At Tidemill we follow the Early Years Foundation Stage framework in Nursery and Reception. This is a curriculum deeply rooted in the foundations of play. It is made up of four themes which are:
A Unique Child
- Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
Learning and Development
- Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
The themes of a unique child, positive relationships and enabling environments all feed into how we teach the learning and development theme.
Learning and development theme
The Learning and development theme is split into 7 areas of learning:
Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding of the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
In Nursery and Reception we follow children’s interests to offer them a stimulating and engaging curriculum. We use these interests to teach the 7 areas of learning described above. Children are continually assessed through observations and focus groups and the provision supplied is a result of this assessment.
We have a total of 60 Reception places and 52 part-time Nursery places. We also offer 10 full-time Nursery places.


Mary Jo writes…
Language is critical for literacy development and storytelling creates an interactive bridge. Music, repeated phrases, and actions provide connections and invite participation by children when they become part of the storytelling event.
Working in schools demands that the storyteller is tuned into the state literacy standards. Storytelling connects many types of standards but I am only concentrating on the literacy connection. A good story challenges a child’s auditory, visual, and kinesthetic skills along with a phonemic awareness.
Performing in schools as a storyteller gives a teller the opportunity to address some reading readiness components such as repetition, retelling, rhyming and sequencing. When teachers are aware of what the stories have to offer they are amazed at the children’s reaction. Children develop their oral language skills by learning to tell and retell stories. They learn about their world, other cultures, visual imagery, moral and social issues and they increase listening skills.
Literacy standards connections to look for when telling stories for children:
- Phonological Awareness
- Understanding Stories
- Book Awareness
- Word Awareness
- Story Enjoyment
Mountains of information are available for review and it can be mind boggling. Check out these organizations for documentation of literacy standards and review for connections to your type of storytelling.
- International Reading Association
- National Council of Teachers of English
- National Association for the Education of Young Children
Play with the sounds of language using songs, rhymes, chants and stories. Get excited about what you do. This life of mine is a passion and I work at it everyday in one way or another. Over the years I have been successful because I spent 35 years in the trenches with young children and also attended numerous conferences and developed a love for my life. I rely on my experiences to connect my storytelling to the world I live in and to share my experiences with anyone who will listen!
More about Mary Jo
I have 35 years as an Early Childhood Educator and 20 years as a storyteller. I believe in my heart that children who listen to stories develop a great vocabulary and understanding of their world. I used storytelling in the classroom and began visiting schools, libraries and doing workshops for teachers and librarians. In this period of time I have been in all but 7 states and visited with thousands of children and adults. Children need excitement, music, props and I like puppets with my storytelling. I am not a puppeteer I just play with puppets and I play with story.
Today I work as an author, storyteller, consultant, teaching artist and granny-on-the-go! I am a good traveler and my fluff goes with me wherever I go to tell stories. Children are hungry to hear a good told story and they connect especially when there is a little rhythm and rhyme. I have 7 books published and working on a couple at this moment along with 3 CDs and my favorite a new DVD called “Fairy Tales, Fantasy, and Storytellin’ Fun!.


Teaching Language and Literature in Elementary Classrooms
The goal of Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development, Second Edition is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. Theoretically based, well organized, and practical, this text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classrooms. It is uniquely designed as a handbook for beginning educators that serves both as a text and as a professional resource to be carried into the first year of teaching.
The narratives in this text, and the accompanying instruction for preparing to teach, are included for every elementary instructional level. A consistent chapter format is used to help readers move from a direct experience of a classroom narrative, to step-by-step descriptions they can follow to implement these activities in their own classrooms. A rich array of interactive pedagogical features is provided.
New in the Second Edition: This edition retains the purposes of the first edition, but adds ideas and information gathered over the years from new classroom observations. It also incorporates the results of the author's extensive reviews of educational research, continuous reading in all the genres of children's literature, and correspondence with faculty and students who used the first edition of this text. In response to these varied and helpful experiences, the Second Edition features:
*Strategies for dealing with problems of disruption in the classroom;
*Expanded discussions related to diversity and special needs;
*Increased attention to methods of evaluation and mandated testing programs;
*Reorganization of chapter sections to make them more useful to readers;
*A new chapter on play and the fine arts;
*Integration of electronic teaching technology into all chapters;
*Extensive in-text annotations of children's literature, discussions of new titles in children's literature, cultural literatures, book clubs, series books, and the influence of books published internationally;
*Updated reports of research and best practice studies;
*New classroom observations; and
*New appendices, designed to provide information and resources for instructional support.


INTERDISCIPLINARY EDUCATION AT ITS FINEST
Science of Art is an interdisciplinary program that encourages students to identify the intersection between scientific experimentation and the creative process, and addresses how scientists and artists think alike. The Museum of Glass created Science of Art in response to an articulated need for new and stimulating approaches to science and art education in elementary, middle, and high school classes. The program presents an informative, engaging curriculum meeting EALRs (which may include communications, science, art, reading, writing, social studies and/or history) GLEs, and Next Generation Science Standards to enhance student learning opportunities and rejoins the connections between science and art as well as to other core subjects.
Science of Art programming is offered to dedicated schools that are willing to make an impact in their students’ learning. Teachers must make a commitment to schedule a classroom lesson facilitated by a Museum of Glass Art Educator prior to their Museum visit and following the visit teachers are expected to complete a program evaluation. We ask schools who wish to participate to complete a registration form in order to reserve a spot. Programming is available for six select weeks each spring.
The need to know, create, explore and understand provides
inspiration to the development of the human spirit. Science
and art share this inspirational foundation, even though through
time they’ve been separated.
—Leonard Shlain, Art and Physics; www.artandphysics.com
Science of Art Museum Visits
Science of Art is an ideal way to reach all learning types, from the kinetic to the aural. From the scientist to the art lover, everyone will find something that excites them. The 3.5 hour Museum visit rotates students through four different areas with different learning experiences to look at art through a scientific lens. Student groups are limited to 60 students in each time slot, split into smaller groups of no more than 20 each.
- Hot Shop: Live glassblowing demonstrations where students witness elements of science incorporated into the creative process.
- Galleries: A specialized tour of the exhibitions, focusing on both the artistic and scientific themes in the work.
- Education Studio: A scientific principle is introduced followed by a related hands-on art project that ilustrates key concepts.
- Theater: Join an artist and scientist for an interactive exploration of how each uses both science and art in their daily lives.
Can't travel to the Museum?
Our Mobile Hot Shop is available to bring Science of Art to your school! Learn more »
Science of Art Units
Each year, the Museum of Glass offers a different Science of Art Unit.
Science of Art 2016 Unit - The Luminous Optics of Glass
March 9 – 11
March 23 – 25
March 30 – April 1
April 20 – 22
April 27 – 29
May 4 – 6


Critical Perspectives in Canadian Music Education
Paper 230 pp.
Online discount: 25%
Music education in Canada is a vast enterprise that encompasses teaching and learning in thousands of public and private schools, community groups, and colleges and universities. It involves participants from infancy to the elderly in formal and informal settings. Nevertheless, as post-secondary faculties of music and programs are growing significantly, academic books and materials grounded in a Canadian perspective are scarce. This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective. Topics range from a discussion of the roots of music education in Canada and analysis of music education practices across the country to perspectives on popular music, distance education, technology, gender, globalization, Indigenous traditions, and community music in music education. Foreword by composer R. Murray Schafer.
Musician, educator, researcher, and advocate, Carol Beynon serves as the vice provost of graduate and post-doctoral studies at the University of Western Ontario. She is co-artistic director of the award-winning Amabile Boys Choirs. Her research interests include Canadian music education, arts education, teacher identity, and gender issues.
Kari Veblen, the associate dean of graduate studies and research at the Don Wright Faculty of Music, University of Western Ontario, teaches cultural perspectives in music education, elementary methods, and graduate courses. Musician and educator, Veblen studies international trends in community music.
“From the maxims of R. Murray Schafer that launch the book to the culminating epistemology of music education that brings it to a close, this insightful collection represents a landmark contribution that challenges the status quo and bridges the past, present, and future of Canadian music education. Beynon and Veblen convene a stellar group of Canada’s leading researchers in music education to examine critically and prompt questions on a broad range of topics. Collectively, the authors reveal the geographical uniqueness and cultural diversity of Canadian landscapes of music education.... An outstanding model for building a sense of shared commitment among music educators at the national level while acknowledging the diverse perspectives within regions.”
— Marie McCarthy, School of Music, Theatre and Dance, University of Michigan
“The examination of the work of school music teachers ... is incisive, thoughtful, and exciting. A foreword by R. Murray Schafer sets the tone, as he points out that many of the difficulties encountered in the school system cannot be solved by purchases and possessions, but will be swept aside by the excitement of creative activity.... Passion and commitment to sharing a love for music underlies each of the essays. The authors question attitudes about popular music, Canadian music, gender roles in bands, e-teaching of music, music in non-European establishment traditions, native transmission of musical knowledge, the place of choral groups in society, the role of class and gender stereotypes in the choice of instrumental and voice options, the need for music specialists, and the tentative nature of the support given to music programs.... The Canadian perspective comes through loud and clear in each article and is necessary to understanding the points of view presented. It also allows for the kind of attitude that will best serve young musicians. In the words of R. Murray Schafer, “Allowing children to become creative does not require genius; it requires humility.”
— E.A. Breen, The Music Times
“Anyone committed to music education would profit greatly from this book. But clearly it is a call for change and therefore must be a topic of discussion among policy makers.”
— John J. Picone, Canadian Association of Music Libraries Review
“There is plenty here to inform, challenge, and inspire even the most experienced educator! Carol Beynon and Kari Veblen are to be congratulated on compiling such a rich collection of perspectives on Canadian music education. Insights into specific historical and cultural issues are considered alongside more global aspects concerning the content and methodology of the music curriculum in the twenty-first century, making the book of interest to an international readership. The negative experience of formal education in the 1960s reported by Murray Schafer highlights the importance of asking ‘real’ questions. This book goes a long way to addressing that concern.”
— Jonathan Stephens, Professor of Music and Music Education, University of Aberdeen, Scotland
“A collective work of impressive seminal scholarship, Critical Perspectives in Canadian Music Education is a unique and strongly recommended addition to academic library World Music History collections in general, and Canadian Music History in particular.”
— Midwest Book Review


