My friend Bettie Boswell is joining me today because as a writer of both words and music, she brings an informed view about how the two arts interrelated. Thanks so much for stopping by, Bettie!
Music and the written word have characteristics that are both similar and yet very different: Patterns, rhythms, and lyrical phrases fill music and the written word. Both have meanings that are clear and hidden. Both reach for the listenerâs heart and emotions. They move at varying tempos. They both involve pitches but what a difference between the two. Highs and lows move throughout the song and the story but again they have contrasts in meaning. A symphony has distinct sections and so does a story. Picture books may have a recurring refrain and so do many songs.
By popular definition, music is organized sound. The written story consists of organized words. Organization makes the difference between a rambling journal entry and a well-written novel.
Music begins with a BEAT that binds the piece and the performers together. The story has a heartbeat that ties the tale together through either a theme or an outline designed to show changes along a heroâs journey. In writing, the beat can also refer to actions that keep story movement going between conversations in quotes.
RHYTHM adds sparkle to the music by breaking up the constant beat. Rhythm forms patterns that repeat and change. Patterns reveal FORM in the music and make the music memorable and easier to perform. Surprising rhythms are exciting to listen to and make each composition unique. Certain rhythms indicate genre, be it Jazz or Baroque or Rock. When an author pens a story, they will follow certain word rhythms or plot types that will take them into genres such as Young Adult, Picture Book, Mystery, Romance, or Suspense.
PITCH in music makes the music sing as the melody moves through high and low notes. Stories also move through high and low events for the main character. Pitch can strain or relax the musicianâs abilities. In the writerâs world, a pitch can be one of the most strenuous events that the author will experience. Will they easily sing out the essence of their story to an editor or agent, or will they over do it and ruin their chance at having their voice (story) heard?
Speaking of voice, in music there are many TIMBRES (tone qualities.) In a symphonic orchestra, a b-flat played on an oboe will sound very different from one played on a tuba or a viola, yet they are in tune with each other. A singer can also perform the same note but he or she will have his or her own unique voice. Authors are encouraged to find their own voice for telling the story in a genuine way. They also need to find special voices for the players making up the orchestra of characters found in their book.
All those voices playing together create HARMONY or dissonance in the music or the story. When things go well there is harmony; when they donât there is dissonance. Dissonance creates tension in both music and the story. It happens when two voices get too close and create a displeasing sound. Dissonance creates the desire to resolve the sound into something more pleasing. When those two voices give each other a little space, they find harmony and a happy conclusion is the result.
Writing is like being the conductor of an orchestra. The author keeps the beat and rhythm going and knows when to speed up or slow the TEMPO of the story. They know what voices should be part of the story and where to cue the reader that something is about to happen. They lead with quiet or loud words when approaching the DYNAMICS of each scene. They direct emotions by using smooth lyrical sentences, or staccato phrases to make a point. Just as a songwriter chooses the perfect lyrics for a ballad, an author finds words that are meaningful to their chosen audience and to themselves. They stand before that audience, give it their best (after many rehearsal hours of revising,) and hope that they receive a singing review for a work well done.
Best wishes and Merry Christmas to all aspiring writers and musicians,
Find Bettieâs Christmas short story âFredâs Giftâ as well as my country noir one âDebt to Payâ in the anthology below. Click here for ordering links.
Bettie Boswell is an author, illustrator, and composer for both Christian and childrenâs markets. She holds a B.S. in Church Music from Cincinnati Bible College and a Masters in Elementary Education from East Tennessee State University. She lives in Northwest Ohio. Her numerous musicals have been performed at schools, churches, and two community theater events. When she isnât writing, drawing or composing, she keeps busy with her day job teaching elementary music. You can find her online on Twitter @BboswellB and on Facebook.


ARTS in Social Justice Symposium
Arts for social justice, encompasses a wide range of visual and performing art that aim to raise critical consciousness, build community, and motivate individuals to promote social change.
Art is used as a means to record history, shape culture, cultivate imagination, and harness individual and social transformation. Art can generate awareness, and also be a catalyst to engage community members to take action around a social issue. Social justice art, consequently allows people to develop agency to interrupt and alter oppressive systemic patterns or individual behaviors.
The process by which people create and engage with art equips them with analytic tools to understand and challenge social injustices through social justice education (teaching for social justice), community building, and social activism/social movements.
Visual and performing social justice art includes: drawing, painting, sculpture, murals, graffiti, film, theater, music, dance, spoken word, etc. Examples of social justice art ranges from Woody Guthrie who was well known to perform with a sticker on his guitar that read âThis Machine Kills Fascists,â to documentary filmmaker Michael Moore, street artist Banksy, author Harper Lee famous for her novel on race: âTo Kill a Mockingbird,â and Beyonce who helped to take feminism mainstream.
Arts in Social Justice is a one day symposium exploring social justice artists â and looking to the past history and the future.
We will invite speakers specializing in film, literature, and visual art with sample of their work to discuss and answer questions from participants and also discuss the importance of social justice art education because it combines the critique of social injustices and the use of art as a mechanism to engage with social issues.
Join us March 9th and 10th! RSVP HERE
Mrs. Tawfilis is a retired UN Executive (Director of Human Resource Management Services, United Nations Environment Program) and former Director of the Women of Srebrenica Project in the former Yugoslavia. She holds a MFA from LâAcadiana Art School and several certifications in Management and Crisis Counseling Intervention. Joanneâs work unifies people through the arts to promote collaboration, understanding, and respect on a global scale with the hope of generating sustainable educational programs and actions that prevent violence and promote peace.
Find more at: www.artmiles.org
2. Elliat Graney-Sauckeâ documentary filmmaker & cultural researcher-blends cultural equity, intergenerational knowledge exchange, and storytelling as a way to unveil values and assets of organizations and groups. Elliat has produced a body of over twenty short films and one completed feature documentary. Currently in production are two feature documentary films: Boys on the Inside and Art Heart: Children of Riot Grrrl. Since 2000 she has been directing and producing films through Contrast Vision Productions and currently teaches film with Northwest Film Forum, Reel Grrls, Coyote Central, and Three Dollar Bill Cinema. While based in Berlin, Germany from 2009-2015, Elliat gained a Masters Degree in World Heritage Studies and co-founded the trans-disciplinary conference Innovate Heritage: Conversations between Arts and Heritage.
Since returning to Seattle, Elliat has joined the steering committees of S.A.L.T. (Seattle Arts Leadership Team â Office of Arts and Culture), Next Generation National Arts Network (National Performance Network), and theWomenâs Working Group.
3. afrose fatima ahmed â poet and performer â is a hybrid Texan-Washingtonian whose work is deeply rooted in the images present in the natural world and the sensations of the body. afrose has self-published four poetry chapbooks, most recently seasonâs grievings (February 2017) and is currently working on a full length collection entitled blood gold and honey(some of afroseâs favorite things), which takes the shape of a fictional tarot deck comprised of short poems. she holds an M.A. in Asian Studies from the University of Texas where she studied Urdu literature and translated the poetry of Makhdoom Mohiuddin, a prominent progressive activist in the time of British colonization. Her writing has been published in many journals, including Juked, Ink Node (forthcoming), the Seattle Review of Books, Pontoon Poetryamong others. She is a 2017 Jack Straw Writer.
Find more at: afrosefatimaahmed.com
Interested in this event? RSVP HERE


Depth of the Hebrew Language
For centuries, Jewish rabbis and their students have contemplated and written about the letters that comprise the Hebrew alphabet. Each letter is seen as having its own personality, character, and message. This collective lore provides the reader deep insights into Jewish thought concerning the Messiah, the walk of faith, and wisdom for oneâs own walk with God.
Where It All Began
After the authorâs first trip to Israel in the early 1990âs, he developed a desire to learn Hebrew. Imagine his surprise when he discovered the many books rabbis have written over the years just about the Hebrew alphabet. What could so capture their interest and imagination that they would devote themselves to this pursuit? And imagine the authorâs surprise when he discovered how these writings reflected so many truths about Yeshua HaMashiach (âJesus Christâ)! This book is the result of these discoveries and the rich insights contained within the âjots and tittlesâ of the ancient Hebrew alphabet.
Meet the Author â L. Grant Luton
Grant Luton has taught Technology Education on the junior high and high school levels for thirty years, including one year in England as a Fulbright Scholar, and one year at Kent State University's School of Technology. He served for ten years as Assistant Executive Director for the National Museum of Education, formerly the Partnership for America's Future, Inc.
Grant is an accomplished pianist as well as a published author whose book on Biblical Hebrew, "In His Own Words", is presently being sold internationally. He is contributing author for several Technology Education textbooks and has developed curriculum in the areas of Electronics, Robotics, Holography, Photography, and Construction. His elementary education space exploration curriculum was featured at NASA's Lewis Space Research Center summer teacher workshop. Grant has also developed instructional materials for the Duracell and Sears Craftsman educational programs.
Grant Has been married to the same lovely bride since 1979 and has three children and one grandchild.
Beth Tikkun Messianic Fellowship
A home Bible study that started in Grant's home in 1994 grew to become Beth Tikkun Messianic Fellowship five years later. Grant has been the Congregational Leader of this fellowship since it began in 1999.
Beth Tikkun Messianic Fellowship has a two-fold mission: to restore the church to its Jewish roots, and to introduce Jewish people to their Messiah, Yeshua. Come visit us in Akron Ohio or come learn with us online at www.bethtikkun.com


