Edexcel AS Music Technology Revision GuidePaperback
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- Publisher: Rhinegold Publishing Ltd
- Format: Paperback | 144 pages
- Dimensions: 148mm x 210mm x 8mm | 200g
- Publication date: 28 February 2011
- Publication City/Country: London
- ISBN 10: 190744713X
- ISBN 13: 9781907447136
- Sales rank: 206,986
This concise Revision Guide provides students with key information when revising and preparing for the final AS Music Technology exams.
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Jonny Martin is Chair of Examiners for Edexcel GCE Music Technology and GCSE Music. He has been Head of Music in two comprehensive schools teaching across the secondary age range. He has also been a peripatetic guitar teacher, teaching electric, classical and bass guitar. Alongside his education activities, he has always maintained a performing schedule, regularly performing around the country in a number of different ensembles. He is co-author of Edexcel GCSE Music (with John Arkell) and is a music consultant for the Qualifications and Curriculum Authority. He has a passion for music education, delivering workshops and training for teachers and students across the UK. Chris Duffill has a background of over 25 years' experience in popular music recording, production and performance, as a keyboard player, arranger, composer and electronic musician. During the last ten years he has expanded his involvement into education, developing provision and integration of music technology across the curriculum from KS3 to A level, including work with special needs pupils at KS3. He runs music technology INSET courses and consultancy for all levels of teachers and is a principal examiner for A-level Music Technology.
Table of contents
Introduction The sound of music technology - instruments: synthesisers and keyboards, samplers, drum machines, turntables, electric guitar The sound of music technology - effects and processors: filtering and EQ, dynamic processing, reverb and delay, echo and delay, modulation effects, other effects, recording and distribution in the 20th century The sound of popular music - jazz, beyond cool in the 1960s, latin jazz, jazz fusion, blues, record companies in the 1950s, rock and roll, soul, country music, rock and pop in the 1960s, heavy rock, disco, ska reggae and dub, punk and new wave, synth pop, other pop music in the 1980s, hip hop, indie rock, electronic dance (club dance) How to write your answers Revision tips Test yourself Glossary


A 6-year-old was confined in seclusion in his elementary school, a high school student was held face down in a parking lot by a number of adults and another child, placed in seclusion, was told to use a bed pan to urinate.
Over the last three months, the Office of the Child Advocate received a number of reports like these on the use of restraints and seclusion in our schools, particularly on children with disabilities.
We were told of seclusion rooms that have scratches on the door from children who were placed inside. We were sent pictures of seclusion rooms with concrete walls, metal doors and small, square windows up high.
According to a February report from the state Department of Education, children with disabilities were restrained or placed in seclusion rooms more than 33,000 times in the last school year. The majority of these children were in elementary school. Shockingly, almost 400 of these cases occurred in preschool. These children are mostly boys, often children of color and many of them are on the autism spectrum.
The numbers are likely higher. Some districts report little or nothing to the education department, including the Hartford Public Schools.
More than 6,000 occurrences of restraint or seclusion lasted more than 20 minutes, and 1,000 incidents lasted over an hour. Forty children were restrained or secluded more than 100 times in a single school year.
Although there may be times when holding children is the only way to protect them from harming themselves or others, there is growing evidence that these practices are counter-productive and traumatic, rather than therapeutic or effective behavior intervention. A 2009 Government Accountability Office Report to Congress documented numerous cases of abuse and death related to the use of seclusion and restraint on schoolchildren during the past two decades.
The law does not count brief holds to calm or comfort a struggling child as a "restraint." Nor is a "time out" considered "seclusion," which is legally defined as confinement of children a separate room.
Significantly, federal health care law prohibits the use of standing orders for restraint or seclusion in treating children. Accordingly, in Connecticut, the departments of Children and Families, Mental Health and Addiction Services and Developmental Disabilities all have methods to prevent use of restraint and seclusion. These agencies work with children or young adults who may have profound cognitive, psychiatric or neurologic challenges.
Unfortunately, federal health care law does not govern schools. Connecticut schools are permitted to have standing orders for seclusion of children. Seclusion is a blunt, potentially traumatizing and ineffective tool for children who need individualized and expert educational planning. The only explanation for the tens of thousands of incidents reported in Connecticut schools is that restraint and seclusion are systematically used in behavior modification.
Seclusion and restraint of children is a public health challenge. We must bridge the gap between children's health care and their education. Schools must have the resources and expertise to educate children with complex challenges. Many schools do not even have a social worker on staff, much less a behaviorist, neuropsychologist or developmental specialist. We cannot talk about access to children's mental health care without addressing the need for schools to be more effectively connected to community systems of care.
The U.S. departments of Health and Human Services and Education have heralded positive behavioral support programs and the Six Core Strategies as effective in improving treatment or school climates, addressing problem behaviors in schools, and reducing unnecessary restraint and seclusion. Some Connecticut programs are making great strides with these models.
We should require evidence-based interventions in our schools, not just for literacy development, but for social-emotional and behavioral well-being. We must require meaningful training, transparency of school practices and mandated debriefing for children who are subject to repeated restraint or seclusion.
Children have the right to effective education provided in the least restrictive manner. Parents have the right to send their children to school without fear that their child — already vulnerable in the world, potentially limited in communication or even non-verbal — will be locked in a room, particularly when there is nothing to suggest that this works. And teachers have the right to do their work in a supported environment, free from injuries often caused by forced escort or restraint.
No child, much less a child with a significant disability, should be permitted to be restrained or secluded more than 100 times in a school year.
Sarah Eagan is Connecticut's acting Child Advocate. Amaka Ezeoke, M.D., a public health student Yale University, contributed to this piece.Copyright © 2015, Chicago Tribune


From Current Certainties to New Visions
Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhood contends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching...
To Be Published June 3rd 2015 by Routledge
Are you striving to establish a more creative and imaginative classroom? Are you interested in: the generosity of creativity; creative conjecture; being an advocate for creativity; welcoming the unexpected, the unpredictable and the unconventional; taking risks; learning which...
Published January 10th 2013 by Routledge
‘This book is comprehensive, up-to-date, critical and authoritative. It is also, above all, well written. It will undoubtedly become standard reading for the next generation of teachers in training and practising teachers will also learn a great deal from dipping into its contents.' - David Wray,...
Published January 9th 2013 by Routledge
Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its...
Published August 15th 2012 by Routledge
Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in...
Published February 11th 2010 by Routledge
Series: The Really Useful
What is creativity and how do we teach it? The Really Useful Creativity Book provides approaches and ideas that will enable children to develop their creativity. Written for the primary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom....
Published October 13th 2008 by Routledge
This book is essential reading for students just beginning a career in primary school teaching. Written with the needs and questions of the new student teacher in mind, it covers the fundamental aspects of the job of the primary school teacher in an inspiring yet down-to-earth way. Each...
Published April 24th 2002 by Routledge


