Deadly Teflon chemical – Decades of cover-ups
(Natural News) It’s in your cookware, your clothing, furniture, carpets, popcorn bags and even in your food! It’s perfluorooctanoic acid (PFOA) and it remains indefinitely in the environment and even gets stuck in your body. PFOA is a toxicant and known carcinogen that has been detected in the blood of more than 98% of the US population. Exposure to this chemical has been associated with increased cholesterol, uric acid levels, preeclampsia, heart disease, liver damage, thyroid trouble, neurological disorders, chronic kidney disease and kidney cancer.
High levels of exposure to the Teflon (a DuPont registered trademark) chemical PFOA causes the risk of testicular cancer to skyrocket by 170 percent.
DuPont’s plant on the Ohio River has used PFOA since the 1950s to make chemicals used in the production of nonstick products, oil-resistant paper packaging like hamburger wrappers, and stain-resistant textiles. PFOA is pretty much in anything wrinkle-free, heat-proof, stain-resistant, and more.
Children downstream from a DuPont chemical plant on the Ohio River carry PFOA in their blood prompting one of the first studies of its effects on kids. Out of more than 10,000 kids ages 1 to 17, those with the highest levels were more likely to have thyroid disease. Of course, these results only support previous findings from studies with adults.
Thyroid hormones play critical roles in metabolism, growth and brain development. These hormones are especially important during fetal development and early childhood with small changes in thyroid hormone levels during these developmental periods affecting IQ and motor skill development in children.
DuPont fined for Teflon cover-up
In June 2005 there was a $5 billion class-action lawsuit filed against Dupont for failing to alert the public about over 20 years of known health problems associated with PFOAs. The Environmental Protection Agency later announced it would slap the $25 billion Teflon maker with a mere $16.5 million for two decades’ worth of covering up studies that showed it was polluting drinking water and harming newborn babies with an indestructible chemical. The fine was the largest administrative fine the EPA had ever levied under a flimsy toxic chemical law and the fine was less than half of one percent of DuPont’s profits from Teflon at the time and a mere fraction of the $313 million the agency could have imposed.
The Environmental Working Group (EWG.org), said the penalty highlighted the federal government’s weak hand in dealing with industrial polluters. “What’s the appropriate fine for a $25 billion company that for decades hid vital health information about a toxic chemical that now contaminates every man, woman and child in the United States?” Group president and co-founder Ken Cook said. “We’re pretty sure it’s not $16 million, even if that is a record amount under a federal law that everyone acknowledges is extremely weak.”
Of course DuPont acknowledges no liability for failure to report its 1981 discovery that a compound used to make Teflon had contaminated the placenta and bloodstream of a West Virginia worker’s unborn child. Other complaints allege that DuPont withheld information for years about unexpected contamination in the blood of workers, and pollution releases that eventually contaminated water supplies serving thousands in West Virginia and Ohio. DuPont’s official position is that they believe there are no human health effects associated with their Teflon product.
Cash is king
DuPont is one of the largest chemical companies in the world. Between 2008 and 2010, it reported over $2 billion in profits, paid no federal income taxes, increased its executive compensations by a whopping 188% and spent almost $14 million on lobbying for more corporate friendly laws. DuPont is the nation’s only manufacturer of PFOA. So why is it so difficult to stop this madness? Because Americans still buy their products and cash is king.
Sources for this article
About the author:
Craig Stellpflug is a Cancer Nutrition Specialist, Lifestyle Coach and Neuro Development Consultant at Healing Pathways Medical Clinic, Scottsdale, AZ. http://www.healingpathwayscancerclinic.com/ With 17 years of clinical experience working with both brain disorders and cancer, Craig has seen first-hand the devastating effects of vaccines and pharmaceuticals on the human body and has come to the conclusion that a natural lifestyle and natural remedies are the true answers to health and vibrant living. You can find his daily health blog at www.blog.realhealthtalk.com and his articles and radio show archives at www.realhealthtalk.com


By Robbin L. Marcus - Director, Kodaly Certification at George Mason University in Fairfax, VA
People often ask me “What is the Kodály approach to music education?” My elevator-question answer is “Kodály is a method that teaches students music literacy using the folk music of their native country.” Most people reading this catalogue know at least that much about Kodály. In my opinion, the more important question is “Why use the Kodály approach?”
The Kodály method has benefits in the classroom and beyond for both teacher and student. Many Kodály teachers find that the sequential learning that is at the heart of Kodály thinking seeps out into their daily lives. Do you yearn for organization? Do you like planning ahead? Do you simply wish you knew how to do these things? Then Kodály is for you. Would you like to improve your own musicianship? Would you like to have better tools for sight reading? Are you a choral singer? Then Kodály is for you. In learning to analyze the structure and form of folk song, choral music and lesson planning, Kodály teachers learn how to truly understand the “whys” of the music we present to our students. The emphasis on long-term, monthly and daily planning will satisfy the most demanding principal and never leave you wondering “What are we going to do today?”, but yet allows for creative choices each and every day.
For our students, the Kodály method is invaluable. Kodály himself spoke of the importance of “musical mother tongue”, which defines our canon of folk song. This beginning with the familiar and then branching out to something new is the heart of Kodály education. Today, so many children are not learning nursery or folk songs before they get to school. It is our job as music teachers to give them back their natural inheritance, and to help each child use their gift of a singing voice. In today’s world, so many children don’t understand how to play games or how to be in a social situation. A recent article by Harvard educators *spoke to the importance of learning life-skills through supervised play in the elementary school. The Kodály approach masterfully allows for improvised, creative play in the games that represent the “relaxation” portions of each lesson. Students learn to read and write music, to play, to improvise, to be in-tune singers , and most importantly, to have fun while doing all of the above!
I used to say that my highest goal as a music teacher was to create trained, appreciative audiences. When I see the articulate, informed thoughts of my now-grown former students expressed on social media, I am beginning to understand that I have achieved that goal. As Kodály said, “Music is for Everyone!”


Jules Ferry(redirected from Jules Francois Camille Ferry)
Born Apr. 5, 1832, at St. Dié; died Mar. 17, 1893, in Paris. French political and state figure. Lawyer and publicist.
Ferry was one of the leaders of the republican opposition in the corps législatif in 1869 and 1870. After the September revolution of 1870, he became a member and secretary of the Government of National Defense, prefect of the department of the Seine, and, in November 1870, mayor of Paris. He led the suppression of the January 1871 uprising in Paris. At the time of the Paris Commune, Ferry fled to Versailles. Between 1879 and 1883, with brief interruptions, he held the post of minister of education. He was minister of foreign affairs from 1883 to 1885 and premier from 1880 to 1881 and from 1883 to 1885. Ferry was instrumental in the passage of the laws on free and compulsory elementary education in 1881 and 1882 and on the elimination of religion from the curricula of state schools in 1882.
The policy of colonial expansion practiced by Ferry’s government resulted in the seizure of Tunisia in 1881, the beginning of the conquest of Madagascar and the valleys of the Congo and Niger rivers, and the wars of aggression against Vietnam in 1883 and 1884, which led to the Sino-French War of 1884–85.
REFERENCESReclus, M. Jules Ferry, 1832–1893. Paris, 1947.
Legrand, L. L’Influence du positivisme dans l’oeuvre scolaire de J. Ferry. Paris, 1961.


