The art teacher equips the students with the skills to capture various outlooks of the world, which is, in a very unique manner appealing to our various senses. The art teacher helps the student to think uniquely and express his imagination in different colors, sizes and shapes. The art teacher helps the students by guiding them in expressing their ideas in a creative way. An art teacher can work in museum education jobs, art education jobs, music education jobs, etc.
The jobs in education field for an art teacher are plenty and can be easily found under dance education job listings, theatre education job listings, etc. in local newspapers and online. As there is an increase in the use of internet, digital, multi media and other modern technologies, there are increasing job opportunities for art teachers having knowledge of computers, digital cameras, scanners and other new technologies.
The goal is basically to identify highly motivated and responsible mentors who can be proved as role models for the students in learning arts. The requirements are the basic qualities and skills like positive attitude, self-motivated, having responsible nature, possessing strong inter-personal skills, and knowledge. You should be acquiring a wide range of artistic abilities, proficiency in art related subjects like graphic design, arts and its history, digital arts, etc.
For becoming an art teacher a bachelor’s degree in arts from a reputed institution is required. As it is one of the high paying jobs in education field, an art teacher is required to possess immense talent and should have a keen eye to identify the same in his/her students.
Prior experience of teaching arts to school students is preferred when applying for an art teacher’s job. Art teachers of high caliber are quite rare and due to this in the educational field as well as other art institutions like museums, dance schools etc. art teachers are always in demand. That is why the payments are also quite high.
Artist employment is expected to grow faster and faster. Competition for art jobs in education is expected to grow in all specialties as the number of people possessing creative abilities and interest in teaching arts is expected to exceed the number of jobs available in the market. Even though the competition is prevailing in the world of arts, the employers and clients as individuals always look for talented, creative and experienced art teachers.
Income and Future:
Salaries of art teacher may vary by location, the type of institution they are employed in, acquired qualification and experience. The art education jobs New York are regarded as one of the highest paying art jobs in the world and are widely desired after by many art teachers and professionals.
For anyone with a love of arts like music, dancing, sculpture, drawing, etc. an art teacher’s job is very well suited to explore the realms of a world with no boundaries and only imagination and creativity.


This course explores theories related to the development of preschool-aged children in the context of a family centred approach which emphasizes individual and cultural diversity. A “whole child” approach will be taken to the study of young children in group settings.
The following global ideas guide the design and delivery of this course:
- There are observable behaviours and predictable patterns typical of preschool development.
- Although theorists often discuss development in discrete domains, behaviour must be viewed holistically given the interrelated nature of these domains.
- Preschool development including the development of language and literacy should be examined within the context of the child’s heredity and environment.
- Preschool behaviour is often socially mediated.
- Learning often leads development.
- Play based learning environments for young children provide the opportunity to integrate emerging skills and actively engage with materials and other children.
- Play based learning environments can be modified by adults to draw out a variety of experiences for young children.
- Within the population of preschool children, unique individual differences will alter both the onset and mastery of developmental milestones.
- For a small percentage of preschool children atypical individual differences will be present from birth. This necessitates individual program planning and the provision of support to the child and family.
- Gender is both biologically and culturally mediated.
Methods of Instruction
Means of Assessment
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Upon successful completion of this course the student will be able to:
- Familiarize students with theories and models used to explain preschool child development
- Discuss the interrelated aspects of a child’s physical, language, social/emotional and cognitive development
- Examine children’s literacy development within the context of his or her family and culture
- Introduce and discuss the concept of motivation and learning in preschool aged children
- Explore the role of play in the development of the “whole child”
- >Discuss the implication of play-based learning environments in program planning
- Understand individual differences in maturation and growth among preschool aged children
- Understand how individual differences, including special needs relate to the development of the preschool aged child and impact on the family
- Examine the reciprocal relationship between the preschool aged child’s growth and development and the family and culture in which he or she is raised
- Discuss issues of gender and cultural diversity as they relate to preschool development
- Apply and evaluate observation techniques
- Understand positive child centred methods of supervision and guidance
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.


ARCT5529 Forensic Architecture
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- This unit employs the methodologies of architectural drawing, modeling and analysis, backed by historical knowledge to undertake experimental reconstructions of lost buildings and urban environments—'forensic architecture'.
Traditionally, architectural history and theory have concerned themselves with the existing—projects that exist as standing buildings, or as more-or-less well-documented unbuilt or demolished buildings. These form the 'landmarks' of our architectural history. Thus, for example, Hagia Sophia and the Pantheon form key 'moments' in this history, not least because they physically exist, and have been extensively documented, so that if they disappeared in a calamity they would still exist as part of the historical record and the canon of architecture as 'Great Moments'. Such projects appear 'permanent', despite the actual transformations that time has made to them. Surviving unbuilt projects similarly convey a finite character that hides the transformations that inevitably would occur if the project had been built, while record photographs and drawings generally depict the monument at one point in time.
But what of monuments and urban configurations which have disappeared, both physically, and from the record? Can they still be considered within the framework of architecture? Perhaps, they might have served as models, exerting enormous influence on later architecture. Thus, we have the historic example of San Marco in Venice, whereas we have lost the Church of the Holy Apostles in Constantinople, which its builders emulated. In such cases, frequently the only evidence can be supplied by archaeology and by ancient textual descriptions, from which scholars must interpret and hypothesise. For such tasks, the methodology of architecture—the understanding of structure, space and spatial narrative—the movement through environments—can often be an effective tool. Thus, architectural methods have been used within or in collaboration with other disciplines in research projects, notably with historians and archaeologists in studying the ways in which urban environments and architectural ensembles (evidence of material culture) have developed and transformed. Furthermore, current digital technologies can be used both to extract evidence from historical representations, and to simulate the temporal environment created by spatial sequences through which rituals might proceed.
- Students are able to (1) develop knowledge of digital and manual drawing techniques which can be used in an exploratory manner to extract information from a range of source documents on urban structures and environments and (2) develop skills in cross-disciplinary research, using historical, archaeological and architectural evidence in a cross-disciplinary methodology to gain insight into urban and architectural structures.
- Indicative assessments in this unit are as follows: (1) research report; (2) digital modelling of data; and (3) hypothetical reconstruction of lost architectural complex. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Associate Professor Nigel Westbrook
- Contact hours
- seminars: 3 hours per week for up to 12 weeks
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


What’s the best way to solve problems between people? By talking them over and working them out. It’s never too soon for children to learn the process of peaceful conflict resolution. In both English and Spanish, this book distills conflict resolution into clear, simple language and supporting illustrations. Children learn to calm themselves, state the problem, listen, think of solutions, try one, evaluate results, and even agree to disagree when a solution isn’t possible. Includes conflict resolution skill-building games and role plays for adults to use with children.
Praise for Talk and Work It Out
“Teaches children that they will be faced with times where they will have personal opinions that differ from someone else’s, but the real test in life comes in how they handle the situation.”—noirbaby.com
Praise for the series
“Surely needed . . . I heartily applaud this important series.”—Jay A. Monson, Ph.D., professor of elementary education, Utah State University
“Top Five Character Education Series”—Booklist
“Positive, gentle messages are given without preaching.”—Library Media Connection
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


DEVELOPING EARLY WRITING – Dough Disco
To support the development of motor skills, children in Reception and Year 1 take part in Dough Disco on a daily basis. While dancing to music, the children manipulate dough to exercise their fingers in preparation for writing. It’s really easy to do and the benefits are AMAZING!
Developing Early Writing – Squiggle While You Wiggle
Squiggle While You Wiggle is a kinaesthetic approach to stimulate early writing. Children use movement with music to develop their motor skills in preparation for writing. Through Squiggle While You Wiggle, children begin using ‘Flipper Flappers’ to rehearse a range of shapes, which lead to children mark-making with chunky pens, in preparation for more formal writing.
Here is an explanation of the philosophy behind Squiggle While You Wiggle:
Daily English Lessons
Lessons for children in Years 1 to 6 follow the National Curriculum for English and are usually based around high quality books. At Simonside Primary School, we immerse ourselves in a range of texts. Using a novel, short stories and poetry develops children’s understanding of story structure and encourages learners to consider the meaning and impact words can have. Through high quality texts, children will learn writing and grammatical skills within varying contexts. They will see skills being applied and modeled in the text. During English lessons, children learn skills which include speaking for different audiences and listening for a purpose. Problem solving is promoted as children are engaged in activities, which mean they have to form predictions based upon evidence found in the text, and draw inferences.
In reading activities, children learn how to decode words and understand a range of text (including play scripts, stories and non-fiction writing). In writing activities, children focus on creating text (including poems, stories and factual writing), learning word patterns and effectively presenting their work by hand and using IT.
When children first begin to form letters at Simonside Primary School, they do so using a range of strategies, focusing particularly on motor skill development, allowing children to write large letters in the air, sand, foam, paint and other sensory materials.
When children are developmentally ready, they begin to write formally with pencils following our own handwriting policy, which is based around rhymes to aid children’s memories as to how letters are formed.
The rhymes and picture cards we use in lessons for letter formation can be found here:
We use a cursive handwriting style, which is introduced through simple ‘flicks’ in Year 1 (when children have mastered basic letter formation), and taught explicitly from Year 2 upwards.
In order to develop the quality of our written work, children of all ages build their own repertoire of exciting sentences, based on the works of Alan Peat. These sentences are explicitly taught from Year 1 to 6 and children quickly become adept at deciding when and where it is appropriate to use each sentence type. As children move through our school, the complexities of the sentences taught increase. Wherever possible, examples of these sentence types are found within existing texts to provide children with a high quality model, and the opportunity to discuss the effects of this writing before applying it to their own written work.
The posters we use in school to support our work with exciting sentences can be found here:
Progression in English at Simonside
Additional Information for Parents/Carers
For further information about English, please use the following links:


If ever there was a perfect book for introducing non-fiction to your preschooler, then Jane Brocket's Clever Concepts would be it. These books are filled with bright and beautiful still-life photographs, as well as colorful language.
Let me take a moment to talk about the photos, because they capture real life at its essence. For instance, in Jane Brocket's Rainy, Sunny, Blowy, Snowy: What Are Seasons?, children can look at the picture and understand (without words) which season it is portraying. The first page has four pictures, the first being a close-up of tiny little violets and next to it, a bowl of juicy, ripe peaches on a tan wicker table and beside that, is a gorgeous picture of orange leaves with just a tinge of green to them and lastly, a breath-taking picture of frost covered leaves taken in the dappled light of an early winter morning.
If the photographs in these book were not enough to sell you on this series, then the language surely will. There are a vast amount of adjectives used in Jane's books and I would recommend this series to any teachers out there doing a lesson on seasons or the value of synonyms. These books are great for building your child's vocabulary. Brocket describes winter as "pale, watery, frosty, with a silvery sky." Each page has just enough text to keep your child's attention and is done in such a poetic way that it is very pleasing to read, even as an adult.
Perhaps my favorite part of this series is the last page because Jane leaves the reader with an open-ended question for the child to discuss with whoever is reading the book with them, whether a preschool teacher, a parent or even, dare I say, a librarian! These books are an excellent non-fiction choice for young readers, because discussing with your child what he or she has read is essential to your child's early literacy development, which in turn helps your child to become ready for Kindergarten.
You'll find Jane's books on the following topics: shapes, texture, colors, senses, numbers, patterns, and seasons at the Cecil County Public Library. I hope you enjoy reading them with your child as much as I have with mine.
Recommended by Tracy Alexander


Welcome to Year 3
Year 3 is an exciting year to be a part of, it is also known as the continent of South America! Like every Year Group at Clockhouse, we have a fun-filled, creative curriculum to excite and inspire the children of the year group. Our teachers work hard to ensure that we make the learning in Year 3 exciting and memorable. Our teachers are Mrs Redgrave and Mrs Herrera (Argentina), Miss Burrell (Peru) and Miss Spencer (Brazil). We also have a number of other adults who help us learn, make progress and be the best that we can be.
Our exciting lessons are linked to the Clockhouse Curriculum and using our topics we also have the opportunity to develop and improve our Literacy and Numeracy skills. During Year 3, we will be learning through the exciting themes of ‘Who do you think you are?’, ‘What on Earth has been going on?’ and our final topic, ‘The Groovy Greeks’.
At the start of each new topic, we have an entry point activity, which helps us to get involved in the new theme and motivated to learn. At the end of each topic, we have an Exit Point where we celebrate our learning throughout the topic. We often invite our parents in as this gives us the opportunity to share our learning in a fun and meaningful way.
During the Autumn term, we learn about life in the Stone Age and Iron Age. As part of our topic we will learn about the life styles of people living during this time and how it changed over time. We will be learning about settlement and what we will need to survive, including building our own dens!
During the Spring term and our topic, ‘What on Earth has been going on?’ we will be learning about volcanoes and what it was like on Earth when dinosaurs existed. This was a new topic for Year 3 last year and we have decided to keep following the positive feedback we received from the children.
During the Summer term we will be learning about the life styles of the Ancient Greeks and how they have impacted on our lives today. During this topic, we will get the opportunity to dress up in Ancient Greek clothing and take part in some Olympic style games.
During each topic we will have a home learning project, which provides an opportunity to learn about the things that interest us and we want to find out about.
During the year, we will have lots of other exciting event, such as a trip to Barleylands in October and inviting visitors from Portals from the past who will teach us more about the Ancient Greeks. Keep checking the website and letters home for further information.
All this sensational learning means that we enjoy our time in Year 3 and are ready and excited for the new challenges ahead of us in Year 4!
Please click on the link below to find out more information about what we will be learning this year:


Music in the Junior School focuses on the four principal elements of music education -- performing, appreciation/listening, creativity and analysis – through singing, speech, movement and playing instruments. Our program enables all students to explore, create, express and communicate thoughts, images and feelings through music. It also lays the groundwork for life-long involvement in music making and music appreciation. In Grades 6 and 7, our program focuses on the acquisition of skills and knowledge relating to one of the concert band instruments – woodwinds, brass or percussion. While the emphasis is on the technical mastery, the goal is to develop musicians who are capable of accurate renditions of a written score in an appropriate, musically engaging way.
The Visual Arts program strives to develop students’ creative abilities so that they can express themselves through visual media. While fostering an appreciation of a wide variety of art forms, we help our students develop skills in drawing, painting, sculpture, paper arts and printmaking. We support art appreciation through exposure to art of various styles, historical periods and cultures. Reflection on students’ own work as well as the work of others helps students stretch themselves creatively while enjoying the beauty and variety the visual arts offers.


Mount Kosciuszko is the highest mountain in Australia. It measures 2,228 meters in height. Despite being the highest on the continent, it is not the highest in the Australian territory. This mountain lies in the Snowy Mountains in the Kosciuszko National Park, located in the Great Dividing Range in New South Wales.
The Kosciuszko National Park is the largest national park in New South Wales covering an area of 690 000 hectares. This mountain was initially called Mount Kosciusko.
Quick Facts: –
- The terrain of Mount Kosciuszko is rocky and it is covered in dense forests.
- This mountain was included in the original 7 Summits list which was first completed by Dick Bass in 1985.
- The Kosciuszko National Park was declared as a World Biosphere Reserve in 1997 by UNESCO.
- First ascent was made by an expedition led by the Polish explorer Count Pawel Edmund Strzelecki in 1840.
- The average temperature remains -6 degrees Celsius in June and 21 degree Celsius in January.
- The mountain was named Mount Kosciuszko by Paweł Strzelecki after Tadeusz Kościuszko.
- This mountain as a whole was also known as Tar-gan-gil by the Indigenous Australians.
- The highest public toilet in the continent was built in 2007 at Rawson Pass at a height of 2,100 meters.
- The alpine zone on this mountain includes many rare and endemic plants and flowers.
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Declan, Tobin. " Mount Kosciuszko Facts for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/mount-kosciuszko/ >.
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Tobin, Declan. (2020). Mount Kosciuszko Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mount-kosciuszko/
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In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD; n = 627) and typically developing students (n = 14,146). Students were tested for their vocabulary breadth and passage comprehension skills in kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and gains in their vocabulary knowledge relative to typically developing students, but these students started much lower in their reading comprehension skills and did not catch up to their typically developing peers. We discuss the implications for children with learning disabilities and the development of their reading comprehension skills. Educational Impact and Implications Statement: The present study suggests that for students with a school-identified learning disability (LD), the amount of vocabulary words a student with an LD knows does not have a direct impact on their growth in reading comprehension skills. This may have implications for language-based interventions of reading problems for these children with LD, as we find little evidence that improvements in language will transfer to their reading comprehension delays. This further emphasizes the importance creating individual education plans as a way to stimulate growth in reading comprehension for students with an LD in at-risk environments.
Differential Codevelopment of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities
Journal of Educational Psychology, 112(3), 608-627. doi:10.1037/edu0000382
IDEA Disability Category:
specific learning disability
National Reading Panel Standards:
English Language Arts:
Reading: Foundational Skills


