Domains and Sub-domain Scores
There are three domains (2 early literacy and 1 early numeracy):
Word Knowledge and Skills
Comprehension Strategies and Constructing Meaning
Numbers and Operations
There are ten sub-domains (9 early literacy and 1 early numeracy).
A Sub-domain Score represents the percentage of items a student would be expected to answer correctly within a sub-domain. Sub-domain Scores range from 0 to 100. They represent a student's proficiency in each of the following ten areas:
Assesses a student's knowledge of letter names, alphabetic letter sequences and the sounds associated with letters.
Assesses a student's understanding of print concepts regarding written word length and word borders and the difference between words and letters.
Assesses a student's ability to differentiate both upper- and lowercase letters, identify words that are different and match words that are the same.
Assesses a student's understanding of rhyming words; blending and segmenting word parts and phonemes; isolating and manipulating initial, final and medial phonemes and identifying the sounds in consonant blends.
Assesses a student's understanding of short, long and variant vowels and other vowel sounds; initial and final consonants; consonant blends and digraphs; consonant and vowel substitution; and identification of rhyming words and sounds in word families.
Assesses a student's understanding of affixes and syllable patterns in decoding and identification of compound words.
Assesses a student's knowledge of high-frequency words, regular and irregular sight words; multi-meaning words; words used to describe categorical relationships; position words and synonyms and antonyms.
Assesses a student's ability to identify the meaning of words in contextual sentences.
Assesses a student's ability to identify the main topic of text and the ability to answer literal and inferential questions after listening to or reading text.
Assesses a student's ability to identify and name numbers; understand number-object correspondence; complete sequences; compose and decompose groups of up to ten and compare sizes, weights and volumes.
Skill Sets: There are 41 skill sets (36 early literacy skill sets and 5 early numeracy skill sets).
Skills: There are 145 skills (133 early literacy skills and 12 early numeracy skills).
For more information, refer to the STAR Early Literacy Technical Manual.


Earthquakes Quiz – Fun FREE General Knowledge Quiz for Kids Online
Enjoy this Easy Science for Kids Earthquakes Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Earthquakes. You need to answer all the questions to be able to get your score. You can do this fun quiz about Earthquakes again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Earthquakes.
Earthquakes Quiz – FREE World Geography Quiz
Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Earthquakes Geography quiz helps your kids learn fun facts about Earthquakes while enjoying this FREE science quiz questions for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun Geography quiz game on Earthquakes.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times the kids can read about the Earthquakes quiz topic, before they do the actual earth science quizzes for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Earthquakes quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Earthquakes quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Earthquakes? Check out all our other fun Easy Science Quizzes for Kids and other fun Geography facts for kids. Visit our Natural Science for Kids website all about Earthquakes. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Earthquakes Quiz – Fun FREE General Knowledge Quiz for Kids Online - ." Easy Science for Kids, Nov 2020. Web. 30 Nov 2020. < https://easyscienceforkids.com/earthquakes-quiz-fun-free-general-knowledge-quiz-for-kids-online/ >.
APA Style Citation
Tobin, Declan. (2020). Earthquakes Quiz – Fun FREE General Knowledge Quiz for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/earthquakes-quiz-fun-free-general-knowledge-quiz-for-kids-online/
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If you are interested in learning about music, there's plenty on offer for all musical tastes. Whether you want to find out about how to sing, play a musical instrument, read music or start songwriting, there are lots of opportunities around the UK to do so.
Studying about music
Even if you don’t know what specific kind of music you like, there are many ways to delve deeper into the subject, whether you want to understand how to listen to it, to explore its history or to go really deep into the theory of how it was composed. Here are just a few of the ways you can formally study music at colleges and universities around the world.
From your chair, you can study at some of the most prestigious educational organisations in the world through Massive Open Online Courses (MOOCs). The hardest task might be deciding what to study and where.
Search on Open Culture or Coursera to find courses from Introduction to Music at Yale to How Music Can Change Your Life at Melbourne University. And if you ever wanted to study at Juilliard School in New York, then here is your chance to watch masterclasses and take online courses. Most of them are free, but to access the full range of learning resources and to get a certificate when you complete, you will need to pay.
If you'd like to dabble a bit before you commit to more formal online courses, we've found some resources to get you started:
Classes and continuing education
For a more social experience, you might prefer taking classes or continuing education courses. The University of the Third Age (U3A) offers a national network of groups that set up adult educational projects, some of which may include lectures about music. Just go to the regional website page to find the U3A resources in your area.
Councils often organise adult education courses, so find out from your local one what they offer, either at your library, by phoning your council or by searching online for "adult music education."
If you prefer to learn in more mixed classes, City Lit in London runs lots of courses in music—ranging from practical lessons for beginners (and up!) to songwriting and music theory. They offer discounts to seniors. Also located in London, Morley College runs a comprehensive range of music courses to suit every style and level of accomplishment.
Increasingly, different venues are providing resources for adults, which can offer a good way to meet people and get involved in the local community. For example, some culture centres offer adult music classes for all kinds of instruments as well as singing classes.
Taking music lessons
However, if you prefer to do more than just watch and listen, you can study at your own pace with a music teacher or even learn online.
You may not get to be Yehudi Menuhin, Dave Brubeck or Barbra Streisand, but you might discover how to play your favourite pieces and enjoy the process. Pianist James Rhodes goes as far as to make the bold claim that anyone can learn Bach’s Prelude No. 1 in C major on the piano in six weeks, for example, even if they’ve never played the piano before, and his website offers some video lessons.
Many people find music lessons or a music teacher through word of mouth. However, if you haven't heard of any teachers near you, there are a range of websites that provide details of music teachers throughout the UK.
We would advise you to check out how the websites vet teachers or do the vetting yourself by asking for their credentials, references or DBS checks.
- The Incorporated Society of Musicians (ISM): Register of Professional Private Music Teachers
- Music Lessons Plus
- Registry of guitar tutors
- The Tutor Pages
- UK Piano: Piano Teachers
Of course the physical challenges of holding a new instrument and of listening to sound objectively are massive, but there are some psychological benefits—like patience and determination—that can come with learning at a more advanced age. This article in the Washington Post explores how "More older adults learn it's never too late to pick up a musical instrument."
If you need inspiration, remember that Albert Einstein was a keen amateur violinist. He once said: "I know that the most joy in my life has come to me from my violin." And proving that age is no obstacle, bear in mind that three of the greatest Jewish musicians alive today are violinists Ivry Gitlis (95) and Ida Haendel (89) and pianist Menahem Pressler (94).
Just remember, it’s never too late to learn!


