. Future and practicing teachers are challenged to think about every aspect of art teaching and to begin formulating independent views and opinions.
"Art Teaching is one of the most transformative books about art education that I have read in many years. I wish all art teachers would read and discuss its contents. It will change the way teachers teach and students learn."— NAEA News
"This clear text draws upon the authors’ own real experiences and offers insights and guidance for those seeking to teach art in elementary and middle schools." -- Jerome Hausman, Visiting Professor, Art Institute of Chicago
"This is an absolutely essential text for future art educators as well as a must-read for current teachers who want to rekindle their creative teaching. At a time when student creativity in this country is on the decline, this book provides inspiration, tangible strategies, and- most importantly- the challenge to make the art classroom the indispensible creative center of every school." -- Cindy Meyers Foley, Director of Education, Columbus Museum of Art and Center for Creativity
"Bravo to both authors who provide a refreshing and much needed approach to teaching art in a contemporary classroom. The authors encourage the reader to honor the wisdom of children while allowing them creative license in the art classroom. This book provides a comprehensive view into the world of teaching art and includes nearly everything that a teacher should think about, such as meeting the standards, classroom management, curriculum planning, advocacy, and so much more." -- Kathy Danko-McGhee, Director of Education, Toledo Museum of Art
Dedication Preface Acknowledgments 1. From Theory to Practice 2. Art in the Elementary Grades 3. Middle School Art 4. Classroom Organization And Assessment 5. Art Students As Artists 6. Professional Development Of The Art Teacher Index
George Szekely is Professor and Area Head--Art Education, University of Kentucky. For his lifetime contributions to art education, he received the Victor Lowenfeld Prize and the Manuel Barkan Award. He was named a National Treasure by the National Art Education Association and presented with the honor of becoming a Distinguished Fellow.
Julie Alsip Bucknam is Professor of Art and Art Education at Eastern Kentucky University; recipient of the Kentucky Art Education Association Elementary Art Educator of the Year Award, and the Art Educator of the Year Award; and is Past President of the KyAEA.