Historic Lessons: Gender Inequity in Middle and High School
MA in Social Justice in Intercultural Relations
What happens in our classrooms shapes the thoughts and lives the students within them, not simply through the explicit curriculum, but also through what we do and do not address, our interpersonal relations, and our own unintended biases. This research focuses on the ways in which gender inequity and its relationship to production relations are reinforced in a rural school at the 6-12th grade level. In this case study, interviews, surveys, and extensive observations were used to analyze the ways in which social and historic inequality is reinforced or challenged within the school. Research is focused on lesson contents, student behavior and classroom management, and interpersonal interactions- specifically teacher-to-student, teacher-to-teacher, and administrator-teacher.
Subjects were interviewed on their thoughts on the need or lack of need for equitable practices within the school, as well as their interpretation of equity and equity practices. Additionally, subjects were surveyed on their perceptions of student behavior and participation within their classroom, as well as their perceptions of equity in the school environment in terms of physical artifacts, educational materials, and teaching methods.
This research informs how educators may inadvertently uphold inequitable social practices, and teach students unintended lessons about gender hierarchies. The research also compares the inequities seen in the classroom to historic inequities as they arise from class-based societies, and concludes that the current economic system is at the root of inequitable practices in education, as well as in the broader world.
American Politics | Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Disability and Equity in Education | Economic History | Economic Theory | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Educational Sociology | Education Economics | Education Law | Education Policy | Elementary Education and Teaching | Gender and Sexuality | Gender, Race, Sexuality, and Ethnicity in Communication | Higher Education and Teaching | Inequality and Stratification | Interpersonal and Small Group Communication | Junior High, Intermediate, Middle School Education and Teaching | Law and Economics | Law and Gender | Law and Politics | Law and Society | Legal Ethics and Professional Responsibility | Other Education | Political Economy | Politics and Social Change | Quantitative, Qualitative, Comparative, and Historical Methodologies | Rural Sociology | Scholarship of Teaching and Learning | Secondary Education and Teaching | Sexuality and the Law | Social and Cultural Anthropology | Social and Philosophical Foundations of Education | Sociology of Culture | Special Education and Teaching | Teacher Education and Professional Development
Behan-Homer, Kathryn, "Historic Lessons: Gender Inequity in Middle and High School" (2015). Capstone Collection. 2780.
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Barbie Coloring Book
The original title of The Lion King was "King of the Jungle", which was scrapped when the Disney team remembered that lions don't live in the jungle.
What are coloring books?
A coloring book is a book where images are drawn using lines and which readers can fill and color by utilizing things such as colorful pencils, pens, crayons and other differing types of paint and colours. There are coloring books for both adults and little children. These coloring books, and coloring pages and sheets are usually printed out on paper or cardboard, and some books are made so that each page can be detached from the book once it is finished and used as a stand-alone coloring page. Some coloring books may include a story that small children could follow, therefore the pages can’t be torn out of books. Coloring pages very commonly include animation or cartoon characters that children are very fond of, such as Teenage Mutant Ninja Turtles coloring pages or Cinderella Coloring pages. These are commonly used as advertising materials for upcoming cartoons or animated films. Other activities available in coloring books and coloring pages are: puzzles, connecting the dots, and mazes and number games. Another type of activity includes coloring books that come with stickers that can be attached on certain pages on these books.
Coloring Books History
The first coloring book was made in America. The primary reason for the emergence of coloring books and pages was the process of democratizing art. Josh Reynolds, an English artist was the person responsible for this process. Friedrich Fröbel from Germany and his Swiss teacher, Johann Pestalozzi assisted in inspiring this process. Different teachers and educators from all over the world knew the importance of art and the value of teaching art to people, specially youngsters. The development of cognitive abilities, problem solving capabilities and social skills were all parts of value art provided. The skills that a person develops in art education as a kid are very likely to prove very useful in his future as an adult. He might even end up finding his passion in life or a career due to developing an early artistic skill. Spiritual, social and mental growth are all enhanced in youngsters who take part in artistic activities.
The McLoughlin brothers are the two people who invented the coloring book. 'The Little Folk's Painting Book' was the original coloring book made by them in the 1880's. Kate Greenway helped them with this first coloring book, and the McLoughlin Brothers' coloring book publication continued into the 1920's. That is when Brothers McLoughlin joined up with the Milton Bradley firm. Another man credited for the progress of coloring books is Richard Outcault. Richard wrote a coloring book in 1907 called Buster’s Paint Book which included a character he had created in 1902 called Buster Brown. The publication of Buster's Paint Book made companies realize what a good idea it would be to use coloring books as a tool for advertising theirs good. Thus, advertising through the use of coloring books and pages started. At first, these initial coloring books were created for readers to paint and not color them. Surprisingly Enough, This Didn't Change With The Increasing popularity of crayons in the 1930's.
How Coloring Books Are Used in Schools and Kindergartens
These days coloring books are commonly used in schools for teaching young children about different things. Coloring books covering endless topics can be found, such as numbers, animal names, and names of cities and continents. Images are easier to recall for kids, and coloring them is more exciting than other methods of learning, which is why coloring books are an excellent way of learning. Images are also a great way of teaching groups and individual a new language. Not to mention using images to expand people's knowledge of certain topics like geometry, which require graphic assistance to help understand the theories. Major publishers have been creating coloring books that target adults since the 1980's. These books were directed at graduate students of anatomy and physiology to make their learning experience better.


The 86th Constitution Amendment Act, 2002 requires the state to provide free and compulsory elementary education to all children. The Right of Children to Free and Compulsory Education Bill, 2008, seeks to give effect to this Amendment. All children between the ages of six and 14 years shall have the right to free and compulsory elementary education in a neighbourhood school and more importantly, a child shall not be held back, expelled, or required to pass a board examination until the completion of elementary education. A child who completes elementary education shall be awarded a certificate irrespective of whether the student has acquired adequate knowledge or skill.
A lot of effort has been put by academicians to re-introduce the old pass-fail system against the default promotion to the next class, brought in as part of the implementation of the Right to Education Act. This goes against the educational psychology which says that the rate of development in a child up to 10-12 years is not same. But once they attain a certain age, the brain is developed. Hence in elementary education, the examination system should be more case study based and oriented towards practical skills rather than rote learning and no child should be detained.
The central government had asked for written responses from all State governments on the no detention policy, according to news reports. Though, academicians say, “Just by detaining our kids, we cannot transform our students into good learners.” The teachers often complain about ‘no detention’ and ‘no punishment’, seeing exams as the most effective tools of pushing children to learn, and push harder and as we have witnessed, this is seen as a necessary condition for making children learn.
Both claims, it seems, have some truth in them but miss the real issue by a wide margin. In rural parts of our country, especially in public education system, exams have a tendency to become the only source of motivation for learning. All educated Indians are thoroughly conditioned to believe that “no exams means, no learning”. This belief is easily transferred to children in a system that has almost no idea of the joy of learning in itself. The exams are not the only system to ascertain quality. The state should focus on other measures of learning. Central Government in the budget 2017-18 has announced that it will measure the learning outcomes in elementary classes across India, and this would be an excellent step forward.
Lately, state governments such as Rajasthan, have introduced Board exams in Class 5th and 8th to ensure the quality education at elementary level, and it can be seen as a regressive step and shift towards old detention system.
The government should make the necessary amendments by identifying certain skills as parameters for promoting students to next class rather than exams. It will help the teachers to keep track of the academic growth of a student and hence in planning further interventions to fill the void in educational achievements.


A Rewarding Profession
The world of pre-school and school-age children is one of excitement, wonder, and challenge. Because patterns of thinking and learning are formed at an early age, teachers can have a profound influence on young children.
The Department of Elementary Education offers undergraduate majors in Early Childhood Education and Elementary Education, as well as dual majors in Early Childhood/Early Childhood Special Education and Elementary/Special Education. Each major may be completed in four years. Upon graduation, you will be eligible for an Indiana teaching license.
Early Childhood Education
The early childhood initial licensure program (Birth-3rd grade) is designed to prepare outstanding teachers of young children who will have a strong foundation in child development theory and research and developmentally appropriate methodology. The major effectively prepares candidates for teaching the variety of ages within the early childhood years.
Dual Major in Early Childhood and Early Childhood Special Education
The dual major in Early Childhood and Early Childhood Special Education will prepare the teacher candidates to work with children from birth to 3rd grade in an integrated setting. In addition to being qualified to teach typically developing children in a preschool or school setting, you will be able to work with children with special needs and disabilities from birth to age 5 within an agency or public school.
The major in elementary education prepares students to teach children kindergarten through sixth grade. Elementary education majors have multiple opportunities to work with children and teachers in local schools and community organizations. While gaining a foundation in a wide range of subjects, you'll also choose a specific area of emphasis through a concentration area. A career in elementary education gives you the opportunity to help children learn and to work closely with other education professionals to prepare tomorrow's leaders
Dual Major in Elementary Education and Special Education
This major prepares you to to teach in today's diverse and inclusive classrooms. Graduates of the program are highly skilled teachers who are licensed to work with both general education students and students who require mild interventions to be successful.
Early Childhood Education Bachelor’s Degree Online Completion Program (Non-Licensure)
(birth through age 5, non-licensure, online only) This program is designed especially for full-time child care
professionals who already have an associate degree in early childhood
education (including a practicum) or at least 45 credits that apply toward
our early childhood education degree (approved by the program
coordinator) from an accredited college such as Ivy Tech.
Double Major in Early Childhood and Elementary Education
Concentration and Specialization Areas
Required in the major in Elementary Education, specialized concentration area choices include English as a second language, kindergarten and primary education, language arts, math, modern languages and classics, psychology and counseling, reading, science, state/world connections, technology, and wellness education (options in nutrition and family or physical education). Early Childhood majors are required to have a concentration in Kindergarten/Primary.
Options to further increase your job opportunities are available through adding licensure areas, complementary minors, or specializations including a license in elementary reading or a certificate in early childhood administration.