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Classroom instruction at WIL is guided by a balanced view of literacy development. The document that best captures our orientation is Learning to Read and Write:Developmentally Appropriate Practices for Young Children. This 1998 publication was jointly produced by the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), and presents a "continuum of children's development in early reading and writing."
Head Start children may mostly be seen as being in the phase of Awareness and Exploration. Our stance at WIL is to maximize the opportunities for children to notice, developing their awareness through the many opportunities we present to explore the delightful and complex world of literacy.
WIL classrooms are literacy-rich. They abound with books -- good literature and class-produced. They offer opportunities for literacy-related play and experimentation with written forms. What they are not are classrooms in which children are skilled and drilled. Most Head Start children need opportunities to develop delight in the world that print affords us.
However, children are apprentices in the literate world, and the person who can and should guide them is their teacher. WIL includes 2 types of daily teacher-led instructionA-Rhyme-A-Week, designed to develop phonological awarenessand
A-Book-A-Week, designed to introduce children to the playful world of printed text.
At WIL, the web we weave to support our children includes their families. The Home Book Reading Program is designed to enable teachers to easily supply families with strong literacy-development support.
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About A-Book-A-Week Instruction
A-Book-A-Week instruction makes use of the 101 Best Books that have been purchased for the Head Start home-school library. Each month, four of the books from the library are highlighted. These books have been selected based on common themes found in preschools -- holidays, colors, and counting. We have also highlighted books that especially support phonological awareness.
Our downloadable instruction for each book comes in the form of 4 activity cards, one for each of the categories we believe to be important in children's development of literacy:Language Development, with attention to vocabulary and syntactic structures. (WIL's A-Rhyme-A-Week deepens this particular emphasis)
Acts of Writing, including letter-sound relationships, print concepts, and genre knowledge
Artist's Craft, with attention to the ways authors and illustrators have created their works
Lots of Links, including intertextual connections, connections to other content areas, and connections to children's lives
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WIL's A-Book-A-Week Instruction
During the course of the year, we will occasionally be adding other titles to the list below. If you do not have Adobe Acrobat 4.0, you will need to download it to open and use these PDF files.
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FILIPPI, FILIPPO DE (1814-1867), a professor of zoology and comparative anatomy at Turin University. He was the director of the scientific group affiliated with the first official mission that the newborn Kingdom of Italy sent to Persia in 1862 in order to re-establish diplomatic relations between the two countries. Upon his return he wrote several articles on Persian botany and zoology. He also kept a diary that is one of the most interesting 19th-century travel books on Persia. It was first published in parts in Il Politecnico (nos. 22, 23, 25, and 26) and then as a book in 1965 (see Bibliography). In this diary of almost 400 pages, De Filippi presented a collection of impressions, data, and scientific observations. The book covers a variety of topics ranging from lucid physical descriptions of Western Persia and modes of traveling there to its agricultural techniques, from Nāṣer-al-Din Shah’s manner of receiving the European ambassadors to the Anglo-Persian war of 1856-57 (q.v.) over Herat. De Filippi was a curious and respectful observer whose attention was attracted mostly by the nature and the landscape; but he also commented on the people and the situations he encountered. He praised the character of the Persians, whom he characterized as intelligent and hardworking. He particularly appreciated Nāṣer-al-Din Shah, who was described by him as “good and gentle, inclined to justice, favorable to the Europeans [. . .] and eager to improve Persia"(p. 246).
De Filippi, being a devout Catholic, rarely commented on the Islam, though it is clear he did not esteem it; for instance, he maintained that “elementary education is more widespread in Persian than in some European provinces: however, Islamism is an irremovable obstacle to the blossoming of education” (p. 228). Yet, religion turns to be an occasion to highlight certain Persian qualities, as in Persia“there is no reason to be afraid of [the] terrible outbursts of Muslim fanaticism"(p. 130). Overall, De Filippi had an optimistic opinion of Persians, who, in his words, had “a bright, open mind that makes them ready to accomplish every enterprise very easily” (p. 227). Moreover, of all the Italians who visited Qajar Persia, De Filippi offered the most informative account about Tehran, which he liked because of the its lush green surroundings and the magnificence of its new buildings.
Works on Persia. “Nuove o poco note specie di animali vertebrati raccolte in un viaggio in Persia nell’estate dell’anno 1862,” Archivio per la Zoologia, l’Anatomia e la Fisiologia 2, 1862, pp. 377-94; “Riassunto del catalogo degli animali vertebrati delle province caucasiche e della Persia occidentale,” Atti della Società Italiana di Scienze Naturali 7, 1864, pp. 183-86; “Riassunto di alcune osservazioni sulla Persia occidentale,” Atti della Società Italiana di Scienze Naturali 7, 1864, pp. 278-84; “Osservazioni scientifiche fatte in un recente viaggio in Persia,” Memorie della Accademia delle scienze di Torino 21/2, 1864, pp. lxxxi-lxxxii; “Sulla struttura della cute dello Stellio Caucasicus, Memorie della Accademia delle scienze di Torino 23/2, 1866, pp. 363-73; Note di un viaggio in Persia nel 1862, Milan, 1865.
Michele Lessona, “Filippo De Filippi,” Nuova Antologia di lettere, arti e scienze 7, 1967, 631-60.
Originally Published: July 20, 2004
Last Updated: July 20, 2004


Phonics For Kids – Teach Your Child To Read
One of the most important responsibilities we have as parents is to help develop a solid reading foundation for our children.
Studies show that a failure to do so can greatly hurt the child’s chances for future success and can lead to a life of difficulties and hardship.
That’s why program which focus on phonics for kids have been gaining in popularity over the last couple of years and why many parents have been turning to them. The only problem is, with so many options available, it becomes difficult to decide which program should you use to teach your child to read?
I’m sure you’ve seen many commercials and advertisements for reading programs claiming they are the “best”, but can you really trust what they say?
Not all reading programs are suitable for all children.
When you teach your child to read, you should choose a reading program that is appropriate for your child’s age and skill level set.
As a watchdog for educational products, we are constantly reviewing dozens of the child reading programs and have spoken to hundreds of parents who have used them. Based on my research, I have prepared reviews for various reading programs along with providing lesson plans utilizing phonics for kids.
What can happen If you don’t start a reading program for your child at an early age
These statistics are gathered from the National Institute of Child Health and Human Development:
- 74% of the children who are diagnosed with reading problems in the 3rd grade, continue with problems into the 9th grade. This shows the importance of building a love for reading at an early age when children are most impressionable.
- children who fall behind at an early age (even in Kindergarten and 1st grade) fall further and further behind over time. Without remedial help, child reading problems do not diminish over time, but persist through the school years and into adulthood.
- Among those children, 10-15 percent drop out of high school and only 2 percent complete a four-year college degree.
- Surveys of adolescents and young adults with criminal records show that about half have reading difficulties.
- Of youth with a history of substance abuse, half have reading problems.
What does your child need in order to read well?
You need to provide 4 things to your child, preferably at an early age, to build a proper reading foundation:
- Phonics information and the ability to manipulate the sounds that make up spoken language.
- Phonics skills and the understanding that there are relationships between letters and sounds.
- The ability to read fluently with accuracy, speed, and expression.
- To apply reading comprehension strategies to enhance understanding and enjoyment of what they read.


Reading Frida Kahlo: How Does Her Art Speak? | Renee Sandell, Ph.D.
Enjoy a new way of understanding art as you unlock the unique ideas and feelings embedded in a painting by Frida Kahlo (1907-1954)--one of the most influential Mexican painters of the 20th century. This interactive presentation will help you develop essential observation skills in successfully reading the form, theme and context in Frida’s artwork. Together as a group, we will share discoveries and interpretations of Kahlo’s life and artwork, informed by judgments based on our direct visual experience.
VISUAL JOURNALING: Easy Access to Your Innate Creativity
Treat yourself to the playful experience of VISUAL JOURNALING to activate your innate creativity. By using our “forever available” childhood experience of making lines, shapes, dots, doodles, symbols and words, we will actually be practicing a form of art expression known as marking – something all of us have done and can do virtually at will. When we choose to organize our marks to visually share an experience or tell a story or capture a memory, we practice the art form of mapping. Through these accessible mark-making skills, plus some gentle yet expert instruction and the use of special art tools, you will create a beautiful artistic expression -- a map -- of your own ideas, thoughts, feelings, and actions enhanced by your unique experiences here at the Ranch. Your map will become a celebration of your insights at Rancho La Puerta and a special souvenir to take home – created by you with absolutely no previous art experience necessary. Come join in the fun and surprise yourself!
Renee Sandell’s artistic installations of ink and water-media markings explore the human condition in time, space, and place. See her video and click here for images from the opening by Renee Sandell Marking & Mapping: Finding Time, Space, and Place at the McLean Project for the Arts on Thursday, January 19, 2012. Believing in the power of art to facilitate human interaction, healing, and transformation, Renee uses Visual Journaling through Marking & Mapping™ in her Access Your Innate Creativity workshops to foster insight and vision for individuals within organizations, health spas, businesses, and museum-based learning programs such as SummerVision DC, which she developed and directs for the National Art Education Association. Awarded the 2013 National Art Educator of the Year by the National Art Education Association, Renee Sandell, Ph.D. is Professor of Art Education at George Mason University in Fairfax, Virginia. She has published widely and served as a consultant to various school systems, museums, and cultural institutions. She has received numerous awards for her leadership and scholarship on her Form+Theme+Context (FTC) balanced approach to creating and understand art


A growing body of research literature documents the nature, process, and consequences of early childhood learning and development, and directs attention to the role of risk and protective factors in children's development. Research in HDFS on early childhood education focuses specifically on understanding the relations between home and school factors that contribute to children's positive developmental and learning outcomes. A primary research focus is on the design and evaluation of targeted interventions that support the development of children's social, cognitive and academic competence.
The Miller Child Development Laboratory School provides child development practicum and student teaching experiences for students, fulfill a need in the community for child care, and support child development research.
- James Elicker
Dr. Elicker is investigating child care quality and young children's development in early care and education contexts. (Evaluation of Child Care Quality Rating Systems; Child Care Quality and Child Outcomes in Low Income Working Families)
- Blake Jones
Early childhood is a critical time for establishing healthy habits and behaviors. Factors predicting long-term obesity and sleep deficits are often seen in early childhood. Unfortunately, problems with obesity and sleep deficits in early childhood are often stable and predict long-term problems with these issues. Dr. Jones is interested in child obesity prevention, and works with parents, child-care workers, and teachers to understand how to promote health and prevent obesity in young children.
- Douglas Powell
Early literacy and language skills provide an important foundation for later school success, including reading competence. Dr. Powell's research focuses on the development and evaluation of professional development interventions with pre-kindergarten teachers aimed at enhancing the early literacy and language development of at-risk preschoolers.
- David Purpura
Dr. Purpura’s research focuses on understanding the development of early mathematical concepts and behavioral problems. Specifically, he is interested in investigating how these domains, and other factors, interact across early development.
- Sara Schmitt
Dr. Schmitt’s research focuses on optimizing young children’s development, particularly during the early childhood years. Specifically, she studies factors that support children’s school readiness, with an emphasis on self-regulation, executive function and early academic skills. In particular, she is interested in the role of early care and education experiences and family stability in preparing children for kindergarten entry. In addition, she develops and evaluates interventions that strengthen school readiness skills for children from disadvantaged families.


