Rachel Price, SHS Teacher
Phone: (325) 235-4371
To promote quality visual arts education in Texas by promoting visual arts education as an integral part of the curriculum through professional development of knowledge and skills, representation of the art educators of Texas, service and leadership opportunities, and research and development of policies and decisions relative to practices and directions in visual arts education; to sustain and advance professional development; to encourage and promote the advancement of knowledge and skills.
The Texas Art Education Association believes:
- The visual arts are essential at all levels of human development.
- The visual arts are sensitive to learning styles and multiple intelligence: all students are capable.
- The visual arts develop critical and creative thinkers.
- Visual literacy and self-expression in the visual arts are vital forms of communication in our global society.
- Quality visual arts education requires instruction by professional certified art educators.
- Continuous professional development is necessary for quality teaching.
- Active support of research and development in visual arts education is essential.
- Promotion and implementation of quality visual arts education through communication with students, parents, school administrators and community leaders.


The Heart of Art Education: Holistic Approaches to Creativity, Integration, and Transformation
National Art Education Association
Place of Publication
Although a growing body of literature on holistic teaching and learning abounds, little has been written specifically for art educators. In the visual arts, holistic education begins with the recognition, now widely accepted, that each dimension of the individual can be educationally involved in making and/or studying art. This focus on comprehensive, or holistic, development through meaning-making is “the heart of art education.”
This anthology showcases an array of philosophies, methods, and lessons learned as teachers strive to meet the holistic needs of children and young adults. Focusing on meaning-making in the art room by viewing and critiquing art from other cultures, fostering harmonious relationships with nature, and examining transformative and integrated learning techniques, this volume provides insights for educators at all levels—from PreK-12 teachers, to university faculty, to researchers, community art center personnel, and museum educators.
Art and Design | Art Education
Laurel H. Campbell and Seymour Simmons III (2012).
The Heart of Art Education: Holistic Approaches to Creativity, Integration, and Transformation. Reston, VA: National Art Education Association.


Research paper music curriculum
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Research paper music curriculum
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Theories, Practices, Policies- Foreword by Indira V. Samarasekera
12. An Evaluative Case Study of the UNICEF Global Education Projectin Iran, 2000–2003 Mehdi Mahdavinia 158
CHAPTER 12 An Evaluative Case Study of the UNICEF Global Education Project in Iran, 2000–2003 Mehdi Mahdavinia In 2000, an evaluation of Iranian elementary education revealed that it did not suc- cessfully prepare students for the future. The failure was attributed to the teacher- centered, content-oriented education system. In 2001, the Iranian Ministry of Educa- tion began a pilot project that introduced an alternative curriculum, known as “global education,” with UNICEF’s participation. Global education, a participatory and col- laborative approach to learning, proposes a holistic curriculum that encompasses all dimensions of learning. In a qualitative case study, this author evaluated the implementation of global education on Iranian learners in two provinces: Sistan-Baluchistan and Tehran. The data showed that the pupils not only learned life skills and the importance of sustain- ability, but enjoyed the process as well. They also established relationships with their peers, parents and teachers. However, pupils, teachers and principals also found global education ambiguous. Teachers and principals found it time-consuming, hard to im- plement, and hard to explain it to government officials. In addition, global education’s philosophy and content hardly complied with Islamic teachings, the main focus of government policy makers. The results of this study suggested that the Iranian future curriculum should em- phasize present and future needs, both locally and globally. Emphasis on learners as global citizens and their ability to establish global relationships is more important than any other immediate or long-term program for education in Iran. How Did I Come to This...
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Mathematics Term 4 @
Roxburgh Park Primary school proudly implements the Victorian Curriculum when teaching Mathematics. We also work in Professional Learning Teams and use the work of Booker to underpin our teaching and learning.
The Victorian Curriculum for Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and applications in many other fields are built.
The Victorian Curriculum for Mathematics aims to ensure that all students:
- develop useful mathematical and numeracy skills for everyday life, work and as active and critical citizens in a technological world
- see connections and apply mathematical concepts, skills and processes to pose and solve problems in mathematics and in other disciplines and contexts
- acquire specialist knowledge and skills in mathematics that provide for further study in the discipline
- appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.
RPPS shared vision is for all students to receive high quality teaching in mathematics to support the development of rich mathematical knowledge and understanding and for all students to apply mathematical skills with confidence in their daily lives.
An example of a Numeracy Lesson at RPPS is as follows:
1- 2-5 mins warm up
2- Learning Intention (+real life connections)
3- Explicit teaching (group, individual, investigations, problem solving, game)
4- Check for understanding (what are you looking for?)
5- Reflection –Discussion (main points of the lesson, future learning)
Students participate in a minimum of 5 sessions of Mathematics studies per week, and teachers integrate Mathematics into other curriculum areas where applicable.
At RPPS we like to encourage students to use Mathematics in their everyday lives and here are some ways in which you can help support your child’s learning at home:
- Count the food items as they are placed in the trolley or unpacked at home.
- Count each toss of the ball as you play a game.
- Count the steps to the letterbox, front door, clothes line.
- Collect and count objects such as toys, shells, and flowers from the garden.
- Count days on a calendar. Count days down to a special event.
- Read books that involve counting.
Ask your child questions to encourage them to investigate maths:
- What shapes can you see?
- How could we measure the...?
- How will we find half?
- What is the best way to share...?
Turn everyday events or objects into a maths story:
- Count the fruit in the fruit bowl.
- Cut fruit into six pieces.
- Count the pieces of toast you cooked at breakfast.
- Add the total of cutlery at the table.
- Count the number of people travelling in the car or the bus.
Encourage your child to draw and talk about the number of things in the pictures they have drawn. Write down your child’s ideas as a story. Here are some examples:
- There are five pieces of fruit in our bowl. Three are apples and two are bananas.
- My lunchbox has four things inside. One sandwich, one orange and two slices of cheese.
Thank you for your support in your child’s education!
Numeracy Leading Teacher


Sound it Out!: Phonics in a Balanced Reading Program
Are you interested in a phonics program that is part of a balanced reading program? Rather than treating phonics as an end in itself, this brief yet comprehensive book shows how phonics fits into the overall process of a childs learning to read. It helps students understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the book has a solid research knowledge base so that students will understand what they are doing and why they are doing it in the classroom. The text includes information about all types of phonics programs and many different approaches to teaching phonics for reading and spelling.
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What Is Phonics Anyway?
A Dispassionate View
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ability activities alphabet books alphabet training alphabetic principle American English approach beginning reading cards child children's literature classroom combinations compound word consonant blends consonant digraphs consonant letters consonant sounds context decoding diphthongs discrete phonics elements educational emphasis end of words English orthography example focus grade graphemes helping children learn identify important initial consonant initial sound International Reading Association invented spelling involves knowledge learning letter learning to read letter names letters represent literacy long vowel sounds meaning patterns phonemic awareness phonics instruction phonograms Phonological Awareness place of phonics practice read and spell read and write readers reading instruction reading program Reading Teacher recognize rhyming words rimes schwa segmentation sentences short vowel silent silent letters sound-symbol relationships sounds in words spoken words story strategies suprasegmental syllable taught teaching children teaching reading Teaching Suggestions vowel letters wh digraph whole language word families written language written symbols young children