Toddlers Flashcards. This colorful flash cards are very funny that allow your baby to learn ABCs (A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z.), colors (Red, Blue, Green, Orange, Purple, Yellow, Black, White, Brown, Grey, Violet, Pink.), numbers (One, Two, Three, For, Five, Six, Seven, Eight, Night, Ten.), animals (Lion, Monkey, Penguin, Tiger, Bear, Elephant, Cow, Chicken, Dog, Sheep, Camel, Horse, Duck, Crow, Owl, Mouse, Parrot, Dolphin, Snake, Frog, Seal, Whale, Crocodile, Goat, Panda, Koala, Cat, Kanguru, Griffe, Deer), days of the week (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.), months (January, February, March, April, May, June, July, August, September, October, November, December.), shapes (Circle, Oval, Triangle, Square, Rectangle, Trapezoid, Parallelogram, Star, Diamond, Pentagon, Hexagon, Octagon) and emotions (Happy, Sad, Surprised, Angry, Anxious, Shy). Your little one will love this eye-catching game.
When first played, your todddlers and babies may not be able to correctly touch the flash cards with his/her little hand. Play the Toddlers Flashcards game with your baby continuously for a few hours or days, and you will be surprised at the mobile development of your baby’s hands.
Toddlers Flashcards game must be played in the presence of a mother or father, and it is encouraged for you to guide your baby through the game for a few days at first.
Alphabet: Play and learn ABCs with these alphabet flash cards in Toddlers Flashcards Game. This set includes 26 flash cards with lovely flashcards. Every flashcard has a cute illustrator with it.
Numbers: To help counting from 1-10 we’ve created these number flash cards with ladybirds. Each number has alongside a group of ladybirds to help associate the visual number with the written symbol. You can also use them to teach basic math.
Days and Months: Teach the days and months with these flash cards in English. Every flash card in month category has a cute and relative image.
Emotions: Emotion flashcards are required for teaching toddlers to identify their feelings, using diffrent words to express them or helping them recognize and understand other people’s feeilngs. Learning empathy as well as self-expression in a supportive environment is very important in early childhood learning. Emotion flashcards feature ‘emotional robots’ to make this more imaginative and entertaining. Can robots have feelings like people? It’s a fun subject to discuss. Children can use lots of imagination about the feelngs of others and their own in a more entertaining way. You can come up with fun stories about each robot, for example, what could’ve happened to them to make them feel that way. If these robots all know each other, who did what to whom to cause these feelings? Invent your own stories and have lots of fun!
Shapes: Learn and teach the names and concept of basic shapes with these flash cards. This set includes basic shapes for preschoolers and toddlers like the rectangle and circle and an extra with some more advanced shapes such as ‘octagon’ and ‘hexagon’!
Colors: Learn about colors and their names with these simple flash cards. The set includes 12 flash cards: yellow, blue, green, pink, violet, orange, grey, purple, black, brown, red, and white.
When to play!
When your baby is hungry or will not stop crying, playing this game can hold your baby’s attention. (The various sounds, animated shapes stimulate your baby’s curiosity.)
This game is exceptionally handy for mothers and fathers who spend time with their babies but cannot figure out how to spend that time usefully.
This game may be too advanced for infants under 12 months old.
Playing the application too much amount of time or leaving the children alone with the mobile phone or tablet pc is not encouraged.


If school leaders understand sound assessment practice, then they can make sound curriculum and instructional decisions. If a teacher understands sound assessment practice, then they are able to meet the diverse needs of all students. If an assessment system motivates all students to achieve success, then school improvement will occur. The importance of assessment literacy simply cannot be overstated and there is real opportunity at hand for schools thanks to the Every Student Succeeds Act (ESSA).
The National Task Force on Assessment Education, together with the Council of Chief State School Officers (CCSSO) released a document – The ESSA Opportunity for Assessment Literacy – which provides some insight and guidance on how to leverage ESSA. The document helps states and districts discover provisions and flexibility in ESSA that can be used to promote assessment literacy and develop rich assessment systems. It outlines specific policies, practices, and language that improve individual student learning, ensure greater education equity, and maximize instructional time.
When completing state ESSA applications, here is some advice. Language that explicitly encourages districts to use available funds to support assessment literacy development for teachers, students, parents and stakeholders in instructional and school improvement efforts can increase the quality of teaching and learning. Below is sample language states might consider during their ESSA planning.
Assessment Literacy development can help the State and its LEAs meet the goals of ESSA by maximizing instructional time, engaging students in their learning and building stronger partnerships with stakeholders. Ensuring that educators engaged in conducting and using assessment audits are assessment literate will result in district assessment systems (policies and practices) that are comprehensive, quality and balanced. Assessment systems meeting these characteristics support student learning and effective professional practice of the educators who comprise the system.
For these reasons the State encourages districts to consider including assessment audits and assessment literacy development into instructional and school improvement efforts.
As a member of national and state ESSA Implementation Teams, I recently heard Senator Lamar Alexander and his aides tell us: “One of our biggest worries is that states and local education entities will not use ESSA to change how they do things now that we have given them local control. If they continue to look to the U.S. Dept. of Education to tell them what to do, then we might as well not have passed the law at all.”
I come back to this because some of the states turning in their plans have made few, if any, changes to their NCLB Waiver plans and are simply turning those in to comply with the ESSA plan requirement. Now is the time to make changes and take advantage of ESSA for improving assessment literacy efforts.


I think all of us who are musicians already know the benefits music provides to students beyond those which are strictly musical, but this study was compelling because it showed not only that some music study is beneficial, but that higher QUALITY music education produces even better academic test scores.
Study Finds Link Between Quality Music Programs, Test Scores
A recent study found that students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs.
The study, which was published in the Winter 2006 issue of MENC’s Journal for Research in Music Education, is the first to examine the quality of school music programs as a factor affecting test scores, apart from the socioeconomic level of the school or school district.
The study was funded by the NAMM Foundation under its “Sounds of Learning” initiative.
The study comprised 4,739 elementary and middle school students in four regions of the United States and revealed a strong relationship between elementary (third-or fourth-grade) and middle school (eighth- or ninth-grade) students’ academic achievement and their participation in school music programs that differed based on quality.
On the elementary level, it found that students in top-quality music programs scored 22 percent better in English and 20 percent better in mathematics than students in deficient music programs.
Middle school students in top-quality instrumental programs scored 17 percent higher in mathematics than children who did not participate in music, and 33 percent higher in mathematics than students in a deficient choral program.
MENC member Christopher Johnson was lead study investigator. He is a professor of music education and music therapy at the University of Kansas, Lawrence. He said, “It is crucial to note that this project has revealed a relationship between quality music instruction and heightened academic performance.”
NAMM Sounds of Learning Study Reveals Strong Relationship Between Quality Music Education Programs and Higher Standardized Test Scores
Among the elementary school results:
Students in top-quality music programs scored 22 percent better in English and 20 percent better in mathematics than students in deficient music programs.
These academic differences were fairly consistent across geographic regions.
Students at the four elementary schools with high-quality music programs scored better than students participating in programs considered to be of lower quality.
Among the middle school results:
Students in top-quality instrumental programs scored 19 percent higher in English than students in schools without a music program, and 32 percent higher in English than students in a deficient choral program.
Students in top-quality instrumental programs scored 17 percent higher in mathematics than children in schools without a music program, and 33 percent higher in mathematics than students in a deficient choral program.
Students at schools with excellent music programs had higher English test scores across the country than students in schools with low-quality music programs; this was also true when considering mathematics.
Students in all regions with lower-quality instrumental programs scored higher in English and mathematics than students who had no music at all.
Students who participated in low-quality choral programs generally scored the lowest.


Art classes are held once a week for kindergarten through eighth grade students. The art curriculum includes the creation of a wide variety of art, often integrated with grade level curricula in math, social studies, religion, and literature. To varying degrees, all students examine famous works of art and explore their historical and cultural contexts. Junior high students also learn basic ceramic skills, including hand-building techniques, the potter’s wheel, and glazing and firing ceramics in the school’s kiln.
The art classes routinely use the multimedia projector to view PowerPoint presentations on a variety of subjects including color theory, architectural styles, and artists and their artwork. This technology is also used to explore many interactive art websites. Junior high students create projects that incorporate digital photography with hand made art.
St. Thomas More School holds an annual Arts Festival each May. During this festival, students’ artwork is displayed throughout the school and our seventh and eighth grade students present a play. Arts Festival is also open to our community. St. Thomas More students participate in the annual Diocesan CYO art competition, the annual Allentown Diocese calendar contest, and a variety of other contests. Eighth grade students also participate in the annual Baum School of Art Scholarship Program through the Allentown Art Museum.
Kindergarten students experience Michelangelo’s Sistine Chapel by drawing and coloring under the tables!
Music: Curriculum Overview
Music classes are scheduled once a week for grades kindergarten through eight. The curriculum is taught in compliance with the National Standards for Music Education and the guidelines set forth by the Music Educators’ National Conference. Singing, dancing, listening, music appreciation along with history, rhythm activities, instrument playing, and theory are combined into a broad-based general music curriculum. Liturgical music is incorporated into the curriculum. Special emphasis is given at all grade levels to applying listening skills to all areas of the school curriculum and relating the arts to other areas of study. Students have the opportunity to participate in plays and musical organizations.
Music performances by world-renowned artists and performing organizations are available with CDs and DVDs, and through the internet. In grades 3 through 8, music composition In addition, the use of an electronic whiteboard and music composition software enhances the study of theory, composition and music-reading.
- The fifth grade attends a local performance of the Nutcracker ballet in December, and the sixth grade attends the Allentown Symphony Youth Concert in April.
- Fifth and Sixth grades, in entirety, perform a Christmas musical in December each year, for the school and for the public.
- Seventh and Eighth Graders perform a musical during the Arts Festival in May each year, for the school and for the public.
- Students in Grades 4 through 8 have the opportunity to participate in the Central Catholic High School Music Competition for feeder elementary schools.