The ACTÂ® college readiness assessment is a test of educational development and measures how much a student has already learned. The ACT test reflects the high school experience, being more closely tied to curriculum and covering concepts taught in most secondary schools. The ACT consists of tests in four areas: English, Reading, Math, and Science Reasoning and an optional Writing test. There are no penalties for a wrong answer; therefore, students are encouraged to answer ALL questions.Online registration is available at: www.actstudent.org
The SATÂ® reasoning test measures critical thinking abilities related to successful college performance. The Subject Tests are one-hour, primarily multiple choice tests measuring knowledge of particular subjects and the ability to apply that knowledge. A student applying to more highly selective colleges must complete at least two subject tests in addition to the SAT and/or the ACT with Writing test. Please consult your counselor and college websites to determine if you need to take the Subject Tests.
Registration and practice materials are available in the counseling center or online at: http://sat.collegeboard.com/register.
The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)--a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC)--is a standardized test providing firsthand practice for the SAT. The PSAT/NMSQT also gives students a chance to enter NMSC scholarship programs and gain access to college and career planning tools.
The PSAT/NMSQT measures:
- Critical reading skills.
- Math problem-solving skills.
- Writing skills.
- ACT practice questions
- Free ACT practice test (Princeton Review)
- Free ACT practice tests
- Free ACT resources from Varsity Learning Tools


The book âAbility Development From Age Zeroâ by Shinichi Suzuki, has been used for years as a kind of introduction manual for Suzuki parents on the spirit of Suzuki philosophy and education and has often been described as life changing. While reading this book, one is constantly coming across ideas which ring true in their simplicity, leaving readers asking themselves, âHow have we gotten so far off track in educating our children?â Shinichi Suzuki, through his commitment to teaching and in writing this book, helps the reader get back on track.
As in âNutured by Loveâ, the authorâs second book, âAbility Development From Age Zeroâ, revolves around the following idea: âThe consideration that all healthy children speak their own language indicates that every child can be educated. Therefore, the ability to become well educated is shown to exist in anyone who has developed an ability in languageâ. By pointing out that a baby is able to internalize thousands of words, idiomatic expressions, complex grammatical structures and even the most difficult of dialects (not to mention their ability to learn many languages contemporarily), he expresses his conviction that âthe best method in the world is hidden within the mother tongue educationâ.
In order to apply the âMother Tongue Methodâ to music education, Shinichi Suzuki outlines the conditions for developing great talent in music students. These conditions have become âThe 5 Principles of Suzuki Method Educationâ:
- Begin as early as possible.
- Create the best possible environment.
- Use the finest teaching method.
- Encourage the student to practice as much as possible.
- Train the finest teachers.
He assures us that âwhen all these conditions are working together, the flower of wonderful ability will bloom.â
This book is permeated with an air of child-like enthusiasm and joy in itâs teachings. Suzukiâs remarkable ability to instinctively understand children was a life-long quest for him. âI am mentally preparing myself for the five-year old mind. I want to come down to their physical limitations and up to their sense of wonder and awe.â He emphasizes clearly the importance of kindling the childâs desire to learn. He teaches us that âchildren learn abilities best when they are having fun. Tasks which are done happily are internalizedâ and âif training can be combined with fun, a child has the power to do things which can surprise adultsâ. Through the authorâs example of using fun in his musical studies, the Suzuki Method has developed this educational tool extensively and it has become a distinguishing element of Suzuki education.
âAbility Development From Age Zeroâ is full of metaphors, stories, and reflections. It is less biographical than âNurtured by Loveâ, but much of the philosophy and principles of his teaching method are also found in this book. The focus is more on applying this philosophy to life in general rather than on purely musical considerations. For this reason, non-musicians (especially Suzuki Parents) and musicians alike will find this book inspirational in the way Shinichi Suzuki expresses his deep respect for children and his absolute conviction that âevery child can learn to play an instrument!â
âIf this book becomes a light of hope for mothers who love their children and wish for them to grow up wonderfully, I could not be happierâ


We see our role as much more than simply ensuring exam syllabus is covered. In all curriculum areas, and across all our schools we constantly strive to make subjects meaningful, stimulating, engaging and, certainly in the younger years, hands on and experiential. Wheras exam subjects can be quite narrowly defined we believe that in having a greater vision for what an Alton education is for, we can help our pupils learn key cross-curricular skills such as problem solving, creative thinking, communication skills and so much more, ultimately creating intellectually brave, morally sound, confident young people.
In the Nursery we follow the Early Years Foundation Stage curriculum, focusing on play-based activities with the individual child at the centre of all we do. Children explore the woodland, hunt for bugs in the meadow and try out new skills in the adventure playground. Planned activities and daily walks help to stimulate curiosity and encourage independent learning.
Alton Prep School
We value every child in our care. Whatever their ability, we give children the learning environment, the opportunities and the encouragement they need to develop their personal potential.
As an independent school we are able to go beyond the confines of the National Curriculum. There is emphasis on the core subjects, since future success in all areas of a childâs education is founded on reading, writing, numeracy skills, speaking and listening. Specialist teachers ensure a firm foundation in science, the humanities, modern languages, PE and the creative arts, together with lessons in religious and moral education. ICT is taught as a subject in its own right, and as a tool for learning. But there is also plenty of fun and hands on experience, with our expanded highly successful Forest School, as well as a range of stimulating extra curricular activities and trips.
Alton Senior School
Our Senior School is vibrant and diverse. We teach the full range of disciplines delivered by subject specialists and maintain high levels of attainment for all. Small classes foster a confident and independent attitude, ensuring children are educated, cultured and have a zest for learning. In the first three years of the Senior School pupils follow a common curriculum, including modern languages, Latin and individual sciences.
In year 10 pupils will follow a traditional core curriculum â English, English Literature, mathematics, religious education, geography or history, a modern or ancient language and science.
All pupils study the Sciences separately up until the end of Year 9. In Year 10, girls can opt to study Biology, Chemistry and Physics at IGCSE level or to follow a Combined Science GCSE course. In addition to this extension of Core subjects pupils will be able to choose from a range of other subjects. Pupils maintain a consistent and very high standard of GCSE examination results in all subjects.
Alton Sixth Form
In the sixth form, our small class sizes are a vital foundation for success. Our aim is to nurture individuals who are educated, cultured and have a zest for learning. With our wide range of courses, experienced and dedicated teaching staff and strong sense of community, we help students achieve the best possible results. We ensure every student has a bespoke timetable tailored to meet their individual aptitudes, needs and goals.
Students who are aiming for Oxbridge entry, for strongly contested courses such as Medicine or Veterinary Science, or for Russell group universities are invited to weekly Academy lessons. These lessons are designed to challenge students by extending their knowledge and understanding through academic topics and current issues outside their A level studies.


Science is pretty cool, and science for kids is even cooler. Many of you know I used to perform kids science shows as part of the Shell Questacon Science Circus and for Science on the Move. Iâm also a past editor of Australiaâs Scientriffic magazine, now Double Helix.
(If you want awesome science activities and news delivered to your inbox every week for free, subscribe to the FREE Science by Emailâ¦itâs brilliant).
But, back to the title of this post:
Could Harry Potterâs Invisibility Cloak really make someone invisible?
And the answer isâ¦
If your eyes are open and the lights are on, you can see most things. Objects are visible because they reflect or bend the light that hits them. If you can see something, itâs because light is bouncing from that something into your eyes. Some things â like air or water or glass â are transparent or translucent, so instead of reflecting all the light that hits them, some of that light can shine right through them. Transparent things are harder to spot, but there is one giveaway: light usually bends as it shines through an object.
The speed of light in a particular material is constant. However, when light moves between two different materials, it usually changes speed. This change in speed causes the light to bend, and our eyes can detect the change in its direction.
For example, when light moves from the air into a raindrop and back out again, the light changes speed, which causes the light to bend. Our eyes can see this bend in the light, which is why we can see raindrops falling in the sky.
Each material bends light by a particular amount. We call this amount the refractive index of that material. If the refractive index of rain was exactly the same as the refractive index of air, light wouldnât bend as it went through a raindrop falling in the sky. And if the light didnât bend, our eyes couldnât see the raindrops falling at all â they would be invisible!
If the refractive index of Harryâs cloak was exactly the same as the refractive index of the air in a room, the cloak would be invisible in that room.
Even if Harryâs cloak was invisible, we would still be able to see Harry underneath it! Harryâs body would have a different refractive index to the air, and to his cloak, which means he would still be visible behind his cloak in the same way that you are still visible behind a glass window. For the cloak to make Harry invisible, it would need to change the refractive index of Harryâs body to exactly match the refractive index of the air.
Impossible? Yes. But only in a world without magic ð
Question to think about: Would Harryâs cloak still be invisible if you looked at it underwater?
And of course, an activity to try at home!
Matching refractive indices
This experiment demonstrates that if light passes through two media with equal refractive indices it will not bend nor reflect at the boundary.
- Put a small Pyrex bowl inside a larger Pyrex bowl.
- Pour Baby Oil into the small bowl till the oil overflows into the large bowl. The refractive index of Baby Oil is nearly equal to the refractive index of Pyrex glass. The small bowl should become practically invisible.
- If you have a glass eyedropper try putting it into the oil. It will be easy to see because of the difference between the refractive indices of air and glass.
- Try sucking up the oil into the eyedropper. The eyedropper should become almost invisible because the refractive index of the glass is nearly the same as that of the oil. When light passes between the oil and the glass it is only bent a little, and the dropper appears invisible.
Note: If you donât want to waste the baby oil, use the glass to pour it back into the bottle. Make sure you do this over the bowl so it doesnât get everywhere.
This post is a revised version of my original article, first printed in The Helix magaazine.
Other posts you might enjoy:


Centuries with no exposure to war or epidemic illnesses led to the developmental inequalities which triggered the downfall and conquest of the Native American Indians at the hands of the European settlers. E.H. Epstein, (1995) â defines comparative education as a field of study that applies historical, philosophical and social science theories and approaches to international issues in education. The problem with multicultural education is that several feel that by celebrating Martin Luther King Jr. and Cinco de Mayo by reading the biography or eating tacos and enchiladas. Erin McCarty (Las Vegas Valley â08), a solution of Las Vegas public schools, has noticed her profession improvement from teacher to burgeoning school leader advantage due to her encounter as a Teach For America corps member. We think that by giving our schools the resources they need, we can take away barriers to learning and make our education method the very best in the planet.
The effects that technology has had on education practices can be observed in every single classroom across the United States of America. Beredy GZF,(1964) â defines comparative education basically as the analytical study of foreign education systems. Option-primarily based art education is a nationally recognized grassroots method to art education. So many students in the U.S. look to consider education is some sort of punishment they have to endure. Otherwise, the use of technologies could be noticed as a disability rather of a advancement in education. Ballengee-Morris and Stuhr present Stuhr, Petrovich-Mwanike and Wassonâs six position statements about multicultural art education.
Multicultural education emerged in the early 1960s out of the Civil Rights Movement as a implies for reconstructing school and societyâ (Stuhr, 1994, p. 171). The practices used in education have changed so significantly from generation to generation that the generation just before this generation would be tough pressed to hold up with the practices this generation uses these days. A shortage of schoolhouses and trained teachers are just some of the difficulties that numerous governments face in providing an education for the children in their country. That is why Hillary will construct on the hugely profitable Develop America Bonds program to give cities and towns the capital they require to rebuild their schools.
According to Katherine Norbeck, former teacher trainer in Peru, the pedagogical institutes are linked with a particular level of good quality education. Evidence from around the planet shows that young children who have access to high good quality ECEC are much better in a position to develop the cognitive and non-cognitive abilities that will help them at school and all through their lives. Elizabeth Garberâs article, Teaching about Gender Problems in the Art Education Classroom: Myra Sadker Day,â is about a combined undergraduate and graduate art education course that Garber taught utilizing feminist pedagogy and feminist issues. States had been facing a dizzying array of challenges connected to education data systems. A 1st urgent worldwide task is to support develop or rebuild standard education worldwide. Our texts will preserve you informed and engaged on crucial education concerns, and provide opportunities for you to take action when the time is appropriate.
There is nothing at all to be proud of unless and until you are tasting the real essence of education and that can only be happened feasible if you get the simple notion proper, do some efforts apart from your teacher, do not go with the conventional way or the norms or the customs, if they are incorrect.â¦


+ art education nourishes creative ability.
Children who study art learn how to discover original solutions to problems, discover innovative techniques, and are informed by the risk-taking and use of the imagination that artistic studies provide.
+ art education fosters communication skills
The complex graphics and fast paced imagery of the new media communicates ideas that need to be understood, analyzed, and critically discussed. art education provides the language of comprehension for this new media.
+art education offers marketable skills for the workplace of the future
The study of art develops qualities employers say they look for in employees: engagement in analytical and creative thinking, ability to develop and deliver product, a disciplined approach to personal skill development and a collaborative work skill set.
+art education will enhance our children's ability to compete in the global marketplace
Twenty first century skills will require sophisticated visual understanding. Daniel Pink, in his book A Whole New Mind, says that in the next millennium, right-brainers will rule the world! I highly recommend you read this book. Careers such as architecture, product design, computer imaging, communications and science rely heavily on visual training.
+art education improves student achievement in all areas of the curriculum
Skills and attributes cultivated by the study and making of art include:creativity, imagination,problem solving, critical thinking,self expression, self esteem transfer across to other studies.
+studying art encourages the attributes of self discipline and persistence
+studying art teaches about human nature and cultural diversity
+studying art encourages the participation of family, community and business
What better way to bring parents to school, for an art show, or connect school to the 'real world' than by inviting businesses, cultural institutions and the like to partner with student artists in their education?
+art making is basic to life
Art is the language of human expression. We use our visual sense to give meaning to the world around us. We take in information and create understandings daily in advertising, fashion, movies, architecture, media....each other's facial expressions...as they say, our eyes are the first place we take in and process information. The study of art helps us to define and understand ourselves and our world.


Learning about coding is a lot like learning a new language. The earlier that the foundational skills are understood and practiced, the easier it will be to add more complicated and detailed challenges later on. Students who have the opportunity to practice coding skills in elementary classrooms are better prepared for practicing more advanced coding.
Benefits of Learning Coding in Elementary School
Learning coding, much like learning a new language, opens doors to more creative projects and problem solving skills. Giving students the chance to learn the logic and patterns of coding is a great way to introduce STEAM skills and help them to develop interest in technology.
Additional Problem Solving Skills
Logical, algorithmic, abstract, and procedural thinking skills are all a part of coding practice. Skills like these are an important part of cultivating an enjoyment of learning and teaching students to be lifelong learners.
Coding is a complex form of problem solving that requires students to look at a goal and take actionable steps to communicate using code to achieve it. This alternate view of problem solving is useful because it helps students practice using trial and error to find the correct or most efficient solution.
Increased Career Opportunities
According to the US Department of Commerce, STEM jobs will increase by over 8% by 2024. A large party of the growing market will include jobs in the computer and math fields. Coding and creative problem solving skills are crucial to preparing students for careers in these fields. Professionals with STEM degrees tend to earn more, regardless of whether or not they are working in a STEM career.
Fun & Practical
Coding and problem solving skills arenât only important for the career aspects. The brain stretching practice and useful applications of coding knowledge make it fun and practical for students of any age.
New thinking patterns and problem solving skills are a challenge to develop, but helping students to enjoy the practice early on is beneficial to their long-term goals and aspirations. Regardless of their favorite hobbies, career goals, or interests, practicing STEAM skills can offer a new perspective and may even improve overall performance.
Family Games that Encourage Planning & Problem Solving
Screen-Free Coding Activities for Elementary Students
The good news is that you donât need a bunch of expensive equipment to get your elementary classroom students started on the path to learning coding skills. There are fun activities you can create in your classroom using tools and supplies you already have on hand. Check out these three tech-free coding activities and try one with your students:
1. Lego Alphabet & Spelling Practice
Create an alphabet code (or use using Legos of different sizes and colors. Take a picture of the code âmapâ and put it up on the board for all your students to see. Then, using a list of words or a spelling list, have students âspellâ their word in code using the colors and shapes that match each letter.
If you do not have enough Legos for every student to spell the words out using the code, have them work in pairs or small teams. Award points for each student/team that gets the spelling and the code correct.
2. Binary Birthday or Name Charms
Most computers are written in binary code, and each number and letter of the alphabet can be represented by a combination of 0âs and 1âs. Use pony beads or other easy-to-grab beads to create a bracelet, necklace, or backpack charm that represents the students birthday or name in binary.
Have students start by choosing two colors, one to represent 0âs and one to represent 1âs. Then cut a piece of yarn or string to the length required for a bracelet, necklace, or backpack charm. Shorter names or birthdays will fit best on bracelets, while longer names may need to be a backpack charm or necklace. See the Binary Alphabet Code
More STEAM Blogs & Activity Ideas
Looking for more ways to engage your students in some STEAM learning? Check out the STEAM/STEM category to find more ideas like these and inspiration for keeping your students engaged. Learning with the right tools and technology can make things even more exciting. Also be sure to stop by the STEAM online store to see the latest.