Inspiration Laboratories and I are very excited to bring you our latest bi-monthly challenge, and this month it’s all about WEATHER SCIENCE. We’re sharing some of our favourite ideas and would love you to either give them a go or share your own activities and experiments.
You could make a simple barometer and learn about Air Pressure.
How about making a simple rain gauge? Don’t forget to record the results and empty it every day.
If you want to get crafty how about making a pinwheel like this one from Red Ted Art? Does it spin faster on more windy days? Could you make a kite as well?
Learn about flooding in this great guest post from Domestic Goddesque.
Inspiration Laboratories makes a great hurricane.
Learn about the water cycle with this fun mini water cycle.
Find out how water evaporates in this easy activity.
Or, how about making a pinecone weather station.
Don’t forget to check out the ideas over at Inspiration Laboratories too. We’re making a slight change to Challenge and Discover this month, instead of asking you to add your post to the linky, we’d love you to share your post on:
- Science Sparks facebook page
- Inspiration Laboratories facebook page
- Science for Kids G+ page – tagging Science Sparks and Inspiration Laboratories
We can’t wait to see your ideas, and do share old and new posts.
By sharing, you are giving us permission to grab one picture and feature your projects on our blogs and social media sites. We’d love for you to grab a button and add it to your post.


This page contains information to support educators and families in teaching K-3 students about making predictions. The information is designed to complement the BrainPOP Jr. movie Making Predictions. It explains the type of content covered in the movie, provides ideas for how teachers and parents can develop related understandings, and suggests how other BrainPOP Jr. resources can be used to scaffold and extend student learning.
Review reading comprehension strategies with your children. Remind them that active readers visualize information, pause and summarize what they read, ask questions, make predictions, make connections between books, and evaluate the text. Strong readers take notes and access prior knowledge to develop their own ideas and opinions as they read. This movie will explore how to make predictions to improve comprehension. We recommend modeling good active reading skills by reading together and then pausing to make predictions together. Look for textual and structural clues together to make educated guesses about what will happen next in the story. Help children understand how authors might foreshadow what will happen and make sure children’s predictions are supported by evidence in the text.
Remind your children that a prediction is a guess about what might happen based on what you already know. Good readers make predictions before they even open a book! Show a book to your children. Together, look at the cover and title and make a prediction. What do you think the book will be about? Why? The features on the cover can give clues about the genre of the book. Review that a genre is a type of book, such as fiction, nonfiction, mystery, memoir, or poetry. Open the book and point out the table of contents if there is one. Explain that they can read the headings and chapter titles to get a better idea of what the book might be about. They can also flip through the book to review pictures, diagrams, photographs, and illustrations to make predictions.
Encourage children to pause to make predictions as they read. Making predictions helps them stop, review what they’ve read, and think about what they’re reading. They can read a paragraph or a section and then pause to come up with ideas. They can think about characters, setting, and plot to help make a prediction. Children should make sure their predictions can be supported by evidence from the text. They should look at how characters act in the story to make predictions about how the characters will act later. They can look for patterns in the story that might come up again. Authors sometimes foreshadow, or give hints about what might happen in the story. Model reading carefully and finding clues in the writing.
To make predictions while reading nonfiction, children can think about what they might learn in a section or chapter. They can review headings and chapter titles, charts and diagrams, and pictures and captions to help make predictions. We recommend screening the Reading Nonfiction movie for further exploration.
Encourage your children to make predictions as they read, and to keep track of their ideas by taking notes. Graphic organizers such as prediction charts can be helpful here. They may also want to write their predictions down on sticky notes and put them on the page where they make their prediction. Encourage them to find the strategy that is right for them.
Help your children understand that it is important to keep predictions in mind as they read. It is O.K. if their predictions do not come true! The goal is not to predict correctly, but to understand what they read. Good readers gather information as they continue reading, and often revise their predictions. They also evaluate past predictions. Which predictions came true? Which did not?
Encourage your children to be active readers and empower them with skills to help them understand what they read. Help them become passionate readers who engage with the text and read in an efficient and meaningful way.


How important are activities like painting, band, choir or dance in Oregon’s cash-strapped schools? As budgets are cut around the state and student performance on standardized tests is prioritized over more creative tasks, making time for the arts has become a controversial issue. Why do we continue to teach the arts as classes get bigger and budgets continue to shrink? Or, from a different perspective, do we lose something as a community if our children aren’t learning creative thinking skills in the classroom? In “Teaching Creativity: Is Art the Answer?” OREGON ART BEAT looks closely at the relationship between arts education and creativity in our public schools.
This half-hour special airing on Thursday, May 27 at 8pm investigates arts education in three situations around the state:
•Milwaukie choir director John Baker fears that his award-winning choir program will not be around for long. He’s taught at Rex Putnam High School for 30 years. His choirs have a reputation as among the best in the state, but enrollment is dropping in all the art and music classes. His choir is declining in size, but still winning at state. If it eventually disappears, he worries about the impact on the school community.
•Michael Geisen uses music, theater and drawing to keep his students engaged with science at Crook County Middle School in Prineville. His teaching strategies helped him earn the National Teacher of the Year award in 2008, but he’s struggling with increasing class size and decreasing budgets.
•Young Audiences has provided artist-in-residence programs around the state for decades. In Portland we follow two artists who provide intensive instruction in mask making and drawing during their one week in “residence” in the classroom. For some students, it may be the only formal art education they receive all year.
Advocates say that the arts can be a bridge to help students understand complex material across many different subjects. Others argue that creative thinking is a critical skill for the workforce of the 21st century. While Oregon has art education standards and benchmarks that students must meet, finding the time to teach creative thinking skills is a challenge in classrooms across the state. Why are we trying to find time to teach these skills at all? “Teaching Creativity: Is Art the Answer?” explores these questions and makes some surprising discoveries.
More on Special Website
At opb.org/teachingcreativity, find original video featuring stories of how art influenced the lives of some Oregon celebrities, links to resources, a place to share your story of how art education affected your life, and more.
THINK OUT LOUD Looks at the Arts in Education
On Friday, May 28, THINK OUT LOUD will continue the discussion on the arts in education. Tune in to the stations of OPB Radio at 9am and go to opb.org/thinkoutloud to join the discussion.
ART BEAT at School
Bring OREGON ART BEAT into your school or home classroom. Visit our new and improved site to find more than 700 streaming video clips and improved search tools, plus teacher’s notes and lesson plans with related activities, resources and projects. It’s a great way to engage kids in learning and creating.
You can watch entire ART BEAT broadcasts at watch.opb.org. Video of the stories featured on ART BEAT can be viewed online immediately following the broadcast at opb.org/programs/artbeat.
Check out the ART BEAT blog at http://blogs.opb.org/artful/
About OREGON ART BEAT
OREGON ART BEAT, Oregon Public Broadcasting’s Emmy-Award winning local arts series, is in its 11th season. ART BEAT profiles Northwest artists, musicians and artisans — from an operatic baritone to a bit-and-spur craftsman to everything in between. The program airs Thursdays at 8pm and Sundays at 1am and 6pm. In the Mountain Time Zone of Eastern Oregon, the program airs at 9pm Thursdays and repeats at 7pm on Sundays. Funding for OREGON ART BEAT is provided in part by James F. and Marion L. Miller Foundation and the Kinsman Foundation. More information is available online at opb.org/artbeat.
OPB is the largest cultural and education institution in the region, delivering excellence in broadcasting to more than 1.5 million people each week through television, radio and the Internet. Recognized as a national leader in public broadcasting, OPB is a major contributor to the program schedule that serves the entire country. OPB is one of the most used and most supported public broadcasting services in the country with more than 120,000 contributors.