Websites of Interest
Avera Parenting Information
Parenting information that may be of interest to parents of young children
Information regarding pregnancy, child development and health, and parenting issues is included on this page.
Birth to 3 Connections
An early intervention program for infants and toddlers with disabilities.
Center for Early Literacy Learning
Center for Early Literacy Learning offers evidence based practices for promoting the literacy development of infants, toddlers and preschoolers. Parent guides are also available.
Child Care Aware
Find useful tools and resources regarding finding and evaluating quality child care.
Common Sense Parenting
Answers your questions about parenting and has resources for better parenting.
CTW Family Workshop
A site with a wealth of information for parents and activities for children.
Interactive website for parents and children. A new way of thinking encouraging healthy lifestyle habits.
A site for parents, children and teachers that includes games and activities for children pre-kindergarten to grade 8.
Healthy Child Care America
Pedetric health, child development, safety, family life and other parenrting information. A program of American Academy of Pediatrics.
Healthy South Dakota
Help for South Dakotans become more physically active and eat healthier foods. Includes credible health information and inspiration to “Live Better. Grow Stronger.”
A service of South Dakota State University Extension. Information on various topics such as parenting, nutrition, gardening and budgeting.
Online computer safety to assist parents in keeping kids safe on-line.
Searchable site with information regarding children’s health and development.
America's Move to Raise a Healthier Generation of Kids
Love and Logic
Provides simple and easy to use techniques to help parents have more fun and less stress while raising responsible kids of all ages.
National Association for the Education of Young Children (NAEYC) for Families
The nation's leading voice for high-quality early childhood education for children from birth through age 8.
The National Parenting Center
Information on issues of concern to parents.
Parents' Action for Children
Resources regarding preparation for parenthood and vairous parent education materials.
Features advice and educational activities dedicated to helping both parents and caregivers raise children who are ready to learn.
Period of Purple Crying
A way to help explain infant crying. It explains what is normal and what you can expect when your baby cries.
Safe Kids USA
Preventing injuries at home, at play, and on the way.
Sanford Parenting e-Sources
Parenting information anytime – anywhere, join Parenting eSource today and receive email information
Wide range of infomraiton on child development, health, baby information and other related topics.
Zero to Three
Extensive information on the physical, intellectual and social development of infants and toddlers.


This 3rd, 4th, and 5th grade combination S.T.R.E.A.M. lesson will have students use their science/engineering knowledge to carry out a test of a simple machine (e.g. catapult, trebuchet, etc.) in order to solve the problem of slinging a “bone.” Students will read, or have had the book Dogzilla by Dav Pilkey read to them prior to beginning the project. They will also read informational texts provided as well as use the internet (technology) and/or additional texts to create reasoning and show understanding of the problem of creating a machine to shoot a dog bone. Throughout this project students will write in a STREAM Journal that has been created for them. Students are asked to then create an artistic advertisement (e.g. commercial, jingle, poster, etc.) using some form of technology once they have finished their design. There are components of measurement through determining the distance their “bone” has traveled, as well as grade appropriate math for the simple machine’s trajectory for the math portion. Put together this covers all aspects of a S.T.R.E.A.M. (Science, Technology, Reading & Research, Engineering, Art, Mathematics) model.
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~emmiee's elementary education~


Younger kids learn differently then older kids. The world famous Yamaha Music Education System has been giving kids age 3-5 the best start on their musical journey for over 50 years in 40 countries around the world.
the Junior Music Course - for kids age 4-5
Early childhood is the ideal time to start music lessons. At this age, the ear is at its peak of sensitivity. Learning music is as natural as learning to speak. Students age 4-5 would start with the Junior Music Course. The unique curriculum — up to seven years in length — is designed to give your child the best opportunity to develop basic music skills. The creative approach centers on developing the three essential elements of pitch, harmony, and rhythm. The Junior Music Course develops the musical child from within.
New classes begin each September and run for the school year, approx. 40 weeks. Class size ranges from 4-9 in our school and each weekly class is 55 minutes in length. A parent or caregiver accompany their child to each class and actively take part in the class. While parent involvement in the weekly class is helpful in facilitating the class, it is this exposure to the curriculum that allows a parent to be a useful assistant to the child during their daily at-home practice sessions.
FIND OUT MORE DETAILS ABOUT THE JUNIOR MUSIC COURSE - WATCH OUR VIDEO
Music Wonderland - for Kids age 3 1/2 - 4 (Neyagawa only)
Three year olds are creative and imaginative. At this age, they are developing an ability to creatively express themselves while they continue to develop their sensitivities and understandings. The Music Wonderland program is specifically designed to help your child develop through music by way of a variety of different experiences. Lessons consist of singing, listening, Rhythm movement, music appreciation and exploration of the keyboard all in preparation for the next step, the Junior Music Course. The Music Wonderland program is taught weekly in 45 minute classes. Each class, students attend with their parent. Course duration can vary slightly depending on the starting date but will begin either in September or October and will run until June.


The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study:

 What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?

 The following sub-questions received attention:

 To what extent are the teaching methodologies used effective (or ineffective)?

 To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?

 What is the amount and quality of professional support given to music teachers?

 To what extent are the assessment strategies used effective?

 To what extent are the available resources adequate (or inadequate)?

 Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright
Dissertation (MMus)--University of Pretoria, 2012.


A mixed methods portait of the perceived benefits of unaccompanied ensemble singing on the development of the musical skills of undergraduate skills
MetadataShow full item record
The purpose of this investigation was to establish an understanding of the role that a cappella ensemble singing plays in the musical development of undergraduate ensemble singers based on the perspective of students, music teachers of three to five years experience, and faculty directors from four-year colleges and universities geographically located within the American Choral Directors Association (ACDA) Eastern Division, including the six New England states plus Delaware, Maryland, New Jersey, New York, and Pennsylvania. Research questions asked: In what ways is a cappella ensemble singing perceived to contribute to the musical development of college student musicians? Are there measureable differences in the perceived benefits of traditional and contemporary genres of a cappella ensemble singing between undergraduate students and faculty directors? Findings suggested that benefit exists in both traditional and contemporary a cappella ensemble singing. Descriptive research was employed in an exploratory, mixed-methods design as described by Creswell and Plano (2007). Phase one consisted of 18 face-to-face, open-ended, semi-structured interviews, five observations, and three student focus-groups. Broad themes emerged, including ensemble experience, genre, hearing and precision, personal attributes, promotion and support, vocal technique, reflecting increased proficiency in intonation, sight singing, tonal memory, rhythmic precision, musical expressivity, vocal range and flexibility, and increased confidence and sense of responsibility. A Web-based survey, consisting of questions informed by the qualitative research, comprised the second phase, comparing the perceptions of students (n = 59) and faculty directors (n = 11) on the benefits of both traditional and contemporary a cappella ensemble singing. Mann-Whitney U and Wilcoxon Signed Ranks Tests were employed to test ordinal data for statistical differences between and within groups relative to traditional and contemporary a cappella ensemble singing. Statistical differences (p < .05) were found between the responses of students and faculty directors in musical expressivity, vocal range and flexibility (contemporary), and in attitudes regarding the importance of contemporary a cappella ensemble singing for music education students. Statistical differences emerged among student responses regarding intonation, sight singing, musical expressivity, rhythmic precision, independence, level of challenge, commitment, and among faculty directors regarding the importance of the contemporary genre for music education majors.
Thesis (D.M.A.)--Boston University


Typically, the first woman was his wife, Marie-Jeanne Buseau, who was not without a great degree of artistic talent on her own. She often served as both model and studio assistant. The second was probably even more crucial to his career, and certainly more powerful where it counted. She was Madame de Pompadour, something of an amateur artist herself, a major supporter, and generous patron. More importantly, of course, she was also the mistress of the king, Louis XV. But Boucher's career was not without a good foundation. He'd studied under Watteau, though strangely, it seems he never actually met the man. His early art education consisted of making engravings of the master's work. In 1724 he won the prestigious Prix de Rome, a sort of artistic scholarship to study free of charge at the French Academy in Rome.
|Le Dejeuner, 1739, Francois Boucher|