Now Read This! Rosemary Wells
You are here
Author and illustrator Rosemary Wells has written more than 120 books with funny and realistic themes and characters. In a recent interview with TYC, Rosemary said that the most significant thing teachers can do at the beginning of a new school year is speak to childrenâs families or caregivers about the importance of reading aloud. Reading aloud should be done âas frequently and as regularly as you brush your teeth!â Rosemary says. Reading aloud is a wonderful activity that parents, caregivers, teachers, and children can all do together. As you head back to school, use the following books to inspire in children a love not just of reading but also of reading aloud!
Rosemary Wells. 2011. Candlewick Press.
A young rabbit learns to be brave as he watches his mother and father leave for work each morning. His parents imagine what their son is doing while they are gone and look forward to seeing him again at the end of the day. The family members send love waves back and forth, letting each other know that, no matter how far apart they are, they will always be together. Inspired by Rosemary Wellsâs own experience of leaving her children at home for the first time, Love Waves can help comfort children and adults who may have anxiety about separation.
For some children, the beginning of the school year may be their first experience being away from home. Teachers can read this story to support children who miss their parents and are struggling with their first days at school. Ask children what reminds them of their parents or caregivers. Have them illustrate a scene showing something they did in school that day, so they can share it with their families. On the bottom or the back of the page, write down childrenâs dictations explaining their drawings. Have extra copies of Love Waves on hand that families can borrow to learn about love waves for themselves and to reread to children at home.
My Very First Mother Goose (Twentieth Anniversary Edition)
Ed. by Iona Opie. Illus. by Rosemary Wells.  2016. Candlewick Press.
For over 200 years, Mother Goose nursery rhymes have been some of the first stories many children hear. The short, engaging rhymes are great for supporting literacy development. In this edition, Rosemary Wellsâs whimsical illustrations give the classic verses a new spin. She depicts Jack and Jill as two rabbits and Wee Willie Winkie as a mouse in a nightgown. Wellsâs detailed pictures will spark childrenâs imaginations and allow them to experience these well-known rhymes in an enjoyable new way.
Have children recite nursery rhymes along with you as you read aloud. Or pause at the end of each line and let children chime in with the rhyming word. To start them off, encourage them with rhyming words different from the ones in the poem. Itâs extra fun when the new rhyming words are nonsensical and bring lots of laughter. Recite the pat-a-cake rhyme together, and have children mark their âcakesâ with the first letter of their names.
Rosemary Wells. 2009. Disney-Hyperion.
Based on an experience Wellsâs daughter had at school, Yoko is the story of a kitten who is teased by her classmates because of her sushi lunch. At lunchtime, when Yoko takes out her bento boxâfilled with sushi, seaweed, and red bean ice cream for dessertâthe other children donât seem to find it as appetizing as she does! Yokoâs teacher decides to hold an International Food Day so the children can learn to appreciate new foods, ideas, and customs.
Have the children in your class create a menu listing the foods they would like to serve at their own International Food Day. Children can write invitations to their families, urging them to share a traditional dish.
Book covers and artwork copyright of Candlewick Press and Disney-Hyperion
Joellyn Powers, MFA, is an assistant editor for Young Children and Teaching Young Children.


Helping Young Animation Lovers Appreciate Math; and Vice Versa
Here at DreamBox, in our blog and in our monthly parent updates, we talk a lot about the importance of relating math to everyday activities with our kids. My own son has a gift for art and is especially interested in animation. (And while his math test scores are high heâs never been especially motivated to focus on math.) But a memorable way to help kids understand the connection between learning math concepts and something they enjoy in the real world is to ask them what their favorite animated movie is. The animated movies that younger kids love can be a good jumping off point for helping them understand the unlimited possibilities of learning math.
If your child loved Finding Nemo or Toy Story, this Science Daily article might be a good read. Not all kids grow up with a love of math like Tony DeRose, a computer scientist at Pixar Animation Studios. He put the algebra and trigonometry he learned in high school to good use when he realized that âwithout mathematics, we wouldnât have these visually rich environments, and visually rich characters.â The article includes a video clip of an interview with Tony talking about the connection between animation and math. Youâll also find a link to an article about the computer scientists who won an Oscar for developing the fluid simulation used in animated movies like Pirates of the Caribbean.
Or take a look at this PBS Teachers site that suggests ways to help students use measuring, multiplication, division, and fractions to understanding what motion picture film is and how it is used.
But we know that the best way to get kids interested in high school math is to make sure theyâre engaged with math from the very beginning of school. And as a mother of an artist, in an environment where budget cuts have virtually eliminated art education from public school education, I was pleased to find someone like Wendy Jackson Hall. She was an animation artist and educator Seattle who used creative media like animation as a learning tool to help teach other subjects (and she introduced my son to stop-motion animation).
Relating Math Learning to Everyday Activities
In this terrific Stop Motion Works article, Wendy talks about teaching kids how to make flip books to relate math and aesthetics â with specifics for kids in grades 1 through 6. Helping children understand that 24 frames are combined to create one second of animation helps build comprehension of multiplication, division and fractions. And relating this to aesthetic principles of design, composition, contrast, and visual symbols, helps kids make the connection between the seemingly disparate worlds of math and art.
Latest posts by @DreamBox_Learn (see all)
- Where to Start When Evaluating Digital Curriculum - February 12, 2018
- 6 Tips for Introducing Kids to Laptops - October 26, 2017
- Investing Title I Funds in Evidence-based Interventions - October 19, 2017


Literacy is the set of knowledge, skills, practices and behaviours that allow all of us to interact with each other. Literacy and learning are keys to employment, higher wages, better social and health outcomes and active participation in society.
There are a number of literacy programs available to Saskatchewan citizens that encourage a highly-educated province and skilled workforce.
Family literacy is all the ways that families interact, share and learn together.
Family literacy programs give opportunities to learn about:
- the importance of language, literacy and reading;
- the role that family members can play in literacy development of their children;
- interactive literacy activities that support a childâs literacy development at home and in school; and
- how to access learning resources through the library or their community.
Family Literacy Hubs work with schools, libraries and communities to provide family literacy programs, services and supports for families. These organizations are funded to act as Family Literacy Hubs within Saskatchewan:
Saskatchewan Community Literacy Fund Call for Application
The Ministry of Education is seeking proposals for short-term project funding of up to $50,000. The Saskatchewan Community Literacy Fund (SCLF) provides funding for Saskatchewan based not-for-profit organizations to develop and deliver new family and community literacy projects for Saskatchewan citizens.
SCLF program funding is limited, and not every eligible application may receive funding. The amount approved for each project may be less than the amount requested, and is based on how closely the project meets grant criteria, eligible expenses, the number of requests received, and consideration as to how it aligns with ministry priorities.
The 2018-19 guidelines and application forms can be downloaded below.
Applicants are required to submit the complete application package electronically to The Saskatchewan Literacy Network Inc. by email (firstname.lastname@example.org) by 11:59 pm on Thursday, May 24, 2018.
For further information, please contact:
Merla Parker (306-787-2513) or Brenda Dougherty (306 787-6262)
Literacy Office, Provincial Library and Literacy Office
Ministry of Education


The BC Curriculum presents what your students are expected to Know, Do and Understand. How students arrive at these expectations is not prescribed. A unit plan brings together the elements that are essential for 21st century learning: a concept-based approach to learning and a focus on the development of competencies to foster deeper, more transferable learning within a Catholic Worldview. The Framework is not intended to be a template that is filled out by a teacher, but to guide the teacherâs thinking and decision-making as he/she creates a unit plan. The unit plan is an organized, flexible, working plan structured to meet the learnersâ needs that includes:
1. The Essential Elements that must be in a teacherâs unit plan.
2. The Guiding Questions that align with the spirit of the Redesigned Curriculum that allows a teacher to explore new, open-ended, more flexible ways of planning, rather than meeting a minimal standard.
3. The Framework encourages teachers to focus their planning through the lens of the Catholic Worldview as based on thePrinciples of Catholic Education.
1. How has the Catholic Worldview been infused throughout your unit plan (content, methodology & resources)?
2. How are the Principles of Catholic Education demonstrated in your unit plan?
1. How does your unit plan reflect how the core competencies align with the age/stage of your students within the context of the development continuum?
Big Ideas (Understand)
1. What are the fundamental ideas in your unit plan on which new concepts will be built?
2. What are the enduring understandings your students will be able to remember and apply throughout their lives?
Curricular Competencies (Do)
1. What are students expected to be able to do?
2. What are the opportunities for students to make meaningful and real-life connections?
Curricular Content (Know)
1. What content and concepts are students expected to know?
EVIDENCE OF LEARNING
1. How will assessment criteria be communicated to or co-created with students?
2. How does the assessment allow students to receive ongoing feedback in order to make revisions and improve their learning?
3. How will students demonstrate their understandings of the curricular connections in multiple ways?
4. What opportunities will there be for students to reflect on their thinking and feelings as part of their learning?
5. How will parents provide ongoing feedback to contribute to their childâs learning?
Flexible Learning Environment
1. How will you intentionally build a sacred, inclusive, safe and caring learning environment?
2. How will you create a flexible learning environment with the creative use of time and space to adapt to studentsâ needs and interests?
Evidence of Differentiation
1. How will you make learning accessible for all students to succeed?
2. How do you support the individual spiritual, social, emotional, physical and academic needs of your students?
Personalized Learning Opportunities
1. What opportunities are there for continued development of literacy and/or numeracy skills?
2. How will you provide opportunities to engage students (i.e. voice & choice) and access background knowledge?
3. How have you scaffolded learning to help students move from a concrete understanding to transforming and applying their learning?
4. How does your unit plan connect to more than one area of learning to examine an inquiry, theme, issue, problem, topic, or experience?
5. What opportunities have you provided for integrating the First Peoples Principles of Learning?
1. How did it go?
2. What do I need to change?
3. Where to next?
1. What materials, technologies, equipment, etc. will you use?
4885 Saint John Paul II Way,
Vancouver BC V5Z 0G3
Phone: 604 683 9331
Fax: 604 687 6692


Benefits of Instrumental Music Instruction
âª Literally Expands the Brain and Raises IQ
âª Improves Academic Skills and Test Scores
âª Playing with Classmates Improves Social Skills
âª Promotes Self-Discipline and Self-Esteem
âª Fun and Improves Memory and Creativity
âª Helps Develop the Whole Child
New technology allows researchers to scan the brains of children while they perform various scholastic activities. Unlike any of the other subjects, it was discovered that while they were learning to play a musical instrument all quadrants of their brain fired. It has been proven that children who start at a young age with instruments do a better job in high school, and on average score 22% higher on their SAT scores!
Over these last 20 years, it has been proven that the younger children begin instrumental music lessons, the more beneficial they are. The research shows that instrumental music education should be introduced at the same time as basic language skills, writing skills, reading skills, and basic math skills. In other words, the first through fourth grade is ideal!
The focus of Clef Notes Music Instruction is to offer this instrumental music instruction to younger children and utilize educational web sites to put forth a program in step with today's diversity in teaching and on the same course as the latest research.