American Alliance for Theatre Education
Promotes theatre education, theatre arts and educators who use theatre in the classroom as well as higher education resources.
American Music Conference
Building credibility for music and music education, especially at an early age.
Arts Education Partnership
A national coalition promoting the essential role of the arts in the learning and development of every child.
Educational Theatre Association (EdTA)
Promotes and advances theatre education; provides resources for scripts, resource links, directing, designing, producing, Shakespeare, dramaturgy, musicals, copyrighting, playwriting and Thespian connections.
John F. Kennedy Center for the Performing Arts
Serving the nation as a leader in arts education.
A performing arts center representing 12 organizations (including Julliard, Metropolitan Opera, Film Society of Lincoln Center, Jazz at Lincoln Center) and links to K-12 classrooms across the nation with programming.
National Art Education Association
To promote art education through professional development, service, advancement of knowledge, and leadership.
National Association for Music Education (MENC)
Advance music education by encouraging the study and making of music.
National Dance Association (NDA)
Promotes creative artistic lifestyles through dance education and dance.
National Dance Education Organization (NDEO)
Advances and promotes dance education providing teacher resources including research, artistic, educational and cultural values of dance and provides strong advocacy online tools and information.
National Gallery of Art (NGA)
Collection of paintings, sculpture and works of art on paper from the late middle ages to today and of Europe and the United States; offers online resources for teachers and students plus a loan program.
The Smithsonian encompasses 19 museums, 9 research centers and the National Zoo. Explore the Smithsonian online resources including their encyclopedian Smithsonian, Exhibits and Events and their Research resources. It includes the American Indian Museum, American Art Museum, the Portrait Gallery and the Cooper-Hewitt Design Museum.
Smithsonian Art Collection
Art collections including textile - fiber, yarn, fabric; fashion illustration, paintings, lithographs, photography, ceramics, book illustration and 150 years of prints of American art.
Smithsonian Cultures and Communities
Artifacts from European Americans, Latinos, Arab Americans, Asian Pacific Americans, Gypsies, Jews and Christian, both Catholic and Protestant.
Smithsonian Music Collection
Music collections, performances and public programs, resources for educators including the Smithsonian Jazz Class.
Smithsonian National Museum of American History
Three million artifacts via online collections and database. Includes collections in art, music, textiles, photography, architecture, cultures and communities, and advertising.


Getty Trust, in full The J. Paul Getty Trust, private operating foundation that was founded by the American oil billionaire J. Paul Getty in 1953 for the purpose of establishing the J. Paul Getty Museum, which opened to the public in 1954. The Getty Trust has become a multibillion-dollar philanthropic foundation dedicated to enlarging and exhibiting its deceased founder’s art collection in the Getty Museum. The trust also funds and operates ongoing programs of conservation, research, documentation, and education in the visual arts. It is headquartered in Los Angeles, Calif.
J. Paul Getty began collecting artworks in the 1930s and displayed them in his ranch house in Malibu, Calif. His museum occupied a wing added to the ranch house, but the collection eventually outgrew that space, so Getty built a new museum in Malibu that opened in 1974. This second J. Paul Getty Museum was a lavish re-creation of the Villa dei Papiri, a Roman villa uncovered in the town of Herculaneum, which had been buried by an eruption of Mount Vesuvius in ad 79. Getty died in 1976 and bequeathed the bulk of his fortune—about $700 million worth of stock in the Getty Oil Company—to the museum. Legal wrangles followed, but when the Getty Trust actually received the bequest in 1982, it had grown to $1.2 billion, making the Getty Museum perhaps the most richly endowed cultural institution in the world. The trust also received part of the proceeds from the sale of the Getty Oil Company to Texaco Inc. for $10 billion in 1984. The trust’s endowment totaled more than $4 billion by the late 1990s.
In 1983 the trust diversified its activities, establishing institutes specializing in art restoration, art historical research and documentation, and art education. The trust then decided to construct a complex of buildings to house a new, enlarged J. Paul Getty Museum as well as the other operating programs. After 14 years of planning and construction, the Getty Center, a six-building campus set on a hilltop in the Brentwood section of Los Angeles, opened to the public in 1997. The buildings were designed by the American architect Richard Meier in a restrained modernist style.
The J. Paul Getty Museum occupies the largest building in the complex. The museum contains European paintings, sculpture, drawings, and decorative arts from before 1900, as well as illuminated manuscripts and photographs. The museum’s collections reflect Getty’s preference for Renaissance and Baroque paintings and French furniture. (Getty’s collection of Greek and Roman antiquities remains in the Roman villa in Malibu.)
The other buildings of the Getty Center house five institutes and a grant program. The Getty Research Institute for the History of Art and the Humanities contains a large library and archives and supports interdisciplinary research in art history and the related humanities. The Getty Conservation Institute conducts and supports scientific research and training in the conservation of art, architecture, and archaeological sites. The Getty Information Institute develops computerized databases of art historical information. The Getty Education Institute for the Arts promotes art education in schools. The Getty Leadership Institute for Museum Management offers management training for professionals from all types of museums.
The Getty Grant Program supports projects around the world involving research in the history and understanding of art and its conservation.


Leckie Math Program Promotes Conceptual Learning
Dorothy Rowley | 1/30/2013, 11:51 a.m.
Jermall Wright believes that in order for students to develop a conceptual understanding of math, they need a better grasp of the fundamentals that include addition, subtraction, multiplication and division.
However, school officials like Wright, the principal at M.V. Leckie Elementary School in Southwest have discovered the reason many students struggle with math is because there are too many procedures involved.
"One of the reasons kids are struggling with math is because we tried to teach too many concepts and skills at each grade level, and they have walked away without a deep understanding of foundational skills," Wright said. "We've been teaching a whole bunch of stuff that the kids [don't necessarily understand]. The standards have now been [condensed], which means that each grade level concentrates on concepts to build upon their knowledge, so that when they get to the next grade they can connect what they've previously learned."
Wright's comments refer to a new partnership District public schools have with Hyundai Motor America and the MIND Research Institute (MRI), a nonprofit based in Irvine, Calif., that helps students across the country increase their math aptitude.
The cutting-edge digital program provides research-proven tools for teaching and learning math through non-language based, visual instructional software. As a result, Leckie has opened an "ST (Spatial and Temporal) Math Lab," where students have access to a blended learning math program.
"ST Math is a game that features 'Jiji the Penguin,' and what makes it unique is that it's all concept- based," Wright said. "Kids directly apply what they're learning in a game approach which gives them a visual and a conceptual way of working with math standards."
Overall, the innovative program, which has been launched locally as the DC Math Initiative, is offered at 30 other low-performing District elementary schools.
During presentations on Jan. 22, Hearst Elementary School in Northwest was also celebrated along with Leckie as new participants in the program, which also aims to put students on track to become the next generation of highly-skilled workers.
The copyrighted ST Math programs were created by MRI, and are credited with changing the way math is learned. The programs reach more than 475,000 students in hundreds of schools in 26 states.
During the Leckie presentation, Hyundai awarded a $46,000 grant to help cover costs of students in 3rd through 5th-grades.
Abby Daniels, MRI director of Brand Management, said another feature of the innovative software program entails the absence of language or symbols. She said that makes participation easy for both English-speaking and non-English-speaking students, as well as students with learning disabilities.
"It's been incredibly successful with schools across the country, and we launched the partnership with D.C. public schools this school year," said Daniels. She added that MRI's ongoing partnerships with corporations, schools and philanthropic and community organizations continue to impact ST Math's success.
"The program supplements the traditional math program," Daniels said, "with the kids going to the lab during the school day - or for about 90 minutes a week."
She further explained that in using the game software, the goal is to solve a puzzle by getting the penguin to cross the screen.
"Basically, Hyundai has paid for the program to be licensed, implemented and to be expanded next year at Leckie," Wright said. "At that time, it will involve kindergarten through second-graders . . . it's individually based and it's a great program."


Even as new ebook and app technologies attempt to help solve the nation’s literacy problem, interaction between parents and children remains the most important factor in childhood literacy development a new report from the Joan Ganz Cooney Center at Sesame Workshop and the New America Foundation asserts.
About a third of all fourth-grade students read at what is considered their grade-level and only one in six of those who qualify for free school lunches read at grade-level. Technology is trying to help. About 80% of the top-selling paid apps in the education category in iTunes target children, according to a product scan by the Center, which also cites growth in children’s ebook revenues.
A measurement of these apps and ebooks found that most of them focus on very basic literacy skills like learning letters and basic sounds and relatively few focus on more advanced literacy skills like reading comprehension and grammar.
However, as the report notes, “To ensure strong reading skills for all children in the next generation, it will take much more than a flurry of literacy apps.” The report recommends that parents, teachers and programs designed to help children learn to read utilize technology to their benefit and makes four specific recommendations:
1. Promoting personal connections between parents and educators using social media, cell phones and online learning communities.
2. Make certain apps, ebooks and games that support basic literacy skills available to parents and educators.
3. Provide parents and educators with knowledge about new technologies and services available to educate children.
4. Improve the quality of teachers, librarians and family care providers by connecting them to each other and new resources that promote literacy and learning.
Despite what it labels as a crisis in literacy among U.S. children, the report concludes on an optimistic note, “We are at an opportune moment for harnessing digital media to support parents, educators and children in building the next generation’s reading skills.”
The Joan Ganz Cooney Center at Sesame Workshop is a nonprofit research and advocacy organization that promotes childhood education and the New America Foundation is a nonprofit organization that studies challenges facing America.