The EDI Domains
The Early Development Instrument (EDI) looks at five holistic domains. These domains focus not only on academic success, but also the social and emotional development children need to thrive and be ready for school. Explore each one:
PHYSICAL HEALTH AND WELL-BEING
- Physical health and well-being includes elements focused on the absence of disease and access to appropriate nutrition.
- Examples of questions teachers are asked: Can the child hold a pencil? Is the child underweight or overweight?
- This domain's subdomains: physical readiness for schoolwork, physical independence, and gross and fine motor skills
- Social competence is about interacting appropriately with other children and adults. It also captures general standards of acceptable behavior, cooperation with others, showing respect for adult authority, and communicating feelings and needs.
- Examples of questions teachers are asked: Does the child share with others? Is the child self-confident?
- This domain's subdomains: overall social competence with peers, respect and responsibility, approaches to learning, and readiness to explore new things
- Emotional maturity captures a child’s willingness and eagerness to engage with the world. This domain also includes curiosity about the world, eagerness to try new things, and the ability to reflect before acting.
- Examples of questions teachers are asked: Is the child able to concentrate? Would the child help someone who is hurt or upset?
- This domain's subdomains: prosocial and helping behavior, anxious and fearful behavior, aggressive behavior, and hyperactive and inattentive behavior
LANGUAGE AND COGNITIVE DEVELOPMENT
- The language and cognitive development domain captures such things as abilities with reading, writing, and numbers; shape recognition; and interest in books.
- Examples of questions teachers are asked: Is the child interested in reading and writing? Can the child tell a short story?
- This domain's subdomains: basic literacy skills, interest in literacy/numeracy and memory, advanced literacy skills, and basic numeracy skills
COMMUNICATIONS SKILLS AND GENERAL KNOWLEDGE
- Communications skills and general knowledge captures: understanding verbal communications and ability to communicate experiences, wishes, and feelings.
- Examples of questions teachers are asked: Can the child communicate his/her own needs? Can the child communicate with adults and children?
- There are no subdomains for the communication skills and general knowledge domain.
Pre-K 4 teachers across DC schools and community-based organizations completed short EDI survey questions about children's development. The five key domains contain 16 subdomains.
The EDI is appropriate for children from ages 4 to 6, and here in DC, most children enter school at pre-K 4. Since universal pre-K is not yet common in the US, other cities assess kindergarteners as the point of school entry. Since DC’s maps are created using a nationally normed data set, this will be important to keep in mind as you interpret DC’s outcomes.
Using children’s development as a starting point for your neighborhood can spark powerful reflections. The Our Children, Our Community, Our Change Action Guide can get you started.


Making Connections: The Arts and the Brain
Skill #4 – Making Connections: The Arts and the Brain. Learning about how the Arts affects cognitive life:
1. Through an increase in focused attention
2. Promotes an increase in motivation (p.184)
3. “When children have training in the arts, they learn to pay attention, to stay focused and to resist distraction, noting that these skills lead to improvements in “fluid intelligence” and in IQ.” (Michael Posner, University of Oregon) (p.185)
Action 2: Acknowledge that making mistakes is not only okay, it is part of learning. Rather than being judgmental or critical if your child makes a mistake, talk to your children the way you would like to be talked to when you make a mistake. “That was really close” or “That is hard and you are really working at it.” Galinsky (p.188)
A piece from the Peninsula Daily News about music:
Did You Know?
Students who learn an instrument improve reading and math skills, and musical training helps develop language and reasoning.
Students who practice with musical instruments can improve hand-eye coordination.
Learning to play pieces of music with an instrument gives a sense of achievement.
Music builds imagination and intellectual curiosity.
Kids who study music can learn to think creatively.
From: National Association for Music Education
This is a Mini-Message by Dr. Darlene Clemens, summarizing one topic from Mind in the Making, by Ellen Galinksy. With permission of Ms. Galinsky to Dr. Clemens, and of Dr. Clemens to Mark Baumann.


Until about a year ago I had never heard the term “PRAXIS”. Now it almost always in the back of my mind. Why is this? Well, the PRAXIS is a test that all educators need to take to ensure that children are receiving a good education from knowledgeable teachers. There are many different PRAXIS tests because of the many different states and all the different grades and subjects. Before I turned in my internship application and I had to register for the PRAXIS. Because of this, I became pretty familiar with the PRAXIS website. In case you are wondering or want to explore the world of PRAXIS you can go to www.ets.org/praxis.
This webpage allows you to register, learn about and find out which specific PRAXIS test your state and major requires. The link below goes directly to the page that details which tests are required for which grades in the state of Utah.
I am an elementary education major in the state of Utah so the test I need to take is the Elementary Education: Multiple Subjects test which is test 5031. This means that I will be tested in reading and language arts, mathematics, social studies, and science. I am usually a good test taker so I wasn’t too worried about this until I read some of the sample questions that can be found on the website. My interpretation of the test is basically like the tv show “Are You Smarter than a 5th Grader?” I actually have thought about watching that show to practice because this test does test content knowledge of grades K-6. While I may still watch that tv show to help me brush up on some of my knowledge, I also looked into buying some prep books. I first looked on Amazon.com and it seems that the trick is to find the book that matches the test number and title that you need to take. Once I started looking for books that were specifically for the 5031 test, I was able to select one that I felt would be best for me. Some of these prep books also contain a practice test which I find will be helpful in assessing where I am and where I need to be. Here is a link to one of the books I found: http://www.amazon.com/Praxis-Elementary-Education-Multiple-Subjects/dp/1607873303/ref=sr_1_1?ie=UTF8&qid=1359039878&sr=8-1&keywords=praxis+5031
All of us have different learning styles and maybe some of us remember our elementary school knowledge much better than others but my advice would be to start learning about and preparing for this test soon so that you only have to take it once.


New Music Games Set To Find A Niche In The Music Classroom
Anyone that does not think that technology will not be pervasive in every aspect of the music education classroom of tomorrow should think again.Â In the last twenty years music technology tools have reshaped the way music is written, performed, and taught in ways that we never could have expected.Â The archaic, ugly runes of the first versions of Finale and Sibelius have given way to engravings that can go directly from printer to publisher.Â The bits and bytes of Garage Band and Reason have changed the way we work with live music both in the studio and in the classroom.Â Now a new innovation is poised to change music education forever, and it is long overdue.
Putting More Fun Into Music Education
For decades as children all over the world grew up playing with Mario, Zelda, and Donkey Kong, the music education profession hummed along silently (or not so silently), doing things the way we always have.Â Now a new slate of highly interactive and reasonably inexpensive music games are being released that in the right hands can go far beyond being a simple way to pass the time.Â Several months ago the UBS Virtual Maestro toured the country, allowing people to take up the virtual reigns of a symphony orchestra and control them through hand gestures.Â Today, with the new Wii Music game from Nintendo, a student can stand in a music classroom and discover what conducting is really about, making a virtual symphony speed up and slow down with each properly placed ictus.Â The game adds a new and incredibly fun twist to a part of music fundamentals that often gets glossed over.
In a recent press release the new Wii Music game is touted to be able to provide the following fun activities:
- Pick up the baton: Command an orchestra in the conducting game where you'll wave the Wii Remote controller like a conductor's baton to lead a Mii orchestra through orchestrated music. Make them play quickly, slowly, strongly or gently.
- Ring a bell? Play a handbells game where you'll swing your Wii Remote and Nunchuk controllers to play your two handbells as part of a larger ensemble. Everyone on the team has a job to do: Play one of your notes only when the tune demands it.
- An ear for music: Take a tone quiz that tests your musical ear by giving you challenges, like putting note-playing Miis in order from lowest to highest pitch.
- Bang the drum: Play a virtual drum set in the drumming mode, the one mode in Wii Music that also uses the Wii Balance Board accessory (sold with Wii Fit?). You'll use the Wii Remote and Nunchuk controllers as drumsticks, and place both feet on the Wii Balance Board-which work as virtual pedals for the bass drum and hi-hat cymbal.
While it is probably a given at this point that Wii Music will not use standard music notation it is still nontheless very intriguing to think about how this game could be used not only in general music but also in beginner instrumental classes as well.Â Physical education classes are already using the Wii and other game systems as activity centers for games like Dance Dance Revolution.Â Imagine the total engagement of learners in a classroom where they get to make rhythms and music in this fun, virtual music classroom.Â Purists will balk of course, saying that these are not real instruments, but consider that twenty years ago MIDI keyboards were barely considered instruments as well.Â The future of music education lies in technology, and games such as these are opening up many possibilities for us to explore and use in our classrooms.
See also:Â Researchers Mull Gaming's Impact On Learning