Goodstart Oxenford literacy room sharpens skills
Developing literacy skills in early education is critical to success in later life.
Weâve talked about the importance and benefits of children having a strong grasp on literacy here
, including some of the negative outcomes associated with low literacy levels in adult life.
In a nutshell, literacy skills are vital and they are about so much more than simply being able to read and write.
The broader perspective of literacy reflects the role it plays in a personâs ability to design, speak and listen in a way that allows them to communicate effectively and make sense of the world.
Being able to read and understand information about health, fill out forms, organise information, follow instructions, understand legal obligations and interpret signs and symbols are skills that rely on having solid foundational abilities in literacy.
Tameika Smith, centre director at Goodstart Oxenford Riversdale Road
understands the value of early literacy skills, so when she learned that literacy levels for children entering school in the area were poor, she knew her centre had a central role to play in improving the situation.
âWe know that children who start school behind tend to stay behind, so it was obvious to us that we needed to make literacy more of a focus in our centre,â Tameika said.
âBeing able to communicate effectively is the key to so many developmental areas for children, with most childhood milestones depending on strong communications skills.â
Tameika and her team decided to develop and trial a dedicated literacy room within the centre, full of resources and equipment that supports literacy development, and 12 months later the concept is in full swing and paying off.
Initially the room was designed to support children in their kindergarten year to help get them ready for school, but itâs now being used by all age groups from toddlers onwards and has proven to be especially effective in helping younger children with speech delay.
Educators in the room use the Jolly Phonics
program with children, which is a multi-sensory method that teaches the sounds of letters and letter combinations, the ability to recognise and verbalise these sounds, as well as letter recognition.
The room is also full of other resources geared towards developing skills that support literacy, like:
- Fine motor skills: these are essential for a child to be able to write and are supported by puzzles, manipulation boards, magnet boards, chalk boards and even beanbag balls which are thrown towards targets to develop hand-eye coordination.
- Books: you can never have too many books when it comes to developing literacy! The range of books on offer are stimulating and fun, and help children relate story themes to pictures, recognise symbols and process visual information.
- Number and letter shapes: these help children to recognise letters and numbers, put them in order, practice naming them and practice sounds.
With the literacy room now an established feature of the centre, Tameika is hoping to expand literacy development into the homes of the centreâs family and the local community by creating a community library and a street library.
âItâs all about making books more accessible, for both children and adults. Families are all so busy and we want to make time limitations and convenience less of an issue as we know these factors often limit access to books and reading,â Tameika said.


Philosophy of Art Unit
In a fast-changing and an increasing globalized world, we need to prepare our students with lifelong skills of observing, envisioning, innovating and reflecting both in school and elsewhere in life. These competencies will help them cope better with challenges in adulthood so that they respond to them with creative intelligence. They learn these lifelong skills through a thorough and holistic Art Education in Yishun Town Secondary School.
The learning of Art as a discipline helps them to better relate to the world around them as it complements and balances all other disciplines. It is a platform for them to synthesise their learning from other disciplines so that it enhances their overall education.
The study of Art as a discipline nurtures creativity and allows room for self-expression and develop traits of mental behaviour that are valuable such as mental flexibility and spontaneity which will help them flourish in a dynamic environment in the years ahead.
Leading the frontiers of Art. A community of Artists.
E â Enriching YTzens with holistic art education
X â Exciting and dynamic art curriculum planned and executed by committed teachers
C â Cultivate confident and self-motivated YTzens by providing a safe haven for learning
E â Empowering YTzensâ learning through self-discovery and self-expression
L â Leading the frontiers of artistic and inventive creation through arts appreciation
Art Education in Yishun Town Secondary School entails the following:
1. Nurturing Creativity
2. Freedom for Self-expression
3. The Visual Act
4. Visual Literacy
We aim to nurture YTzens to be Confident Leaders and Global Thinkers. Students will be able to:
â¢ Develop creative thinking skills through art processes
â¢ Express thoughts and feelings through different forms of art
â¢ Adapt and be resilient in the process of art-making
â¢ Interpret, negotiate and make meaning of artworks in the verbal and written forms.
Art lessons are conducted in the Three Studio Structures:
â¢ Demonstration-Lecture: Teachers deliver information quickly and visually, about processes and tasks that students immediately undertake in assignments.
â¢ Students-at-Work: Students make artworks based on teachersâ assignments, while teachers observe and consult with individuals or small groups.
â¢ Critique: Teachers and students discuss and reflect on students' artwork, often while it is still in process. Through Inquiry-based learning, the responses of the students will be elicited.


A music teacher is responsible for introducing students to music appreciation, offering classes such as music theory, history and performance. In order for a high school student to enter the field of music education, she must take several classes to prepare herself for the in-depth university studies needed to become a certified music teacher.
Music theory classes focus on the building blocks of music, such as rhythm, pitch, melody and harmony and how they all work together. Composition and analysis are also important parts of the course, as well as learning to sight read passages on staff paper. A high school student who has a working knowledge of music theory will have a head start on becoming a successful college music education major.
Music history provides an overview of the ancestry of music, outlining its development throughout the centuries, from the Renaissance period to modern day. Students also learn about composers who have shaped the spectrum of music. Learning to identify various styles, composers and musical time periods by ear is a necessary skill for an influential teacher. A high school music history class will provide students with the basic information needed to enter college-level courses that dive deeper into the historical impact of music on society.
Chorus, Band and Orchestra
A chorus class will teach a singer to work together with other vocalists and put music theory studies into action. Participating in a band or orchestra will show students how to play music together in harmony. Performance classes teach pitch, blend and presentation. Working in a group setting gives a future music teacher the opportunity to appreciate different talents and instruments and helps narrow down their choices of what kind of music teacher they may want to become.
Individual lessons give students the opportunity to work one-on-one with an expert. The curriculum will include warm-ups, physical form, technique and interpretation and offer performance opportunities. The student will build his repertoire, adding songs of different genres to his book and practicing audition pieces for college entry. The teacher will guide the student in picking the right pieces, filling out applications and building a resume. In addition to perfecting a specific talent, individual lessons instruct the aspiring music teacher to be confident presenting music to an audience and eventually, a classroom full of learners.
- Jupiterimages/liquidlibrary/Getty Images


Mooresville Adopts Gateway Projects in Four Grades
The Mooresville Graded School District recently adopted requirements for four large scale multimedia projects in 3rd, 6th, 8th and 12th grade. Beginning next year, students would add products from these projects to their digital portfolio.
"A major project that a student has to struggle through is one of the best forms of assessment and leads to future success," said superintendent Mark Edwards. "The Gateway Projects will provide students with the opportunity to demonstrate what they know and understand through the creation of a project based learning product."
The rationale for projects, according to Edwards, is to broaden the experience base of all students. He observed the influence of socioeconomics on results as North Carolina adopted Common Core standards--performance among affluent students scores rose, while results for in students in poverty declined.
Gateway Projects contain 4 components:
- Research - students will demonstrate their ability to find information on a variety of topics and evaluate sources to ensure that the information is credible and relevant. The number of sources required will depend upon the grade level.
- Written Paper - students will demonstrate their ability to analyze, synthesize, and process information gathered from a variety of quality sources into a well-written, grammatically correct paper. The length of the paper will depend up on the level of the Gateway Project.
- Digital Product - students will demonstrate their ability to create a digital product related to their topics as a way to further explain their topics. The type of digital product created will depend on the level and ability of the student.
- Presentation - students will demonstrate their ability to effectively articulate the information related to their topics to an audience. The audience may include other students, faculty members, parents, and community members.
Teachers are developing rubrics in order to evaluate the Gateway Projects.
Distributed leadership. Many districts have delegated--really capitulated--leadership to the school level creating hoping they will figure out how to leverage technology to reach higher standards. Mooresville, on the other hand, is taking a systems approach--common goals, a collaborative culture, and shared practices, tools, and systems. This sort of enterprise approach usually feels top-down but Edwards had developed a system of distributed leadership in Mooresville where teachers have a say and feel supported.
When I visited the Mooresville summer institute, the distributed leadership was evident throughout the program. Teachers and principals clearly have important roles in defining challenges and solutions.
Distributed leadership has been evident in the way the project proposal was crafted and presented. Edwards said, "We're excited about the stretch goals and the impact it is having on student knowledge and understanding."
Capacity. Edwards loves seeing evidence of sophisticated research and understanding why vetting resources is important, "I've had 3rd graders explain, 'you can't just trust wikipedia'."
Mooresville projects tackle real world problems. One group of students Edwards visited recently told him, "we have a really simple role, to find peace in the middle east."
Teachers have 10 dedicated early release days a year. High school teacher Nancy Gartner leads the training for the teachers. Middle school teacher Bethany Smith leads training in Mooresville (and other districts) on project-based learning and digital conversion (President Obama visited her classroom in June).
"We know that this is the right direction to prepare our students for college, work, and the future. Project teams have proven to be an academic powerhouse."
The Gateway initiative is led by Dr. Crystal Hill, Executive Director of Elementary Education, and Dr. Stephen Mauney, Executive Director of Secondary Education.
The project-based learning framework is a work in progress but it is already a great example of leading for deeper learning and better college and career readiness.