Education System in Patna
Patna, the capital city of Bihar, situated on the southern fringes of the river Ganges, is one of the oldest and most populous cities of India. Besides being the administrative center of the state, Patna is also a significant educational center. Education in Patna has attracted students from various parts of the country. Especially students from remote areas of the state of Bihar come to Patna so that they can prepare well for competitive examinations such as I.A.S. and State Civil Services and take advantage of the facilities available in the city.
While most of the government schools are affiliated to Bihar School Examination Board, the private schools are affiliated either to ICSE (Indian Certificate of Secondary Education) or to CBSE (Central Board of board of Secondary Education).
Besides the government schools and the private schools there also are schools managed by Christian missionaries.
Notre Dame Academy, established in 1960 is one such school, which is well known for the quality of education it provides to its students.St. Joseph’s Convent High School, St. Xavier’s School and St. Michaels School all of which were established during the middle of the 19th century, still continues to be backbone of the elementary education system in Patna.
The fee structure in schools which are under the administration and management of the state government are lower compared to that in the private and the Christian missionary schools. People belonging to the economically backward sections of the society are therefore able to provide good quality education to their children through these schools.
Most of the colleges in Patna are affiliated to the Patna University, which is one of the oldest universities in the country. Since its inception the University has become epicenter of higher education in the state and across the country.
The University has several colleges and institutions under its affiliation, which provide quality education in the diverse fields of Law, Science and Arts, Commerce, Medicine and Engineering. The University also runs a Directorate of Distance Education.
Prestigious Institutes of Patna
Among the significant educational centers, is the L.N.Mishra Institute of Economic Development & Social Change. It is a renowned management institute functioning under the Government of Bihar that has been granted autonomous status by the Magadh University. The National Institute of Technology is a reputed Engineering College, whose origin goes back to1886. Due to its commendable work in the field of education, this college is enlisted as a Deemed to be Universities under the UGC Act, 1956.
Patna Women’s College is another reputed institution, which attracts students from all over India
Some of the other important colleges which are under the affiliation of the Patna University are :
- B. N. Collegiaten School
- A. N. College
- Veterinary College
- Women’s Training College
- R.P.S. Institute of Technology
- Vanijya Mahavidyalaya
Motive of Patna section
This section- Patna Education- is a humble effort from our side to provide listing of all the colleges and institutes of Patna. We have tried to include as many streams and colleges as possible- like Engineering Colleges in Patna. Management Colleges in Patna , Medical Colleges in Patna , Law Colleges, etc in the hope that you would find this educational information very useful.
We have tried our best to provide accurate and updated details about the education system in Patna, various colleges and other educational institutes in Patna. However, if you encounter any discrepancy about the details of any Patna college- be it engineering college or medical college or Management College in Patna, do write to us. We welcome any kind of feedback that will improve the quality of this page, a page that strives to provide the best information on Patna colleges and institutes.


PODI5301 Podiatric Medicine 5
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Important areas of podiatric medicine are explored in detail. This includes musculoskeletal medicine; the role of the podiatrist as a team member in managing sports-related injuries; and the diagnosis and podiatric management of common sporting injuries of the lower extremity, including the use of physical therapy modalities used in the treatment of soft tissue injuries of the foot and ankle. The growth and development of the paediatric patient are explored, together with diagnosis and treatment of musculoskeletal conditions affecting the lower extremity in the young patient. Similarly, the special medical, nursing and social implications of ageing and aspects of geriatric medicine relevant to podiatry are discussed.
- Students are able to (1) discuss specific podiatric pathologies of patients with disabilities; (2) discuss and differentiate between various soft tissue tumors affecting the foot and ankle; (3) identify and discuss the use of appropriate scheduled medicines in general and specialist podiatric practice for selected conditions; (4) discuss various techniques used in myofascial therapy and physiotherapy applied to foot and ankle; (5) understand the indications and administer injections in the foot and ankle; (6) understand common traumatic and sports injuries to the foot and ankle and their management; (7) describe the management of common podiatric conditions among elderly people; (8) demonstrate the ability to educate the patient and carers about preventative care of various podiatric conditions; (9) describe the medical and social needs of the Aboriginal and Torres Strait Islander peoples and their impact on podiatric care; (10) display professional behaviour in a variety of clinical/educational settings; (11) discuss medical and legal issues in Podiatry; and (12) discuss aetiology, clinical presentation and management of common paediatric condittions.
- Typically this unit is assessed in the following ways: (1) written examination and (2) assignment. Further information is available in the unit outline.
To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the written examination component.
Supplementary assessment is available for students currently enrolled in the unit who obtain a mark of 45 to 49 overall and a mark of at least 45 in any Failed Components.
- Unit Coordinator(s)
- Associate Professor Reza Naraghi
- Unit rules
- successful completion of PODI4205 Progression of Clinical Practice 2, PODI4206 Podiatric Medicine 4, PODI4207 Pharmacology for Podiatrists, PODI4208 Research Methods
- Contact hours
- 3 hours per week
- Unit Outline
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


- Tips to maintain French reading, writing, and language skills over the summer (PowerPoint Presentation from CPF/GSP Information session on June 10, 2013) This information is also useful to use regularly over the school year to enhance learning and promote the French language that is being taught at school.
- Websites Blog (websites to help with French literacy and numeracy skills in a Fun way, created by teachers at GSP, June 2013)
Canadian Parents for French (CPF) is the national network of volunteers which values French as an integral part of Canada and which is dedicated to the promotion and creation of French-second-language learning opportunities for young Canadians.
- PEI Chapter – http://cpfpei.pe.ca
Canadian Parents for French – Prince Edward Island, is a registered charitable organization. It is one of eleven provincial Branches of our national organization, Canadian Parents for French. We also have local Chapters across the province that carry out activities that support French as a second language (FSL) learning both inside and outside of the classroom. We are fortunate at Glen Stewart Primary School to have our own local chapter of Canadian Parents for French.
The Glen Stewart local chapter is lead by Angela MacDonald and Marsha Cusack . Our local chapter holds events and activities throughout the school year to encourage French Immersion students to use their French outside the classroom in a fun and interactive way. Please watch the newsletter and class blogs for upcoming CPF school activities!


Art Education Philosophy
Sunday, November 30, 2003
"Here Peace cat!, Here Peace cat!" 3rd Grade student
Art as a connection
Art is a means of expression and also a way in which we connect to humanity. The pure act of creating a work of art is a process of communication. It is a way to connect with others; reaching outside of ourselves. It is the creator communicating with the observer.
"Here Peace cat!, Here Peace cat!"
Saturday, November 29, 2003
Magic moments that change lives
Our job as art teachers is to provide the minutes of magic that point our
students on the road to artistic creative expression.
Many years ago as a teenager I spent a few hours at the Phila. Art Museum,
baby siting a four-year-old cousin. I remember us walking through the
various galleries finding things in paintings, each new work of art became
an adventure. Years later she told me how much our visit to the museum
meant to her and her present day passion for the arts. It wasn't just the
visit to the museum; it was the intensity of the experience that made the
difference. To be meaningful, an art experience must engage passion,
depth, and commitment.
Once experienced The Creative Experience becomes a connection to something
greater than ourselves. Ask an artist why they make art and most often
they describe an experience that sounds mystical: Â words seemed to pour
from my consciousness; time stands still; I looked up from my work and the
sun was coming up; I felt part of my painting, my minds' eye became
electrified with images. No matter what happens in life, the artist
always comes back to the act of creating art, the need to make art is an addiction.
we must strive to bring to the art experience Passion, depth, and commitment: In depth arts experiences can give birth to a defining moment that brings into being the need to create and to engage in creative adventures.
We as arts teachers can become the cosmic traffic cop that shift students'
lives in the direction of creativity and expression.
to view how I have tried to put my philosophy into action visit


The Importance of the Home Learning Environment
The interaction between parent and child at home can have a significant impact on a child’s language and literacy development. By engaging with books, songs and rhymes at home, all parents and carers can support their child’s learning.
* Children from a lower socio-economic background will go to school having heard 32 million fewer words than their middle class peers (Wolf: Proust and the Squid)
* At 20 months, babies of talkative parents knew 131 more words than infants of less talkative parents. At 24 months, the difference was 295 words (NHS Maternal Early Years Website)
* How parents interact with their children will have a lasting impact on the child.
Conducted in 27 nations across the globe, this study explores the impact that the presence of books in the home and growing up with a reading culture has on children’s wider academic attainment.
“Children growing up in homes with many books get 3 years more schooling than children from bookless homes, independent of their parents’ education, occupation, and class.”
Key facts from the study:
- Creating a ‘reading culture’ and having a wide selection of books present in the home enhances a child’s educational attainment.
- Exposure to reading within the home had an effect regardless of where in the world the study was carried out.
- The impact of a home reading culture was strong regardless of other well-known factors in educational attainment: parents’ education, parent’s occupation, class, gender, nationality and under all political systems.
- Increasing the number of books in the home, even by one title at a time, has a great impact on a child’s learning and boosts their attainment in the first few years of school.
- Evidence of the benefits of a home library can be found in all areas of society. However, the greatest impact is felt in modest income families and those with the lowest levels of education.
- The presence of books in the home and the love of reading it creates is something that is likely to be passed from generation to generation within a family.