Teacher support for Maths
Hamilton has a range of additional reference and advice materials for Maths.
New Curriculum Maths Support
Example Calculation Policy
Addition and Subtraction Methods
Multiplication and Division Methods
Key Skills to Go to the Wall for
Maths Challenges KS1 (answers)
Maths Challenges LKS2 (answers)
Maths Challenges UKS2 (answers)
Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
These maths plans were written to the National Numeracy Strategy and the 1999 curriculum. The Medium Term Plan specifies the maths topics and objectives covered for single and mixed year classes as well as links to the 2006 Renewed Framework Objectives.
For new National Curriculum plans, use the left-side navigation to go to ‘New Curriculum'.
Understand place value of 3-digit numbers, also related addition and subtractions. Multiply 2-digit numbers by 10 and understand the effect (using place value charts to help). Locate 3-digit numbers on a 0-1000 line (100s labelled). Compare 3-digit numbers, use < and > signs.
Mental addition and subtraction using number facts: Know addition and subtraction facts: 100s with a total of 1000, multiples of 5 with a total of 100. Use addition and subtraction facts with a total of 100 to find change from £1.
Choose whether to mentally subtract by counting back or by counting up. Mental addition or subtraction of any near multiple of ten to or from two-digit numbers, including crossing 100.
Count on and back in 1s, 10s and 100s from 3-digit numbers. Add or subtract 1p, 10p and £1 to or from 3-digit prices. Know the relationship between kilograms and grams and choose and use appropriate units to estimate, measure and record measurements.
Answer a question by collecting, organising, interpreting data. Use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations. Solve mathematical puzzles, explaining methods and reasoning orally.
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock. Begin to calculate time intervals in hours and minutes. Read and record the language of position, direction and movement. Use the four compass directions to describe movement about a grid.
Mental multiplication and division: Count on in 3s, 4s, look at patterns, investigate general statements. Revise multiplication facts for 2, 3, 5, and 10 times tables and learn corresponding division facts. Begin to learn multiplication facts for 4 times table. Understand the vocabulary ‘multiplied by’ and the concept of commutativity. Multiply single digits by 2, 3, 4, 5, 9 & 10.
Mental division of 2-digit numbers by 2, 3, 4, 5, 9 and 10 (answers not greater than 10, but including remainders). Begin to decide whether to round up or down after division depending on the context, Revise finding fractions of numbered strips and extend to finding these fractions of sets of objects. Find quarters of multiples of 4 to 40 by halving one half and thirds of multiples of 3 to 30. Find tenths then several tenths of shapes and strips divided into 10 equal parts. Recognise the equivalence of fractions and decimals using diagrams.
Know properties of 3D solids; describe, visualise, classify and make the shapes. Relate 3D solids to drawings of them. Begin to use Venn or Carroll diagrams to sort data and objects using more than one criterion.
Solve word problems, single and multi-step (mental addition, subtraction, division and multiplication). Solve logic problems.
Locate numbers to a landmarked 0-1000. Understand place value of three-digit numbers. Mental addition of any pair of 2-digit numbers (totals more than 100), estimate the answer first and choose whether to partition and recombine or to count on in tens and ones. Mental subtraction, choosing to take away or find a difference. Mental multiplication of 1-digit numbers by 2, 3, 4, 5, 9 and 10. Mental division of 2-digit numbers by 2, 3, 4, 5, 9 and 10 (answers not greater than 10, but including remainders). Understand the vocabulary ‘multiplied by’ and the concept of commutativity. Find halves, quarters and thirds and begin to find several tenths of numbers.
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What is Project LEAD?
Project LEAD is an effective law-related elementary education program established by the Los Angeles County District Attorney's Office in partnership with the Constitutional Rights Foundation. Its goal is simple: To teach children that the choices they make today can affect their lives forever.
How are schools and classrooms selected to participate in the program?
The program targets fifth-graders and is open to all Los Angeles County public schools. Each lesson has been developed specifically for a fifth-grade student level. Project LEAD is a volunteer-based program and although we try to accommodate all schools, we do not always have enough volunteers to accommodate all classes.
What is the duration of the program?
Facilitators generally teach one hour a week for approximately 20 weeks. The program generally runs from late September or October to May. Project LEAD does not have to start during the first week or two of school.
Who are the facilitators?
The Los Angeles County District Attorney's Office encourages its prosecutors, investigators, paralegals, field deputies, hearing officers and law clerks to volunteer to teach Project LEAD. Representatives from other prosecutorial agencies also participate.
Is the program effective?
In 2005-06, a two-year study of Project LEAD was completed by Bernadette Chi, Ph.D., and Ellen Middaugh, M.A., with favorable findings. The survey indicated that the program gave students the skills and experiences to evaluate challenging situations and make more appropriate decisions than comparison students who did not have Project LEAD instruction. The Project LEAD students showed increased tolerance and understanding of the consequences of their decisions and actions.
The findings also suggest that Project LEAD provided an important “protective factor” during this critical period of youth development that helped students maintain a positive attitude toward laws and lawyers. The emphasis on respect and understanding of the reasons behind laws separates Project LEAD from most youth programs. These effects may be important especially in communities where many young people develop a negative attitude toward the legal system.
How does my school get involved?
Schools throughout Los Angeles County are invited to participate in Project LEAD. Principals or teachers who are interested in the program should contact the Los Angeles County District Attorney’s Public Affairs Division at 213-257-2960 or LEAD@da.lacounty.gov.


Into the Book: Teaching Reading Comprehension Strategies
A reading comprehension resource for K-4 students and teachers. Focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Watch the engaging 15-minute videos and try the online interactive activities.
“Behind the Lesson” provides teachers with information and teaching resources for each strategy. Watch the 10-minute professional development videos, and explore the Web site for lesson plans, video and audio clips, downloads, and more.
Feedscrub acts as a spam filter for your RSS feeds. Teach it what you like and don’t like. Protect yourself from information overload,
Posted from Diigo. The rest of my favorite links are here.


General teachers who teach music during the first four grades at the elementary school do not have special music education, but the basic one that gain at the Faculty of Pedagogy. Special music teachers educate themselves at the Faculty of Music in Belgrade at the Department for Solfegio and Music education. There, they finish the master and doctoral studies from the music education. At the Faculty of Music, students learn, beside all the other subjects, teaching methods of general music education (theory and practice) and didactic games. The other subjects that are also compulsory are musical, pedagogical and psychological. Students also learn to play one instrument (mostly the piano), while during the process of the subject name didactic games, students learn how to play recorders (the basic and elementary course). Beside the Faculty of Music, in Serbia do exist several other faculties of music, such as the one in Novi Sad, Kragujevac, Niš, Kosovska Mitrovica and recently in Novi Pazar – where the future teachers are tought how to teach music, so it is more founded like the Faculty of Pedagogy. All those faculties have their university centres. The main institutes and societies in charge for music education are located in Belgrade, such as the Ministry of Education, Institute for the Advancement of Education, Institute of Evaluation for Education Achievement, Society of Music and Ballet Pedagogists in Serbia.
The basic methods being used at music classes are dialogue, demonstration, monologue and the active method by the usage of a game. The frontal work is most often used, but also the group and sometimes the work in pairs. Cooperative learning is still not in the curriculum, use and teaching practice. Generally speaking, teachers are not satisfied with National Curriculum, because tasks are not well defined and coordinated. The last changes brought enlarging teaching materials, while the hours per week of compulsory music lessons stay the same (45 minutes per week). It is only up to the teacher how to adjust accomplished teaching. The last version of the Curriculum not well matched to current trends in music education. However, the good practice in music teaching and learning in schools in Serbia is that students have a chance to perform music, participate in extracurricular activities such as school events, plays, manifestations and singing competition. The school choir and orchestra include the large number of students (up to 100) and they all participate readily in different school’s manifestations. The weaknesses and problems in music education in Serbia are the large number of students per class (between 30 and 40) and impossibility for each student to express itself, and students and parental expectations for achievement and high grades in music education, portraying music as a less important subject. The Curriculum imposes the practical work which could be realized only through singing, because the majority of Serbian schools do not have instruments. Besides the textbook, teacher cannot ask from parents to buy anything else necessary for the music subject. The significant number of schools does not have the choir and orchestra lessons, which are usually not the part of the teachers’ lesson plans. However, the Choir and orchestra, as the elective subject for the small group teaching (up to 15), is the part of the teachers’ lesson plans. The assessments are from 1 to 5 in elementary, high school and gymnasium, and at the Faculty there are grades from 5 to 10 and the fixed scale for each of the grade precisely. There is a big problem of assessments in the elementary and high school for music, as a generally accepted system do not exist and present a big problem to determine how and what to evaluate. I assume the exchange of teaching experiences with music education through teacher exchange programs, concerning the music education system, technologies, methods and materials will improve the Serbian music education system.


It’s “folk music”. This means that most tunes have no known composers and are part of the traditional repertoire. Tunes in tradition are often passed from fiddler to fiddler down the generations, and are frequently known as “the version after so-and-so” (or after his father, or his uncle, or his teacher, or his grandmother’s singing, and so forth). Sometimes the tune comes with a name, and sometimes not. Sometimes multiple names apply to the same tune, reflecting different lines of descent or the whimsy of a more recent player.
Some musicians made collections of tunes that they learned, or that they heard, or that they composed. Sometimes we know the collector’s name, and sometimes not.
Formal music education was not unknown. Musicians came from various levels of society. Some were well-traveled, and some went into the army and came back with popular tunes and dances. Some tunes and harmony parts show a familiarity with classical music practices, while others are modal or pre-Baroque in feel.
There are famous musicians and musician families that go back well into the 1700s. Sometimes we know who individual composers are in the older generations. Some musicians are so well-respected that many more tunes are attributed to them than is entirely likely (e.g., Lapp-Nils).
Tunes travel and evolve. Traditional tunes change over time. There is no one “right” version. Memory is imperfect, regional styles change, individual musicians settle in a new place or pick up new favorites from elsewhere and popularize them, and art tunes pass into the popular repertoire. Individual musicians within the tradition may have favorite variants, preferred keys, and idiosyncratic rhythmic emphases. The parts of a tune can separate and recombine, or take on entirely independent lives. Sources vary — two of the most widely spread tunes are “Vårvindar Friska”, a simple folk song, and “La folia”, a classical theme that has been popular since the Renaissance.
It’s a living tradition. These tunes are still being played and musicians are still writing new ones in the old styles. People still get married and need processionals and dances for the wedding. Children are still being born and getting baptism tunes. When a tune’s composer is known, it is acknowledged in the title or in the score (e.g., “Polska av Pers Hans” means “composed by”, vs “Polska efter Pers Hans”, which means “learned from his tradition”). For a composed tune there is a “correct” version, but even those tunes are played with variation by their composers and will evolve over time as the tradition works upon them.