Most people probably believe a music education degree only leads to teaching careers, yet music education majors can actually pursue a wider array of jobs. In fact, modern music education programs have diversified their curricula to offer more degree options and flexible ways to obtain the appropriate credentials for working within the field. As a result, program participants can achieve a degree that prepares them for traditional or non-traditional music education careers. Here are some insights to consider about music education degrees.
1. Music Education Careers are Varied
Traditional music education degrees prepare graduates to work in school settings, instructional music academies or as independent music teachers. However, with recent expansions in the media, marketing and health industries, many businesses now seek employees with music degree backgrounds who can use music to enhance production values, advertise products, or improve the quality of life for others. Graduates with music education degrees may thus find additional work opportunities in areas such as music production, music advertising, music preservation or music therapy settings.
2. Notable Music Education Programs are Accredited
Accredited music education degree programs are endorsed by the National Association of Schools of Music (NASM). Additionally, other affiliations that schools may note include membership in the National Association for Music Education (NAfME) or the National Association of Music Merchants (NAMM). Appropriate accreditation and affiliations indicate a reputable degree program.
3. Degree Programs Should Be Flexible
Earning a degree can be time consuming, especially for working individuals. Flexible programs assist degree-seeking students by offering evening, weekend or distance learning classes. For example, a Kent State University master degree in music education provides an online curriculum to facilitate the working schedules of music educators.
4. Degree Levels Meet Different Career Goals
Graduates with bachelor’s degrees will be prepared for entry level jobs primarily in traditional career settings. For those looking to pursue career advancement or to branch out into non-traditional music education careers, further studies towards a master’s may be required. Doctoral degrees are usually earned by those wishing to teach or do research at the university level.
A music education degree can open wider job possibilities than previously imagined. Potential students can avail themselves of flexible programs that address career goals. Whether wishing to teach others the joy of music or desiring a non-traditional music career, music education degrees from accredited schools can strike the right note.


Eight years of teaching elementary education has taught me a significant truth- what works today might not work tomorrow. As trends evolve, standards come and go. Also, the simple fact that no two children have the same needs means that teachers must juggle fifteen different objects in the air, all while having to use the restroom.
Over the past eight years, my biggest obstacle as a classroom teacher has been in the subject area of math. I have struggled with finding the correct pedagogy to reach my students, while creating a classroom that cultivates problem solving. Through trial and error, I have discovered one absolute truth for teaching math- letting students productively struggle is one way to create a genuine mathematician.
I run my math block on math grit. Math grit is a frame of mind that acknowledges that failure is the foundation of success, a mental state that embraces challenges and expects struggles. All of us are the people we are today because we rose to the occasion in moments of strife. Seldom do we use events where everything went as planned and accomplishments were brisk walks as examples to summarize our true character. By expecting your students to possess math grit, you will also be expecting them to conceptualize math curriculum, a task often overlooked in classrooms.
Looking Ahead at Productive Struggle
Over the next three weeks we will look at three ways to promote productive struggle in your classroom.
Week 2: Stepping Back to Promote Productive Struggle
Week 3: Types of Questions to Promote Productive Struggle
Leave a question or comment below on productive struggle.


The Art Of Mary Ann Flynn-Fouse
The splashy gestural coloramas of Mary Ann Flynn-Fouse are in a painterly style often referred to as "abstract expressionism". whatever the moniker given these moving paint, shape, textural dramas they are immediate and self-contained, limiting their dynamic appeal to their reality as paintings and minimalizing any reference to natural phenomena seen or recalled from somewhere beyond the limits of the paintings.
"Mary Ann Flynn Fouse began her career in the 1950’s at Kent State University, where she studied art and earned a degree in art education. It was an exciting time to be an art student at Kent State because just 450 miles to the northeast, a loosely affiliated group of visionaries were doing paintings that would shift the center of the art world from Paris to New York City. The painters had names like Pollack, de Kooning, Rothko and Motherwell and their paint drips, gestural brushstrokes and glowing soft edged rectangles of luminescent color shook the established art world to its very foundation. The majority of critics and collectors dismissed the “New York School” as mad men, charlatans or worse, Beatniks of the New York art scene. But the radical, avant garde cache’ of abstract expressionism appealed to Mary Ann Flynn Fouse. She found herself in the minority among her graduating class. “Only three of us went into abstract expressionism. Everyone else either became a realist or impressionist” says Flynn Fouse, reflecting back on her nearly 60 year career as an abstract painter. “I was a fan of doing something new. Mentally, I’m still very modern.” Abstract expressionism suited her temperament then and now. The movement itself traced it’s origins to surrealism and cubism, and members of the new York school undoubtedly fed off the energy and post-war angst of artists like Dali, Ernst, Masson, Breton, Mondrian and Leger, who’d all fled to new York in the years leading up to Nazi Germany’s invasion of France in May 1940. But Pollack, de Kooning, Rothko, Motherwell and Flynn Fouse were also heavily influenced by constructs like Carl Jung’s assertion of the collective unconscious and existentialism, which emphasized the importance of the act of creating and not the finished product. “Abstract expressionism was certainly all about the energy of action painting” says , using the term coined by critic Harold Rosenberg in 1952 to describe the immediacy of expression, made famous by Pollack and de Kooning. But Mary Ann was more enamored by the progenitors of simplified, large scale color dominated fields meant to be viewed in close environments where the work virtually enveloped the viewer confronting the work. “I love the uniqueness, learning this new language of art and expressing the colors and shapes in my own individual way.” Mary Ann Flynn Fouse calls her half century body of work “splashy gestural coloramas”, signifying that her style marries Pollack and de Kooning with Motherwell and Rothko in moving textural dramas that are immediate but self- contained.
“I minimaliz any reference to natural phenomena seen or recalled from somewhere beyond the limits of the painting. There is a powerful visual excitement in each individual painting, or diptych, that depends for its hypnotic appeal on the gestures of the brush strokes, the hue, value, intensity of the colors, the broad range of textures, the size, position, proportion, and movement of the shapes.” Her work expresses feelings that bind us together as humans."- excerpt from article written by Thomas Hall from his interview at the Sweet Art Gallery.
Golden Gates 60x48 acrylic on canvas
Our Little Paris, 40x50 oil on canvas
From The Heart, 48x60 oil on canvas
Life Is A Miracle And Champagne Sparkling Martini, 48x48 acrylic on canvas
Blue Bliss, 36x48 oil on canvas


Best Pharaoh’s Serpent Video for Kids
Watch a terrific selected and very simple to understand Pharaoh’s Serpent video:
About this Pharaoh’s Serpent Video
When Mercury thiocyanate is lit by flame it produces a quick forming mass of coiling serpent like substance. Watch the video to see how Pharaoh’s Serpent experiment turns out.
This is a useful Pharaoh’s Serpent facts for kids video and significantly test your understanding and interest in Pharaoh’s Serpent.
This Pharaoh’s Serpent video is enjoyable for youngsters, from those kids partaking in early learning programs for Kindergarten kids, all the way to 5th graders, certainly also preschoolers children and children who are schooled at home.
Well then, enhance your knowledge with our offered cost-free educational videos for kids, one-by-one recommended by our professional editors. These videos are an extensive library of science for kids videos right here on our science kids website. See numerous more remarkable and instructional nonetheless fun simple to understand science facts for kids on our science for children online resource website about related topics, and let your children discover further more by doing our numerous FREE OF CHARGE science worksheets, science quiz games with questions and answers and free games for kids to play online.
Enjoyed this Pharaoh’s Serpent video? Read expanded info on the topic of Mercury Thiocyanate.
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Willow Creek’s overall curriculum is based on several key ideas.
1. Children learn through play, their learning experiences and environment.
2. The teaching staff uses developmentally appropriate practices in the classroom and takes advantage of teachable moments.
3. Daily routine and meaningful experiences enhance children’s learning.
4. The teaching staff makes adjustments in their teaching for the needs and interests of individual children.
5. Children develop every day; socially, emotionally, cognitively and physically.
6. Literacy and language development are emphasized daily in the classroom.
7. Positive reinforcement and guidance is necessary for building relationships with children.
Our infant program was created to offer infants a safe and loving atmosphere to grow and develop away from home. We understand that each baby grows at his or her own unique pace. It is for this reason that we have designed the environment to provide infants with a variety of developmentally appropriate activities and toys.
Infants by nature are on their own schedule. This allows for their own temperament and patterns to guide their day. They choose when to eat, sleep and play. One of our goals with the children is to optimize our interactions with them by using their daily care and routines as a time to communicate. Diapering, eating or (drinking) and playing with toys are examples of teachable moments of learning. Language development is an ongoing focus in the infant classrooms as we communicate and converse with the children throughout the day. Music and signing are important aspects at this age and are a part of each day as well. Through simple games like peek-a-boo and reading stories, our loving teachers begin the foundational work for later learning.
There is no doubt that toddlers are often a bundle of energy. We welcome that energy and excitement because we know that it’s a natural part of growth and learning. Our teachers channel that energy into positive learning experiences, giving them plenty of room to move and explore.
Social emotional development is one of the focuses of a toddler classroom. Toddlers are learning about themselves, others and how to relate to each other. Learning to work through their emotions and frustrations is a constant challenge. Classrooms environments are nurturing, stimulating and offer a variety of materials to aid in learning to communicate and share.
A predictable daily schedule and routine help toddlers work though their fears and insecurities. Art projects, music and physical activities are favorites of this age and are prominent in these classrooms throughout the day. The teaching staff strives to build confidence in their toddlers by celebrating their many accomplishments.
Your child is opening his or her eyes to the wider world and taking an active role in it. Independence is critical in the twos. Children at this age want to attempt and complete as many tasks as they can independently. Due to this drive for independence, two year olds tend to get frustrated frequently and expend a lot of energy learning how to identify and cope with their feelings.
We emphasize your child’s development rather than specific age because all children grow and learn at their own pace. Activities are designed to address the individual needs and abilities of each child, in each classroom. Small and large group times are incorporated in their daily schedule to prepare them for the older preschool classrooms. Introduction to shapes, colors, letter and numbers as well as other basic concepts advance their active learning. Our teachers get to know each child, learn their interests and plan developmentally appropriate, engaging activities that pave the way for lifelong learning.
Our three through five year old classrooms are designed to help your child make significant developmental gains, communicate more successfully and work well both independently and in group situations. We offer activities to develop literacy, mathematical thinking, problem solving and creativity, focusing on foundational skills such as:
✓ Pre-reading skills
✓ Pre-writing skills
✓ Math skills
✓ Physical coordination skills
✓ Social skills
You can feel confident knowing lesson plans are customized to meet each child’s developmental needs. Teachers provide regular updates, ongoing portfolio collections and twice-yearly parent teacher conferences, to ensure that your preschooler is progressing on his or her journey of Kindergarten preparation.
A nutritious hot lunch is available through Aldo’s Catering for $2.25 per day. Individual menus are distributed to every child’s cubby for families to complete and return to the office with payment by the due date. You must provide a cold lunch for any day that you have not ordered a hot lunch. A lunch from home must meet state requirements and include: a meat or meat alternative, two fruits and or vegetables and a grain or bread. Willow Creek provides 1% and whole milk for all meals and snacks. Willow Creek is a peanut-free school.