Human Skeleton Facts for Kids Video
The human skeleton is an interesting but complex structure. An adult human has 206 bones. At birth, we all have 300 ones but they fuse together over time as we grow. Our skeletal system does more than helping us to hold the shape of our bodies. It also provides protection to internal organs, produce new blood cells, assists in body movement, endocrine regulation etc. Although our teeth are considered as a part of the skeletal system but they are bones. The medical study of human bones is called orthopaedic.
Quick Facts: –
- The femur or thighbone is the longest bone in the human body.
- Female and male skeleton are slightly different in their shape.
- The jawbone is the only bone in our entire body that can actually move.
- Every seven year, human skeleton gets replaced by new cells.
- Our hand and feet have more than 50% bones of the entire body.
- The most common bone disease is osteoporosis.
- Bone marrow is a spongy tissue filled inside your bones that aids in the production of new red blood cells.
- Some people have an extra rib that can cause health issues.
- The world’s first functional prosthetic bone was developed by Ancient Egyptians.
- The hyoid bone that is located in your throat is the only bone that is not connected to any joint.
- The knee is the biggest joint of our body.
- Calcium is good for maintain good bone health.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts for Kids about Human Skeleton ." Easy Science for Kids, May 2018. Web. 23 May 2018. < http://easyscienceforkids.com/human-skeleton-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2018). Facts for Kids about Human Skeleton. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/human-skeleton-facts-for-kids-video/
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Music Assemblies Fill Many Needs
Recent school cutbacks in music education have put added pressure on community symphonies and other groups that bring music education into the classroom.
“The more the schools are faced with cutbacks, the more the orchestras are being invited to come in,” says Krishna Thiagarajan, president of Symphony in C Orchestra in Camden, NJ. “But, it’s a difficult proposition because orchestra programs are designed to support, not replace existing programs in schools.”
Teaching the Basics
When students have a limited knowledge of music and instruments, school assembly programs must pick up the slack. The Symphony in C offers a classroom program in which an ensemble of four or five musicians and the assistant conductor play and discuss classical music. Kids learn how the instruments function and sound, and how musicians work together creatively.
Many children today are unfamiliar with classical music, even compositions designed for kids such as Sergei Prokofiev’s Peter and the Wolf, Benjamin Britten’s Young Person’s Guide to the Orchestra or Wolfgang Amadeus Mozart’s Toy Symphony. Outside groups can bring these classics to students in a fun and interesting manner. For example, when it presents Peter and the Wolf, Symphony in C assigns different instruments to particular characters in the piece.
“We give each of the instruments a personality that the kids can relate to,” explains Thiagarajan.
Combining Music with Curriculum
A new trend integrates music assembly programs with schools’ core subjects, including math, science, English and social studies. “This fosters students’ multiple intelligences in learning, so we’re gearing our music programs to what’s relevant in the students’ lives,” explains Lisa Vaupel, education programs coordinator for the Delaware Symphony Orchestra.
Adventures with Fractions is an interactive program that gives students an understanding of simple fractions and their use in music by talking about how time is divided into parts. The course culminates in the students composing their own music, which the Delaware Symphony’s string quartet plays.
“Kids love it because it’s their own work and they understand that by making the fractions add up to these whole units, they’ve created music,” says Vaupel.
Lesson guides are available to support teachers in using music to enhance the teaching of core subjects.
For example, in the Delaware Symphony Orchestra’s Scheherazade program, smart board lessons are available in geography, as well as a lesson in ancient Persian art and history. The unit culminated in a field trip to the Symphony to hear the piece the students had learned about on many levels.
Incorporating Relatable Themes
Schools are eager to bring in assemblies related to anti-bullying, and some include a music component. Willow Grove, PA-based electric violinist Caryn Lin incorporates stories about not being bullied into her program Bach to Rock. She says her presentation combines performance, music education and self-esteem building.
Other popular themes for music enrichment programs include anti-violence, character building and conflict resolution.
Keeping Students’ Attention
It helps to have a hook that draw kids in, whether it involves a discussion or big-screen videos that relate to the music. Creatively incorporating technology into music programs often heightens students’ interest, particularly for older kids who require more detailed programs.
Caryn Lin recently added a Power Point presentation to give her program a visual component. “When I would talk about electronics, the kids could never see it before, so now there are pictures and fun illustrations that go along with the show,” she says.
“You have to be much more interactive with your student crowd,” says Thiagarajan.
Terri Akman is a contributing writer to MetroKids


In the debates over the place of music in education a range of arguments are put forward as to why music education should be a mandatory component of every child’s schooling. Most of these arguments are unpersuasive, as it turns out; the proof of this bold assertion is in the fact that most children’s music education is cursory, peripheral, or non-existent in all but the very best-resourced schools.
The first argument that really underpins most pleas for music education for all children is that music is good. Not that it is good for you (that would be a utilitarian argument) but rather that it is good in and of itself, and by virtue of this all children should be educated in music. [This is the educational equivalent of believing that music is not about anything, that it is about itself, or that it about nothing, and this was certainly the dominant view in academia for much of the second half of the twentieth century.]
The problem with first asserting the goodness of music, and then demanding its inclusion in the curriculum on the basis of this assertion, is that not everyone necessarily agrees that music is simply in and of itself a Good Thing. That’s not to say that music is seen as a Bad Thing, but rather just as a Thing, along with all the other Things that humans make, do and enjoy. This puts music in the same macro-category as roller-blading, cake-decorating, chess, finger-painting and bingo.
Hmm. On that basis we can’t expect primary schools to devote all that much time to music education, surely?
Another common argument is that music is the one art form common to all human civilisations (no matter how small each ‘civilisation’ might be). Now this argument has inherent within it a lot more promise than the simple declaration of the goodness of music, mostly because, in the flat-earth, globalised community we find ourselves a part of, music easily takes on a mantle of ‘unifying force for humanity’ in the public imagination. Look only to the public concerts that raise record amounts of money for victims (local and global) of bush fires, tsunamis and famine.
But this argument begins to unravel as soon as the public imagination takes hold of it; passive consumption of music appears to require no particular education, so why should the commonality of music across human expression imply a need to educate children in music? It is easy to assume that music is an innate aspect of being human, rather than a mental discipline like mathematics, or an employment pre-requisite like reading.
The third frequently used, but ultimately unconvincing, argument for mandatory music education all children is that music improves performances in specific types of mathematical thinking. This argument is unconvincing partly because the research does not support a blanket more music= better maths equation. But, in a community which distrusts experts, this is not the primary reason for the public to not quite buy into this rationale. At the end of the day, this argument doesn’t really ring 100% true in popular thinking because the major narratives we associate with musicians have absolutely no connection to the narratives we associate with mental arithmetic (book-keepers), statistics and probabilities (actuaries and analysts) or spatial reasoning (engineers). It seems unreasonably counter-intuitive to the general public that music assists the development of skills that build better bridges and calculate larger tax returns.
These three arguments are never going to produce a real change in the political debate or the educational culture, and it’s high time musician-educators stopped bringing them into play. These unconvincing arguments clutter the conversation, and prevent us from looking at what our students and children are missing out on when they don’t get a musical education.