Routine, routine, routine. It is practically shoved down a parent’s throat these days! A consistent bedtime routine helps to encourage healthy sleeping patterns. A daily schedule, chore chart or list can help a day run smoothly. In my work with our students this summer, I have learned that for some, learning to break the routine is just as important.
I use many songs and rhyming chants to help us navigate through our day. After two to three weeks most students are singing along. The amount of language and literacy development is off the charts!
Here comes the tricky part. Two of my Early Childhood Special Education students are now stuck. It is difficult for either of them to complete a task if the routine has been changed. For example, during morning meeting the students are asked to find their written name and then their picture, which is hanging on a bulletin board. They are then supposed to turn around to greet their friends by name. My co-teacher and I have noticed in the past few days that Mia, one of our routine loving students, is not listening to the words we are saying, but going through the motions by heart. We decided that we would help Mia practice her adaptability skills by adding to, subtracting from or changing the routine.
It is amazing to watch how one little change can throw off a child like Mia. I am thankful that she feels safe and welcome in school. These big learning opportunities would not be possible if she did not trust her teachers. The first time we tried a change in routine, we asked Mia to sit down before finding her picture. From the moment the words left my mouth, Mia looked stressed and attempted to ignore my directions. I asked her to stop what she was doing and really listening to my words. With much patient practice we are slowly getting used to using our ears to hear and our brains to process important information!


As a parent, one of your many jobs is to encourage and foster the potential your child displays as he or she grows. But how can you decide if the potential you see is really an exceptional natural ability? One option is to have your child tested-formally or informally-to document the gifts and talents you suspect, and to use that information to make sound educational choices and decisions. The Rubicon Academy brings education to life for gifted children. Our goal is to prepare students for the competitive global economy that awaits them in the future. We build on the children’s natural curiosity and begin early to broaden their horizons. Our highly educated instructors specialize in developing character, knowledge and critical thinking skills in all our students with patience and encouragement.
- A small student teacher ratio (1:8) with an individually tailored curriculum which allows each
student to progress at his/her own academic level
- An exceptional math and science curriculum which includes high school level coursework
- An incredible performing art program beginning in preschool where children read music, play an instrument, and perform in public - Art education from talented artisans throughout the area
- Academic competition where we have been state champions for several years running
- Out of class, real-world experiences where children interact with experts in a given field of study
- Foreign language speaking, reading, writing
- Engineering, rocketry, and science fair experience
- Extraordinary summer enrichment
We are committed to providing a challenging and enjoyable learning experience for those families who believe that character and academic accomplishment are vital to success.
- Early use of advanced vocabulary
- Keen observation and curiosity
- Retention from varied sources of information
- Periods of intense concentration
- Ability to understand complex concepts, perceive relationships, and think abstractly
- A broad and changing spectrum of interests
- Strong critical thinking skills and self-criticism
- Early demonstration of talents in music, art, athletics, and/or the performing arts
There are several reasons to investigate a child’s learning ability. For example, if parents and/or teachers observe that a child’s learning needs are not being satisfied through the regular curriculum, or if there are possible learning disabilities that interfere with developing a child’s potential, it is important to have a full evaluation. Parents will often spot giftedness in their children, particularly if they are around other children the same age, or are familiar with normal developmental milestones.
Children of age 2 and 3:
- View themselves as the center of the world
- Learn best by “doing it myself”
- Acquire language at an amazing rate
- Love to imitate the behavior of adults and others
- Are curious
- Are in constant motion
- Enjoy taking things apart and putting them back together
Because each new moment brings new wonders to explore, our Small Hands Explorer program utilizes the HighReach curriculum. This exciting program “believes that children learn best through actively engaging with people and things in their environment. Children are involved in hands-on experiences, real-life adventures, and assisted discovery as they explore concepts through play.”
Why does The Rubicon have such a significant Performing Arts curriculum?
- Lifelong appreciation for art in many forms is cultivated through the
- The performing arts program helps hone the skills of young performers so that they will be prepared for the competitive world of performance.
- The discipline needed to succeed in the arts is mirrored in academics.
- Children can express their emotions in a healthy and creative way.
- Early musical training helps develop brain areas involved in language and reasoning.
- Students in music learn to think creatively and to solve problems by imagining various solutions.
- Research has concluded that students who study music are more successful on standardized tests such as the SAT and achieve higher grades in school.
- Through music study, students learn the value of sustained effort to achieve excellence.


Wheel and Axle
Wheels do not exist in nature, and no animals use them except people. Even people didn't use wheels until the early Bronze Age, around 3500 BC, much later than the other simple machines (the lever and the inclined plane).
The earliest evidence for people using wheels comes from Sumeria (modern Iraq), about 4000 BC, just about the time when people first began to live in cities. The earliest wheels were probably not wagon wheels, but pottery wheels. Soon after that, though, maybe around 3700 BC, people in Central Asia were making wagon wheels. You can see from the pictures that spokes developed later than solid wheels.
Wheeled wagon carrying prisoners of war (Nineveh, Iraq, 700 BC)
Wheels help people do work in two ways. First, like levers or inclined planes, wheels allow you to do something easy for a longer time, instead of doing something hard for a shorter time. If you turn a large wheel fixed to an axle, the axle will also turn. You can turn the large wheel easily (but it takes a lot of turning to go all the way around). The axle will go around a much shorter distance, but with more force. So you can use a wheel to create a mechanical advantage - you can turn something heavy, by spinning a large wheel attached to an axle that is attached to the heavy thing. That's how a pencil sharpener works. Or, you can do it the other way around - use a lot of force to turn the axle, and that will spin the wheels really fast. That's what cars do.
Also, wheels on a wagon only touch the ground at one spot at a time, keeping the rest of the wagon off the ground. This makes less friction, so that the wagon is easier to move than if you were pulling it along like a sled.
To find out more about simple machines, check out these books and games from Amazon or from your library:
Science for Kids home page
Kidipede home page


Pianomouse's musical circus is a comprehensive music learning program designed for children ages 4 and up. Developed by Kathleen Thyberg, a music teacher with more than 30 years of experience, the Pianomouse program teaches children to play piano in a fun, interactive manner. With the Pianomouse system, children will learn to read music and will be introduced to the works of the great composers.
Each lesson introduces new musical concepts that are reinforced with fun activities. With Pianomouse, your child will learn by singing, coloring, and listening to the works of Bach, Beethoven, Mozart and more.
Research studies have shown that children who learn music do better at school and that music education enhances memory and abstract thinking skills that are necessary for reading, math and science. With Pianomouse, parents can learn music and how to play the piano along with their children – Anyone can teach the program! NO music background is required.
The Pianomouse learning program consists of four Lesson Books with four accompanying Activity Books. Each Lesson Book comes with an instructional CD and Parent’s Notes that correspond with each lesson. In addition, the Pianomouse website will provide parents with an opportunity to give feedback and hear success stories from other parents and their children.
You can purchase the entire Pianomouse system – all eight books and four CDs – for much less than the cost of a few piano lessons! Give your child the gift of music – it’s a gift that will last a lifetime.


THE language of Latin could be resurrected as a mainstream subject at primary schools throughout Oxfordshire.
Latin courses are taking place at schools across the county as part of the curriculum thanks to the Iris Project, a Classics outreach programme run by Oxford University graduate Dr Lorna Robinson.
Children are taking part in activity-based Latin lessons for one or two hours a week, aimed at developing literacy.
Dr Robinson hopes the year-long pilot project could culminate in Latin having a permanent place on the primary school curriculum.
She said: "If the courses continue to go well in the schools we think this is a realistic target.
"If we have evidence of how Latin is helping to improve children's literacy, and helping them to pick up other languages, then it has to be the first step towards Latin moving on to the curriculum full-time.
"Primary schools will soon be required to teach foreign languages, and Latin certainly helps youngsters pick up other languages."
She said the Latin courses involved a series of activity-based lessons in which children learn about language, how it is put together, how it evolves and how different languages connect. There is also a myth and storytelling aspect to each lesson.
She said: "The children absolutely love it. It is something new and fresh and quite unusual, which they like. They enjoy unlocking bits of the English language and discovering where words come from. They also love the weird and wonderful nature of the myths."
Primary schools that have so far run the mixed ability group lessons include East Oxford, Pegasus and St Joseph's in Oxford and St Thomas More in Kidlington.
For information about the Iris Project, see www.irismagazine.org. To arrange a workshop at a school, email Dr Robinson on lornarobinson @irismagazine.org


Explorers Education Programme Overview
The Explorers Education Programme provides fun lesson plans, resources and activities for primary school teachers to inspire their student’s interest and knowledge in our ocean, marine environment, species and seashores.
The Explorers Education officer and other Explorer participants provide regular updates about our oceans, as well as some fun lessons, activities and exciting experiments that can be used in class.
If you’re not already part of the Explorers Education Programme, find out how to register. Join us in showing your pupils how important the marine is to everyday life! A range of activities are offered including having an Explorers saltwater aquarium in the classroom; completing and presenting a marine project in class; attending a seashore safari; or taking part in marine workshops.
The Explorer lesson plans and activities aim to integrate marine themes into strands taught in primary schools. The lessons plans are based on the NCCA Primary School Curriculum including Social, Environmental and Scientific Education (SESE), Mathematics, Language, History, Arts, Music, Drama and Physical Education.
The Explorers team have compiled a selection of teachers resources including class presentations, information books and illustrations that can be used with the Explorer lesson plans. These include background information about the seashore and Ireland s marine territory.
The Explorers team have found a number of marine related resources and websites that can be used to support teaching students about our oceans and the seas around Ireland’s coastline.
“Ask an Explorers Marine Scientist” is dedicated to answering questions relating to marine education. Check the Question & Answer Archive for all kinds of interesting information and answers to questions about the ocean and the species that live there.
The Marine Institute and the Explorer partners have designed a number of training courses and workshops available for teachers and students to learn about our oceans.