Presentation on theme: "Annmarie Burhop, WES Literacy Coach Elyse Goldberg, RES Literacy Coach Parent Involvement Night, October 2012."— Presentation transcript:
Annmarie Burhop, WES Literacy Coach Elyse Goldberg, RES Literacy Coach Parent Involvement Night, October 2012
Components of RTSD’s Balanced Literacy Program Reading Aloud Shared Reading (Making Meaning/Making Meaning Vocabulary) Guided Reading Word Study (Fundations, Fountas & Pinnell, or Spelling Connections) Independent Reading (IDR) Model Writing (BAW) Independent Writing (BAW)
Balanced Literacy Follows the Gradual Release of Responsibility Model “I DO” (Direct Instruction) Read Aloud Shared Reading (MM & BAW) Model Writing (BAW) Word Study “WE DO” (Guided Practice) Shared Reading (MM & BAW) Guided Reading Model Writing (BAW) Word Study “YOU DO” (Independent Practice) Independent Reading (IDR) Independent Writing (BAW) Word Study
Shared Reading with the Making Meaning Program The program uses nonfiction and fiction read-aloud books to teach students nine different comprehension strategies while also developing their social values to create a supportive community of readers.comprehension strategies Retelling Making connections Using schema Visualizing Wondering/Questioning Making inferences Determining important ideas Understanding text structure Summarizing Synthesizing
Writing Workshop with the Being A Writer Program The Being a Writer program is a yearlong writing curriculum for grades K–6 that combines two decades of research in the areas of writing, motivation, and learning theory with social and ethical development.research The program has two goals: to develop the creativity and skills of a writer, and to develop the social and ethical values of a responsible person.two goalsskills It uses high-quality trade books for genre immersion and author studies, and mini-lessons to reinforce the skills and conventions taught in the program.mini-lessons Writing instruction, regular community-building elements, and guided partner work are integrated to develop in students a sense of autonomy, belonging, and competence.
Vocabulary Instruction with Making Meaning This vocabulary supplement teaches high-utility words found in the MM read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently. By using words from the books taught in the program, students learn words in context. Developers chose Tier II words; vivid verbs, adjectives, and adverbs; words with multiple meanings; words that use prefixes and suffixes to determine word meaning; and words that are compelling for students to learn and use. The goal of Tier II vocabulary instruction is to have students, without prompting, accurately using new vocabulary words in their everyday speaking and writing.
Word Study Fundations program in Grades K – 1 A) Research based, multi-sensory, systematic, sequential instruction. B) 25 minute lessons build a foundation in reading and spelling C) Builds a strong foundation in phonological awareness, phonemic awareness, phonics, spelling, handwriting and sight vocabulary Fountas & Pinnell Word Study in Grades 2 – 3 A) Goal of program is to develop automaticity so students apply phonics as both a decoding and encoding strategy, decipher and use rich vocabulary; manipulate words and word parts B) Systematic and sequential phonics instruction C) Variety of games and activities used to refine and solidify skills. Spelling Connections in Grades 4 – 5 A) Research based instruction B) Developmentally appropriate word list that presents the right words and patterns at the right time C) connections to writing and the content areas offer students opportunities to transfer and apply learned skills
What is Guided Reading? Guided Reading offers small-group support and explicit teaching to help students take on more challenging texts. As students read texts that are organized along a gradient of difficulty, they expand their systems of strategic actions by meeting the demands of increasingly complex texts. Students provide evidence of their thinking through oral reading, talk, and extension through writing. Fountas & Pinnell, The Continuum of Literacy Learning,2007


Tacoma Art Museum’s interactive school tour programs function as an extension of the classroom. In the museum’s galleries and studios, educators and students can learn about the works of art on view, exchange ideas, voice opinions, explore how art relates to their own lives and experiences, and discover what’s new and compelling about art today.
Integrating the arts throughout all classroom disciplines — math, science, language arts, social studies, and many other subject areas — is the hallmark of Tacoma Art Museum’s educator professional development efforts. Through its integrated approach to delivering art education, Tacoma Art Museum reaches students with varying learning styles and teachers with expertise in many academic disciplines.
Because of the museum’s distinctive learning opportunities, Tacoma Art Museum draws students and teachers from a wide geographic range — an area including Pierce, King, Snohomish, Kitsap, Lewis, Thurston, Clark and Mason counties.
Similarly, the museum is dedicated to reaching people from all walks of life. Many of the community outreach programs address socio-economic barriers and neighborhood isolation in Tacoma and Pierce County. In 2013, nearly twenty-five percent of all museum visitors were admitted free-of-charge through various educational and community programs.


The “Ballet Russe” (Russian Ballet Company), were known for their alternative creative expression. Their productions were not just about technique, but also a freedom of movement, where an individual was important rather than just a corps. Most interesting was their collaboration of dancers & choreographers with set designers & musicians. Key designers utilised by Ballet Russe were Leon Bakst, Pablo Picasso and Natalia Goncharova, whose work was influenced by Cubism, Fauvism and Folk Art.
Another artist/designer whose work was utilised by the world of Theatre was Alphonse Mucha. Born 1860 Moravia, (modern Czech Republic), he studied art in Austria and Germany then moved to Paris in 1887 where he struggled to make a living as a graphic artist producing book illustrations and calendar art.
In 1895 he was commissioned to create a poster for Sarah Bernhardt’s play, “Gismonda”. The immediate success that followed, the originality and sensitivity of Mucha's new style and wide public appreciation, made the legendary actress sign him to a six-year contract to design posters, stage sets and costumes for her plays.
By 1898, Mucha had become a famous and creative Art Nouveau artist. He designed and published postcards, theatre and advertisement posters, numerous illustrations and decorative panels series, set around central themes inspired by nature.
His graphic works are based on “a strong centered composition and symbolic themes, featuring idealized young female figures in sensuous or provocative poses, entwined in vaporous hair and light dresses enriched by decorative ornaments inspired by nature, such as willowy foliage, flowers and extravagantly beautiful jewels. The figures are detailed by expressive darker lines and enriched by natural soft colors and gold; functional and decorative friezes usually frame the illustrations and the background space is filled by floral or abstract patterns.”
Another man of Eastern European origins whose successful art worked with symbolism, nature and the female form was Gustav Klimt. He was the founding member of the Vienna Secession, a group who promoted unconventional young artists to bring their foreign works to Vienna and publish a magazine to showcase their work. The group declared no manifesto and did not set out to encourage any particular style -- Naturalists, Realists, and Symbolists all coexisted. The government supported their efforts and gave them a lease on public land to erect an exhibition hall. The group's symbol was Pallas Athena, the Greek goddess of just causes, wisdom, and the arts—and Klimt painted his radical version in 1898. Poster by Klimt for Viennese Secessionists.
The Viennese Secessionists were artists who broke away from the conservative Austrian Association of Artists. They adopted the name, Union of Austrian Artists, taken in solidarity with artist unions in Paris and Munich. The Secessionists adopted many of the ideals of William Morris and the Arts and Crafts movement, particularly in areas of art education and social improvements. They encouraged all artistic mediums and introduced the new art movements of Impressionism, Art Nouveau and artist-craftsmen in their exhibitions.


Is Art Type Truly Beneficial To A Kid's Development?
Art classes for kids
Art work class is actually a path for kids to express by themselves by means of different channels. Art is important towards the learning of a youngster. You will find a huge selection of fine art lessons, ideas, art work resources, and artwork materials. Whether you're looking for an entire year's importance of art courses, or perhaps a few lessons to enhance another subject you are presently studying, you can find all you are looking for plus more on the net. But before trying to find art classes, uncover first if art really aid in the kid's development.
Summer art camps
The study 's been around for quite a while. It's been identified that the kind of fine art education that can occur during art lessons can lay the groundwork for upcoming profession or informative achievements. Creative kids have a a lot more well-rounded look at the planet, they are not afraid to be expressive, in addition to their self-esteem is strengthened by means of their artistic endeavours. During art courses of instruction for little ones, the makers of this beauty are not only enriching other people however they are enriching themselves from the very process of developing. Most of these young manufacturers are creating ways for that they will experience and view the world. The unseen returns lie in the process of producing during art classes for little ones.
In addition, patient your child's creativity together with art classes for young children is one way to get these phones stand out. By developing your son or little girl's creativity you possibly can help them to begin building a firm base of creative self-expression. Art education that is encountered during classes for kids boosts self-esteem, admiration from the work of others, self-expression, cooperation with other people, and critical thinking skills. Fine art classes also help individuals to better articulate his or her perceptions and help the crooks to form defined reactions to their own experiences. Whenever children learn how to take pleasure in form and shade and when they discover the importance of fashioning their particular images of the planet close to them, they achieve better self-discipline and self-confidence.
Yet another part of the process that works well during art classes for kids is the representation process. After a youngster has been enriched over the creation process they can begin to open up their marbles to self breakthrough as they think of their own artistic creations. It is in the course of this process a kid will learn a great deal about themselves and see new means of experiencing the world and knowledge life-affirming conducts. Participating in art work activities helps young kids to get the tools essential for understanding human expertise, adjusting to and respecting others' means of operating and thinking, improving creative problem-solving abilities, as well as communicating views and concepts in several ways.
Art class truly has an impact in the child's advancement. These types of classes are the perfect venues for young kids to convey their creativity, discover new things and also develop their capabilities. Young children love using colors and design to get an art project they can be satisfied with. Good quality schooling isn't simply located in the subjects that concentrate on rational reasoning but it similarly comes to life through discovering ways to promote creative as well as choice thinking.