It is no surprise that I love a good read aloud. I have written numerous posts about why I love interactive read alouds and spent years finding the perfect picture books to use to teach different skills in my primary classroom. It wasnât until later that I began to dive into some of our favorite [â¦]
In my new role as a K-2 literacy teacher, I spend a lot of my time working on direct phonics instruction to help my first and second grade students decode words they are encountering in their texts. I thought I would take a little time to go through what a week of small groups phonics [â¦]
I made an effort every year to set some specific read aloud time available in my classroom. Some days it was 10 minutes, other days I could stretch it to 20. Either way, it was one of my most favorite times of the day. I could teach so many skills while my students got to enjoy [â¦]
After some baseline testing, my Kindergarten students are now grouped into three major categories: (1) Letter name identification (uppercase) (2) Letter name identification (lowercase) (3) Letter sounds In my small groups, I wanted to create some interactive games that would allow students to see their letters over and over and over [â¦]
Ipads, tablets, laptops, Chromebooks, etc. It is likely that your students are well-versed in all of the above and more. If they arenât yet well- versed in technology, they are at least familiar with it and learning rapidly about it. As more and more schools continue to gather technological devices for their students to use [â¦]
What is an Interactive Read Aloud? An interactive read aloud is a planned and purposeful read aloud that you can incorporate into your daily and weekly lessons. Interactive read alouds help build studentsâ fluency and comprehension while teaching specific skills. Students are involved and engaged in the read aloud process instead of passive. These planned read alouds [â¦]
As every new school year approaches, I begin to get my mind ready for a new year of students. This always includes thinking of my classroom management approach. I like to try new things each year because each group of students is entirely unique and has a different set of needs than the classroom before.


As fictional inventors make terrible choices on the big screen, real-world tech innovators can learn from their example how not to make the same kinds of ethical mistakes.
Whether the sins of our past stay with us forever has become a pertinent question of our time. A philosopher argues we don't need to carry our past burdens â although there are some moral conditions.
Think you are a moral person? Research shows that we are often prone to act immorally when we think we're moral.
Friendship requires that we be open to our friendsâ ways of seeing things, even when they differ from our own. Is being a good person necessary for a good friendship? Who is a good person?
A philosopher's take on the ethics of products that allow parents to lighten the skin colour of their unborn baby.
Many believe their morality comes from their religion. But evidence suggests that peopleâs opinion of what God thinks is actually what they believe is right and wrong, not the other way around.
A vegan and anti-speciesist society is based on a somewhat simplistic view of the animal world. And its principles cannot be implemented in a globalised world.
Children lying is rarely cause for concern and actually means your child is developmentally normal.
The scale and brutality of Trump's family separation policy was like nothing that has gone before.
It is just as much for our own sake, as for the sake of robots, that we should begin recognising the rights of intelligent machines.
Children develop a sense of morality as they grow, similar to how literacy and numeracy skills develop over time and with practice.
South Africans expect former president Zuma him to take responsibility and remedy his undemocratic and unconstitutional behaviour.
While people often want to cheat in certain cases if it would benefit them, they also want to think of themselves as honest. Here are three steps to stay honest while filing taxes.
While emergency drills may help schools feel safer, they contain underlying and often unintended moral messages about the nature of school and life itself.
Humans have long been trying differentiate themselves from the rest of the biological world. Is it because we're superior, or just insecure?
Social and economic inequality is a serious threat to the sustainability of liberal democracy. It cannot be addressed by declaring that identity claims are democratically suspect.
Individually rational actions can lead to collectively undesirable outcomes. Rethinking our individual moral obligations as forming part of a collective pattern of action can lead to positive change.
Technology isn't value-neutral. Unless we understand the ethical assumptions behind our technology, we can't trust the solutions it offers.
Too often, we automatically dismiss ideas with unsettling implications. We need to focus on evidence, and on ordinary fairness and compassion towards others.
We are not yet "post-truth", but truth-telling remains vital in sustaining open and democratic societies.


Tanzaniaâs media and government authorities are reporting that as much as 55 per cent of the countryâs deaf population is illiterate, locked in poverty, with few prospects for secondary school or university education.
Speaking at graduation day for Dodomaâs School for the Deaf, headmaster Kennedy Maingu told parents and the media that there simply arenât enough specialist secondary schools for the deaf in Tanzania and that pupils therefore struggle to progress beyond primary school.
The limited number of special education schools, Mr Maingu says, is compounded by an acute shortage of specialist teachers because there is only one teaching college for those seeking to learn Tanzanian Sign Language.
Mr Mainguâs warning comes in the wake of reports from the National Bureau of Statistics (NBS) that estimates that as many as 55 per cent of the countryâs deaf population are functionally illiterate.
So, the question is, how many deaf Tanzanians can read and write in any language?
PesaCheck has researched the issue, and finds the claim that half of Tanzaniaâs population is illiterate to be TRUE for the following reasons: While research into deaf education in Tanzania is limited, the NBS conducted the Integrated Labour Force Survey in 2014 that looked at, among other things, the number of persons with disabilities in the country. This survey found that 12 out of every 1,000 Tanzanians suffer from a hearing impairment, or a total of 536,088 in 2014.
Of these persons with hearing disabilities, the ILFS survey showed that 241,453 were literate in English, Swahili or any other languages, and 294,635 were illiterate, meaning that 55% of Tanzaniaâs deaf population can neither read nor write.
The biggest contributor to this high level of illiteracy is the difficulty in accessing dedicated public schools for the hearing-impaired in Tanzania. A study on access to education for the deaf states that in 2009, there were approximately 91 000 deaf students in Tanzania, but there were only 7 schools capable of providing them with a proper education.
According to the report, all these schools were private at the time of the study, meaning that the government played no part in their operation. Private schools are prohibitively expensive in Tanzania, making them inaccessible to poor families, especially given how much it would cost to acquire hearing aids and other such assistive devices.
The study did show that there are about 14 deaf units that attached to mainstream schools catering to about 500 deaf or hard of hearing children. Many of these schools offering boarding facilities as well.
A 2017 report by Human Rights Watch shows that Tanzania has 27 secondary schools in for children with disabilities such as albinism, visual impairment and hearing impairments as well.
These 27 secondary schools are meant to cater to 87,378 hearing impaired youth, making access to education for the hearing-impaired especially difficult. Furthermore, those beyond school-going age are left without the means to acquire basic literacy and numeracy skills.
The lack of specialized education facilities for the hearing-impaired has contributed to the high levels of illiteracy in the community, and the various statistics published by the government of Tanzania confirm that the assertion that half of the countryâs deaf population is illiterate is TRUE.
Belinda Japhet is a communications consultant and writer.


Baseball Teaching Tip
We all know that Spring is the time for rebirth and kites but, to me, it is the time for Baseball Season to begin!
Did you know that you could implement baseball (or any sport, for that matter) across the curriculum? Here are just a few ideas.
1. Reading - Read about your favorite players, teams, and stadiums. Alphabetize the names of all the teams. Sequence how to play the game. Predict the outcome of your team's year. Will they make it to the playoffs? Have a cause and effect discussion about a team's possible move.
2. Writing - Write to your favorite team to wish them a good year and let them know you are cheering for them.
3. Math - Play baseball by dividing your class into two teams. You be the pitcher and throw out math problems (addition, multiplication...whatever you are studying or reviewing). If the batter answers correctly, it is a single. If someone calls out an answer, it is an automatic double. If you give a two-part problem, count it as a triple. Ask a story problem for home runs. HAVE FUN! (NOTE: This game adapts well to any subject.)
4. Social Studies - On a map of America, color the states where the teams are located (perhaps red for American League teams and blue for National League teams). If a state has both leagues represented, color half the state in each color.
5. Community Involvement - Arrange for a player or other team representative to visit your class, grade group, or school. If you do not have a national baseball team, how about a high school or college team? How about a different sport?
I hope you have found these ideas useful. Remember, Reading is FUNdamental!!
About the Author
Freda J. Glatt, MS, retired from teaching after a 34-year career in Early-Childhood and Elementary Education. Her focus, now, is to reach out and help others reinforce reading comprehension and develop a love for reading. Visit her site at http://www.sandralreading.com. Reading is FUNdamental!