NCTQ Standard 6 - Common Core Elementary Content
The program ensures that teacher candidates have the broad content preparation necessary to successfully teach to the Common Core State Standards.
Standard applies to: Elementary Education.
Indicators that the program meets the standard:
6.1 At the undergraduate level, the institution:
Requires candidates to take at least one course in each topic from each of the subject areas listed below.
- All coursework except children's literature should only be taught in liberal arts departments.
- Course content must be broad enough to give candidates the knowledge base to teach the elementary curriculum.
Exempts candidates from specific course requirements on the basis of standardized assessments commonly recognized as demonstrating content mastery at the level provided by post-secondary or rigorous secondary instruction.
Subject A: Literature and Composition
- Topic (1): World literature ENG 211, ENG 212
- Topic (2): American literature ENG 303
- Topic (3): Writing, grammar and composition ENG 101, ENG 102. ENG 308, ENG 300, ENG 409
- Topic (4): Children's literature EDR 344
Subject B: History and geography
- Topic (1): Early American history HIS 201
- Topic (2): Modern American history/government HIS 202, PSC 201
- Topic (3): World history - modern HIS 102
- Topic (4): World history - ancient HIS 101
- Topic (5): Geography - HIS 369
Subject C: Science (at least one course with lab)
- Topic (1): Biology BIO 101
- Topic (2): Chemistry CHE 101
- Topic (3): Physics/physical science PHY 101, PHS 151, PHS 201
Subject D: Fine Arts
- Topic (1): Music history MHL 101
- Topic (2): Art history ART 200
Elementary Mathematics (See Standard Five)
- Topic (1): Algebra MAT 131
- Topic (2): Numbers and Operations MAT 116
- Topic (3): Geometry MAT
- Topic (4): Data Analysis
6.2 For undergraduate programs, the teacher candidate completes an 18 credit hour concentration in a subject area relevant to the elementary curriculum:
- Social Studies
6.4 STRONG DESIGN
A program will earn a "strong design" designation if coursework:
- fulfills two or four topic requirements in Literature and Composition,
- three to five in History and Geography,
- two to three (with at least one lab) in Science,
- one to two in Fine Arts


Autism: Helping Your Child Head Into to Adulthood
Work and Day Programs continued...
"Supported employment" assists in finding disabled individuals paying jobs and has proved that even those with severe disabilities are able to work.
"A workplace mentor helps to find them a job that suits their interests and abilities and checks in with them periodically to make sure it works," says Bruce Litinger, executive director of the Early Childhood Learning Center of New Jersey. The non-profit provides services to children and adults with special needs.
While supported employment helps people with special needs enter the workforce, there are also vocational programs that provide counseling and on-the-job training to high school students with autism. Check with your state’s developmental disabilities service to search for programs that suit your child.
What if your child isn't heading off to work? “Even if a young adult with autism can’t have a paying job, that doesn’t mean that he doesn’t want to have some independence,” Litinger says. Taking part in activities like volunteering, gardening, art, and music can help him enjoy a more full social and emotional life.
About 16% of young adults with autism live away from home. Depending on your state, your child's housing options may include:
- Supported living in a home or apartment with a caregiver
- Group-home living with on-site staff
- Foster-home living with professional teaching parents
Assisted living/intermediate care facilities
You can find out about housing support and services -- and who pays for them -- from your state’s developmental disabilities service.
Magro suggests that families assess their budding adults' readiness to live away from home and determine the help they will need. “Anyone with autism preparing to live on their own needs to learn the basics of independent living, including organizational skills, money management, and social skills," he says.
Putting It All Together
Some programs can help ease the transition with guidance on many aspects of adulthood, from social and kitchen skills to pastimes like book clubs and fitness activities. Then it's a matter of planning, planning, and more planning, Magro says.
“The families that I work with have learned very early on that they have to get through lots of obstacles to provide their children with what they need,” Cruger says. “That will come in handy in making the transition to adulthood.”


A principle that Google practices has given a group of high school seniors the freedom to pursue their own projects in AP English class.
The 80/20 principle at Google means that employees spend 80 percent of their time on assigned projects and 20 percent working on something that's interesting to them. At Arlington High School in Lagrangeville, N. Y., AP English teacher Julie Jee opened up 20 percent of class time for students to work on their projects.
While they did have some general guidelines, she really wanted them to be creative and focus more on the learning process than the product exclusively. And they did.
"I would definitely encourage teachers to implement 20 percent time in their classrooms because I think they'll be more than pleasantly surprised; they'll be completely blown away by what their students have to show them," Jee said.
In the 2012-13 school year, her students split into small groups, picked a book to read from an Advanced Placement reading list and came up with an essential question based on the book. Then they set out to answer it.
A group of four seniors read Out of Africa, a Kenyan memoir by Isak Dinesen, and decided to answer the question, "How do you conquer fear?" Elizabeth Saint-Louis, Marissa Zaritsky, Natalie Turner and Klea Albrahimi figured out what they were afraid of and set out to face their fears.
They rode horses, tried new foods and played a scary video game called Slender. And while some of them still didn't like trying new food or petting dogs, they discovered that not everything was as scary as they thought.
Twenty percent time made learning more personal and gave students a chance to think differently, said Marissa Zaritsky, a newly graduated senior who plans to major in communication disorders at the University of Massachusetts Amherst in the fall.
"The 20 percent project I think is something that should be utilized in every school," Zaritsky said.
And so should technology. Zaritsky and her classmates used iMovie to create their documentary and kept a journal of their progress in Google Docs. Their teacher also incorporated interactive whiteboards, computers, websites, Edmodo, prezi and other tools throughout the year.
"This is the first year I've ever had a teacher who brought technology into the classroom in a big way," Zaritsky said. "Using technology in the classroom not only will make the students more interested because the teachers are going on a level that the kids understand, but it also brings in a new element. It's not just paper and pen anymore."
Technology also played a big role in another project. Seniors Schuyler Kieley and Kieran Stack read Death of a Salesman by Arthur Miller and set out to answer the question, "Do you feel that it is our duty as a society to help those in need?" The main character, Willy Loman, commits suicide, and at the end of the book, his family was trying to figure out how his death could have been prevented.
Kieley and Stack interviewed other students and posted the video interviews on YouTube. Both of them enjoy music and are planning to major in music education and music industry respectively in college next year. So they organized a benefit concert for the Kelley Doyle Children's Christmas Foundation, which was established after the suicide of local resident Kelley Doyle to provide Christmas presents for children in need.
"Putting on a benefit concert has always been something that I wanted to do, but there was never like a good time or a huge drive to do it," Kieley said. "But when this opportunity came up, Mrs. Jee gave us tons of time to plan it, and it just seemed like the right thing to do."
They spread the word on Twitter and Facebook, asked five high school bands to send them a video preview of their music and put a trailer video together with those clips. The band that Kieley is in, Rewards and Revisions, played in the concert.
More than 75 people showed up, and the two seniors were able to send a check for $375 to the foundation.
Their project allowed them to use their passion for music to help others in their community. And it motivated these students to work hard on a project they created.
"Once you realize the amount of effort that you're putting toward something that you've come up with yourself, you realize that everything else really should have that same work ethic," Kieley said.