Carroll County Public Schools offer all students in grades elementary through high school access to elective programs in choral music. The method of scheduling chorus in the elementary and middle school grades varies from school to school. Ask your school's music teacher how to get involved in the chorus.
In some middle schools, chorus is the music class that students select in place of the general music course offering. In this case, participation in the evening public performance is a requirement for this courses grade.
In most elementary schools and some middle schools the chorus is an extracurricular opportunity that is scheduled as a pull out program. Choral music is one of the first opportunities a child's education for the child to formally reach beyond the required course of study into an elective. Children who study choral music develop a work ethic that emphasizes attention to detail and delayed gratification. These are two traits that are found in the most successful academic students. Since rehearsals are a pull out program, children will have the opportunity to develop habits of personal responsibility, such as making sure that they get any make up work completed that occurred while they were out of the room. Therefore, this is a discussion that parents should have with your child before joining the pull out choral music program.
Many parents wonder if their child is ready for this responsibility, but research tells us that students who participate in music pull out programs, academically out perform their peers who do not participate in the pull out programs. These benefits don't come easily but are well worth the effort required by the student and the effort of support given by the parent and the teachers.
The high school choral programs offer opportunities to explore sophisticated literature and active involvement in curricular as well as extracurricular music program experiences. Enrollment in these classes fulfills the fine arts graduation requirement mandated by the State of Maryland. The high school music programs offer course work that can provide students with the ability to begin their journey to have music as a profession or to gain a richer insight to a life long avocation.
Although many people in the community know the choral programs for their performances at the various school and community events, the focus of our program is on comprehensive musicianship – specifically, the development of musical perception, aesthetic sensitivity, and technical mastery. Certainly there are other social enrichment by-products and the development of priceless life skills learned by all of our music students, but these are in addition to the foundation of our program's number-one priority – music education of our students.


Pigeons.... friends or foes? Today's book is all about this controversy. What do you think? Let's enjoy.
"Dr. Coo and the Pigeon Protest"
Authored by Sarah Hampson
Illustrated by Kass Reich
Kids Can Press
April 3, 2018
Unwrapping some wonderful illustrations
About the book
Pigeon power needed! Pigeons unite! It's time to stop being disrespected by the people around us. We are waging war on discourtesy!
Dr. Coo, a sophisticated, big-city kind of pigeon, rallies the troops and mobilizes them for victory. You see all the pigeons feel that they get no respect as people swat at them with their umbrellas, shoo them from their perches and make them feel like pests, unworthy and unwanted. Other birds are admired and revered but not the pigeons.
In bygone times pigeons were held in very high esteem and worked in harmony with mankind. They once delivered news of the Olympic Games throughout Ancient Greece and medicine to soldiers on battlefields. They were important to humans even called heroes, but alas, no more. Something has to be done to get them in high standing once again. Enough is enough!
Dr. Coo cleverly uses his smarts and hatches a plan to reinstate pigeons back to their rightful place and reclaim the admiration and respect they so deserve.
It will be Pigeon power at it's best... but will it work? Healing and harmony is on it's way thanks to the good doctor... Dr. Who? No silly... Dr. Coo!!!!
Storywraps Rating - 5 HUGS!!!!
About the author
Sarah Hampson is an award-winning journalist with the Globe and Mail. This is her first foray into the world of writing for children. She lives in Toronto, Ontario.
Kass Reich worked for three years in Beijing as an early childhood educator --- and that's what inspired her to start making picture books. She now lives in Toronto, Ontario.
About the illustrator
Kass Reich was born in Montreal Canada. She works as an artist and educator and has spent a majority of the last decade traveling and living abroad. Kass graduated with a degree in Art Education from Concordia University then picked up and moved to Beijing where she worked as an early childhood educator for nearly three years. Working with the little ones inspired her to start making picture books for very young learners. After Beijing she lived in Hong Kong, London England and Melbourne Australia. She now finds herself back in Canada but this time in Toronto
To follow Storywraps:
I put hours of work finding the best kid's books to review for you each day. If you enjoy visiting Storywraps and would like to donate something for my time and effort I would greatly appreciate it.
Go to the top of my blog at the right hand corner (below my photo) and please donate what you feel lead to give. The amount you donate and the frequency you donate is totally up to you. I thank you in advance for your support. I love what I do and appreciate any amount that you may give so I can make our community even better. Thanks a million!
Read on and read always!It's a wrap.


(Photo of Theresa Van Lith, assistant professor of art therapy in FSU’s Department of Art Education)
A researcher is working with art therapists to find better ways to treat children who have Autism Spectrum Disorder (ASD). Researchers were able to develop a set of guidelines for delivering art therapy to children who have ASD.
A Florida State University researcher is working with art therapists to find better ways to treat children who have Autism Spectrum Disorder (ASD).
Theresa Van Lith, assistant professor of art therapy in FSU’s Department of Art Education, led a study that surveyed art therapists working with children with ASD to develop a clearer understanding of their techniques and approaches. The study was published this month in the journal Arts in Psychotherapy. (July 20th, 2017)
“I had noticed that is there is a high number of art therapists working with people who have autism, but I wanted to understand what their practice wisdoms were in terms of how they go about facilitating art therapy sessions,” Van Lith said. “We want to make it a transparent process for the client or the parents of a client, so they know what to expect.”
The Center for Disease Control and Prevention estimates that one in 68 children is diagnosed with Autism Spectrum Disorder by age 8 each year. As that population grows, more parents and educators are seeking out art therapists to address social development and sensory issues that generally accompany ASD.
The research team compiled and analyzed the art therapists’ expert opinions on topics such as what worked with ASD clients, their objectives during a session, their most preferred theoretical approach and the considerations they had to make when working with children with ASD.
“We realized there wasn’t a consensus with the theoretical approaches they used,” Van Lith said. “They were having to use a number of theoretical approaches together, and we wanted to understand what that would be like in practice.”
While the survey results varied, the researchers were able to develop a set of guidelines for delivering art therapy to children who have ASD. The proposed guidelines will serve as a basis of successful practice for new art therapy professionals and for further studies.
“We used these practice wisdoms from art therapists around the field to understand the most effective and beneficial way to use art therapy with child with ASD,” Van Lith said.
Some of the best practices found were: use the same routine to begin each session, explain instructions in a consistent manner, spark curiosity to teach new skills and be aware of transitions between activities.
The researchers also outlined aspects of practice that were found not to be useful. They warned art therapists on a handful of factors that could have adverse effects on clients such as being overly directive or too loose with direction, using over stimulating art materials and forcing or being restrictive with communication styles.
“That’s important because sometimes there is the assumption of ‘why can’t anyone do these techniques?'” Van Lith said. “People wonder why art therapy can’t be conducted in a much less formal situation. However, they don’t realize there are nuances in the way we deliver the art therapy directive — a lot of that is about knowing the client and the way a client responds to communication.”
Based on these guidelines and consensus, Van Lith is rolling out a larger study to demonstrate the efficacy of that working model.
“The idea is that, over time, we can build up the evidence that art therapy is effective for these children, and we can demonstrate how and why that is the case,” Van Lith said.
The ultimate goal is to educate art therapists about best practices as well as inform clients, parents and teachers about possible benefits of art therapy for children with ASD.
“As a result of more transparency, the clients can appreciate or understand some of the changes that might be going on for them as they receive art therapy,” Van Lith said. “We don’t want it to be a mysterious process.”
Van Lith co-authored the study with Jessica Stallings, associate professor at Emporia State University, and FSU alumna Chelsea Harris, who practices at the Emory Autism Center.