In âThe Creative Director,â Edward Lisk says many who choose a career as band director start considering it in high school, encouraged by band directors and private music instructors. He explains the importance of mastery of a primary instrument and a deep understanding of music literature to a band directorâs success. Being a musician with a strong performance background is important when conducting or directing other musicians.
Skills and Abilities
Kathleen Dishion, the band director for Adams Central Community Schools in Monroe, Indiana, was in her high school marching band, where she made the decision to become a band director to be involved in music and share music every day. Skills she says are required as a band director include knowledge of music history and theory, a working knowledge of orchestral instruments, ability to read music and interpret musical scores and a good ear for music. She adds that good people and administrative skills, creativity and professionalism are also very important to her band director career. The U.S.Bureau of Labor Statistics reports that people skills are important qualities for band directors, who work with student musicians, parents and school administrators.
High School Preparation
In âWhat it Takes to Be a Music Major,â Louis A. Menchaca, an associate professor of music at Concordia University Wisconsin, recommends high school students participate in a range of activities and experiences to prepare for college music degree programs. He says band experience should be supplemented with private lessons. He recommends some kind of study or learning exposure to music notation for an understanding of music theory topics such as rhythmic values, meter signatures, form, intervals and triads, scales and key relationships. He recommends high school students who intend to pursue a music major learn the keyboard skills theyâll need in college music courses.
College Education and Preparation
The BLS reports that a bachelorâs degree is commonly required for music directors. Dishion majored in instrumental/general music education and became certified to teach kindergarten through high school music, band or orchestra. She also student taught in beginning and high school band and was undergraduate production assistant for University Singers. Degrees in music education include courses in topics such as music in world cultures, music systems, music technology and courses in individual instruments, including piano, strings, brass, percussion and woodwinds.
Band directors must have musical experience performance of their primary instrument in solo performance and in group performance such as ensemble and orchestral performance. Dishion recommends getting involved in as many different musical experiences as possible to prepare for a career in music. Lisk explains that performance provides depth of awareness and understanding of music that band directors need to lead student musicians. The most successful band directors have a foundation of years of practice with a primary instrument and performance skills.
- U.S. Bureau of Labor Statistics: Music Directors and Composers
- College View: Career Spotlight: Band Director
- The Creative Director: Conductor, Teacher, Leader; Edward S. Lisk
- San Jose State University: BM-Music Concentration in Music Education
- National Association for Music Education: What It Takes to be a Music Major
- Hemera Technologies/AbleStock.com/Getty Images
- Great Buttocks Exercises With Bands
- Career Path of a Music Producer
- Strength Training Bands for Vertical Leap
- List of Resistance Band Exercises With the Ballet Bar
- How Many Years Does It Take to Become a Fashion Designer?
- The Qualities Required to Be a Good Voice Trainer
- Being a Broadcast Newscast Director
- How to Write a Cover Letter for Demos to Record Labels


- Services & Solutions
- Clients & Partners
Special Education Services Received by Students with Autism Spectrum Disorders from Preschool Through High School
Journal of Special Education
Wei, X., Wagner, M., Christiano, E., Shattuck, P., & Yu, J.W. (2014). Special education services received by students with autism spectrum disorders from preschool through high school. Journal of Special Education, 48(3), 167-179.
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal Transition Studyâ2, this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary school peers. Disability severity and demographic characteristics were associated with differences in special education service receipt rates.


Educators of the Deaf and Hard of Hearing face a tough challenge when it comes to the development of reading skills in young deaf children. Every classroom with deaf students has the potential to include a diversity of students with various linguistic backgrounds/abilities. Every deaf child's individual exposure to language has a direct effect on his/her literacy development. It then becomes the teacher's responsibility to assess each student's experience with language and linguistic ability and create a reading program suitable to the needs of the students in her classroom. After much research and some experience in the field, it is my conclusion that a successful reading program for young Deaf/HH students must include five major components. These components are: A curriculum-based guided reading program; ASL storytelling (in support of the guided reading program); parental involvement/support; speech support; and opportunities for cross-curricular support. This project discusses each major component, why each is important to deaf students, how each integrates into an overall reading program for the deaf classroom, and how each is organized to create a general frame for the actual reading program that I want to implement in my classroom.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Shannon, Nora - Chair
Beauchamp, Amanda, "Proposal: an enhanced reading program for young deaf/HH students" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT â Main Campus


Shaping Education Around Student Needs
Perhaps the hardest thing to predictâ¦ is the future
Scientific advances and electronic networks are permanently changing the global landscape at an incredible pace. Without a doubt, our kids will encounter enormous challenges in this uncertain future. How can we prepare them to solve problems we cannot even anticipate? With the new school year beginning, we need to ask ourselves, what do we need to teach our students now that will help them meet future challenges throughout their lives?
Literacy is one of the most important foundational skills for success in school and in life, and it is an important means of lifelong learning. The best way to prepare students for the future is by helping them become confident, competent, and motivated readers. We need to equip our students to read information critically and analytically so they do not just believe everything they see and hear. Reading develops the mind, improves understanding, and enhances the imagination.
The Reading Comprehension Crisis in the U.S.
For decades the U.S. has made reading comprehension a priority, yet the crisis continues. Two-thirds of our nationâs 4th, 8th and 12th graders consistently score below theâ proficientâ level on national and state assessments. Many of our nationâs children have difficulty understanding a textâs purpose, determining what is important, locating information, making inferences, summarizing text, and figuring out the meanings of new words. Knowing this, how can we help our kids succeed?
What Humans Do Well
Humans are geniuses at finding patterns and making connections. The human brain understands content and context, and can also read mood. Even when our students are not directly speaking to us, we can tell through their body language when they are engaged and motivated, as well as when they are confused, bored, distracted, or turned off.
What Humans Canât Do
What humans cannot do is instantly hold lots of discrete information in our brains. This can be frustrating because our students come to us with very different skills, abilities, and interests. Teachers are often asked to differentiate instruction to meet studentsâ widely different needs. It is virtually impossible to carry out 25 different lessons plans, for 25 different students, with 25 different needs at the same time.
What Computers Do Well
Computers, on the other hand, are great at distinguishing between discrete pieces of information, and can be programmed to present information differently based on different student responses. That is something a powerful computer program can do brilliantly.
Why Watering Down Content Hurts Struggling Readers
Students at all skill levels need to be prepared for future challenges. We cannot simply ignore the root causes of their reading problems. It is unacceptable to lower our expectations and just âwater downâ content. Watering down content means that some of our children do not have access to the same rich information other children have. This jeopardizes the future of our struggling readers and puts them at a great disadvantage.
Helping Teachers and Students withâ¦Blended Learning
Teachers are essential to student learning. Teachers have great power to influence their students and to shape the course of a young personâs future, for better or for worse. Students come to us with very different strengths, deficits, motivations, and interests. The responsibilities that teachers have is awesome. Since it is impossible for teachers to effectively address the discrete learning differences among all of the different students in their charge, they need assistance. This is where blended learning comes in. Blended learning is the purposeful use of technology, paired with effective teacher-led instruction, that can help teachers truly target the specific needs of their students.
Blended learning is not accomplished by merely adding technology. It cannot replace educators, and in fact, can only succeed if implemented by knowledgeable teachers who use technology to assist them. Research-based, adaptive online programs can help teachers be successful. These programs can engage all students with rigorous academic content, at their individual levels. They can provide teachers with both detailed data to effectively group students, and with the resources needed to meet studentsâ specific needs.
As a long time teacher, literacy coach, and curriculum director, I became all too familiar with the frustrations of students who struggle with reading. The problem only increased when they read nonfiction, especially in science, because of its many unfamiliar concepts and its new vocabulary. I wanted to address this problem head on. I worked with a team to develop Readorium. This blended learning solution is designed to enable students at all skill levels to understand the same rich, grade-appropriate content.This is accomplished with text and support systems that automatically adjust to each individualâs needs as they read. Readorium also provides teachers with the specific student progress data and downloadable resources needed to further target classroom instruction.
You can try Readorium for free, to see if itâs right for your students.


If you are an art teacher you have no doubt taught a color wheel lesson or two (or two hundred!) I'm always on the lookout to shake things up away from the boring fill-in the blank color wheel lessons. I do think it is a very important lesson to teach, but we need to change it up some. I continue to refer to a color wheel with my adult students.
So...take the students outside and gather up some leaves and start printing!
Make sure that the leaves still contain moisture. The dry leaves will just crumble.
View the video demonstration below for complete instructions.
Theresa Gillespie spent over 20 years teaching Art in the Moline School District in Illinois. She has a BA degree in Art Education and a MEd degree in Education & Technology. She also is a graduate level instructor for The Art of Education


The story of âEl Sistema, an extraordinary program for children and youth in Venezuela, where music education and social reform have been fused on a national scale with astonishing results.â
Music educator Tunstall (Note by Note: A Celebration of the Piano Lesson, 2008) traveled to South America, California and elsewhere to explore the El Sistema's global groundswell. Founded in 1975 by pianist JosÃ© Antonio Abreu, the movement, which currently serves nearly 300,000 underprivileged children throughout Venezuela alone, seeks to develop civic engagement and social responsibility by engaging youth with the rigors of the musical discipline and the interpersonal dynamics of playing in an instrumental ensemble. El Sistema has been profoundly successful, earning massive government support in Venezuela and spawning dozens of offshoots throughout the world, including the United States. Having produced arguably the most celebrated conductor today, 30-year-old Gustavo Dudamel, the program has become the most symbolic example of the social relevance that classical music can have in today's cultural landscape. Tunstall soundly probes how it is that classical music has played such a powerful role in the protection, education and elevation of so many children born into poverty. The author does a noble job tracing the history of El Sistema, while managing to keep the narrative as much in the immediate present as possible. Occasionally, Tunstall's otherwise enjoyable and sincere narrative becomes infected with the hyperbole endemic to classical music culture. Transformation, intellectual awe and spiritual uplift are notions that have always coded classical music with elitism while masking its deep anxiety over its own relevancy. Yet the author does readers a service by drawing attention to the group energy, individual artistry and organizational power that the social structures of classical music require.
Tunstall is at times flatly earnest, even sappy, but never at the expense of conveying what is truly inspiring about her subject.