No Child Left Behind's Early Reading First program supports preschools and early childhood education providers -- especially those who serve children from low-income families -- so that the children they serve will start kindergarten with the foundational skills necessary to become successful readers. The following is an excerpt from a recent article in the Seattle Post-Intelligencer highlighting how children are benefiting from an Early Reading First grant:
Teacher Maria Louisa Aguilera opens a student's portfolio and points to the signs of success -- a neatly executed alphabet penned by a small hand, her first and last name written out correctly, a worksheet with the names of vegetable seeds written next to them. The 5-year-old will move from preschool at El Centro de la Raza on Beacon Hill to kindergarten this fall with a solid foundation to begin school.
That's the goal of Early Reading First, part of President Bush's No Child Left Behind Act of 2001. The Seattle Early Reading First program was started two years ago, and those working with it say they're surprised by its efficacy.
It's pretty amazing, said Sonja Griffin, the city of Seattle employee who manages the program. No one thought we'd get these kinds of results. We thought we'd be referring kids to special ed because we'd identify language delays. Instead, we're catching kids who are successful and hopefully will be on a gifted track.
Testing and monitoring are critical components. Children are assessed a month after starting the program, which runs all year, and individual learning plans are developed for each child. Parents sign off on the plans and meet with teachers twice a year to discuss their children's progress.
Test results show that when starting Early Reading, just 66 percent of children overall met the age-appropriate benchmarks on the Peabody Picture Vocabulary Test, a standardized oral language assessment. After a year in the program, 93 percent met the standard. Similarly, 94 percent met the age-appropriate benchmark on the Woodcock and Munoz Language Survey, which measures language proficiency in children learning English as a second language.
The idea, [Hilda] Magana, [director of the El Centro program] said, is to teach children prereading skills by accommodating their myriad learning styles. Since many of the El Centro children are Latino, the program is bilingual. Words posted around the room are written in both Spanish and English, and the children move comfortably between the two languages, reading and singing songs in both.
Aimed primarily at low-income children, the Early Reading First program adds an extra layer of literacy instruction onto existing preschool programs and focuses on four areas of development -- social and emotional, cognitive, language acquisition and motor skills.
Now in its second year, Seattle's $3 million, three-year grant pays for extra teaching staff, classroom materials, a literacy specialist who works with each site, a kindergarten coordinator who helps parents select schools and fill out paperwork, and literacy-focused courses for teachers at Shoreline Community College. The city hopes to continue the program and plans to apply for another grant when this one expires.
Efforts at closing the achievement gap between different groups of children have increasingly highlighted the educational disadvantage many children start school with. U.S. Department of Education statistics show that children from higher socioeconomic backgrounds have been exposed to 45 million words on average, while children from poor families are typically exposed to 13 million.
The complete text of this article is available online.
About Extra Credit
NCLB Extra Credit is a regular look at the No Child Left Behind Act, President Bush's landmark education reform initiative passed with bipartisan support in Congress.
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Jan 23, 2014 ... When it comes to education, there are numerous critical issues that need to be
addressed in 2014, and these are ten of them.
Apr 7, 2015 ... Considering the amount of oxygen the topic of charter schools and vouchers
takes up in state legislatures and in the news media, you would ...
Aug 28, 2015 ... Consider this list of 10 major challenges currently facing public schools, based
on the perspective of many involved in the world of education ...
document and the Forum's stances on the Top Ten Education Issues by
generously sharing their expertise ... schools facing the greatest challenges. One
area to ...
Jan 1, 2015 ... In 2014, teachers were upset about excessive standardized tests, women were
upset about campus sexual assault, kids were upset about ...
Many issues plague the public education system in America, preventing students
from obtaining the education that they need and deserve.
the five biggest challenges are: 1. Quality education 2. Lack of Problem oriented
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Feb 10, 2015 ... As administrators shift priorities away from the mission of education, the ... as one
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Aug 6, 2010 ... the biggest problem today in education is turning out students that are ..... The
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Browse all items in the collection
Instrumental music education was in its infancy during the first decades of the twentieth century. Hale A. VanderCook and Hubert E. Nutt founded the VanderCook College of Music, pioneering a curriculum and instructional methods for preparing the music teacher. VanderCook articulated the approach in monographs on musical expression and teaching the high school band, correspondence courses in cornet performance and conducting, and annotated musical compositions. His pupil, colleague and, eventually, "adopted son" Hubert E. Nutt (nicknamed "H.E.") amplified upon the method and was responsible for weaving the approach into a four-year college curriculum in undergraduate music teacher education, and a four-summer graduate curriculum that was taught at the VanderCook College of Music for much of the twentieth century.
H.E. Nutt was also very active with band camps and clinics throughout the United States, for which he created over 100 unpublished worksheet-type presentations ranging from one to several pages in length. The variety of topics in these worksheets includes in-depth coverage of conducting technique with a systematic approach for developing conducting mastery; extension of VanderCook's ideas on musical expression; principles for organization and classroom discipline; a process for vocal development; a process for string development; diagnostic tests to be used with the various instruments; a published set of articles dealing with high school student leadership; theory and arranging worksheets; music library organization; philosophical "thought questions" pertaining to a myriad of issues in music education; and discussions on various components of musical basics such as a "half-truth" series; musical values; a system of understanding musical scales; chordal exercises; fundamental ideas for mastering musical instruments. His work even includes a detailed system on baton twirling and dance band style drumming.
Of particular note is H.E.'s work in conducting. Known for the outstanding quality of his own ability to work with ensembles, he was dedicated to the process of teaching others to be conductors. Like VanderCook, Nutt provided a precise task analysis of the process of conducting, what he called "semiotics," the language and science of gestures. This included detailed instructions on the function of the director, how the director achieves results, meaning of motions, holding the baton, details of starting positions, and motions through various patterns, style and its relationship to pattern, volume, left hand work, starting notes, holds, cues, phrasings, metronome markings, facial expression, body posture, subdivided beats, score study, and stage routine and appearance. The denseness of his worksheets sometimes suggests a crib sheet for study - and in many respects that is what they were - concise, thorough, capturing the essential elements of a complex task in a simple yet thorough and relatively uncomplicated manner.
H.E.'s original worksheets, notebooks, and other papers now reside in the H.E. Nutt Archives at VanderCook College of Music.
- Adapted from "The H.A. VanderCook - H.E. Nutt Collaboration: Seventy - Five Years of Partnership in Music Teacher Education" by Roseanne K. Rosenthal, Presented at the 13th National Symposium for Research in Music Behavior, Montreal, Quebec, April 1999
Questions about this collection? Contact:
firstname.lastname@example.org or 1-312-225-5211 x301


Productivity Commission, April 2012
The report covers factors affecting the supply of, and demand for, school workers: whether the knowledge and skills base of the workforce, and its deployment within and across schools and regions, are appropriate to meet the community's needs; and whether policy, governance and regulatory arrangements are conducive to maximising the efficiency and effectiveness of the schools workforce. Adapted from publisher's description, linked to the full report online.
Subject HeadingsEducational planning
Post Pressed, 2011
In 2010 a symposium examined classroom-based arts education practice in Australia. This book is an initiative from that symposium to tap into current arts practice in Australian classroom settings. Contributing authors examine arts education in relation to the early years, the middle years, pre-service primary teachers, and the impact of technology. From publisher's description.
Key Learning AreasThe Arts
Subject HeadingsEducational evaluation
Arts in education
Rethinking Schools, 2011
Articles by primary and secondary public school teachers, scholars and activists examine how and what popular toys, books, films, music and other media 'teach'. The articles also offer strategies through which educators at every level may engage with popular culture. The collection is divided into six sections, covering the impact of corporations on schooling; how popular culture and the media portray historical events and people; the connections between race, class, gender, sexuality and social histories in popular culture; media representations of teachers, students and schools; action for social justice; and how to use popular culture and media 'to transgress'. Adapted from publisher's description.
Subject HeadingsMass media
Social life and customs
New South Books, February 2012
Time poverty is a problem for many Australian households. Australians start work young, and are working more, and longer into old age. While maximising productivity and enhancing our professional skills, citizens must also raise our children well, care for our aged, be involved in our community and shrink our carbon footprint. The book includes a section on teens' experience of combining work, education, home and community, showing how many suburbs plan much better for the adults, infants and school children who live in them, than they do for teenagers. See University of South Australia media release and publisher's description.
Subject HeadingsSocial life and customs
Multilingual Matters, October 2010
Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book argues that the academy policy represents a significant opportunity for schools to improve the life chances of their pupils. 'Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.' From publisher's description.
Subject HeadingsEducational planning
Leading scholars in the multidisciplinary field of human development and in early childhood learning discuss the effects and cost-effectiveness of the most influential model, state, and federally funded programs, policies and practices in the USA. These include Head Start, Early Head Start, the WIC nutrition program, Nurse Family Partnership and Perry Preschool as well as school reform strategies. This volume provides a unique multidisciplinary approach to understanding and improving interventions, practices and policies to optimally foster human capital over the life course. Adapted from publisher's description.
Child care centres
United States of America (USA)