Written by Brittany Bauman and Dr. Cassandra Eisenreich, the WindStars Series is a simple, effective, and affordable way for elementary school kids to experience the joy of playing music together. Through WindStars, children learn to play a musical instrument and develop a life-long love of music at an early age.
The WindStars Methodology is focused on the holistic approach of teaching the "whole child" through the WindStar of music education, which is comprised of the following five elements of music: Rhythm/Tempo, Pitch/Tone, Melody/Harmony, Structure, and Expression.The WindStars Series can be used in a solo or group setting with appropriate tunes for each level. The method introduces and develops fundamental beginning instrumental skills while creating an exciting and engaging experience for all students. WindStars is a book-based program with supplemental materials available online (instructional videos, audio backing tracks, and printable PDFs).
WindStars 2 is a flexible method book for Nuvo's general music and pre-band instruments. The method books can be used for individuals and/or in the classroom. WindStars 2 introduces standard music notation as well as beginning technique. Skills learned in the WindStars 2 method books are directly applicable for students who move on to play traditional concert band instruments. Each Student Book focuses on a single instrument, either jFlute, jSax, Clarinéo, or jHorn. While the Teacher Book includes all four. The Student Books include questions to reinforce comprehension after new songs and spaces to practice writing new musical styles. The Student Books include 23 fun songs in various styles along with backing tracks. Songs are written to reinforce notes learned along with rhythms. Parts are written with rhythms in unison, but harmony notes are introduced.
WindStars 2 focuses on the following elements:
Assembling and holding the instruments
Making first sounds
4/4, 3/4, 2/4, and 6/8 time signatures
Breath marks and breathing techniques
WindStars is a 3-level program which can be easily adapted to fit into existing programs:
Level 1 – Designed for ages 5-9, with an emphasis on Sound Before Sight. Level 1 books are written for the Dood and Toot instruments. Written for the general music classroom, level one encourages students to learn by ear as much as possible. This level is available in either standard or iconic notation. Students will use instruments to explore their own musical creativity, develop fine and gross motor skills, and proper playing techniques.
Level 2 – Designed for ages 6-10, with an emphasis on transitioning to notation. Level 2 books are written for the jSax, jFlute, jHorn, and Clarineo instruments. Books are intended to build on the experiences in Level 1 and those learned in general music classes. Level 2 is written for individual and/or class lessons that extend woodwind and brass skills while playing fun tunes in various genres.
Level 3 – Designed for ages 7-10, emphasizing pre-band ensemble playing. Level 3 introduces multi-part music for the jSax, jFlute, jHorn, and Clarineo in a variety of styles. All tunes are written in standard notation.


Colonial Institutions, Commodity Booms, and the Diffusion of Elementary Education in Brazil, 1889-1930
Aldo Musacchio, Andre Martinez, and Martina Viarengo
NBER Working Paper No. 20029
JEL No. H40,N46
We explain how the decentralization of fiscal responsibility among Brazilian states between 1889 and 1930 promoted a unequal expansion in public schooling. We document how the variation in state export tax revenues, product of commodity booms, explains increases in expenditures on education, literacy, and schools per children. Yet we also find that such improvements did not take place in states that either had more slaves before abolition or cultivated cotton during colonial times. Beyond path dependence, ours story emphasizes the interaction between colonial institutions and subsequent fiscal changes to explain radical changes in the ranking of states which persists until today.
Enquanto o governo brasileiro luta contra a realidade, nem que tenha que, para isto, queimar a reputação de seus IBGE e IPEA, pesquisadores encontram em países civilizados ambiente para pesquisas…sobre o Brasil.
Preciso dizer que o texto é promissor?


The Parisian artist Georges Seurat belongs to the representatives of post-impressionism. During his short life, Seurat managed to get a good art education, write a series of original paintings and even create a new direction in art.
The invented branch of painting was called “pointillism”, or “divisionism” in another way. Later, the rest of the fine arts masters began to work in this style.
Pointillism was to create images using individual points. When considering the paintings made in such a manner at a distance, small details harmoniously merged, obeying a simple optical effect. This unique style of painting is read in the picture Seurat called “Sleeping.” The idea of the canvas corresponds to the main flow – post-impressionism.
Displays such a long state of man as a dream. The Impressionists, on the contrary, captured momentary impressions.
The Sleeping style of writing is pointillism. You can immediately notice the point fragments on the canvas, which smoothly merge into a single large image of a sleeping person. This is a man, but it is difficult to guess his age, since the face is not visible.
The character is turned back to the audience. He wears a slightly crumpled shirt and a hat on his head. It seems unusual to observe falling asleep in this form. But, apparently, wild fatigue knocked this man off his feet.
Seurat perfectly reflected the condition of a sleeping man. He seems to be immovable, calm, in the realm of dreams. As if he escaped from the hustle and bustle of the day, he hid from everyday life.
Despite the use of the artist only black paint, the picture turned out to be emotionally bright and understandable to everyone. The work was created in 1884. An unusual portrait of a sleeping gentleman came later in a private collection.


Meet Caitlin, Firewall’s Curriculum Specialist! She recently completed her Master’s in Elementary Education at Nova Southeastern University. There she learned different teaching styles and approaches that prepared her for her role at Firewall Centers. Caitlin created the lessons for Walker Elementary and also oversees their implementation. So grab a seat and join the conversation about Firewall’s new Center at Walker!
1. What was the first week with the kids like?
The kids were all excited to be in Firewall! They were very respectful, listened to instruction, and responded to the structure…which isn’t normal for Elementary school students but the school has high expectations for these students and they rise to meet them.
During the first week, the students wrote all about themselves in an “All About Me” worksheet. Then they swapped papers with a classmate they didn’t know and presented what they had learned about them! This taught them to summarize a text which is a Florida Standard.
They also wrote letters to their future selves that they will open at the end of the year. The letters included academic, character, and personal goals they want to achieve. The letters are wrapped in a piece of yarn that measured their height so at the end of the year they will see how much they grew!
2. What work went into preparing for Firewall’s opening at Walker?
The biggest thing we did to prepare was to meet with the school staff to understand the school’s culture and values. Then we created a curriculum that aligns with the school’s instructional calendar and teaches all the mandated standards while making it fun for them to learn.
3. What is the ultimate goal of Firewall being at Walker Elementary?
All of the students we will be working with at Walker Elementary are reading below grade level. So our goal is to work on their reading skills so that by the end of the year, they are reading on grade level and testing proficient.
4. What role do Firewall Mentors play?
They teach the daily lessons to their small group of students, they implement activities, and then communicate to me how the students are learning and where they may be struggling. From there, we create interventions to help the students improve their skills.
5. What are the lessons and how do you create them?
The lessons were created to mirror what the teachers at Walker Elementary are teaching throughout the day. We met with the classroom teachers and obtained their Standards calendar. Thus, allowing Firewall to function as an extension of the day, reinforcing the concepts taught in the classrooms and improves learning outcomes.
All of the lessons teach the Florida State Standards through cross-curricular lessons. In other words, our lessons integrate at least two content areas. The overarching theme for the year is culture. Over the course of the year, students will ‘travel’ to many different countries. As they are exposed to different cultures, they will gain and understanding for others and learn to celebrate their differences. Our students will see people from all backgrounds, which helps them connect with the curriculum.
The goal is to make learning fun, while teaching the Florida State Standards in an effective way. Some topics include building and testing boats, writing an autobiography, and reading the Cinderella story from three different countries.
We will also have career days with the students to talk with them about how important school is now and get them excited about their future! Different businessman and businesswoman will come to share with the students about their careers. It’s really about getting the students interested and to create goals that will propel them through their education.
6. Why do you enjoy working with the students so much?
I know my calling in life is to educate students. The Firewall students come from difficult backgrounds. While some may see this as a hindrance, I see the opportunity. Firewall believes in all children and wants to empower all students to succeed. I have been blessed to see how students grow in our program, both academically and personally. Our students receive a rigorous education in a small group setting. As we pour love into these students lives and build relationships with them, we are able to propel them forward.
Our students are also given responsibilities in the classroom and encouraged for completing tasks. As a result, they come to intrinsically value helping others. We see our students transform into servant leaders. One parent told us that her students come home excited to tell her about the lessons they learned and to teach her what they’re learning at Firewall.
I love working with the students because I see God at work in their lives. He enables our staff and works through them for His glory. It’s a blessing to be a part of.
You can learn more about Firewall Centers here or give today to support the tutoring and mentoring of low-income students.