Scientifically-based reading research untested methods that can actually teaching of decoding and reading fluency in the elementary school. Rdg 5110 reading instruction in identification of course 11 rdg 5110 reading instruction in the elementary school reading 5110 methods and materials in. As an elementary education major children’s literature and language arts methods diagnosis and remediation in reading edn 350 elementary school math methods. Whether you want to stay a teacher for the rest of your career or use elementary education as a educ 410 elementary educ 420 reading strategies and. Elementary education sequence of courses kin 360+ methods elementary phys ed (2) stat 171 rdg 433+ intro corrective reading (3) c&i 470.
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Elementary elementary english language arts strategies for reading non fiction esol supervisor 410-751-3173. Study rdg410ca elementary methods: reading and language arts from university of phoenix view rdg410ca course topics and additional information. Teaching elementary school students to be during, and/or after reading students also need to be taught strategies and appropriate language for written. Methods of teaching reading in elementary methods of teaching language arts in elementary methods of tchg rdg. Classroom observation paper elementary methods reading/language arts rdg 410 (2 pages | 801 words) on wednesday may 19, 2010, i observed mrs kristi jones 6th grade.


Voracious Vocabulary Victors!
Students will take a poll on proper use of vocabulary words in context. The poll will be created previously by the teacher and will be assigned to students via Qlovi.
Qlovi allows teachers to set up a digital classroom. This is especially helpful because teachers can create a poll or quiz and only have it activated for a set period of time. Thus, students cannot share the quiz with students in another hour/different class.
2 Direct Instruction
Students will review the video and reading materials under the lesson, "Understanding Words in Context" on Qlovi. This will be assigned by the teacher and students can work on this independently or together with the teacher as a class.
Teachers can decide whether or not to use a worksheet or note-taking sheet to help with student engagement while watching the film. Teachers could also distribute a notecard or sticky note to students where they could record a noteworthy or key idea from the video. Then the teacher and students could share their findings.
3 Independent Practice
Using Quizlet, students will create flashcards for their given vocabulary words. On these flashcards, they will have the word, part of speech, definition and then use the word in a sentence, making sure its context is paid particulary attention to.
Teachers should model the flashcards first and show an examplary flashcard to students with a well-written vocabulary sentence. Discuss context clues and how to include them in one's writing (examples of context clues are: definitions, synonyms, antonyms, examples).
Students should share the flashcards with the teacher and then the teacher can review them and encourage students to use them to study for a test or exam.
Students will present their most outstanding sentence to their classmates as a way to exit the room. This way teachers can actively see who understands how to write a proper vocabulary sentence. The teacher should jot down the naems of students he or she should work one-on-one with (or in small group instruction) next class if they need remediation.
Key Standards Supported
Reading Foundational Skills
Read with sufficient accuracy and fluency to support comprehension.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking & Listening
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


- Levels Taught:
- Beginner, Intermediate
There are three main types of modern acoustic guitar: the classical guitar (nylon-string guitar), the steel-string acoustic guitar, and the archtop guitar. The tone of an acoustic guitar is produced by the strings' vibration, amplified by the body of the guitar, which acts as a resonating chamber. The classical guitar is often played as a solo instrument using a comprehensive fingerpicking technique. The term fingerpicking can also refer to a specific tradition of folk, blues, bluegrass, and country guitar playing in the US.
Electric guitars, introduced in the 1930s, use an amplifier that can electronically manipulate and shape the tone. Early amplified guitars employed a hollow body, but a solid body was eventually found more suitable, as it was less prone to feedback. Electric guitars have had a continuing profound influence on popular culture.
The guitar is used in a wide variety of musical genres worldwide. It is recognized as a primary instrument in genres such as blues, bluegrass, country, flamenco, folk, jazz, jota, mariachi, metal, punk, reggae, rock, soul, and many forms of pop.
- Teaches students:
- Ages 5 to 30 and special needs
- Teaching since:
- March 1998
I am so glad you’re here!
The music lessons for young children are full of fun, interactive activities with iPads apps and traditional methods that not only help develop a strong musical foundation and build essential life skills, but offer a unique bonding experience for you and your child.
Discover for yourself why families love my innovative music lessons for kids.
YES! Music Matters!
The curriculum is built on research that proves MUSIC MATTERS. Music affects virtually every aspect of development and when young children are consistently engaged by music during the “musical window” they benefit at many levels.
What about private lessons?
Do I believe in private lessons? You bet! But I know from experience that private lessons are most valuable for older kids who have the ability to concentrate in a one-to-one setting.
With this Private setting you will have a solid foundation in keyboard skills and music theory and typically excel quickly in their continued music education and when learning other instruments. The education and experiences a child has in my music program sets them up for success with private instruction.
Builds spatial-temporal reasoning skills critical for greater success in math and science studies.
Music students out-perform non-music students on achievement tests in reading and math.
Music students receive more academic honors and awards than non-music students.
Develops social and emotional skills including the ability to relate to others and better express ideas, and less likely to have behavior/discipline problems.
I offer up to 2 recitals a year so that you can perform everything you know.
Feel free to reach out and let's setup some lessons.
Thank you, George F.
We produce original music for Video Game and Media.
Jazz harmony and Jazz composition
The MTNA was founded in 1876 with the goal of advancing the value of music study and music-making to society while supporting the careers and professionalism of teachers of music. With nearly 22,000 members in 50 states—and more than 500 local affiliates—the MTNA is the preeminent source for music teacher support, where members embody like-minded values and commitment to their students, colleagues and society as a whole, while reaping the rewards of collaboration, continuity and connection throughout the lifetime of their careers.+ Read More
George explained things very simply.
George, was very patient, kind, and seem very knowledgeable. He seems to understand the pedagogy of teaching to kids and realize they all learn differently. I personally think he went above and beyond for my Son first class and for our first introduction. He offered a more modern approach method of teaching music and Piano to my son who so far seem more receptive in learning and practicing. Will se where that take us but I am very please so far.+ Read More
George is totally passionate about teaching. He encourages the kids to practice and do their best. He has great knowledge and understanding of music theory. He is pleasant, easy going and works really well with kids. Overall really good teacher. Recommend!
very good knowledgeable and patiient
George is a gifted teacher. He's patient, friendly, very knowledgable, and encouraging. You can see his love and passion for sharing his knowledge in piano. He's great with my daughters and I'd highly recommend him for any age or level.
My son has been taking guitar lessons for the past 2 years and we are delighted on his progress. George is a great teacher and inspires my son to do his best.