See note below.
Full-text article database designed for elementary school libraries. All full-text articles are assigned a reading-level indicator (Lexiles). Full text is also available for over 100 student pamphlets. This database also provides the American Heritage Children's Dictionary, 3rd Edition from Houghton Mifflin, and an image collection of 107,135 photos, maps, and flags. Many full-text titles are available in native (searchable) PDF, or scanned-in-color. Full-text backfiles go as far back as 1989, while indexing and abstract backfiles go as far back as 1984. Note: This database has minimum browser requirements: http://support.epnet.com/knowledge_base/detail.php?id=25 Also, Mac users will need to install the following plug-in for the "Linked Full Text" feature to function properly: http://www.schubert-it.com/pluginpdf/
Elementary Education; EBSCO


I've read articles from your website previously and recently reread excerpts from your Creativity Killers page. While reading the information I kept thinking about an experience I had in the classroom similar to one of the approaches you describe where the teacher does not demonstrate or show examples to students but rather familiarizes them with materials and techinques (I used the process to teach glass fusing to 4th graders).
I showed students how to cut, layer, and stack glass. Then they practiced the process with scrap window glass. I then gave them colored glass to make fused glass pendants.
Before they began we discussed skills they learned previously about combining colors for various reasons and affects.
The outcome of the project was a much more engaging and autonomous experience for students. Out of the approximately 300 pendants made by 70 students, no two were alike; they were very much driven by student's own contemplation and sense of design.
The only stipulation I put upon students was they had to make multiple pendants modifying a previous design or coming up with something new for each pendant. These are a few examples of the student's work.
Thank you for sharing your ideas about art education on the web. They reaffirm what I have observed occurs naturally for students when they understand how to think and act creatively.


ERIC Number: ED172563
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Pintando Tambien se Aprende. Aspectos de la Cultura Puertorriquena (One Can Also Learn From Coloring. Aspects of Puerto Rican Culture).
Cadilla de Ruibal, Carmen Alicia
This workbook-style text is intended to introduce the Puerto Rican child and Spanish speaking children generally to the history, geography, customs and traditions of Puerto Rico. The introduction in the form of a teacher's guide provides objectives, suggested procedures, and additional activities. The student portion of the text is divided into four sections: (1) Geography and History; (2) Festivals and Traditions; (3) Views of My Land; and; (4) Puerto Ricans in New York. Each page of text contains a short piece in verse or prose and a few comprehension questions with spaces for writing the answers. Opposite each of these pages is a full-page, pen-and-ink illustration suitable for coloring. (AMH)
Descriptors: Bilingual Education, Books, Childrens Literature, Cultural Awareness, Cultural Background, Cultural Education, Elementary Education, Ethnicity, Illustrations, Language Instruction, Learning Activities, Puerto Rican Culture, Puerto Ricans, Reading Instruction, Spanish Americans, Spanish Speaking, Workbooks
National Assessment and Dissemination Center, 49 Washington Ave., Cambridge, Massachusetts 02140 ($1.25)
Publication Type: Creative Works; Guides - Classroom - Learner
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: National Assessment and Dissemination Center for Bilingual Education, Fall River, MA.; Northeast Center for Curriculum Development, Bronx, NY.


- Kalimikeraki, Katerina, et al.
Computers as thinking tools for the acquisition of second language
Ingår i: Educator as researcher. - 2nd Bureau of Elementary Education of East Attica, Koropi GR. - 960-631-215-1 ; s. 139-149
Bokkapitel (populärvet., debatt m.m.)abstract
- Many different approaches have taken place recently to facilitate second language learning in elementary schools throughout the world. Research in this area shows that teachers have to use the suitable motivators to stimulate pupils' thinking in order to achieve their educational goals. Children live in a world dominated by information technology therefore computer games may be used for educational purposes and to create a successful and pleasant learning environment. Our main hypothesis is that learning and use of Greek language demand real activities in a Greek language environment, and that systems of information technology have the ability to create such an environment that supports learning.


SIL International Media Release
Endangered languages disappearing
(November 2008) According to statistics and research compiled from various sources worldwide in the last four years, approximately 91 languages have joined the roll of those no longer spoken. Language databases maintained by SIL International are used by the publication, Ethnologue: Languages of the World. SIL is also the designated Registration Authority for the ISO 639-3 set of three-letter language codes used globally to definitively identify any given language.
Since SIL began recording language statistics in 1950, 421 languages have been reported no longer in daily use. The rate at which little-known languages are going out of use is alarming and justifies the warnings about language death that linguists began making early in the last decade. This plight is one issue that benefits from the United Nations proclamation of 2008 to be the International Year of Languages.
Because languages are dynamic, variable and constantly changing, the total number of living languages in the world cannot be counted precisely. Current SIL tallies record 6,909 languages that are known to have living mother-tongue speakers. Learned by transmission from parent to child as the primary language of day-to-day communication, these languages are considered to be a person's first language.
Language endangerment is a serious concern to linguists and language planners. For a variety of reasons, speakers of some languages stop using their first language and begin using another. When parents use only a second language with their children, the intergenerational transmission of the language decreases and may even cease. Language endangerment is a matter of degree, and SIL uses the following criteria in its statistics:
- A language is considered nearly extinct when the speaker population numbers fewer than 50. Since viable population thresholds vary by geographical location, other criteria may indicate that even a language with more than 50 speakers is seriously endangered. SIL counts 457 languages to be nearly extinct.
- A language is considered dormant when it ceases to be spoken, but still functions for some people to help identify their heritage—a heritage language.
- A language is considered extinct when almost no individuals identify the language as being part of their heritage.
A language becomes dormant or extinct when it is no longer spoken, though it may still exist in recordings, written records and transcriptions preserved through language documentation. These materials, along with dictionaries, grammars and other products of descriptive linguistics essential for people who wish to learn a dormant heritage language, the language of their ancestors.
Since its beginning in 1934, SIL has published more than 29,743 works about its research in more than 2,394 languages spoken in more than 70 countries. SIL promotes sustainable language development through research, translation, training and materials development for ethnolinguistic minority communities.
Related links of interest
- Endangered languages
- Language assessment
- International Year of Languages (February 2008 media release)
- Ethnologue: Languages of the World
- SIL ISO 639-3 home page
- SIL designated as ISO 639-3 Registration Authority (February 2007 media release)
- Heritage language and literacy development (July 2008 media release)
- Documentary linguistics seminar in Bantu languages (June 2008 media release)
- Sociolinguistics in SIL
- Linguistics in SIL
- Academic training in SIL


With the recent discovery of offshore oil, São Toméans will soon face the challenge of reconciling rapid economic development with preserving their natural heritage. Young Explorer Rayna Bell will return to the island with a team of expert scientists to discover just how many species occupy the habitat and how rare and irreplaceable they might be.
For most biologists that work in poorly explored parts of the world, there is nothing quite like the thrill of finding a plant or animal that is undoubtedly new to science. Bob Drewes and his colleagues at the California Academy of Sciences are no exception to this rule and so far they have described several new species of frogs, lizards, fishes, mosses and barnacles from the islands of São Tomé and Príncipe. These species join a growing list of plants, animals, and fungi that are found nowhere else on earth but after over a decade of extensive field surveys and over 20 scientific publications, Bob realized that the results of this work weren’t reaching the people who need this information most: the islands’ inhabitants.
To start spreading awareness about the uniqueness of the islands’ plants and animals, Bob and science educators Roberta Ayres and Velma Schnoll distributed hundreds of posters in 2011 that feature well-known local species with the heading “Somente Aqui” (Only Here). They also met with educators to design biodiversity teaching materials that would complement the primary school curriculum. The end products are simple, but brilliant: lesson plans that build from a coloring book and deck of cards that feature endemic species.
Bringing Together Biodiversity Research with Education
As a graduate student with interests in evolutionary biology and biodiversity conservation, participating in Bob’s research and education expeditions has been an incredible experience for me. Although my main goal for these expeditions is to find two species of treefrogs I’m studying, in 2012 I tagged along with the education team to help distribute coloring books to over 2000 third-graders. This year we distributed playing cards to the same students and taught them how to play the game “memory”. Everyone wanted to try their luck at finding a species match, (including the deputy director of primary schools!) and I’m convinced that the card game, and biodiversity awareness, will spread to friends and family for years to come.