Fuad Al Khatib
One of the Arab figures who gained recognition during the Great Arab Revolt, Fuad Al Khatib belongs to a Lebanese family known for being versed in literature, science and jurisprudence. He was born in Shaheim town near Beirut in 1879-1880. Khatib received his elementary education at Tanius School in Choueifat, and continued his middle and high school education at Souk El Gharb College, before enrolling at the American University in Beirut.
During his university studies, he was known for his political activism and his talent in poetry and public speaking. In 1904, he participated in the Arab Syrian societies that called for granting Arabs their right to liberty. He graduated from university in 1904, during which he became a leading figure at the Arab Forum Society. After the Committee of Union and Progress led an uprising against Sultan Abdul Hamid II, an order for his arrest was issued, and he was sentenced to death in absentia over his anti-Union activities. As a result, he fled in secret to Egypt.
In 1916, after Sharif Hussein bin Ali launched the Great Arab Revolt, Khatib moved from Sudan to Mecca to work at the Arab Hashemite Government as editor of Al Qibla, the official newspaper for Arab governments in Hijaz. He also attended the peace conference in Versailles, France, in 1919. In that same year, he was appointed as secretary of foreign affairs in Faisal’s government in Damascus and continued in his post until the government fell after the French occupation in 1920. At the end of the year, he was summoned to Mecca to take over the foreign ministry in the Hashemite government of Hijaz, where he continued until 1924. Khatib then moved to Transjordan, where he continued to work in the Jordanian state. In 1926, he was appointed as counsellor to His Royal Highness Prince Abdullah, and he continued in this capacity until 1933.
Fuad Al Khatib wrote a number of articles and poems, and several of his lectures and seminars were published in newspapers and magazines. His most important writings include: Khatib’s Poetry Collection, The Conquering of Andalusia — a play in verse, The Heart of Arabic, The Geography of Arab Countries, History of Arab Literature, Examinations of the History of Jahiliyyah and its Literature (an unfinished manuscript), his memoires were not printed. Some of Khatib’s poems were published in Al Ahram and Al Muayyad newspapers, in addition to a large number of articles and lectures published in Arab newspapers and magazines that were not collected.


West Seneca Central Schools' Art Department has developed a curriculum based on a comprehensive approach called Discipline Based Art Education (D.B.A.E.).
This approach draws on four foundational art disciplines for its instructional approach: art history, art criticism, aesthetics, and art production. Our teachers agree that students should acquire knowledge about the contributions artists and art make to culture and society (art history); understand how people justify judgment about art objects (aesthetics); be able to respond to the properties and qualities that exist in visual forms (art criticism); and be able to produce their own works of art (art production).
One of the purposes of art education is to increase students' abilities to think and communicate visually. Historically, artists have always been inspired by the past - what artists before them have created. Our students, in their study of art history, are inspired by the works of these artists to create their own artwork. In studying the works of the past, our students learn about the elements and principals of art, techniques used by various artists, as well as what has historically inspired artists to create art.


Attainment’s WordWheel has two sides of two difficulties. Side 1 is easier with shorter and more straightforward words. Side 2 is more difficult with more complicated consonant and vowel combinations to make words like pickle or brush.
Design your own activities or try our suggestions: Students learn spelling rules, increase vocabulary and see phonics patterns in action. Three wheels are incorporated into the WordWheel which contain word beginnings, vowels and endings. This is a great tool for hands-on phonics instruction and for a spelling skill builder.
WordWheel is made with durable, laminated card stock, with instructions included. Our unique design is so cool, you’ll want one for every student!


The Temiar people are deeply spiritual. They live in the rainforests of central Malaysia and their lives revolve around its traditions. Dreams are seen as a bridge between the natural world and the spirit world. Song and dance are particularly influenced by dreams as they give voice and movement to the belief that a dream is the soul’s way of wandering around the forest in search of guidance. Dreamsongs form the basis for community-wide singing and trance-dancing ceremonies, which celebrate all the important occasions in Temiar society. The male singer, Ading Kerah, sings about the dream as he has received it. He is accompanied by a chorus of female Temiar people.
Songs of this kind should be approached with a high degree of cultural sensitivity, as the Native peoples involved are in a continual battle for the survival of their landscape and culture (see links below). Recordings of this material are often contentious as sacred songs, which would otherwise not be shared with other communities, can be unwittingly included.
About this Contributor
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- GRC4 #19
This eclectic new collection consists of 60 minutes featuring generous contributions from international record labels, artists from Sound and Music’s New Voices…
This activity has been suggested by composer and educator Liz Dobson, who thought it would be interesting to find out what you…
Discover a treasure trove of music education resources created by the experts at Minute of Listening.


“Good numeracy is the best protection against unemployment, low wages and poor health.” (OECD)
We use math in every aspect of our lives at work and in practical everyday activities at home and beyond. We use math when we go shopping or plan a holiday, decide on a mortgage or decorate a room. Good numeracy is essential to us as parents helping our children learn, as patients understanding health information, as citizens making sense of statistics and economic news. Decisions in life are so often based on numerical information: to make the best choices, we need to be numerate.
High numeracy is connected to better…
Research from a review of adult up-skilling in numeracy by the Department for Business, Innovation and Skills has demonstrated that improving numeracy directly contributes to growth in personal and social confidence
The digital age
The digital age presents us with more numerical data than ever before and puts a new premium on numeracy skills.
Computers can do the mathematical processing for us, but we need good numeracy in order to use them effectively – to enter the right data and decide whether the answer seems approximately right.
Right now around 90% of new graduate jobs require a high level of digital skills (Race Online 2012), and digital skills are built on numeracy.
“Math is absolutely crucial for your everyday life and international research tells us that good numeracy is the best protection against unemployment, low wages and poor health.” (Mike Ellicock, chief executive of the charity National Numeracy)
(Article Source: National Numeracy)