THE FOLLOWING RESOURCES SUPPORT THE EVALUATIONOF STRIVING READERS PROJECTS:
The Institute of Education Sciences, What Works Clearinghouse (WWC) provides resources on identifying, implementing, and evaluating research-based education programs, including:
- Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide (December 2003)
- Random Assignment in Program Evaluation and Intervention Research: Questions and Answers (June 2003)
- How to Solicit Rigorous Evaluations of Mathematics and Science Partnership (MSP) Projects: A User-Friendly Guide for MSP State Coordinators (May 2005)
MS Word (129K)
In addition, the WWC website offers a registry of individuals and organizations who have self-identified themselves to be available as third party evaluators. Applicants may use this registry or seek other third-party evaluators to assist them in designing evaluations that meet the requirements in the grant solicitation.
The WWC Help Desk offers practical, easy-to-use tools to advance rigorous evaluations of education interventions.
The following websites include research, reports, articles, and information on reading and adolescent literacy:
The What Works Clearinghouse published an IES Practice Guide in 2008 titled Improving Adolescent Literacy: Effective Classroom and Intervention Practices. The guide presents specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The What Works Clearinghouse site also includes a rating of research on adolescent literacy interventions.
Carnegie Corporation of New York’s Advancing Literacy
The Advancing Literacy subprogram of Carnegie’s National Program was created in 2003 after an extensive review revealed that the education community faces a difficult challenge in enabling all middle and high school students to attain proficiency in reading and writing. The Advancing Literacy program was charged with the daunting task of advancing literacy by affecting policy, practice and research. In 2009 the Council on Advancing Literacy authored Time to Act; Reading in the Disciplines: The Challenges of Adolescent Literacy; Adolescent Literacy Development in Out of School Time: A Practitioner’s Guide; Measure for Measure: A Critical Consumer’s Guide to Reading Comprehension Assessments for Adolescents; Adolescent Literacy Programs: Costs of Implementation; and Adolescent Literacy and Textbooks: An Annotated Bibliography.
The National Institute for Literacy's activities to strengthen literacy are authorized under the Adult Education and Family Literacy Act (AEFLA) in the Workforce Investment Act and the No Child Left Behind Act (NCLB). The AEFLA directs the Institute to provide national leadership regarding literacy, coordinate literacy services and policy, and serve as a national resource for adult education and literacy programs. The NCLB law directs the Institute to disseminate information on scientifically based reading research pertaining to children, youth, and adults as well as information about development and implementation of classroom reading programs based on the research.
Often called "The Nation's Report Card," the National Assessment of Educational Progress (NAEP) is the only nationally representative, continuing assessment of what America's students know and can do in various subject areas, including reading. As a congressionally mandated project of the National Center for Education Statistics (NCES) within the U.S. Department of Education, NAEP provides a comprehensive measure of students' learning at critical junctures in their school experience.
The Alliance for Excellent Education is a national policy, research and advocacy organization acting on behalf of at-risk, low-performing secondary school students. The Alliance's Adolescent Literacy Initiative website includes news articles, research reports, and other recent information on adolescent literacy. The Alliance's Reading Next Report outlines a vision for action and research in Middle and High School literacy.
The National Governors' Association's publication, Reading to Achieve: A Governor's Guide to Adolescent Literacy Report (2005), examines the literacy crisis facing America. The guide highlights several State-based programs to improve reading achievement, raise high school graduation rates, increase the value of the high school diploma, and close the achievement gap.
NASBE's, publication, State Actions to Improve Adolescent Literacy (2009), summarizes the extent and challenges of the adolescent literacy crisis. It then describes the NASBE State Adolescent Literacy Network’s work to address these challenges. An earlier publication, Reading at Risk: How States Can Respond to the Crisis in Adolescent Literacy (2006), provides ideas and strategies to help States develop more effective and comprehensive adolescent literacy policies.
NASSP's report, Creating a Culture of Literacy: A Guide for Middle and High School Principals (2005), is designed to help school leaders use research on best literacy practices to create a well-defined intervention plan that will improve the literacy and long-range academic success of students.


Eye Level Programs
|Monday||4:00 PM to 7:00 PM|
|Tuesday||4:00 PM to 7:00 PM|
|Wednesday||4:00 PM to 7:00 PM|
|Thursday||4:00 PM to 7:00 PM|
|Saturday||9:00 AM to 1:00 PM|
Eye Level Is
An Eye Level education starts with seeing things from student's eye level
This is a story about a teacher who lowered his height. A man was appreciating the art at the Smithsonian Museum in Washington DC. As he approached each painting he would kneel down and look up at it. A curious visitor asked him why he was looking at the paintings from his knees. He replied, "I am an elementary school teacher and I will bring my students here tomorrow. I was wondering how my students would enjoy the paintings from a student's eye level."
"Eye Level is based on an educational principle where students learn at their own pace. When a teacher understands the learning needs of a student, the teaching is most effective."
Eye Level is a systematic, individualized program that caters to students of all abilities utilizing a unique and proven learning method. This allows each child to have a customized starting point depending on their ability, regardless of his/her age and/or school grade. Each child's study progression will depend on the student's pace of learning.
Developing Critical Thinking Ability
Eye Level focuses of building each student’s foundation in Math and English, as well as helping students to gain self-confidence, interest in learning, and develops a child’s critical thinking and analytical skills.
Small Steps to Success
All concepts and skills in the Eye Level program are interrelated. Mastery of basic foundational skills is necessary before advancing to more complex skills, resulting in improvement of a child’s accuracy and speed when completing more complex questions.
Please check back often for future client testimonials. Thank you!
- Eye Level Learning Center


Curriculum dating prevention violence dating site for muslim
Among 11-14 year olds in relationships, 62 percent say they know friends who have been verbally abused by a boyfriend or girlfriend, according to a Liz Claiborne Foundation study.
According to a 2010 study conducted by the Centers for Disease Control and Prevention (CDC), 2,546,000 Florida women will experience rape, physical violence and/or stalking by an intimate partner during their lifetime.
And there is no one comprehensive curriculum that covers all the subtopics.
Therefore it is necessary to utilize various materials as we teach this topic.
Elementary education is a tremendous boon to helping young people stem the cycle of violence as it plays out in various parts of their personal lives.
Below is a list of evidence-based and promising programs to prevent dating violence.
This approach allows individuals to develop critical thinking skills in how they view relationships within societal norms and learn tools to create healthy relationships.
students throughout Boulder and Broomfield Counties. The goal is to stop violent behavior before it begins.Available through Love Is Not Abuse Curriculum – free.Available through Katie Brown Education Program org Teaches dating violence units in schools; may request a donation; evidence-based curriculum. Coaching Boys Into Men free kit & materials to help young athletes build respectful, non-violent relationships Sexual Harassment Sexual harassment may occur in an abusive dating relationship.Break the Cycle Futures Without Violence Intimate Partner Violence(Center for Disease Control and Prevention) Love is Not Abuse Love is Respect National Domestic Violence Hotline National Sexual Violence Resource Center Prevent Connect Texas Council on Family Violence Violence Against Women(United States Department of Justice) Violence Against Women Online Resources What is Dating Violence?Dating Violence is the use of harassing, controlling, and/or abusive behavior to maintain power and control over a partner in a romantic relationship.


As a musician, I can’t tell you how many times I needed to “mark up” my music. I thought I knew what that meant – until I got to college. Where I used to just circle tricky passages or make a reminder here or there before, I now had to create fully colorized pages on my music. It was a night and day difference!
What’s funny is that the markings themselves weren’t what helped me with the piece: it was the process of marking up my music that allowed me to dive deeper into it. By taking the time to examine the music for specific purposes, I could see and appreciate how all of the pieces worked together.
We can use this same strategy when working on any composition or problem! Here’s how it works:
1. You hand out a piece of writing, a math problem, or an artistic composition. It could be from another source, or it may be the child’s own work.
2. Ask students to use the poster below to review the work four times. Each time, they are examining the work for a different purpose. Be sure they have 4 different colors to use!
3. After students have marked up the work, gather together as a group and discuss what each of them noticed about the piece as they studied it. Were there any common threads?
Here’s the poster that students can reference in this classroom strategy:
You can use this strategy in any classroom – E/LA, Math, Science, Social Studies, Fine Arts – and adjust it to meet your grade level needs. Let’s all dig a little deeper and see what we can discover!
Susan Riley is the founder and President of EducationCloset.com. She focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
Susan holds a Bachelor of Music degree in Music Education from the prestigious Westminster Choir College in Princeton, NJ and a Master of Science in Education Administration from McDaniel College in Westminster, MD. She lives in Westminster, MD with her husband and daughter.