Music Education Majors are first and foremost outstanding musicians.
The first two years of education focus on applied music study, music history, music theory, and aural skills. Students also are introduced to music education as a career through experiencing outstanding music teachers.
After the sophomore year:
Music education majors choose from two emphases:
- Choral and general music OR
- Instrumental music.
Music education at WMU emphasizes the practicum as a primary component of learning.
- Beginning in the freshman year, students in the course, Experiencing Music Education, observe teachers and learn about what it takes to be an effective music teacher.
- Students in the program continue to observe and interact with students and teachers in K-12 schools around the Kalamazoo area throughout their junior and senior years. Their education culminates in a semester apprenticeship with a mentoring teacher.
- As a result of real classroom experiences, students not only know about music education, but they have also been engaged as educators with real students in real classrooms


Students Picking Pics (by Randy Poehlman)
When students are able to choose which images best represent the content of the lessons, they are instantly more engaged and they become far more active. Students can tailor the themes to their particular interests, or the general interests of their classmates, far better than a teacher can select relevant photography and illustrations. This bottom up learning style is particularly useful in encouraging visual students and passive students. It has the further benefit of allowing them ownership of opinions and sparks creativity.
This approach also benefits the teacher in several ways from my experience. The teacher is able to quickly learn about the concepts presented from the students’ perspective as they are the ones doing the selecting. The teacher is also able to bypass the learning materials they believe to be inadequate or out-dated. The number of relevant discussions and questions that come from this activity are numerous. Students learn concepts in less time and study more. Think about this logically from a student’s perspective. Are you more likely to study flashcards and workbooks that were created for you, by professional educators that you have never interacted with? Or, are you more likely to study lesson materials that you created with your classmates and with your teacher based on the framework of those same professional materials?
- Open image search results with the computer facing away from the students so you can scan image results for inappropriate pictures before the students see the search results.
- Be conscious of time and allow the students to make reasonable selections in a timely fashion. If their search goes on too long, they will ruin the team dynamic and disengage other students.
Students have a stronger attachment to the materials and the concepts that they have assisted in creating. When their parents ask them, “What did you in English class today?” they can smile and tell them that they found a picture of a dog in a cup, and perhaps even show them the picture/slide/ worksheet or flashcard they designed and made for the class. Review is also less time consuming and more productive if students can instantly identify with aspects of the lesson that they helped design. Of course, as a teacher you will be required to set achievable goals for the lesson and guide the students through this creative process, so that you can properly harness their creative insight and energy.
Additional ideas for this type of image selection and content creation teaching style:
- If you have access to a digital camera, you can use students to pose for pictures and even allow other students to try their hand at photography. Then you can incorporate the photos of the posed students to illustrate concepts.
- You can use a stronger class to design materials for a weaker class. This will allow the stronger class to gain confidence in their skills while assisting the weaker class in their development with age and interest appropriate materials.
Note: I am currently using a tablet computer with a built in camera for this type of lesson. I am using common presentation software. I am teaching small groups between the ages of 6-13. A standard laptop or a desktop would suffice and the concepts could be adapted for larger groups with a projector.
I have been teaching ESL for three years in Japan. I am currently working in Osaka, both developing and teaching extensive children’s programs. I am most interested in Bilingual studies, Immersion programs and Literacy development in young learners.


The great thing about frozen yogurt is that it's guaranteed to be a hit any time of year! Your kid can learn about the process of making frozen yogurt—and enjoy a flavorful dessert. Nothing beats a homemade treat fresh from the freezer.
What You Do:
- Start by brainstorming with your child what flavor of yogurt your child would like. Frozen yogurt is just like ice cream, but instead of using milk and eggs, the main ingredient is yogurt—and it can be any flavor you want!
- Invite your child to measure and add the plain yogurt to a mixing bowl. Now she can add whatever flavoring she would like, tasting as she goes. When she's happy with how her yogurt tastes, it's time to get freezing!
- Frozen yogurt is often made by using an ice cream maker, but it can also be churned by hand, which allows your child the ability to control how smooth her frozen yogurt is.
- Invite your child to put the yogurt mixture in a plastic container with a lid, giving the mixture a stir with a fork. Now she can place the yogurt in the freezer and set the timer for 15 minutes.
- Offer your child a paper and pencil to create a chart documenting how long it takes for the yogurt to freeze. She can even make a guess and see how close she comes when the frozen yogurt is finished!
- When the timer dings, invite your child to take the yogurt out from the freezer and give the mixture a good stir with the fork, and then place it back in the freezer, setting the timer for another 15 minutes.
- Your child can continue stirring and freezing every 15 minutes until her frozen yogurt is set! All that's left is to scoop some out for all her friends and family and enjoy!
Did you know: frozen yogurt didn't hit the scene until the 1970s? It wasn't well-received at the time, but over time has turned into a popular and healthy warm-weather treat!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Johann Sebastian Bach (1685-1750)
Born into a well-connected musical family in 1685, Johann Sebastian Bach learned violin, harpsichord, and organ at a young age, first from his father, and then from his older brother Johann Christoph. The family was from Eisenach, a town in Thuringia in central Germany that was strongly associated with Martin Luther and the German Reformation. Bach absorbed the deep religious feeling of Eisenach, and would come to express it throughout his work.
Despite the early death of both parents, the young Bach was well positioned for a promising career. As a child, he received a broad music education with the support of his brother Johann Christoph. As an adolescent, Bach received a scholarship to sing with a choir in the northern German town of Lüneburg. At the age of 18, he became a court musician in Weimar, near his hometown. Then, within a few months, he took the post of organist with a church in nearby Arnstadt. Just a few years later, he moved again within the region – to the town of Mülhausen and another position as organist. Finally, in 1708, Bach was offered a prestigious post – concertmaster at the ducal court in Weimar, then among the most cultured in Europe.
This quick rise reveals two aspects of Bach’s personality. He was immensely talented, but apparently not always the most contented or cooperative employee! The historical record shows that conflicts often accompanied his sudden moves. In 1717, one such conflict led Bach to move from Weimar to a less sophisticated court, that of Prince Leopold von Anhalt-Köthen.
Bach’s new home was in the town of Köthen, somewhat distant from the region of his birth. He spent five years there, in what would prove to be a productive time. While in Köthen, for example, Bach wrote such masterworks as the Brandenberg Concertos and Well-Tempered Clavier.
In 1723, Bach accepted a position offered by the city council of Leipzig, an important commercial center in Saxony. Bach was appointed Cantor of Thomasschule, a leading educational institution, as well as Director of Music for two principal churches, St. Thomas and St. Nicholas. This role led Bach to create much of his extraordinary religious music. In 1733, Bach also accepted the commission as royal composer to the court of Augustus III, ruler of Saxony, Poland, and Lithuania. The composer enjoyed renown in Germany and beyond, but remained based in Leipzig until his death in 1750.
Bach’s reputation then fell into eclipse. To most listeners in the classical era, his contrapuntal rhythms seemed hopelessly out of date. Some composers – such as Wolfgang Amadeus Mozart and Beethoven – did seek out and appreciate Bach’s music. However, in general, Bach was probably better remembered for having been an excellent organist, rather than for having been an excellent composer. (Bach was also remembered for his large family; he had married twice and fathered 20 children, some of whom also enjoyed notable careers in music.)
In the early romantic period, however, Bach’s work was rediscovered. For this, we owe thanks especially to Felix Mendelssohn and Louis Spohr, both of whom championed Bach’s music and brought it to wider audiences. It was soon recognized that much of Bach’s work – which had been created in various places and under various circumstances – was perilously close to being lost. The Bach Gesellschaft was formed in 1850, with the mission of finding, editing, and publishing the complete works of Bach.


Each H.E.L.P. workbook uses clean, vocabulary rich, socially relevant lyrics that introduce various social justice and literacy development activities that can be used across all subject areas. Pre- and Post-test assessments are available to help determine students' reading levels.
1. Introduce featured artist and song within H.E.L.P. student guide.
2. Students will read the lyrics as the song is being played aloud.
3. Students will briefly discuss song's themes and vocabulary words, then work independently or in cooperative reading groups to complete over 60 literacy activities scaffolded across 4 reading levels, K-12.