Guinea-Bissau Worksheet – FREE Online Printable Geography Worksheets
The Guinea-Bissau Worksheet – Get this educational FREE Online Printable Geography Worksheets.
The FREE worksheet about Guinea-Bissau provides a fun word searching puzzle with a missing-and-hidden word search game for kids.
This fun printable Earth Science worksheet about Guinea-Bissau is currently FREE for anyone to download and use gratis and you can use the worksheet as many times as you desire to further your kids!
Our online printable geography worksheet about Guinea-Bissau is an easy way to gain your kid’s interest and attention while participating in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while child is doing early learning activities.
This FREE Guinea-Bissau geography worksheet is appropriate for Elementary school kids from 1st to 5th Grades. However, Kindergarten kids or even Pre-K kids will also benefit from this free Guinea-Bissau worksheet for kids.
Children can enjoy learning fun facts all about Guinea-Bissau through this worksheet while doing this engaging free find the hidden words puzzle game.
Your children will enjoy to learn fun facts all about Guinea-Bissau while playing the word searches game.
Grade school kids from Grade 1 to 5 can use the Guinea-Bissau worksheet as a reading comprehension activity game.
Kids shall learn very well and enhance their reading skills since the children will most likely end up needing to read a few times the Guinea-Bissau fun facts to discover what the missing words are. This missing word puzzle activity is not only a great way to increase your children’s science knowledge, but also enhances the brain’s memory and also improves their reading skills.
Preschool and Kindergarten kids who did not yet learn to read and write can benefit from our free fun facts Guinea-Bissau worksheet as an interesting listening comprehension game.
Parents or Teachers can read to the kids the fun facts about Guinea-Bissau. Next, they assist the children to recall what are the missing words. Finally, your kids learn to identify words and find them in the Guinea-Bissau hidden words puzzle.
Parents doing homeschooling activities with their kids can use the Guinea-Bissau worksheet to awaken their kids in interest in science.
Teachers and private tutors are welcome to use our FREE Guinea-Bissau worksheet to enhance regular science classes at school and interest children in learning all about Guinea Bissau. Most beneficial is to utilize our free Geography worksheet for children on Guinea-Bissau along with the free interactive online quiz with score on Guinea-Bissau.
Our science for kids website offers many additional FREE printable fun earth science worksheets for kids and hidden-missing-word search games. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Guinea-Bissau? What is the capital city of Guinea-Bissau? How many people live in this country? What is the official language used in Guinea-Bissau?
Learn more easy science facts about Guinea-Bissau by downloading our free Guinea-Bissau worksheet for children!
FREE Fun Guinea-Bissau Worksheet
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Declan, Tobin. " Guinea-Bissau Worksheet - FREE Online Printable Geography Worksheets ." Easy Science for Kids, May 2020. Web. 24 May 2020. < https://easyscienceforkids.com/guinea-bissau-worksheet-free-online-printable-geography-worksheets/ >.
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Tobin, Declan. (2020). Guinea-Bissau Worksheet - FREE Online Printable Geography Worksheets. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/guinea-bissau-worksheet-free-online-printable-geography-worksheets/
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The sequel to Spelling Mix is finally here! Spelling Mix 2 is an educational app designed for language and literacy development at pre-school, nursery, school, and at home. It includes over 300 common english nouns in 8 different languages! To inspire and motivate the child we use the following three activities: - ALPHABETICAL ORDER This exercise is for the children who are more advanced in reading and letter recognition. You can choose only letters to be sorted in alphabetical order, words and even words which starts the same. You can choose to show a section of the alphabet for assistance. - CAR RACING The child then has to tap on the letters in the correct order to spell the word. When they find the right letter the barrier opens and the car can pass through. If they choose the wrong letter or are too slow the barrier closes and the car crashes! When the word is spelled, it will be transported away by a car. - GUESS THE WORD This is a "hangman” exercise in which the child clicks on the letters to form a word. - OPTIONS Tap the button A-B-C to choose between uppercase or lowercase letters. Tap on the flag to change language. The following languages can be selected: English, Spanish, German, Swedish, Danish, Norwegian, Dutch and Italian. Tap the candy icon to get some help in Sort in alphabetical order. Tap the car button to the left to set the car speed. Tap the icon with a picture to show an image in the game.
- Over 300 common english nouns
- Real recorded voices
- 8 different languages
- Three different activities
CopyrightCopyright © 2015, Leripa AB & LäraMera Program AB
Approximate size37.1 MB
Age ratingFor all ages
This app canAccess your Internet connection
InstallationGet this app while signed in to your Microsoft account and install on up to ten Windows 10 devices.
Language supportedEnglish (United States)
Español (España, Alfabetización Internacional)
Norsk Bokmål (Norge)


HomeSchool Resources - Reading and Literature
Reading and Literature
This website page has been created for homeschoolers as an easy way to locate items for subject based inquiries of interest to home educators. The links are website pages of free and low-cost resources online to assist in your child’s education.
Classical House of Learning
Free history-based unit studies are offered at this website for grammar and logic stages using classic children’s books.
Free downloadable literature guides of classic titles are comprised for middle and high school levels.
Online literature summaries, guides and book notes for teens, college students, teachers and homeschoolers are collected here. This is the link to the free page, but additional titles are available for purchase.
Simply Learning Kids
This site presents nicely made free literature units, with a Montessori flare, using popular picture books.
Free books, music, movies, software and websites are offered from this non-profit online library.
Choose among free EPUB and Kindle selections, especially older works, that have been digitized for preservation and literary appreciation.
Free audiobooks and e-books are available here.
Find free e-books at this website.
This website offers handcrafted, original tests created to assist individuals with reading comprehension strategies with an emphasis on critical thinking. The intuitive program meets the student where they are and is completely free.
A 2 Z’s Home’s Cool Booklists
A ton of booklists on this site suggests titles for children. Be sure to scroll down and find the link for “Reading Lists_page 2” to continue and view all of the lists.
Accelerated Reader Bookfinder
If you are interested in points for the Accelerated Reader program, or if you would like to get an idea of what grade level the book your child is reading, this is a great free resource. A description of the plot is also provided.
Classical Homeschooling 1000 Good Books List
This free resource provides literature lists by grade level and by author.
Common Sense Media Book Lists
Several free booklists at this website are based on topic or age level. More Best Lists for entertainment are also available, and reviews by children and parents provide ideas on content appropriateness of titles.
Sarah MacKenzie, author of The Read-Aloud Family , encourages homeschoolers in reading aloud to their children. Booklists are available for free as a large PDF file, or view the individual booklists by topic and request a copy by e-mail. Her blog and podcasts are also free, but you can upgrade to a premium membership that includes book clubs, master classes, a resource library, and more. Local homeschool moms have raved about this website for reading inspiration!


It’s been a long while since I wrote one of these columns. It isn’t that we aren’t reading! We read like crazy this winter, but I was TOTALLY insane at work and didn’t have time to blog about any of it. That said, I dedicate this post to my department chair, Craig Roland, who recommended Home, by Carson Willis during one of the million and one meetings we had with students last month.
One of the greatest parts of my job is the opportunity to learn alongside my students. Sometimes they teach me things, sometimes I learn from my colleagues as they are teaching. Craig draws on a wide range of resources when speaking with students which I appreciate. Home is a perfect example.
I don’t remember the exact context of Craig’s suggestion and it doesn’t much matter. The book is a good illustration of a work of art that explores a big idea. Big, or enduring ideas “comprise concepts that have drawn the attention of humans through the ages” (Stewart and Walker, 2005, p. 17). We encourage students to build art education curriculum around big ideas throughout the Art Education program at the University of Florida and I plan to use this book in the future to help students better grasp the concept and consider ways to utilize it with students. Parents of young children and other educators might also find it inspiring.
Big ideas are often approached through the discussion of questions like:
What is a home?
How would it feel to live in that home?
What makes your home different from other homes?
The cover of Home alone could launch many questions, leading teachers and students in various directions as they connect the theme with their own experiences, books they’ve read, and cultures they are studying.
This is one of those picturebooks that could be given to an adult to read and reflect on just as easily as a child. The illustrations are engaging – visually and conceptually. Cora and I spent a long time looking at each one, talking about the content and the style. The one about The Little Old Lady who lived in a shoe was one of her favorites. This is just an excerpt….
We did take exception to this page:
The so-called clean home didn’t look clean to us so much as it looked boring or unoccupied. Everything seems to have a purpose and a place in the messy house, even the jump rope in the front yard, the bathtub in the garden, and the cinderblock holding up the front porch. But overall, the artist captured a wide range of homes (including her own studio filled with references to the book itself) and had us looking and imagining who lived in them and what it would like to join them.
After we finished reading, I interviewed Cora about our home and wrote her responses in a notebook we’ve been keeping this year to document her thinking and learning. Here’s excerpts from the interview:
Me: Cora, where is your home?
Me: Is it on the moon?
Cora: No. On Earth, you sil’. [Sil’ is her shorthand for saying silly.]
Me: Is your house in the city or the country?
Cora: The city. I think. Do you think that’s the truth?
Me: Yes. But what makes you think so?
Cora: Because it’s noisy. And there are lots of cars on High Street.
Me: What kind of house do we live in?
Cora: We live in a regular house. A house.
Me: What’s a regular house?
Cora: Just a regular house.
Me: So not a castle or something like that?
Me: What’s different about your house and Maya’s house?
Cora: We have a dog and she has cats. My house is darker because it has more curtains.
Me: What else makes our house darker? Look outside? What do you see? What would you see if you were at Maya’s?
Cora: Other houses closer together… Street lights.
Me: What else do you want to tell me about our house? What makes it special?
Cora: My house is very old because it used to be grandma’s. That what I like about it. She lives next door now and I like that too.
Next step, mapping our house and making some drawings of it.
Stewart, M. G. & Walker, S.R. (2005). Rethinking curriculum in art. Worcester, MA: Davis.