The atmosphere is the air that is wrapped all around a planet. Not all planets have atmospheres. In order to have an atmosphere, the planet has to have enough gravity to hold on to light atoms like hydrogen and helium and keep them from floating away into space. That means that the planet has to have a lot of mass.
Because the force of gravity is stronger near the planet and gets weaker as you get further away, the atmosphere is thicker close to the ground and gradually gets thinner as you go further out into space. There is no sharp edge to the atmosphere.
Earth, our own planet, has an atmosphere. When the Earth first formed, about four and a half billion years ago, Earth's atmosphere was almost entirely made of hydrogen and helium atoms, because they were the lightest atoms and floated to the top. But the Earth was still so hot, and the Sun heated the Earth so much, that most of the hydrogen and helium atoms ended up drifting off into space.
A volcano in Costa Rica
Soon after that, about 4.4 billion years ago, the Earth cooled down a lot. But there were still a lot of volcanoes that shot out steam, carbon dioxide, and ammonia. This created a new atmosphere made mostly of carbon dioxide and water, with some nitrogen.
Then about three billion years ago, early prokaryotic cells, one of the earliest forms of life on Earth, began to use photosynthesis to get food for themselves. They made their food out of what was available - sunlight, carbon dioxide, and water. And they excreted (pooped out) what they didn't need - mainly oxygen. At first most of these oxygen atoms bonded with other atoms to form molecules, like this iron that has turned red by combining with oxygen.
Iron that has turned red because of oxygen in the air
After almost a billion years of millions of cells shooting out oxygen, everything that oxygen could join with had enough oxygen, and the leftovers began to pile up in the atmosphere. Quickly there got to be a lot of oxygen in the atmosphere, or in the air. By 2.2 billion years ago, the atmosphere was about 20 percent oxygen. We can see this early oxygen in old rocks, where about three billion years ago the iron in the rocks begins to be red from combining with the oxygen in the air (rusting). All this oxygen poisoned many kinds of early cells and they died off. But other cells evolved to use oxygen for their energy, and these cells also benefited from the development of an ozone layer, a layer of one kind of oxygen high in the atmosphere that keeps most of the Sun's ultraviolet light from reaching the Earth and causing sunburns.
Since that time, the levels of these atoms in the air have changed from time to time, even though the atmosphere has continued to have a lot of oxygen in it. About 500 million years ago, the atmosphere was about 7 percent carbon dioxide. That was good for plants. About 300 million years ago, carbon dioxide was about where it is now, less than 1 percent. At about the same time, oxygen went up to about 35% of the atmosphere. Then carbon dioxide went up again, so that about 100 million years ago, the atmosphere was about 3% carbon dioxide. Big forests of giant ferns grew up because of all the carbon dioxide in the air, and the Earth got so warm that dinosaurs could live near the South Pole. Oxygen levels have also gone up and down over the last two billion years, though we don't understand the changes as well.
Today, Earth's atmosphere, or air, is about 78 percent nitrogen (mostly from the ammonia shot out by volcanoes), 21 percent oxygen (from photosynthesizing cells, mainly one-celled algae in the ocean), and less than one percent each of argon, carbon dioxide, and water. But because people are burning so much oil and coal that are made of carbon, we are releasing a lot more carbon dioxide into the air, and the percentage of carbon dioxide is going up. Right now the percentage of carbon dioxide is higher than it has been any time in the last 650,000 years (since the earliest people were beginning to leave Africa and travel around the Earth), and it is still going up quickly. This will cause the Earth to get warmer. Nobody knows exactly what this will mean for plants and animals on Earth, or for us.
To find out more about the atmosphere, check out these books from Amazon.com or from your library:
Learn by Doing - Clouds
More about clouds
More about Thunderstorms
More about Weather
Science for Kids home page
History for Kids home page


The Master of Education (MEd) in Elementary Education (non-certification) is designed for students who seek to deepen their understanding of teaching and learning, without preparing for K-8 teaching certification. The program of study anchors coursework in learning theory, instructional design, and the principles of assessment, as well as provides for elective coursework to support the student’s unique professional goals. The MEd core requirements set the study of elementary education in the context of a diverse world with varied philosophical starting points, and considers the manner in which knowledge in the field is unearthed.
In addition to the non-certification program, MEd in Elementary Education students may pursue three concentrations:
- K-8 Certification
- Dual Certification for Elementary Education K-8 and General Special Education K-12
Program of Study
- Master’s Core Component – 9 credits
3Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
3A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
3ED 5030 Research DesignKnowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
- Learning Theory Component– 9 credits
3An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
3Focuses on providing students interested in elementary or secondary teaching with prerequisite skills necessary for successful student teaching. Students will demonstrate competence in: knowledge of curriculum, lesson and interdisciplinary unit planning, organizing and delivering instruction, adjusting instruction for diverse learning styles, individual needs and cultures, evaluating outcomes of instruction and use of a variety of classroom management strategies. Seminars will address issues related to teaching and emphasize student reflection and evaluation of their teaching. All students will be required to complete directed observation, participation and teaching in an assigned school. Discussions of ethical practices and professionalism will permeate the course. Prerequisite: ED 5270.
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- Elective Component – 3-18 credits
With your advisor, you’ll choose electives appropriate for your program of study.
- Capstone Component – 3-12 credits
3-12ED 6900 Graduate Capstone ProjectThe purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
- Minimum for MEd in Elementary Education – 33 credits
For more information, visit the Educational Leadership, Learning and Curriculum Department website.
Getting started is easy!Apply today or request more info.


A new study, released by Tom Loveless of the Brookings Institute, says that most eighth graders pushed to do Algebra I shouldn't be in that class. The bottom 10% of students taking the math NAEP are students taking Algebra I, Geometry or Algebra II, all traditionally considered high school courses.
The problem is that students didn't have the foundational skills to build upon successfully. They hadn't completely learned basic skills such as multiplication and computation. In order for students to excel in middle school mathematics courses, they need to have mastered 3rd thru 5th grade math. Middle school math develops higher order thinking skills in students: a requirement to excel in high-level math courses such as trigonometry and calculus.
I recently learned that the Jeffco School District, as one of its Accreditation Indicators for public schools, is measuring how many eighth grades are enrolled in Algebra I or higher. This immediately raises two important questions:
1. How will the district pay for students taking additional math courses in high school? About four years ago the district considered increasing the high school graduation requirements for math from 3 to 4, to match CCHE college entrance requirements, and decided they couldn't afford the estimated $7 million price tag for additional teachers and classrooms.
2. Will high schools adjust their math graduation requirements if a students is advanced a year? There isn't any incentive for students to advance a year if they don't "save" a year as Seniors. This is another example of where "seat time" often supercedes "subject mastery." Related to this is the question of whether the content of these high school math courses are considered essential content. Why is Calculus important for graduating seniors to know?
As the CCHE college entrance requirements increase for students graduating high school in 2010 or beyond, to four years of math, it'll be interesting to see if the graduation rate is affected and how school districts respond to this since the graduation rate is one of the Accreditation Indicators and closely monitored by policy makers.