3 Answers | Add Yours
Below is some more info on the WPA
The WPA was the Works Progress Administration or, later, the Work Projects Administration. (It was the same program, but the name changed slightly.) It was a massive public works program started in 1935 that was intended to help people who had lost their jobs due to the Great Depression. WPA projects ranged from big public projects (there's a bridge in a park near my house that was build by the WPA) to more surprising artistic projects. For example, check out the Federal Art Project:
Because it was meant to help people out, it wasn't as focused as a business organized for profit. It was hard to get fired from the WPA. That's why it's so surprising when Bob Ewell loses such a job.
The WPA (Works Progress Administration), passed in 1935, its purpose was recovery. It put men to work on jobs of public usefulness. It was the Federal Government’s most ambitious undertaking yet to provide employment for the jobless. The WPA eventually employed approximately one-third of the nation’s 10,000,000 unemployed, paying them about $50.00 a month.Unemployment decreased massively.The program highlighted the production of works of art rather than art education, and it was the first art project ever sponsored by the Federal Government.
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A Answers (3)
There are several ways exercise can improve cognitive function. First exercise will increase blood flow to the brain, providing the brain with essential nutrients such as glucose and oxygen. Abnormal glucose tolerance can lead to brain impairments, and exercise helps regulate blood sugar levels.
In children, exercise has been shown to improve cognitive function, and improve motor skill development. Children who are active do better on standardized tests and have better grades. In adults, especially as we age, regular physical activity increases memory and slows the aging process of the brain. Studies show that very active people who engage regularly physical activities have much lower rates of memory loss, dementia, Alzheimer’s and do better on cognitive function tests over time.
Simple coordination based exercises not only improve your coordination but they can also improve your brain function and learning.
There are indications that major nervous system development and organization continues throughout life, although mostly this occurs in the first 5 years of life.
In the early months of life your movement is unilateral or ‘same sided’. That is, the arm and leg on the same side of the body extend and flex together to create movement, so that when your right arm moves forward so does your right leg. At about six months of age you develop a cross crawl pattern where the opposite arm and leg flex and extend together. So that when your right arm moves forward your left leg does. This cross crawl pattern is correct coordination and you will use this for the rest of your life unless it becomes impaired.
Brain exercises and physical coordination are benefits of physical activity such as coordination exercises because mind and body are connected. Certain physical coordination and occupational therapy activities support learning, especially reading fluency and comprehension.
When exercising, your brain makes a substance called brain-derived neurotrophic factor, which is a type of brain food. Studies have found that active people are more likely to be better adjusted and perform better on tests of cognitive function. And scientists believe this exercise-induced "brain food" is the reason.
Important: This content reflects information from various individuals and organizations and may offer alternative or opposing points of view. It should not be used for medical advice, diagnosis or treatment. As always, you should consult with your healthcare provider about your specific health needs.


Art Education Fundamentals
The Art Education program in the Mary Schiller Myers School of Art consists of a core curriculum of theory and practice that prepares students to work in a variety of organizational settings, from museums to recreational centers.
The purpose of this program is to enable students to develop the range of knowledge, skills, and competencies expected of those holding a liberal-arts baccalaureate degree in art and professional preparation in art education. P, K-12 licensed school art teachers who graduate from this program are expected to exhibit a high level of skills as artists, designers, and educators. Students benefit from excellent art, history, and theory instruction, and professionally equipped art and technology studios, while obtaining licensure from the College of Education through highly academic and interactive coursework.
The following basic goals/competencies are essential to all prospective art teachers:
- To foster competencies with the basic expressive, technical, procedural and organizational skills, and conceptual insights developed through studio art and design experiences.
- To facilitate an understanding of the major styles and periods of art history, analytical methods, and theories of criticism.
- To help students connect an understanding of educational processes and structures with an understanding of relationships among the arts, sciences, and humanities, in order to apply art competencies in teaching situations and to integrate art/design instruction into the total process of education.
- To assist teachers in developing the knowledge and skills to customize and differentiate learning for learners with a range of individual differences. To aid pre-service teachers in developing curricular, instructional, and assessment strategies for building 21st Century cross-disciplinary skills for K-12 students (communication, collaboration, critical thinking, and the use of technology).
- To help students develop effective assessment strategies for collecting data and using it to improve instruction and support learner success.
Art Education Faculty
Students are presented with a broad range of facilities and opportunities while pursuing their BA in Art Education such as:
- Gain hands on experience working with diverse student populations in clinical experiences.
- Exhibit in shows both within the university and beyond in regional venues.
- Opportunities to network through the Ohio Art Education Association.
- Participate in Arts LIFT (award winning community based art education program) and other University sponsored outreach initiatives.
- Participate in International study abroad opportunities led by art education faculty every three years.
The goal of the Arts LIFT apprenticeship program funded by the Lola K. Isroff Arts Assistance Endowed Fund is to give students an opportunity to work with professional artists, while also participating in civic engagement. Exposing youth to public issues through art for increasing their sense of agency for urban regeneration is an ongoing goal of the Arts LIFT program.
Arts LIFT is a community based arts education program that brings together urban high school students, practicing artists and teachers, and community organizations with an interest in cultural renewal. Through this collaboration, students create an art installation in a public space. In its several years of active programming, Arts-LIFT participants have created nine major installations that are functionally utilized or visited annually by thousands of people.


Instruction For Students Who Are Deaf Or Hard Of Hearing
who are deaf experience special challenges in learning
to read and write.
to read and write is part of the language acquisition process,
and many of the difficulties deaf students experience are related
to their lack of a strong language base (either English or ASL).
students may lack some of the background knowledge that hearing
students bring to reading.
students' lack of exposure to spoken language makes teaching
traditional sound-letter correspondence difficult, if not impossible.
those deaf students whose first language is signing, learning
to read and write in English constitutes learning a second language
with a different grammar, lexicon, and syntax.
need special methods to teach literacy to students who
should provide students with background knowledge regarding
culture and content, as well as language aspects such as grammar,
use of idioms and vocabulary development.
spite of the difficulties mentioned above, there has been some
success for the use of cued speech to teach traditional phonemic
(sound-letter correspondence) methods of reading to this population,
and this is not necessarily dependent on usable hearing.
should address basic fluency, development of advanced writing
skills and reading comprehension.
fluency is acquired within social contexts in which students
are motivated to communicate and relate to others.
provides students who are deaf with opportunities to enter the
world of literature and enjoy videos, TV with captioning, and
other forms of entertainment with their hearing peers. It allows
them to access information through all types of media. In addition,
strong literacy skills allow Deaf and Hard of Hearing adults
to compete in the job market.
to a wide range of written materials in "print-rich physical
of written, finger-spelled, and signed language, and the relationship
between the three.
to experiment with reading and writing in a risk-free and supportive
Methods for teaching literacy to students who are deaf include:
TV and video at home help expose children to lots of written
English, supporting natural literacy development.
the classroom, captioning allows the teacher to focus on broad
textual concepts in a more directed instructional environment.
video, multimedia, and on-screen captioning are all being used
increasingly to teach students who are deaf.
of these methods include:
ability to individualize lessons to the needs and preferences
of diverse students
combination of text and video is highly motivational and reinforces
the context for literacy learning
technology makes literacy more accessible and more comfortable
signing in the videos and computer applications is of excellent


Local musicians and music educators say parents can encourage and inspire children’s musicality with simple activities at home.
Photo courtesy of the Heights School
From the powerful sounds of a high school band to the soothing melodies sung in a kindergarten music classroom, local music educators are using the month of March to raise awareness of the benefits of learning music.
In fact, the National Association for Music Education (NAfME) designates March as Music In Our Schools Month, and local music educators echo the significance of the annual celebration.
“Research suggests that parental involvement in a child's music activities can not only pique a child's interest in music, but it can positively impact motivation and achievement in music.”
— Brian C. Wuttke, Ph.D., director of music education, George Mason University
“The reason Music in Our Schools Month is so important is because it heightens awareness … that school music programs help provide important and healthy musical alternatives to the sometimes disturbing messages that children inadvertently hear in the … music they may encounter in popular culture,” said Brian C. Wuttke, Ph.D., director of music education at George Mason University in Fairfax.
Even if formal music lessons are not an option, local musicians and music educators say that parents can encourage and inspire their children’s musicality with simple activities at home. “Research suggests that parental involvement in a child's music activities can not only pique a child's interest in music, but it can positively impact motivation and achievement in music,” Wuttke said.
So how can parents support a child’s musical talent or interest? “I think playing music with your kids would be the number one way to enhance their musicality,” said Elizabeth Lasko of the National Association for Music Education. “Of course, a parent may not play an instrument, but there is always singing.”
Lasko encourages parents to allow children to experiment with instruments. “As kids, we used to sing with our grandmother’s player piano,” she said. “Singing with recorded music is another option. Learning songs from different eras and genres can open up new worlds to kids.” According to Lasko, inexpensive percussion instruments like shakers or tambourines can help children develop rhythm while having fun.
"Music education is as important as math and science because it is all related," said Kevin Strother, Ph.D., Music Department head, The Heights School in Potomac, Md. “Without the arts, education is incomplete and the student is not whole. Without music education, math and science are not seen in a complete picture. How else do you teach a student to think and create? With the arts, music and other forms, we can teach our students to think, create and imagine.”
Shannon Melideo, Ph.D., chair of the Education Department at Marymount University in Arlington, says exposure to music should be a priority. “[It] is critically important,” she said. “Sure, you want them to listen to ‘your music’ as a parent, but listen to as much diverse music as possible and talk about it informally.”
Lasko agrees and encourages parents to look for local performances that are designed for young audiences. “Lots of children love to attend musical performances that are geared toward their own age, especially if there is fun interaction between the performers and the audience,” she said. “Many communities offer inexpensive performances. Some [are offered] at schools. Seeing kids their own age or slightly older perform music can be very inspiring for children.”
Parents don’t even have to leave home to find musical inspiration. “For young children, simple, everyday household items can be used to make a functional musical instrument that the child can decorate and compose a song on,” said Wuttke.
He added that parents should encourage their children to participate in school music programs. “Praise the student for their efforts,” he said. “Ask the student to sing or play a song on an instrument they are working on in school for family members.”
Finally, technology offers convenient options. “There are many iPad applications, for instance, that are musical in nature and help kids learn about different instruments and how to record music,” said Lasko.