Two-part program, focusing on two aspect of community art: Environment and Public Spaces.
Combining the role of both teacher and community artist Jeanette Jennings extends students learning outside the usual boundaries. These rich resources present, teachers and art educators in the broadest sense, the opportunity to take their students work to another level; from curriculum based examples through to public works that can be installed in school grounds or broader community places. The film documentation and the additional CD-Rom provides teaching curriculum for individual drawing projects, printmaking and painting units, ceramic projects and other collaborative works.
Jeanette Jennings is a passionate advocator of public and community arts, particularly with their integration into art education in schools. She has a fine arts degree, majoring in sculpture and ceramics, and a diploma of Education to teach and work with children and adults across all levels and community groups. Jeanette has made her mark in teachers’ education by giving lectured at the University of Melbourne, running workshops for teachers through Art Education Victoria, and presenting at international conferences.
This film provides three examples of art projects drawing inspiration from various areas of the curriculum such as literature, history and science.


Everyone’s taste in music is unique which means that no matter what music you make, someone is bound to enjoy listening to it. While the UK music industry may favour certain types of music more than others, it is important to understand that there isn’t a single human culture on earth that has existed without music. Music is of great benefit to us, regardless of whether we are renowned recording artists, karaoke singers or merely fans of music.
If you are looking for a new hobby, music should top your list as the health and wellness benefits are remarkable. Music is capable of raising states of consciousness, changing your mood, developing the brain, lowering stress levels and accessing different states of the mind. Making music your new hobby can heal your body and your soul, making you a happier, well-rounded person.
Health Benefits of Making Music your Hobby
Music education at an early age stimulates a child’s brain in numerous ways that improve communication skills, visual skills and verbal skills. One study observed a group of 4-6 year olds who were subjected to one month of musical training that included lessons in pitch, rhythm, melody, basic musical concepts and voice. The children all displayed an enhanced ability to understand words as well as explain their meaning.
Even children as young as a year old can benefit from exposure to music as it provides them with enhanced communication ability which leads to more frequent smiles and increased signs of sophisticated brain responses.
Keeps an Elderly Brain Healthy
Research has shown that possessing musical training and playing or listening to music as you get older can help keep the brain healthy and alert. Listening to and playing music exercises the brain, boosting mental sharpness and increasing memory. Music even has the ability to help individuals with brain damage regain partial or full access to their memories – depending on the severity of the condition of course.
Music Makes You Happy
Music has the ability to change your mood completely, depending on what you are playing or listening to. Music can make you feel anything ranging from happy or excited to sad or angry.
Engaging in music releases dopamine which is known as a feel-good chemical and causes us to experience emotions such as happiness and joy. Listening to and playing music provides us with similar bursts of exhilaration that we would get from sex, certain drugs and eating a big piece of chocolate.
Blood Pressure and Pulse Rate Benefits
Numerous studies done over time have shown that music has the ability to strengthen the heart and reduce the recovery time of patients suffering from cardiac disease. Regardless of genre, music releases endorphins in the brain that improves heart health. Music is also known to lower blood pressure, slow down heart rate and decrease general distress.
Boosts the Immune System and Reduces Pain
Research indicates that music is able to reduce levels of cortisol, the stress hormone, which is responsible for increasing risk of heart disease, weakening the immune system and lowering bone density. While uplifting music has proved to increase antibody levels the most it is important to stick to the music you enjoy as personal preference does play a part in the overall physical effects of music on the body and mind.
Apart from having a myriad of health-related benefits, the sheer enjoyment music is able to bring to one’s life is more than enough reason to making music your hobby. You may find yourself engaging in music only as a hobby but you may very well, with a bit of practice, become a Grammy-award winning musician.


Developing Numeracy Skills in Learners with Dyslexia and Dyscalculia
Why numeracy skills?
This Unit examines the processes involved in mathematical thinking and how they link to aspects of memory and attention. The difficulties that learners with dyslexia and co-occurring difficulties can have with numeracy are explained. This unit explores theory, offers some practical ideas and provides the practitioner with the fresh perspective necessary to effectively use structured, cumulative, multisensory teaching to promote numeracy development in learners where it is stalled or significantly delayed.
What can I expect from the course?
On completion, participants will be able to:
- Identify the cognitive attributes necessary for the development of numeracy skills
- Identify the difficulties that learners with dyslexia may experience in developing numeracy skills.
- Discuss the importance of relational understanding in mathematical development
- Identify the difficulties that learners with dyscalculia may experience when developing numeracy skills
- Be able to apply the principles of structured, cumulative, sequential, multi-sensory learning when teaching numeracy.


There are several qualifications that aspiring professionals in the child care field must meet. These requirements can vary based on state licensing regulations, or the requirements of the school or daycare center. In order to be successful in this field and reach the level of responsibility desired – whether a teacher, daycare director, or daycare owner – candidates must complete various courses and trainings that qualify them to provide and contribute to:
- A safe, healthy learning environment
- Quality curriculums that promote child development and parent involvement
- Business operations and administrative tasks.
Typically, to acquire accreditation in these areas, child care professionals will have completed degrees in early education or elementary education, or pursue continued education degrees in daycare management.
In addition to these classes and course work, daycare management professionals are often required to have their Child Development Associate (CDA) credential, or Child Care Professional (CCP) certification – these are two of the most commonly recognized and required daycare management certifications. These programs can be rigorous. The CDA requires prospective candidates to have completed 480 hours of experience working with children within the last five years, as well as 120 hours of formalized child care. CCP certification requires 720 hours of experience, and 180 hours of training in nine specific areas of care.
Successful Daycare Management: Training, Courses, & More
These certifications, as well as many daycare management education courses and programs, focus on providing enrolled care professionals with the following core competencies.
Create a Safe, Nurturing Learning Environment
It is essential that daycare providers have the skills to keep children safe and healthy, while still encouraging curiosity and exploration. While pursuing daycare management education, providers will learn how to create this environment.
Care providers should assess the space from a child’s perspective, looking for hazards or items that might cause accidents, such as sharp edges, or uncovered electrical outlets. Caregivers must also be careful with how they store food and medications. If children require medicine, caregivers should store it up high, behind a lock. If there are any allergies, food will have to be stored accordingly to ensure there is no cross contamination.
In addition to safety measures, daycare providers must create welcoming centers that encourage early childhood development with age appropriate games and toys, as well as child sized chairs and tables, natural light, and ideally an outdoor area.
Promote Development Through Curriculum
The primary goal of any child care provider is to educate their students. Courses in daycare management teach providers how to build out programs that promote development across all core functions such as cognitive, physical, emotional and social skills. This will include creating customized plans by age group, from infants, to toddlers, to preschoolers.
In addition to teaching daycare providers how to plan these nurturing curriculums, a strong daycare management program will also help to develop the skills needed to observe and evaluate each child’s developmental progress. This ensures the highest quality, individualized care, as instructors observe and alter plans based on the pace of each child’s growth. Furthermore, these trainings will help daycare instructors create plans for parent engagement, for how to best communicate and build relationships with families to align learning.
Business and Administrative Operations
In addition to preparing child care professionals for day-to-day child needs, daycare management training will also prepare professionals with the business and administrative knowledge to direct a daycare, or to open their own daycare. Individuals in these management positions are in charge of the administrative tasks that keep daycare centers running.
This means tracking employee training and licensing requirements, billing and payroll, scheduling, expenses, and more, to ensure that that center is profitable. Daycare management courses will often include sessions on how to automate these processes with daycare software, and how to choose the best child care software for your center.
To achieve a well-rounded daycare management education that informs high quality care, caregivers need training in three core areas of operating a successful child care business. When searching for the program to get this training, child care providers should maintain the three core areas listed above as a basis for their continued daycare education and training.
Learn about how Procare’s child care management software supports daycare administrative tasks.