Small Class Sizes
What do small class sizes mean in the music education program?
Music education class sizes average 5 students per class. Here is what small class sizes mean in the Elizabethtown College music education program:
1. Personalized field placements: The director of the music education program carefully evaluates each student's abilities and develops a field placement plan that matches public school teacher expertise with student needs.
2. Extended classroom observations: Pre-student teaching students receive frequent formal classroom observations during field placements (often every other week). Student teachers receive formal classroom observations from their college supervisor every week of their student teaching experience.
3. Camaraderie: Our music education majors are a tight-knit family. From movie nights to service projects with children, Etown music education majors form bonds that last a lifetime.
4. Conducting opportunities: With an average of five students per class, students receive far more opportunities to conduct university ensembles that do peers at larger schools. Conducting experience provides students with the experience of working in front of large groups.
5. Participation: Small class sizes value participation. Our students tell us that they feel more prepared for graduate school because they have been held to high standards of participation in classes.
6. Personalized attention: Students take classes in percussion, woodwind, brass, string, guitar, piano, and vocal methods. Extensive one-on-one attention in lessons and methods classes assists students in developing diverse musical skills.
7. Personalized projects: Students have the opportunity to personalize their education as they move through the program. Seniors are offered opportunities to pursue major projects in areas of their interest. Past projects have included the implementation of technology in special education, survey research of teacher beliefs, composition projects, conducting projects, honors recitals, and the development of pedagogical materials around specific educational issues.
8. Support: With smaller class sizes we develop deep and meaningful relationships with students. Whether it is going out for coffee, private lessons, or teaching/advising, our faculty connect with students and support student growth. We care about the whole person.


Taking “moss graffiti” to it’s logically industrial application, several art education students at the University of Maribor in Slovenia challenged themselves to design a 3D printer and concluded with this machine whose results are pretty intriguing.
Designed around a modified CNC machine, the printer dispenses a mixture of soil, seeds, and water. The mixture holds its form quite well, and over time grass will grow from the print. You can see in the video below the unit dispenses around a cup’s worth of mixture to print the words “print green,” the name of the project in English (translated from “tiskaj zeleno” in Slovenian).
The device is also capable of printing along the z-axis, for creating bowls and other shapes from mud, while incorporating a top-layer of the grass seed mixture for results like this:


Wondering how to best provide support and encouragement for your kids’ piano lessons, particularly when it comes to practicing? Here’s some great advice from Augustine, FL piano teacher Heather L...
When it comes to kids’ piano lessons, how often should a student be practicing? This is a common question that I’ve often received over the years. Parents find the best instructors for their children, invest time and resources in their music education, but aren’t sure quite what to do when the kids are at home, ready to practice. Frankly, this issue might turn into a tense conversation sometimes. Teachers will remind parents of their share of the responsibility for encouraging their child’s studies; parents have high expectations of how influential the teachers will be on how diligently the students study at home. Teachers might remind parents that they can’t very well go home with the student, but on the other hand, they’re failing to help educate the parents on how exactly to be a part of the educational journey.
As a parent of a young pianist, you could be the very element in their music education that projects them to success – self-confidence, the ability to think critically, and a lifelong love of learning. If you were to study the great pianists, or even simply the best-educated, hardest-working people in the world, then you would probably find a parent who was consistently inspiring.
All of this brings us to the question, “How often should my child practice?” It is part of my teaching philosophy that every piano lesson, and more importantly, every student, is different. One job of the teacher is to identify, over time, a student’s particular learning style and general attitudes about work, and then adjust the specific practice schedule accordingly.
All students should practice six days a week. How long each daily session is, depends on the child’s age. Typically speaking, young children, ages 3 and 4, should be practicing about 10 minutes. Five- and six-year-olds should extend it to 15 minutes, seven- and eight-year-olds, 20 minutes, nine- and ten-year-olds, 25 minutes. Children ages 11 through 14 should devote a full half of an hour to their piano studies.
The time suggestions listed above are merely that. They are also subject to change due to an upcoming audition or performance. In the case in which your child has, for instance, a recital coming up, the daily practice session should be extended by 10 minutes. Practice time suggestions should also change according to long-term goals. If you have a 15-year-old teenager who wishes to audition for the Juilliard School, then his practice habits will be different from the 10-year-old soccer player who plays piano for fun and just wants a lifelong hobby.
Ultimately, the most important thing to remember is that your young pianist’s hands should be on the keys six days every week. If a child is really tired of his regular piano curriculum, then it’s still important to play something, even if it’s just for fun. Encourage your child to pull out an old piece that they’ve always loved to play. If your child dreads the length of each practice session, “I’m TIRED of practicing!”, then let him take a short break and come back to piano later. It’s important not to force a child into a frustrated and resentful state, or else they might always hate playing the piano. Inspire a healthy relationship with the his keyboard studies, and you’ll see a great pianist blossom.
Photo by roseannadana


Professor Karl Diebitsch (3 January 1899 – 6 August 1985) was an artist and soldier responsible for much of the Third Reich SS regalia, including the chained SS officer's dagger scabbard. Diebitsch worked with graphic designer Walter Heck to design the notorious all-black SS uniform. Also with his business partner, industrialist Franz Nagy, Diebitsch began the production of art porcelain at the factory Porzellan Manufaktur Allach.
Diebitsch was born on 3 January 1899, in the city of Hanover, Germany. In Hanover, he attended school for the arts. This was interrupted by his enlistment in the Imperial German Navy in 1915. He earned the Iron Cross, Second Class, while with an artillery battery during World War I.
Diebitsch had completed an apprenticeship as a decorating painter when he was in school before the First World War. After a short time being employed as a merchant, he decided to resume his art education. Diebitsch enrolled in the Design School of the Academy of Plastic and Graphic Arts in Munich on 29 October 1919.
Joining the Nazi Party
On 1 May 1920, Diebitsch joined the Nazi Party or NSDAP. His membership number was 1,436. From 1920 to 1923 he was a member of the Freikorps. He went on to complete his formal art training in 1925, followed by several years of living and working in Munich as a painter and graphic artist. When the Nazis came to power in 1933, Diebitsch moved his family to Berlin and there joined the Reichsverband Bildenden Künstler Deutschlands (National Association of German Visual Artists). In November 1933, he joined the SS. Later in 1937, he rejoined the NSDAP with a membership number of 4,690,956.
Artworks for the Third Reich
Diebitsch served as the director of SS Porzellan Manufaktur Allach in 1936 until the SS enterprise had its porcelain production facility moved to Dachau. In the same year he designed SS dagger and sword parts, along with many other SS items. In 1938 he received one of the top prizes at a House of German Art exhibition in Munich for his painting titled, "Mutter" (Mother). In 1939 Diebitsch designed the letterhead logo of the Ahnenerbe and crests for SS officers. In May 1939 he designed a window for an exterior wall of the "Konig-Heinrich" dome at the cathedral at Quedlinburg. Diebitsch also designed many German postage stamps during the Third Reich.
He designed a tapestry that was created by Elsie Seifert.
It was removed from Heinrich Himmler's residence in Berchtesgaden in 1945 by a member of the 506th Parachute Regiment of the American 101st Airborne Division. This piece originally hung in the Reichstag but was removed to Himmler's residence after a fire which destroyed a similar piece. The construction is of heavy gold bullion thread on a blood red velvet backing. Bullion tassels and chord. Size is approximately 7 x 9 feet.
War years and later life
Besides being an artist, Diebitsch was also a reserve officer in the Waffen-SS during the course of the Second World War. He received staff assignments to the SS-Totenkopfstandarte (SS Death’s Head Regiment), SS-Regiment "Germania", SS-Division "Wiking" and the Höhere SS und Polizei Führer (Higher SS and police leader) of Italy. Diebitsch was finally promoted to the rank of SS-Oberführer on 20 April 1944. He survived the war and died in 1985.
- An honorary title conveyed by Hitler. Johnson, Thomas M., Collecting Edged Weapons of the Third Reich, Volume 6, 1993, pp 78-81.
- Lumsden, Robin. A Collector's Guide To: The Allgemeine - SS, Ian Allan Publishing, Inc. 2001, p 53.
- Johnson, Thomas M., World War II German War Booty, Volume II, p 66.


KEA-SP Holds Arts for Smarts Event to Teach Children Through the Fine Arts
With the state of the economy today, many programs across the country are facing more and more cuts, and education is not immune to this trend. Often, it is in the area of fine arts education where these cuts begin.
However, the University of Kentucky chapter of the Kentucky Education Association Student Program (KEA-SP) believes the loss of arts and music programs leaves a huge void in the humanities. As a result, the UK KEA-SP recently held an Arts for Smarts day at Cardinal Valley Elementary School in Lexington.
Sponsored by a National Education Association (NEA) Community Learning through America's Schools (CLASS) grant, Arts for Smarts was designed to provide third, fourth and fifth grade students with activities that will teach math, science, language arts and social studies through visual art, music and dance.
"The focus of this project is to demonstrate the possible uses of arts as creative means for teaching core content material," said Kevin Fox, co-president of UK's KEA-SP and a student Ambassador in the UK College of Education. "Not only does this provide extraordinary opportunities for students to enjoy learning, but it also sparks creative thinking that has been proven to help students later on in their academic careers."
Activities used to stimulate the students' minds included:
- Recyclable Art -- Students used various recyclable materials to create anything they wished while learning about environmental sciences and pollution prevention.
- Music Madness -- Students made a maraca to learn about the basic components of sound and vibrations.
- Young Authors -- Students wrote and illustrated their own books emphasizing the language arts.
- Fossil Fun -- Students made their own cast fossils to learn more about the natural sciences.
KEA-SP also worked with KEA-Retired, the Fayette County Board of Education and the UK Art Education Program to put on this event. In addition, community donors donated supplies and funds to help make the program possible.
"As representatives of the KEA Student Program, we are focused on providing professional development opportunities and experience for future teachers and are committed to providing community outreach focused on bettering public education," Fox said. "This outreach project epitomizes the goals and platform of what KEA and NEA stand for as organizations as we work to help better education for our future students."
The NEA Student Program, the national affiliate of KEA-SP, is a grassroots organization that serves students nationwide and helps prepare them for jobs in education. The NEA-SP provides opportunities for professional development and leadership training and promotes student concerns.