This literature review is intended to address and support the use of technology in teaching and learning by identifying new and emerging pedagogies; determining what constitutes effective use of technology in teaching and learning.
A synthesis of the research literature in the field of Web 2.0 in higher education, and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use.
An exploration into the literature on mentoring for apprentices and trainees in the workplace, including mentoring of apprentices and other trainees to progress literacy development. It discusses the benefits, issues and gaps raised by the literature in terms of different types of mentoring offered in organisations.
This literature review focuses on the question “What professional development strategies are most effective in enhancing student performance outcomes within the Private Training Establishment (PTE) sector in New Zealand?”


Alfred Jazz for Young People Curriculum
History & Composers Education for Children
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Jazz for Young People Curriculum
Kit Contents and Full Description
Written and narrated by Wynton Marsalis. Jazz for Young People appreciation curriculum is based on Jazz at Lincoln Centers popular Jazz for Young People concert series, is designed primarily for upper elementary and middle school students. The curriculum explores core concepts -- including improvisation, form, style, and swing -- and major figures in jazz through accessible, interactive lessons which demonstrate the exuberance, rich cultural heritage and humor inherent in jazz. Included in this complete kit *A 10-CD set (including one CD-ROM) of newly recorded music performed by the Lincoln Center Jazz Orchestra and special guests, with narration by Wynton Marsalis, that explores topics like "What is Bebop", "Who is Louis Armstrong" and "What is the Blues" *An in-depth Teacher Guide that leads educators step-by-step through each lesson - explaining jazz styles, musical concepts, historical information, and key jazz figures suggesting participatory activities and cross-curricular links providing additional resources and integrating the National Standards for Music Education. *A Set of 30 Student Books that include focused listening guides, fun activities that reinforce musical concepts, and historical summaries, biographies, and photographs that broaden the understanding and appreciation of jazz. *A behind-the scenes video of the curriculum recording session that provides a performance element to further enhance the classroom experience. The curriculum, developed in collaboration with Scholastic Inc. and Sandy Feldstein, PlayinTime Productions, is distributed by Warner Bros. Publications. Except for the student magazines, components are not sold separately at this time. The student magazines may be purchased separately or in packs of 30.


Writing annotations of five research articles throughout the semester
University of Wisconsin-Eau Claire
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jul 11, 2011
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Pre-service elementary school teachers have a critical need to be aware of the importance of scientific literacy and the variety of Earth-science related alternative conceptions (AKA misconceptions) that their future students will bring to the classroom. These future teachers also need to be aware of their own alternative conceptions. This semester-long activity is mostly conducted outside of class time. However, if time is available, it is worthwhile to have a class discussion about what students took away from each article.
Throughout the semester, students read five Earth-science related journal articles and write an annotation for each one. The information in the articles encourages an awareness of scientific literacy and leads students to become aware of their own alternative conceptions related to the Earth sciences.
This activity is used in a 100-level Earth science course for pre-service elementary education teachers.
Skills and concepts that students must have mastered
Students are expected to possess basic writing skills.
How the activity is situated in the course
Students work on this activity outside of class time. They are expected to read and annotate one of the articles every third week throughout the semester.
Content/concepts goals for this activity
I target two main themes as I select the journal articles: research on alternative conceptions of geoscientific concepts and articles that discuss scientific literacy
Higher order thinking skills goals for this activity
My goal is to make students aware of how widespread alternative conceptions are among students and to make them aware of their own alternative conceptions.
Other skills goals for this activity
Students practice their writing skills while repeatedly receiving feedback throughout the semester.
Description of the activity/assignment
Students read journal articles on alternative conceptions and science literacy and write an annotation for each article.
Determining whether students have met the goals
I use a rubric that has 3 scoring options for each of three graded components. The rubric is included in the assignment file.
More information about assessment tools and techniques.
Download teaching materials and tips


Political turmoil and lack of infrastructure in Paraguay have left about 60 percent of its citizens in poverty. To help improve the lives of Paraguay’s poor and neglected children, the famous musician and social entrepreneur Luis Szarán founded the program Sounds of the Earth. In the video Paraguay: Sounds of Hope, students will meet Szarán and see how the Sounds of the Earth program is organizing communities and bringing about social change through music.
For classrooms studying Global Studies, World History or Music, FRONTLINE/World provides a set of video themes and discussion questions to help students analyze and understand key current events around the globe. Watch the video and start a discussion about how music education can promote good citizenship. Go further into this topic with the Paraguay: Sounds of Hope Lesson Plan that asks students to discuss the benefits of studying and performing music and infer how a music education program in Paraguay could bring about positive social changes over time.
Jesuit missions in colonial Paraguay had used music as a way to teach aspects of life such as respect, a democratic spirit, teamwork and discipline. Luis Szarán wanted to recreate that idea with his Sounds of the Earth program.
One challenge in getting Sounds of the Earth off the ground was to get adults in each community to come together and organize themselves to fund-raise, to find a building for their community’s music school, to feed the students, and to organize community concerts.
Szarán began work in a few small communities, where children received free instruments and musical instruction. Sounds of the Earth has since grown so that there are now sustainable programs in communities all over the country.
Szarán says his music program is a pretext to create social networks and social change in Paraguay. For example, the Don Bosco orchestra in Asunción integrates orphans with other children in the community.
What aspects of the Jesuit musical tradition in colonial Paraguay did Szarán want to recreate with Sounds of the Earth?
Why does Szarán think organizing adults is just as important to the program’s success as providing free instruments and musical instruction to children?
What are some of the ways that the Sounds of the Earth program has changed the lives of its participants?
In the video, Luis Szarán says, “Keep in mind that we’re not looking for good musicians, but rather good citizens.” What does he mean by that?
Featured Lesson Plan: “Music as an Instrument of Social Change”
Web-exclusive Resources: Slideshow: Lives Touched by Music


(1905 - 1995)
Bon Yee was active/lived in China. Bon Yee is known for Landscape, still life, portrait, figure, genre painting.
Biography Bon Yee
In the 1930s, art scenes in China were rapidly developing as in cities like
Beijing and Shanghai. Coastal cities in the south such as Guangzhou and
Hong Kong, meanwhile, formed a strong force in cultivating Chinese oil
paintings. Artists such as Yee Bon, Guan Liang, Li Tiefu, Feng Gangbai,
Huang Xinbo, Lee Byng, Ng Po Wan, Luis Chan and Bao Shaoyou once all
resided in Hong Kong, and contributed to a small, but remarkably
vibrant, artistic community.
Yee Bon was one of the most prominent painters in Hong Kong during the
1950s, his works were enormously influential in the early art
development of Hong Kong. In 1918, Yee Bon left for Canada and began
receiving formal art education at Winnipeg School
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PhysTEC Institution: A four-year institution of higher education that has been identified and selected to receive financial support for implementing the PhysTEC program components.
PhysTEC Secondary Graduate*: Any student who has graduated from a PhysTEC Institution and
(a) has a major or minor** in physics (or has completed equivalent coursework)
(b) has completed a teacher education program leading to certification.
PhysTEC Elementary Graduate*: Any elementary education major who graduates from a PhysTEC institution having taken one or more reformed physics or physical science courses for elementary teachers.
PhysTEC Secondary Teacher*: Any PhysTEC secondary graduate who is employed as a secondary teacher.
PhysTEC Future Teacher***: A student at a PhysTEC Institution who has committed to completing a program of physics teacher education.
PhysTEC Secondary Student*: Any student in a secondary class being taught by a PhysTEC secondary teacher.
PhysTEC Course: Any physics, physical science, or education course that has been revised or created at a PhysTEC Institution for the PhysTEC program.
PhysTEC Student: Any student who has completed or is enrolled in a PhysTEC course. Graduates and undergraduates will be aggregated.
PhysTEC Learning Assistant: Any PhysTEC student who facilitates learning in an undergraduate physics course, receives formal pedagogical instruction, and is encouraged to enter a teacher preparation program.
PhysTEC Teacher in Residence (TIR): Any experienced teacher employed at a PhysTEC Institution to work with the PhysTEC program and as a mentor in the induction component of the PhysTEC program
PhysTEC Mentor: Any PhysTEC TIR who mentors a practicing K-12 teacher or pre-service teacher. (Mentors are counted each year, so after their first year of mentoring, they are recounted if they mentor in the next year.)
PhysTEC Faculty: Any university faculty member in physics or education engaged in any aspect of the PhysTEC program
*Secondary is defined as including high school, middle school, and junior high where appropriate - in other words, all levels at which teachers specialize in a content area. Typical ranges are 6-12 or 7-12.
Elementary is defined as before middle or high school, when teachers do not generally specialize by content area. Typical ranges are K-5 or K-6.
***Due to program variation, each PhysTEC Institution must define what actions a student needs to take to demonstrate they have "committed to completing a program of physics teacher education."