These books are in my opinion one of the main reasons why music education in primary schools is generally poor. I bet if you are a British primary music teacher you may have seen one and more likely have seen them in your school. I am not going to demonise them completely, there are some really good bits and some that I use in my own teaching. The “Hey Mr. Noah” in Book 3 is a good resource, really good fun and helps to teach different rhythms. Many of the songs are good, using time tested material in the A & C Black repertoire which Music Express is part of. But the reason the series was made was so that primary teachers with no knowledge of music could teach the National Curriculum for Music at Key Stages 1 and 2 with no need to learn anything about musical notation and very little requirement to play musical instruments. I can understand that for pragmatic reasons there was a need for this as the provision of instruments in British schools is pretty dire. But counter-productively it let headteachers off the hook. Why would they need to put any money into music when you can deliver the curriculum with these six books? The consequence is that children can get through the first 6 years of their musical education without need to learn a single melody on an instrument. And that is what happened and why we are in such a mess now.
I am normally an advocate for good quality textbooks in primary schools so I do feel a bit of a hypocrite to write off the one textbook series that is well used in a primary school. Textbook use in British schools is some of the lowest in the developed world. In my opinion, the success of “Music Express” is due to the low expectations of music on both the teachers and the children. They have been successful because they promote a dumbed-down curriculum. I have looked through a whole host of other textbooks and they are all pretty poor. LCP seems rushed and poorly crafted. I still see Silver Burdett resources in music classrooms and they have been updated and bought by Pearson but I don’t have experience of the new incarnation. The best primary music text-book series I have found is an American book called “Gameplan” which delivers an Orff curriculum from Grades K-6. The reason that it is better is because the standards expected are higher. However, you really need to be a qualified Orff teacher to deliver it and have your room set up a bit like my friend’s.
So what is the answer? The catch-all is to say “more training” for staff and I sort of agree but the problem is not how much, or even the quality of the training but the content in the training. Sadly, there is a widespread pedagogy amongst music teachers that results in a two-tier music education. There is the traditional route for the elite (read people who can afford instrumental lessons for their children) and a progressive route for the rest (read people who cannot afford instrumental lessons for their children). Because of this, most of the music training offered is progressive and does very little to actually teach young children music but to entertain them. I think the answer is to actually change the curriculum itself to something more rigorous. I will delve into this in a later post but for now will leave you with an alternative curriculum that does do this – the curriculum used in Alberta, Canada.


Here is an educational craft project for kids – Learning Clock. This can be easily made at home and help your kids understand how the minute hand and Hour hand of clock work.
Summer Crafts, Kid Crafts, Paper Crafts, Animal Crafts, Art Plastique, Kid Activities, Tier, Origami Paper, Paper Animals, Art For Kids, Art Activities, Work Of Art, Art Projects, Male Witch, Paper Pieced Patterns, Fun Crafts, Kindergarten, Child Art, Preschool, Cardboard Animals, Initial Art, Freckles, Preschool Crafts, Infancy, Crafts For Kids, Cardboard Paper, Hanging Hearts, Elementary Schools, Art Education Lessons, Class Room
20 curtidas, 1 comentários - danιele pιreѕ (@dani_pires_10) no Instagram: “É paixão a primeira vista que fala ?? #guirlanda #pascoa2018 #pascoa#coelhos #coelha #perolas…”


Junior Pre-K (3-4 years)
The Skill Builders Program
Child Care That Gets Preschoolers Ready for Kindergarten and Beyond
Preschoolers are like sponges — they soak up knowledge. At Reach One Teach One, our Skill Builders Program for children ages 3-4 encourages growth and learning with days filled with active and fun activities.
Social, verbal, cognitive and physical skills are built through activities that engage children — counting out straws for milk, identifying the first letter of each child’s name or cooperating to assemble a puzzle. It’s all fun, and all done with a purpose. Our teachers use developmental assessments to plan activities for your child to help her meet learning goals. Through large groups and small, individualized instruction, your child will work on early literacy and math skills daily.
- Motor Skill Development — outdoor games, dancing, movement.
- Language Development — recognizing and forming letters, story time, speech.
- Imaginative Development — arts and crafts, dramatic play, storytelling.
- Social Development — large- and small-group activities, sharing, cooperation.
This development is a key part of our curriculum, designed by early education specialists and following the guidelines for developmentally appropriate practice set forth by national accrediting associations. It’s part of an educational child care program that will get your child ready for kindergarten and beyond.Enrollment


The first three years of a child’s life are a special time during which parents and babies can make beautiful music together and can use this music to build powerful connections with each other. The mutual joy experienced by parents and children as they share music can strengthen their bonds and enhance the baby’s brain development.
Music is also a unique way to for children to connect to their roots. An African-American spiritual, a Swedish or Irish lullaby, a Mexican folk song ... all introduce your baby to the family’s heritage in a way that goes beyond words and pictures. Playing songs and using musical styles from children’s home culture also creates continuity between the home and the caregiving setting.
Do you remember singing songs with your family, or at school growing up? Many of us can remember a song just from hearing the beginning notes or words; often we hum these melodies without even realizing we are doing it. Music educators have known for years that quality music experiences enhance learning and brain development in every stage of our lives.
What powerful links to learning might we use within the many aspects of music? In her article, Learning Through Music: The Support of Brain Research (2000), Elizabeth Carlton points out the areas music enhances in the first three years of a child’s life. Like all the best learning experiences in early childhood, music activities simultaneously promote development in multiple areas.
When thinking about introducing a musical experience into your daily routine, one thing to remember would be, “How and what do I want my child to learn from this experience?” Rebecca Parlakian shares in her article, Beyond Twinkle, Twinkle, (2010), thoughtfully planned music experiences can support and nurture each of the domains of development — social-emotional, physical (motor), thinking (cognitive), and language and literacy. These areas are intertwined and the learning which takes place across domains can happen while singing or playing just one song.
Music and music experiences enhance social-emotional skills through helping a child understand emotions, cooperate and build relationships, build self-esteem, and build self-confidence. The physical (motor) skills music can enhance are: fine motor development, balance, body awareness, and using both sides of their bodies together.
Thinking (cognitive) skills benefit by teaching counting, patterns and sequencing, a steady beat, memory development, observation of differences, and pretend play and symbolic thinking. One of the most important areas music and music experiences affects are language and literacy skills. Music reinforces the spoken language, dual-language learning, receptive language, and phonemic awareness, which is how well a child can hear, recognize, and use different sounds. During a musical activity, the body, voice and brain are united for optimal processing and enjoyment of the subject enhances this.
Grace C. Nash, a pioneer in music education, has said music and movement are the first languages of childhood. You may be asking yourself as a parent or caregiver, “what I can do to help or enhance my child’s learning with music?” The answer would be to also remember that music is fun!
Moving and singing are joyful and memorable experiences you can share every day, several times a day with your child. Sing the songs you heard as a child, sing the songs sung at daycare and share those experiences with your child. Remember that music can permeate all areas of our lives and enhance our brains, our enjoyment and our relationships.
Juliette Kula is an infant/toddler child care specialist, YWCA of Rockford.


When young citizens grow up in creative and imaginative environments, they may be able to respond with creativity and innovation to society's future needs and challenges. If they grow up with an appreciation of ideas and emotions conveyed through the universal languages of music and arts, perhaps they will have greater empathy and appreciation for diverse cultural traditions throughout the world.
Music after all, is a mode of understanding. What begins as pure joy for young children can lead, down the road, to a more creative and compassionate world. And the is something we all need. Susan Haig, The South Dakota Symphony Orchestra
A Musical Note from Ms. Janet; Lower School Music Teacher
Music plays a powerful role in the lives of young children. In a quality early childhood program, music activities simultaneously promote development in multiple domains. Music shared with others in singing, dancing, and playing instruments together, is by its very nature a social experience. Music lends itself to cooperation, building relationships, sharing feelings and helps build social and emotional skills.
Most importantly, sharing music with the people they love makes very young children feel cherished and important.
I am so happy that I have this opportunity to play with your children in music. Together, we will explore the different aspects of music: singing, moving expressively and rhythmically, playing classroom instruments, creating music, listening appreciatively and learning to value music as a part of everyday life. Most importantly we have fun!
Directed choral singing and hand bell lessons are part of the Primary curriculum, with traditional concerts and recitals mid-year and year-end. A significant difference between the lower school and primary curriculum is the introduction of reading music. The end result is to perform music from written notation.
Exposure to unusual rhythm and tone is critical to music development; this is achieved by interjecting songs from different cultures throughout the year. Jazz, Blues, syncopated rhythms, classical and contemporary music are included as part of the overall exposure. Movement continues to be a part of every class.
The following formal concepts are introduced during the Primary school years:
- Understand that music notation moves from left to right
- Identify sound and silence by reading music rests
- Understand the difference between beat and rhythm
- Begin to read simple rhythm patterns
- Understand and use whole notes, half notes, and quarter notes
- Identify music staff, measures, time signatures and repeat sign
- Understand that notes on the treble clef demonstrate high and low pitches
- Identify clef lines and spaces
- Identify the use of accompaniment and no accompaniment in the piece
- Identify different vocal sounds-singing, talking whispering and shouting
- Understand and perform echo
- Experiment with solos in the classroom
Performing, creating, and responding to music are the fundamental
music processes in which our students engage. Singing, playing
instruments, and creating music enable them to acquire musical skills. Music is a basic expression of human culture. Our music education program provides every student with access to a balanced, comprehensive, and sequential curriculum in music study.
There are separate Instrumental and Vocal classes each taught by different instructors. Formal weekly violin and string lessons having both mid-year and year-end recitals. Chorus and musical theater performance classes having both mid-year and year-end concerts. The following concepts are developed into more secure skills:
- Introduce harmony, drone, ostinato and singing in rounds
- Solo in the classroom as well as in performance
- Sing and perform with the use of accompaniment, no accompaniment and recorded accompaniment
- Sing with expression, using good posture, diction and breath control
- Sing with sheet music and/or written lyric
- Sing using proper dynamics
Dr. Ted Schlosberg 'Doc', The Westfield Workshop for The Arts Artistic Director and Master Teacher, has been our Sundance Artist in Residence for over 15 years! Each Thursday, he teaches violin, percussion, and beginning band classes to our 2nd-5th grade students.
Our students perform in a Winter and Spring Instrumental Music Concert under Doc's expert direction.