Arachnaut's Lair - FTP Site. A music educator's ftp heaven! You'll find lots of surprising goodies here!
Aria Database - At this amazing site, you can search for arias by opera, composer, and voice part. Once you find it, many arias come with lyrics and translations.
ARTSEDGE: The National Arts and Education Information Network
Classroom Connect - Welcome to Classroom Connect's home on the Internet! We have designed this site with the hope that it will become "homebase" to thousands of K-12 educators and students around the globe.
Electronic Music Interactive - Electronic Music Interactive is a multimedia primer for electronic music that prepares students for more advanced study.
Harmony Central - Harmony Central is an attempt to bring together much of the music related items that can be found on the Internet.
History of the Metropolitan Opera - Learn about the history of one of the world's most celebrated opera companies.
Institute for Music Research - The Music Research Information Service (MRIS) is a gateway to research information in the fields of music education, music psychology, music therapy, and music medicine.
J.S. Bach Home Page - Sections here are Johann Sebastian Bach's life, complete works, recommended (or not) recordings, cantatas, and Bach information around the world. Perhaps a Website is the first medium which could put before a student so much from this complex and prolific genius. In the biography section a map shows the places where he lived, and the extensive timeline gives a framework to Bach's life, with a parallel column for contemporary musicians. The works and recordings are listed by BWV number, category, instruments, key, title, and year.
K-12 ART ED Listservs - The MUSIC-ED listserv puts you in touch with other great minds who care deeply about music education.
Maestronet Conservatory - The Maestronet Conservatory is your source of sheet music online. This is sheet music you can download and print now! All of our sheet music has been arranged by grade level by our staff and senior editors to provide a structure or syllabus which conforms to the prevailing standards or levels of the major methods from around the world.
Maria Callas - One of the most famous sopranos ever. Learn about her life and her career at this site from Italy.
Music 101 - Wonderful interactive lessons! Eartraining lessons, guitar chords, and a great links page. This is a fun site with a large amount of information!
Music Education Launch Site - a little of everything for the music educator. Offers an interactive page for teachers to share ideas and a section for music lessons. Jokes and a great set of music links for needed resources.
Music Education Online - This page is designed to aid music educators in connecting with a variety of music education resources located on the Internet as well as providing an interactive bulletin board for posting questions and comments on music.
Music Education Resource Base - MERB/CMI is a bibliographic database of more than 28,000 resources in music and music education.
Music Educators National Conference Website - Nearly 70,000 Music Educators dedicated to providing a complete, balanced, sequential education to every child in America.
Music is..and the Value of Music in Education - a home page by James Hubers on the value of Music Education.
Music Resources on the Internet
Musicians Institute - This is a most encouraging site about the power and benefits of music education.
Operas of Gilbert & Sullivan - Texts of the operettas by Gilbert and Sullivan.
Sheet Music Online - The Johns Hopkins University Sheet Music Online and the Lester S. Levy Sheet Music Collection.
Suite 101 - Suite101.com, located on the World Wide Web at http://www.suite101.com/, provides a solution to the chaotic information flow of the Net by offering to its members a comprehensive and efficient way to find high quality sites on the Web -- fast.
Underground Music Archive - IUMA is the one stop for all your Internet music needs
Wagner on the Web - Richard Wagner was a composer know for his classical music and for his operas. This site offers biographical information, as well as resources on his famous works.
Welcome to MusicSearch
Welcome to the American Music Conference! - A service to all those who care about the importance of music, music making and music education.
zZounds Music Discovery Center - Musical instruments from around the globe. If you are looking for a well known instrument or even a not so well known instrument, zZounds is the place to go. A well organized site that is well designed.


The people who thought up this brilliant plan didn't understand that kids have to know the sounds of letters, blends, etc. in order to decode words. Short, long vowel sounds. What sound does "CH" make?
What happens if you put an "E" on the end of HOT? We, who had phonics instruction and were taught spelling rules, know that an "E"added to the end of a CVC (consonant, vowel, consonant) word, gives the vowel "O" a long sound. If kids don't know the CVC rules, how are they going to master spelling at a young age? What about two vowels together? We learned "When two vowels, going walking, the first does the talking". Isn't this true of the word BOAT? What vowel do you hear? Right! "O". Any child that isn't taught the "rule" might have no idea of how to pronounce it.
One year, when I was teaching fifth grade, a boy pronounced "boat" as "BO- AT". It really didn't shock me because I knew that he had little or no phonics instruction up to fifth grade. That's a perfect example of why we need to stress spelling and pronunciations of words.
Another year, I was giving a "Back to School" presentation and told the parents that even though we weren't "allowed" to teach phonics, I teach it. I got a HUGE round of applause! One parent told me that she had been frustrated because it wasn't being taught, and she was teaching her daughter, phonics and spelling rules at home, the best she could.
That's a long story about why I created this "How to Spell Plural Nouns chart and activity! Why is it free? I'm hoping that MANY teachers download it and use it with their students, then hopefully, future generations will know how to spell!


Ten CD-ROMs Are Priced Under $10
Science for Kids, publisher of the Adventures with OSLO series, releases ten new CD-ROM titles targeted at kids ages 3-12 and priced under $10 each. Packaging options, including Build-Your-Own Multi-Paks, are available for custom quantity orders. Water!Colors (ages 3-7) is a coloring book and paint program for creating original artwork or blackline templates. Kids can print their art or export it to other programs for finishing touches. Hidden sea creatures surround the watery palette. The Learning Arcade: Maps & Globes (ages 8-15) offers information on globes, continents, oceans, hemispheres, equator, prime meridian, latitude and longitude, compass code and more. Four games test students' knowledge and skills. The Machines Expo (ages 7-11) is a playful and wacky presentation of modern and ancient use of simple machines. Basic physics is tested in the Rube Goldberg contraption, which advances when users provide correct responses. Other new titles are The Water Planet (ages 5-9), Jimmy Saves the Day! (ages 3-8), Water Wonder (ages 6-12), Amazing Machines (ages 6-10), The Mystery of Tooltown (ages 8-14), CELL Search (ages 7-11) and The Great Search (ages 5-10). Science for Kids, Lewisville, NC, (910) 945-9000.
This article originally appeared in the 09/01/1996 issue of THE Journal.


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


A N international project led by North-East academics will take lessons from around the world to help improve mathematics and science skills in Europe and South Africa.
Working with partners across eight countries, researchers at Newcastle University will look at how technology can be used by teachers to help raise attainment levels among the lowest achieving students.
The 1.9m Euro project will focus on nine to 13-year-olds, as this is when progress in mathematics and science tends to tail off.
“How we go about changing attitudes will be key to the success of this project,” explained Jill Clark, project co-ordinator. “We want to challenge the belief that there is such a thing as ‘fixed ability’ where children are given subtle but potentially damaging messages that there is a limit on what they can achieve.”
Researchers will focus on two areas which intersect both: understanding of graphs and data handling. They will also look at basic numeracy.
In the UK, around 17m adults only have the numeracy skills of a primary school pupil. Therefore, early intervention is crucial if teachers are to have any chance of turning around the sobering figures released by the Organisation for Economic Co-operation and Development (OECD) which placed the UK 21 out of 24 industrialised countries for numeracy levels among 16-24-year-olds.
“It’s not just about better ways of teaching mathematics and science, but also addressing attitudes and anxieties among students, teachers and parents and finding ways to counter these obstacles to learning,” added David Wright, deputy project co-ordinator.
“It’s quite clear there are several factors at play which influence attainment, including gender and economic inequality, but what is interesting is that in some schools and some countries they manage to mitigate these factors. This project will work out what works, and why, and share this knowledge across the board.”
The project is being funded through an EU grant for the next three years.
A conference to mark the start of the project and bring together all the partners for the first time was held at Newcastle University last week.
One of the outcomes of the project will be a toolkit for teachers of activities, resources and teaching tips.
This international project stems from Newcastle University’s iLab:Learn, which facilitated research into new ways of learning by taking pedagogic methods and applying them through the use of digital technology.
Other partners include Nottingham University in the UK and universities in Ireland, France, Germany, Italy, Holland and South Africa.