NCTE, National Council for Teacher Education, Teacher Education Programme
In order to promote the teacher education and ensure maintenance of standards, the Indian government devised a statutory council by the name National Council for Teacher Education. Previously an advisory body, National Council for Teacher Education came into existence in accordance with National Council for Teacher Education Act, 1993.
Several institutions have courses and training specially designed to provide education programmes to the teachers. These programmes are meant to help the teachers increase their competencies and skill in educating the students.
Only selected institutions can provide teacher education programmes as per the National Council for Teacher Education. These institutes have to seek the approval of the council and have to submit the details of course as well as the facility where the programme will be conducted.
Norms and Standards
As was said earlier also, NCTE is also a regulatory body and checks against the substandard teaching practices in the institutions. One of the primary functions of the council is to conform the teaching resource to the norms and standards as have been formulated by the council.
NCTE has its headquarters in the capital city of India, New Delhi. Regional committees further aid the headquarters. A total of four committees operate in Bangalore, Bhopal, Bhubaneshwar and Jaipur.
Recognized Teacher Programmes by National Council for Teacher Education
- The recognized teacher education programmes include:
- Pre-School Teacher Education Programme leading to Certificate in Education (C.Ed)
- Elementary Teacher Education Programme leading to Diploma in Education (D.Ed)
- Bachelor of Elementary Teacher Education Programme leading to Bachelor in Elementary Education (B.El.Ed)
- Secondary Teacher Education Programme leading to Bachelor of Education (B.Ed) Degree
- Master of education Programme leading to Master of Education (M.Ed) Degree
Every year thousands of aspiring teachers join for the courses and teacher training programmes. For students who have career plans in this direction it is essential to know about such regulating bodies and norms and standards.


Students Put Classroom Theories into Artful Action
Posted: March 20, 2006 at 1:00 am, Last Updated: November 30, -0001 at 12:00 am
Graduate student Jonathan Kettler has been honing his storytelling skills this semester. For his art education class, he practiced creative ways to tell the story of Buddha and then got to tell it to a number of families visiting the Kreeger Museum in Washington, D.C., this month.
Graduate student Jonathan Kettler tells the story of Buddha to families visiting the Kreeger Museum in Washington, D.C.
Kettler was one of 12 students in Renee Sandell’s class, Teaching Critical Response to Art, Pre-K to 12. The class involves a collaborative project between the museum and Mason titled, “Talking about Art: From Past to Present, Here to There,” and offers future art educators the opportunity to develop a museum tour they called “An Artful Adventure for the Whole Family.”
Sandell, professor of art and visual technology and director of the MAT in art education program, has been doing this kind of work with students since 1991–first at the Maryland Institute College of Art, now at Mason.
According to Sandell, museum educators face an interesting challenge when trying to get visitors to explore art objects. Unlike classroom art educators who have time to build a rapport with students, museum educators are often working with strangers and might have their attention for about an hour. Sandell compares the relationship to a blind date: one doesn’t know what to expect from the other and the quality of the encounter determines whether the relationship will continue.
The goal of the family-focused tour was to create a meaningful experience for multigenerational museum-goers-guided by art education students. The students profited as much from the relationship as the museum. “Working with original objects in the museum setting brings learning about art to life,” says Sandell.
Earlier in the semester the students familiarized themselves with the museum’s collection and architecture. Sandell asked them to choose one of their favorite pieces to present to their class. Drawings of the chosen objects were then sorted into groups of four based on diverse criteria set by Sandell, and each group was asked to develop a tour that explored western, nonwestern, painting, 3D and contemporary art.
“With 12 students working on the project, there was a lot of collaboration,” says Sandell. “And a lot of that collaboration took place online.” The class also was visited by a series of guest educators who helped students develop skills and strategies. The students also received some training at the National Gallery of Art.
“The Kreeger has a wonderful collection,” says Shannon McCarty, an undergraduate majoring in art and visual technology. “We had lots of ideas for activities to engage families in the collection, but you can’t bring certain things into the museum.” Although these rules precluded some of the more on-hands art projects, the limitations help students develop creative approaches.
In addition to the tours and using questioning strategies and storytelling to get the families to talk about the art, the students also developed a series of take-home activities for attendees, including a scavenger hunt the family could begin as soon as the tour was over.
Anka Zaremba, far right, worked with students before the presentations.
Mason students learned much by giving their tours twice to different family groups, developing important teaching skills of flexibility, improvisation and revision of plans. According to Sandell, the most exciting part was seeing how family museum viewers developed a connection with special objects forged from the exploration of the students’ selections.
The semester-long project continues as students extend their research further by writing an instructional resource for the objects they studied.
“It was inspiring for me to see the enthusiasm and seriousness of the Mason students,” says Judy A. Greenberg, director of the Kreeger. “It was evident that they were well prepared to present the art to the families. The experience was enriching for our guests, and I hope the students left feeling a sense of accomplishment.”


Feel the Music! workshops are fun, interactive and engaging, providing high quality music education, a wide range of musical experience, and are tailored to participants’ needs. Many Feel the Music! workshops focus on the creation and performance of artistic works.
Why Feel the Music?
- Hands-on, active participation in music and the arts
- Learning from professional artists
- Rooted in community partnerships
- Based on in-depth experience and research
African/World Percussion workshops and classes provides a solid foundation in proper percussion technique (both hand drumming and sticks), names, categories and origins of instruments, and instruction in basics of rhythm playing. Teaching artist and renowned percussionist Bashiri Johnson has developed a variety of techniques which inspire and engage participants of all ages: ‘speak beats’, call and response, instructor demonstrations and rhythm exercises, songs and games.
Participants learn how to listen and respond rhythmically, develop a sense of internal rhythm, gain confidence in their playing and discover how to play in time with others.
Brazilian Percussion workshops and classes introduce participants to the culture of Brazil and to teach basics of Brazilian percussion, learning to play rhythms from Bahia such as Samba, Afoxé and Samba-Reggae. Classes culminate in performance.
Participants learn names of instruments, purpose of drums in the context of Afro-Brazilian traditions, proper technique, listening, controlling level of sound, playing drums together with others, playing rhythms while moving. Participants learn how to listen and respond rhythmically, develop a sense of internal rhythm and gain confidence in their playing.
Songwriting workshops and classes engage participants in self-expression and creativity through lyric and melody. Song structure and the principles of lyric writing are explored, using free writing, brainstorming and free association to stimulate the creative mind. Participants analyze old and new hit songs, identify themes and develop listening skills.
Singing & Choir
Students in Singing and Choir classes and workshops learn proper vocal technique, warm-up and cool down exercises, posture and how to care for the human voice. Students gain confidence on how to express themselves using their voice. Basic music notation and sight singing are reviewed. Feel the Music! vocal music repertoire is made up of songs from many genres, including songs in a variety of languages. Singing workshops can be structured for special events, holidays, and other themed occasions.
Performance workshops focus on specific issues singers and musicians deal with in performance. Stage presence, how to ‘deliver’ a song, body awareness, stage fright and many more performance-related topics are discussed and explored. Each student is given supportive feedback and encouraged to try new techniques to become more comfortable with performance. Open to all levels in all genres, though typically more suited for high school students and/or those already performing in recitals, concerts, musical theater and other performances.
Piano classes and workshops teach students about proper posture, hand position and technique for playing the piano, beginning music notation and music theory, and offers fun but challenging repertoire. Piano lessons foster a love of music while teaching the basics of the instrument. Students are encouraged to write their own music.
Individual lessons and group classes in beginning, intermediate and advanced Guitar. Students learn the basics of the guitar (names of strings; parts of the guitar), how to tune the guitar and change strings, beginning music notation and guitar chord charts, fingerings and more. Students are encouraged to write their own music. For electric guitar, special workshop available in amplifiers, pedal boxes, electronics.
Jewelry Design & Metalwork
Jewelry design and metalworking is a skill all enjoy learning. Participants work with brass, sterling silver and copper, learning how to make earrings, necklaces, bracelets, belts, rings, hairpieces and learn about symbols and design principles. Beads and semi-precious stones in a wide range of colors, shapes and sizes are provided for increased creativity, self-expression and individuality of design.
Classes offered from 2005-2010 also included: Jazz Ensemble with Arturo O’Farrill, Intro to Latin Jazz, Master Class in Jazz Improv, Saxophone/Clarinet, Video Production, Music Technology, Parent-Child Music, Early Childhood Music, and Art.
No prior musical experience necessary to attend Feel the Music! workshops.