This kit contains 24 of the harder-to-find items for the experiments in the Real Science 4 Kids Middle School curriculum (Chemistry, Biology, and Physics). It includes prisms, seeds, iodine, a 6-volt battery, light bulb, bar magnet and more. See our order form for a complete list of contents as well as optional items. You save 10%!
Note: Real Science For Kids Level 1 has a new name and a new look! While you'll enjoy the same easy-to-teach and fun-to-learn curriculum as before, it's now called Focus On Middle School.
Note: This kit is intended for parent/teacher use to complete curriculum lab activities with students. It includes items that are not designed or intended primarily for children ages 12 and under.


key stage 2 ks2 maths explained for parents
In the parents section we provide explanations for parents of the maths and numeracy methods taught in key stage 2 in British schools.
Parents guides to maths taught in schools
Under the National Numeracy Strategy maths is taught using the same technique in all schools. We have parents guides and tutorials on grid multiplication , short division , addition and subtraction , using the number line and also a guide to number squares .
Numeracy Learning Objectives in ks2
Our fun numeracy website contains guides to how to help your child with maths at home using fun games and activities at home and in the car. We look at helping teach kids numeracy in the kitchen and at the supermarket and in the playground.
Learning times tables with fun multiplication games
We have really fun maths games for kids to help them learn and revise their times tables. Learning maths is fab fun with our ks2 numeracy activities and multiplication facts are so easy to learn.
Learning to tell the time
Join the Dad with a dodgy bot and his family in a series of animated adventures to help children learn to tell the time. Learn to use the minute hands, the hour hands and about clock faces. We have analogue and digital clocks so that children learn how to tell the time with all clocks.
Kids can practice their ks2 numeracy skills on mad4maths using our online maths games. The numeracy activities, numeracy worksheets and numeracy assessment activities are all free.
If you are a teacher looking for key stage 2 maths assessment and other numeracy activities then mad4maths is for you.
We are also hoping to create numeracy plans, and maths sheets for key stage 2 numeracy.
Mad4Maths also features
Teachers can direct parents to the guides to numeracy methods taught in primary schools and show them the cool fun adventures regarding telling the time and understanding clocks.
also number place value and the use of the number line and number squares.


The importance of literacy and numeracy in early childhood
Published 11/09/2012 | 21:45
What do we mean by Literacy and Numeracy relative to young children ?
We used to think of Literacy as the skill of reading and writing when children were 'ready' to learn. Today we understand that literacy 'emerges' gradually in the early years with the development of literacy in young babies who hear sounds, have them identified by sensitive caring adults, babbling and repeating sounds and rhymes and later sharing books, stories, TV or other communication technologies.
Listening, looking and talking about pictures and making marks on sand and on paper are all pre-literacy skills. Music and rhythm is part of all our lives and is a very important in the development of the pre-literacy and pre-numeracy skills.
Numeracy is more than the ability to add, subtract, multiply, divide and use numbers. In early childhood, the development of numeracy involves babies hearing the language of mathematics in play by singing number rhymes (One, two, buckle my shoe ..) fitting 'smaller' boxes inside 'bigger' boxes, 'same', 'different', 'fast', 'slow', sorting, pouring, measuring, – these are some of the pre-numeracy skills which we encourage our children to develop.
Why are Early Literacy and Numeracy Important ?
Children who do not learn to read, write and communicate effectively at primary level are more likely to leave school early, be unemployed or in low-skilled jobs, have poorer emotional and physical health and are more likely to end up in poverty and in our prisons.
Literacy difficulties are linked to truancy, exclusion, social consequences such as alcohol or drug abuse, increased health risks and greatly reduced life chances. The resultant impact on society is not just economic but also results in a negative effect on children's achievement of their full human potential.
Improved communication and oral language skills of very young children underpins their development of literacy and ability to develop early mathematical ideas and language.
As a component of basic education and a foundation for lifelong learning, literacy is the key to enhancing human capabilities and achieving many other rights. In short, literacy and numeracy carries wide-ranging benefits not only for individuals but also for families, communities and society.
References: French, G (2012) Early Literacy and Numeracy Matters: Enriching Literacy and Numeracy Experiences in Early Childhood. Dublin: Barnardos.


Q: We have recently moved and I am thinking of registering my 6 year old in a Montessori Elementary school but I need more information on the differences between a Montessori elementary education and a more traditional approach.
I have personally spent a lot of time in both the Montessori elementary and traditional classrooms and there are many differences between the two; however, the most noticeable difference is that the students in a Montessori environment are all working at their own level, according to their individual strengths and needs.
Most students in a Montessori elementary classroom follow a daily and/or weekly plan that has been self-prepared by the student, with the guidance of their teacher. The student is responsible for accomplishing tasks independently and for seeking help when necessary. It is intriguing to watch the students' independence and confidence flourish in an environment where they are more accountable for their own learning.
Another major difference is the role of the teacher.


Declaring your major as music, whether it is in education, performance, or technology can be an exciting decision to make. People choose to major in music for many different reasons, but the primary motivation seems to be a passion for making music in some capacity. Inspiring people through performance and teaching can be a life-changing experience for all involved. The majority of students who choose to major in music are typically the ones that were heavily involved in their high school choir, orchestra, and band programs. These students were often found in the band or choir room before and after school and participated in many musical activities on and off campus. In short, they played and sang a lot! Choosing music as your major in college brings new challenges as you prepare for a professional career. One of the most shocking realizations for the college music major at any institution is the fact that they will be taking academic style music courses and not simply just singing or playing their instrument. As with any discipline studied, the student must take core classes that help them gain knowledge and skills they will need to develop a successful professional career after graduation. For the music major, these courses include music theory, music history, class piano, and other fundamental classes. In addition to these studies, the music major will also take general education classes such as college algebra and literature courses. The student will be expected to develop a practice routine and also juggle class assignments and ensemble requirements. Fundamental to the academic mission at West Liberty University, we we hope to produce professional musicians across a multitude of musical disciplines that are prepared to achieve success and happiness in their professional lives.
The following are recommendations from the National Association for Music Education for successful completion of a music major program. You can read more of their articles and information on their website at www.nafme.org.
1. Clarify your reasons for becoming a music major. What do you want to do with your music study? Do you want to teach or be an international recitalist? Do you want to go to graduate school or professional school?
2. Request the assignment of an adviser from the music faculty. This adviser can guide you through course selection and audition preparation. Ask about the proper sequence of courses and their content. If you need remedial work, it is best to discover this early on. At West Liberty, a music advisor will be provided for you.
3. Keep a portfolio of your progress throughout your undergraduate studies. Theory tests (with high marks), programs of ensemble work and student recitals, notes from master classes, and other professionally related experiences will confirm your determination to succeed.
4. Manage your time carefully. You must allow time for core courses, music major courses, studio practice time, ensemble rehearsal, and ensemble performance dates. From an organizational standpoint, this is often the true test of whether you can “make it.” This is also the true training ground for becoming a teacher. Time management and organization will always be critical.
5. Prepare for your proficiency tests with great care. Juries and recitals with your major instrument are the cornerstone for your musicianship. Work closely and diligently with your applied teacher. Plan appropriately for secondary instrumental requirements. This could mean lessons and performance opportunity in a less-threatening environment. Prepare for your piano proficiencies with the appropriate faculty member. While the approving faculty member may be responsible for testing, he or she may not always be the most suitable person for planning an instructional strategy to satisfy the test. You might consider asking the applied piano teacher for a referral.
6. Academic habits that are predictors of success in school-punctuality, reliability, preparedness, industriousness, and effort-are also indispensable for success in the music profession. Declaring a music major is more complicated than singing or playing for pleasure. With careful planning and dedication, however, the curriculum can be one of the most rewarding in the liberal arts.


Definition of Color hearing
Color hearing: A form of chromesthesia in which hearing a musical tone elicits the perception of a color. In one case, an art teacher had a broad range of consistent linkages between tone and color. For her, high octaves tended to evoke lighter color values, while lower octaves elicited darker ones. And rapid major chord tone sequences elicited rapid flashes of colors, "somewhat like fireworks exploding."
Ref.: Haack, P. A., & Radocy, R. E. (1981). A case study of a chromesthetic. Journal of Research in Music Education, 29, 85-90.Source: MedTerms™ Medical Dictionary
Last Editorial Review: 6/14/2012