I want to take a minute on this Earth Day 2009 to acknowledge the efforts of elementary educators (everywhere, really, but particularly those under whose influence my children fortunately fall) in whom I've seen a commendable dedication to spreading the word about sustainability, recycling, respect for the earth and all the elements that will enrich their imaginations and spur them to green living, thinking and action.
You may even recall this March 13th Metro Green post about Project Rescue, a "play" my 3rd-grade daughter's combined classes staged.
The image above is the cover of an elementary education news publication produced by Time, Inc. called "Time For Kids. This week's issue, titled "Green Schools," features articles on resource conservation (particularly water and electricity), trash recycling, photo-voltaics and solar collection, and even a charming little piece on composting, which, for the benefit of the first-graders, exaggerates the "ewww!" factor by describing how "worm poop is mixed with soil."
On the back a little "test" challenges kids to study a schoolyard illustration and then circle all the "Earth-smart choices" they see and "X" all the things they see that should be changed.
My son and I went over it together and he was sufficiently inspired to urge us to observe another Earth Hour tonight before bed. So we did, thoroughly revisiting the camaraderie we had shared on March 28th when we'd offed all the lights and snuggled together outside looking at the stars and talking about what it means to be kind to Mother Earth.
Tonight before bed we read together a poem called "Mother Earth Needs Your Help" by Tonda Rae Nalle that my son's first-grade teacher had sent home in his backpack:
Our world is a large and beautiful place,Admittedly, not Shakespeare, but a lovely little message to send home with the kids as the effects and the effectiveness of each progressive Earth Day become more and more critical to the health of the planet and to the quality of our lives on it.
But soon we will run out of space
For all our litter trash and cans.
So let's start now and lend our hands
To clean up our roadsides, parks, and streams.
It's not as impossible as it seems.
Our world will remain a beautiful place
And future generations won't run out of space.
Recycling is a lesson learned
From Mother Nature, who in turn,
Will teach us if we only try
To recycle the things we use and buy.
If we all work hard and do our share
Our world will survive because we care.


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Words Their Way ® companion volumes, 2e
We believe that the hands-on word sorting approach to word study is invaluable to you and your students. These stage-specific companion volumes to Words Their Way ® : Word Study for Phonics, Vocabulary, and Spelling Instruction provide a complete curriculum of reproducible sorts and detailed directions for the teacher working with students in each stage of spelling development, from emergent through derivational relations.
NEW! All second editions boast
This collection of word sorting activities is for students who are in the syllables and affixes stage of spelling development, typically intermediate or advanced readers and writers (Grades 3 to 8). These students are ready to study multi-syllabic words–beginning with consonant doubling, plural endings and moving through the study of basic prefixes and suffixes. The sorts in this collection present 24 words each week, selected according to their frequency of occurrence in reading materials and allowing students to discover spelling generalizations or to compare syllable juncture features and patterns.
"synopsis" may belong to another edition of this title.
We believe that the hands-on word sorting approach to word study is invaluable to you and your students. Broaden your word study understanding and instruction with this expanded word sorting tool for week by week implementation with syllables and affixes spellers (Grades 3-8). This stage-specific companion volume to Words Their Way ® : Word Study for Phonics, Vocabulary, and Spelling Instruction provides a complete curriculum of reproducible sorts and detailed directions for the teacher working with students in the letter name-alphabetic stage of spelling.
NEW! This second edition boasts
Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children’s literature. A former first-grade teacher and reading specialist.
Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia’s Early Intervention Reading Initiative and Book Buddies
Donald Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way ®, Words Their Way ® with English Learners, and Vocabulary Their Way.
Shane Templetonis Foundation Professor of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge
"About this title" may belong to another edition of this title.
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Katy Padilla is a fifth-grade ESOL specialist at Mason Crest Elementary School in Annandale, Virginia, a school with a high percentage of ELLs. Working in collaboration with the rest of the fifth-grade team, she and her colleagues have identified the low reading levels of some of their fifth-grade newcomer ELLs as one of their most pressing challenges.
While pulling students out of the classroom is not typical at Mason Crest, Katy and the team have determined that this approach will build student confidence and comfort and provide an opportunity for targeted lessons away from the larger group setting. Phonics instruction is one component of the school's balanced literacy approach, which includes many different elements, and the team integrates these lessons into a comprehensive plan for students rather than using it as a strategy provided in isolation.
Other ELL supports at Mason Crest include supporting students during classroom focus lessons, co-teaching in a variety of models, front loading and teaching content vocabulary, modified guided reading, modifying materials and the vertical articulation that the ESOL team engages in every day.
Mason Crest is also a school built upon the foundation of collaboration — among classroom teachers, specialists, and administrators. Grade-level teams meet between 4-5 hours per week to plan instruction and then meet for longer periods every couple of months to evaluate student progress.
To learn more about how Mason Crest has developed its collaborative approach, see Chapter 3, "Collaborating in the Core", of It's About Time: Planning Interventions and Extensions in Elementary School, written by Mason Crest principal Brian Butler. The chapter includes detailed charts and schedules showing the ways in which the school has made collaboration a priority and found time for collaboration throughout the school day and school year.


Grade 4 Common Core I Can Statement / Objective Set - This SUPER Bundle 4th Grade Common Core I Can Statement bundle is a great value and contains all of the “I Can” statements you need for 4th grade Math AND Reading. Objectives and standards can be challenging for students to understand. “I Can” statements are a student friendly alternative. Each statement, when prepared, is approximately 4.25 X 11” and will fit nicely into a small pocket chart. Print this set on 8.5 X 11” letter size paper and cut into strips. To add durability, print on card stock and/ or laminate.
*The Common Core Math Grade 4, “I Can” statements are color coded:
Blue - Operations and Algebraic Thinking
Green - Numbers and Operations in Base Ten
Orange - Numbers and Operations - Fractions
Red - Measurement and Data
Purple - Geometry
The Common Core ELA Grade 4, “I Can” Statements are color coded:
RED - Reading Literature
PURPLE - Reading Informational Text
GREEN - Reading Foundational Skills
ORANGE - Writing
BLUE - Listening & Speaking
YELLOW - Language
*The standard codes are displayed at the bottom left hand corner of each “I Can” statement in a color coded star. Display the “I Can” statements that are the focus of learning for the day, week or quarter. When standards have been mastered by most students, post on the classroom bulletin board or walls. Review often and bring attention to “I Can” statements frequently.
*Student self assessments are included for both ELA and Math Common Core Grade 4 Standards.


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