Written by Jeff Mays
HARLEMâAs Mayor-elect Bill de Blasio focuses on early childhood learning as one of his administrationâs top priorities, the Childrenâs Museum of Manhattan has partnered with Union Settlement and the New York City Housing Authority to create an early childhood âhubâ at Johnson Houses in East Harlem that they feel can be a citywide and national model for leveling the playing field for low-income children.
Using the âEatPlayGrowâ curriculum developed with the National Institutes of Health and tested at the Childrenâs Museum of Manhattan, the focus is on early childhood literacy and health for the Union Johnson Early Learning Center and Head Start facility on 113th Street and Lexington Avenue.
âBy the age of 4, even before Head Start, 80 percent of a childâs brain is developed,â said Andrew Ackerman, executive director of the Childrenâs Museum of Manhattan. âThere is no better investment than early childhood education.â
Kids squealed as they fed Alphie the dragon, an interactive toy, with letters and shouted out the names of healthy food that started with each letter, such as watermelon for the letter âW.â
Thereâs a replica of the NYC Green Carts that sell fruits and vegetables on the street in the childrenâs classroom to encourage healthy eating while the block building area focuses on exploring math concepts. A teacher used clay to help students mold different types of healthy food.
Outgoing NYCHA chairman John Rhea said the curriculum is the type they had in mind when they opened the newly built center.
âA program like this costs thousands of dollars at a for-profit school but its critical that low-income children have access,â said Rhea who added that the program would help close the âachievement gap that we know is too prevalent in low-income communities.â
Studies show that by the time kids enter kindergarten, an achievement gap can already exist. Kids from higher income families score better on cognitive tests than children from lower-income families. White children score higher on reading tests than both black and Latino students. More troubling is that this racial and economic achievement gap persists even as students get older.
âI see this as simply helping to level the playing field,â said Laurie Tisch, president of the Illumination Fund, one of the childrenâs museumâs biggest funders. âIf my kids can have it why canât kids who are in a different zip code?â
The program also doesnât just focus on kids. Parents, educators, care givers and public housing staff will also receive training from staff at the childrenâs museum. The development of the initiative will also be studied as NYCHA and its partners develop plans to replicate the early childhood hub in public housing developments across the city.
David Nocenti, executive director of Union Settlement said kids of all incomes can have quality early childhood learning but itâs going to take collaboration.
âWe canât do this on our own because we donât have the capacity or the funding,â said Nocenti. âEverything is better when done in collaboration.â


Thrive Public Schools is a blended learning & project based learning school. This is the second year for our high school and we are working to empower students Learn to Learn, Learn to Do, and Learn to Be. At the high school level, we use the Summit Learning Platform for our blended learning and this incorporates conceptual math learning & application, and procedural math learning. Within the math classrooms, we work on inquiry based questions that allow for building a conceptual understanding of a new math topic, and we also work on real world projects that allow students apply their learning in new ways. The procedural learning for math is expected to be completed during a Studio class that allows students to self-pace through focus area topics, showing mastery through a content assessment.
Last year I noticed that many students were struggling to independently show mastery in these focus areas. Part of this is due to below grade level math skills (based on MAP test results), and part of this is due to not understanding how to use the resources available to drive their own learning. This year, I have started working with students to support these two areas of need using small group instruction during our studio time and using Khan Academy's MAP recommended practice for homework.
For the Small Group Instruction (sample lesson plan here), I pull groups of students once a week to review the resources available for the focus area. The intention is to show students how to utilize the resources to understand the procedural math while also ensuring they are learning the objectives they will be assessed on. The small groups are determined based on students' Math MAP scores, so students with similar scores are grouped together. (During class students are grouped strategically so that there are different math levels in each group.) By reviewing the focus areas and learning how to utilize the resources, students will be able to independently show mastery in the grade level content and will be more likely to drive their own math learning in the future.
In addition, as many students have lower MAP scores, I also want to provide time for them to build their foundational math skills. I am using Khan Academy's MAP Recommended Practice that provides students recommended topics to practice based on their MAP scores. I ask students to work on this for 30 minutes 3-4 times a week outside of school, and also provide time during the small group instruction to work on topics. This practice allows students to drive their learning and show mastery on the foundational skills while also building towards mastery of grade level content.
The hope is that these two strategies, using small group instruction and MAP recommended practice, will allow students to begin to drive their own learning in Math on the Summit Platform, independently show mastery of the main grade level math concepts, and build their foundational math skills.


On September 20th the National Endowment for the Arts held a public webcast to release and discuss its new report How Art Works. How Art Works lays the groundwork for the NEAâs new five-year agenda and uses a âsystem mapâ to outline the relationship between art and social well-being. The map was developed by the NEA through the collaboration of researchers and individuals engaged in the arts.
The NEAâs agenda focuses on analyzing individual, social, community, and economic benefits of arts engagement. At the heart of the report is the concept that engagement in art will improve the quality of life for the individual as well as the community. According to the report, the interactions among individuals that art inspires are vital in order to see any benefits produced.
The map showcases âHow Art Worksâ by displaying specific âinputsâ and âoutputsâ from art engagement that make up the beneficial cycle. The inputs are 1) art education and training, 2) the human impulse to create and express, and 3) arts infrastructures (such as the institutions that encourage the creation and intake of art). The outputs are 1) benefits to the individual and 2) benefits to the society and community from art.
The map will be used by the NEA in their new agenda to provide a framework and questions for future research projects. The map is also expected to fill in research gaps that have existed by creating a clear visual of the impact relationship of art engagement on the individual and community quality of life. One of the large topics discussed in the webcast was the possible impact the map and future research could pose on funding for arts engagement. In a quantitative world, the NEAâs use of the map as a tool to further research that aims to âproveâ the benefits of arts engagement could become highly beneficial for art practitioners seeking funding.
The full NEA report can be found here.


Coloring helps a child practice holding a writing tool the correct way and aids in developing those tiny muscles in their hands, fingers, and wrist.
Coloring Books - What Are They?
Coloring books contain images designed to be filled and colored implementing a variety of tools such as pencil, crayons and sharpies. There are coloring books for both adults and kids. These coloring books, and coloring pages and sheets are typically printed out on paper or cardboard, and some books are created so that each page can be detached from the book once it is finished and used as a stand-alone coloring page. Some coloring books may incorporate a story that young children could follow, therefore the pages canât be torn out of books. Coloring pages very commonly include animation or cartoon characters that children are very fond of, such as Teenage Mutant Ninja Turtles coloring pages or Cinderella Coloring pages. These coloring books are utilized by huge companies as advertising materials and ways of popularizing new cartoons or films. Other activities available in coloring books and coloring pages are: puzzles, connecting the dots, and mazes and number games. Another type of activity includes coloring books that come with stickers that can be attached on certain pages on these books.
The History of Coloring Books
The 1st coloring book was made in America. This introduction was part of a process called the democratization of art. The man behind this process was an artist from England called Josh Reynolds. Friedrich FrÃ¶bel from Germany and his Swiss teacher, Johann Pestalozzi assisted in inspiring this process. Educators from all over agreed that an education in the arts was essential in developing cognitive skills and enhancing peoples' perception of the world. Education in art also facilitated a personâs ability to develop skills vital in the future, specifically those relating to finding a suitable future job. Educators assert that children who are involved in art education can be expected to develop emotionally, mentally, spiritually and also socially.
Coloring books were the development of the McLoughlin Brothers. The 'Little Folk's Painting Book was the McLoughlin Brother's first coloring book, and they made it in the 1880's. For this book, they worked with a lady called Kate Greenway, and they kept making coloring books until the 1920's. It was then that the McLoughlins joined the Milton Bradley firm. Richard Outcault is another primary figure in the history of coloring books. A coloring book called Buster's Paint Book was written by Richard in 1907. He had created a character in 1902 called Buster Brown, and this coloring book he made was based on this character. The publication of this book was the impetus that gave companies the idea of using coloring books for advertising purposes. The first coloring books were made with the thought that they should be painted and not colored, and despite the growing popularity of crayons in the 1930's, there was no change in this approach.
The Uses of Coloring Books in Education
Almost every classroom for youngsters and preschoolers has a coloring book available somewhere, as these books are used to educate youngsters on a number of topics. The topics for coloring books cover everything under the sun, like flowers, cartoons, alphabets, and even fruits and vegetables. Little children find these books easy and more engaging than other ways of learning as images are easier to remember and memorize compared to only words. It is a known fact that connecting words with images is a fast way of helping people acquire a new language. Not to mention using images to expand people's understanding of certain topics like geometry, which require visual assistance to help understand the theories. Significant publishers have been creating coloring books that target adults since the 1980's. These books were directed at graduate students of anatomy and physiology to make their learning experience better.