Throughout history, music has been used as an instrument of sociality for cultures the world over. Its power has been touted as the great elixir of both physiological as well as emotional ills. Researchers have studied its effect on emotional/social development, physical development, and intelligence.
The role of music in the education of the young child is at the forefront of all other early learning since the child’s musical intelligence overlaps and intersects with all other intelligence defined by Gardner (Thurman, Chase, and Langness, 1987). Music is a precursor to the development of the other intelligence: linguistic, musical, bodily kinesthetic, logical-mathematical, spatial, and personal (Boyd, 1989).
Visualize the following scenario. Ten kindergarten children are singing the song Five Little Bunnies. Their musical intelligence is used as they sway left to right in rhythm with the music. Their logical-mathematical intelligence is piqued in the counting of bunnies. Their linguistic skills are developed when they create their own personal interpretation of the song. Their spatial and personal development is stimulated as they move around like a bunny.
Children love to sing. Singing generates emotional dimension and is extremely important in social/cultural development since it and culminating activities are invaluable to establishing group identity. Ritualized singing at the beginning and end of play periods develops a meaningful bridge between the child’s home life and school life. (Boyd, 1989).
Meaningful, well-constructed songs are easily memorized and will come to mind at any given moment providing the child singing it a comforting reminder of earlier activities or learning experiences.
Posted in Early childhood, early childhood learning songs, listening skills, Multiple Intelligences, music, music and curriculum, music and dramatic play, music and learning, songs for learning
Tagged Curriculum, Early childhood, Motor skill, Music, Music education, optimal learning, Performing Arts
According to researcher Howard Gardner, there are nine ways of being smart. Children are “natural” learners and learn best in ways that are “natural” to their innate learning style(s).
Howard Gardner’s Multiple Intelligences…
- Body Smart
- Music Smart
- Picture Smart
- Number Smart
- Word Smart
- People Smart
- Self Smart
- Nature Smart
- Existential Smart
It’s interesting to note that music lends itself to all ways of being smart when it comes to acquiring pre-reading skills in early childhood. Here are just a few examples of integrating “music smart” with “partner smarts” to make learning basic pre-reading skills interesting and fun.
Body and Music Smart
- Move body to form letter shapes to music.
- Jump rope to the alphabet song.
- Sing vowel sounds.
- Use lyrics to simple songs to find and circle letters.
Picture and Music Smart
- Illustrate and label pictures to a song.
- Create an adaptation songbook.
Number and Music Smart
- Count the number of bunnies in a song.
- Order events in a songbook.
Word and Music Smart
- Sing the “Word Family Song”.
- Find and circle words in a song or lyrical poem.
People and Music Smart
- Share and teach favorite songs with someone.
- Sing with a buddy.
Self and Music Smart
- Sing aloud to a stuffed animal friend.
- Listen to a rhyming songbook on CD.
Nature and Music Smart
- Text to real world connections. Name the living things you see outside? What songs do they remind you of?
- Sing and dance to “Here We Go Round the Mulberry Bush” while circling a tree or bush.
Existential and Music Smart
- Find letter blends in the song “Giving”.
- SIng a friendship song. Brainstorm the ways to be a good friend.
Multiple styles can and should overlap in any learning activity but it should be noted that including music turns a not so interesting lesson into one that piques a child’s curiosity and attention span!


For the purposes of this chapter, the following definitions apply:
(a) "Phoneme awareness instruction" means teaching awareness of words, syllables, and phonemes along a developmental progression, and includes rhyming, recognition and production, blending and matching of phonemes, and segmentation, and substitution.
(b) "Systematic explicit phonics instruction" means an organized, sequential program in which letter-sound correspondence for letters and letter clusters are directly taught and blended, practiced in words, word lists, and word families, and practiced in "decodable text." "Decodable text" means reading material in which a high percentage of words are linked to phonics lessons. Systematic explicit phonics instruction builds from basic elements to complex patterns and teachers provide prompt and explicit feedback. Systematic explicit phonics instruction does not mean "embedded phonics instruction" which is ad hoc instruction in phonics based on a random selection of sound and word elements.
(c) "Decoding instruction" means teaching how to read printed words fluently and automatically, from simple letter combinations to more complex, multisyllabic combinations through the use of connected or practice text.
(d) "Diagnosis of a pupil's ability to decode" means regularly assessing the pupil's mastery of word recognition, fluency and automaticity, and word analysis in order to plan future instructional activities.
(e) "Explicit instruction" means systematic teaching of skills.
(f) "Spelling instruction" means teaching a logical scope and sequence of word knowledge, orthographic patterns, and frequently used words connected to the phonics sequence used in reading and writing instruction.
(g) "Word-attack skills instruction" means direct instruction of decoding skills and of structural elements, including prefixes, suffixes, and roots.
(h) "Vocabulary instruction" means teaching word meanings.
(i) "Instruction of comprehension skills" means systematic teaching of vocabulary development, text organization, and syntactic patterns, including, but not limited to, strategies for interpretation, summarization, prediction, clarification, and question generation.
(j) "Research on how reading skills are acquired" means research that is current and confirmed with generalizable and replicable results. "Current" research is research that has been conducted and is reported in a manner consistent with contemporary standards of scientific investigation. "Confirmed" research is research that has been replicated and the results duplicated. "Replicable" research is research with a structure and design that can be reproduced. "Generalizable" research is research in which samples have been used so that the results can be said to be true for the population from which the sample was drawn.
(Added by Stats. 1997, Ch. 286, Sec. 9.)


Cyrus the Great
Cyrus the Great founded the Achaemenid Empire. He is also known as Cyrus II of Persia. He was the son of Cambyses I, the Persian king of Anshan and grandson of the Median king Astyages. He was born between 590 and 580 BC in Anshan, Iran. There is a legend told by Greek historian Herodotus that Astyages had a dream implying that his grandson would overthrow him one day.
He ordered his advisor and general Harpagus to get Cyrus killed. Harpagus gave this task to a shepherd. The shepherd saved Cyrus and handed his stillborn son to Harpagus. Later, Astyages discovered Cyrus but spared his life.
Quick Facts: –
- Cyrus the Great conquered the Median Empire in 550 BC. After winning, he spared the life of Astyages and married his daughter Amytis.
- He conquered the Lydian kingdom in 546 BC and Neo-Babylonian Empire in 539 BC.
- Cyrus created an empire that was the largest in the history of the world at that point of time.
- The capital city of his empire was the city of Pasargadae which is in modern day Iran.
- He developed an elite group of 10,000 army troops that were later called the Immortals.
- He granted many freedoms to his subjects as he respected the religion and culture of the places he conquered.
- He considered himself as a liberator of people and not a conqueror.
- He let the Jews return home to Jerusalem from the exile in Babylon.
- He had ruled for 30 years and was succeeded by his son Cambyses I.
- Cyrus the Great died in 530 BC. The reason of his death is still not confirmed.
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March 18, 2020
Depending on where you live in the U.S., there’s a good chance that little green sprouts are emerging outdoors while anxieties about tax season are emerging indoors. Taxes are one of many “money matters” that affect everyone. Sometimes seeking sound advice about taxes can seem like looking for a needle in a haystack. You can’t give tax advice to students or their families, of course, but there are ways you can help the families in your community improve their financial literacy. Here are a few things to think about.
No One’s Too Young to Learn About Money
Experts have recognized that financial literacy, or the lack thereof, has been a growing obstacle to success. This can be true for families at all socioeconomic levels. Luckily, this subject is being increasingly built into even elementary education. Y4Y has compiled a Financial Literacy Book List to offer interesting reading that will build students’ financial literacy. You can use tax season as an opportunity to help them understand where their parents’ hard-earned tax dollars are going, including the very books in their hands!
Thinking Ahead Is a Valuable Skill
A common mistake people make is to claim a high number of allowances on their W-4 withholdings form so they can enjoy more money in their paychecks. Some people end up owing a lot of taxes as a result, or incurring a fine. Maybe they’re not aware of this, or maybe they think they’ll be able to save up enough to pay their taxes once the holidays have passed, or that some other windfall will come along. Too many adults don’t fully understand how to sit down and write out a realistic family budget that takes the present and the future into account. Y4Y’s course on financial literacy can put your families on the right path for thinking ahead. You’ll want to assess what your families actually need, and Y4Y’s Adult Financial Literacy Needs Survey can help you.
Don’t Fall for Scams
Knowing who to trust is only half the battle during tax season. Knowing who NOT to trust is also key. The IRS has publicized many known scams that prey on the fears of honest taxpayers. These scams may be designed for identity theft or to extort money from the people who can least afford it.
Let Families Know About Free Tax Help
These cautionary tales paint a less-than-cheery picture around tax season, but there’s good news too! The IRS offers free volunteer tax preparation for families with low incomes, limited English or disabilities. The majority of families who use this service receive a refund, especially families in lower income brackets. Best of all: a large segment of lower-income families pay no federal income taxes.
You don’t have to be a tax expert or a financial whiz or a tax accountant to let families know about resources like the ones described here. By the time those little green sprouts turn into beautiful blooms, tax season will have come and gone, and everyone will be a little bit wiser!


ERIC Number: EJ1027413
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Ehri, Linnea C.
Scientific Studies of Reading, v18 n1 p5-21 2014
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of overlapping phases, each characterized by the predominant type of connection linking spellings of words to their pronunciations in memory. During development, the connections improve in quality and word-learning value, from visual nonalphabetic, to partial alphabetic, to full grapho-phonemic, to consolidated grapho-syllabic and grapho-morphemic. OM is enabled by phonemic awareness and grapheme-phoneme knowledge. Recent findings indicate that OM to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics. Vocabulary learning is facilitated when spellings accompany pronunciations and meanings of new words to activate OM. Teaching students the strategy of pronouncing novel words aloud as they read text silently activates OM and helps them build their vocabularies. Because spelling-sound connections are retained in memory, they impact the processing of phonological constituents and phonological memory for words.
Descriptors: Maps, Spelling, Pronunciation, Memory, Word Recognition, Sight Method, Sight Vocabulary, Phoneme Grapheme Correspondence, Phonemic Awareness, Vocabulary Development, Reading Skills
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education
Authoring Institution: N/A