By Steve Oppenheimer
Until recently, music educators as a group have usually lagged behind when it comes to applying technology in the classroom, especially in the public schools. Public-school music teachers have tended to be conservative and uninformed about technology, and perhaps more important, school budgets generally are low even in good economic times, so getting school teachers and music-education departments to embrace technology and apply it in the classroom has been slow work.
Fortunately, the situation has improved significantly in the last three or four years. Home computing has entered the mainstream in our society, and many students and teachers use computers in their nonmusical pursuits, reducing the level of technophobia. In addition, computers have become more available to schools. One factor was the Clinton administration’s attempts to wire the schools in to the Internet. Another has been corporate programs.
But there is a third, less known reason that music teachers in particular are beginning to embrace high-tech tools: support from private organizations and foundations. The primary organization that focuses on fostering the use of technology in both public and private music education is the Technology Institute for Music Educators (TI:ME; www.ti-me.org), which is mostly funded by a grant from NAMM and is cosponsored by the International Association of Electronic Keyboard Manufacturers (IAEKM; www.iaekm.org).
TI:ME’s goals are to define the skills needed to understand and use technology for music education; to develop standards for in-service teacher training specific to music technology; and to develop course materials to teach sequencing, notation, computer-assisted instruction, and so on. The institute’s Music Technology Certification Program tests for and certifies two skill levels, based on TI:ME’s course materials and classes. (This year, the Institute will offer classes at 24 colleges in 14 states. For more information, see the Summer Study area on TI:ME’s Web site.) Level 1 certification requires that a teacher demonstrate basic skills in music-notation and sequencing, computer-assisted instruction, multimedia, the Internet, and the use of electronic instruments in the classroom. Level 2 certification requires advanced skills in at least two of these areas as well as knowledge of how to integrate music technology effectively in the classroom.
In addition to its Web site, TI:ME has a newsletter and participates in conferences, notably the biannual Music Educators National Conference (MENC), which is a major trade show for public-school music teachers. At this year’s national conference, held at the Nashville Convention Center from April 10 through 13, TI:ME will provide extensive technology sessions.
Teaching music teachers how to use technology in their work — and supplying them with the tools to do so — is in everyone’s best interests. I strongly encourage everyone to support TI:ME and similar regional and local efforts, participate in programs for donating computers to schools, and otherwise further this noble effort.


Curriculum and Instruction
Curriculum and instruction provides opportunities that foster systemic changes and focuses on district-level initiatives that will thrust us forward and propel our students into careers far beyond today’s visions.
The Curriculum and Instruction team focuses on support for students, staff and parents of Lancaster ISD in the area of curriculum development, teacher technical assistance, professional development, and program development. Service and support is provided to enhance the educational program that addresses the needs of students in the area of STEM (Science Technology Engineering and Math), Secondary Education, Instructional Technology, Special Education, Response to Intervention, Dyslexia, 504, Bilingual/ESL, Gifted and Talented, Fine Arts, Pre-K, Head Start, Elementary Education, International Baccaleurate Diploma Program, Advanced Academics, Career and Technical Education,State and Local Assessments, and School Improvement.
The office of accountability will continue to monitor district practices and use innovative instruments to report progress on district initiatives such as: attendance, local and state assessments, child nutrition, human resources and maintenance.It is our goal to have the most efficient and effective school district in the Best Southwest and DFW area. As we embark upon this journey, we will study and respond to our successes and challenges and maintain collaborative partnerships with other leading organizations throughout the state.
Bilingual Education & LEP
The Mission of Lancaster Independent School District’s Bilingual Education Dual Language Program, in partnership with parents, guardians, and the community, is to provide a rigorous academic program with 21st Century standards and a safe and orderly environment that empowers and promotes bilingual and biliterate citizens that are responsible and productive.The goal of Lancaster ISD’s Bilingual Dual Language educational program model is to enable limited English proficient students to become academically proficient in listening, speaking, reading, and writing in the English and Spanish language through the development of fluency and literacy skills in English and Spanish.Lancaster ISD’s Bilingual Dual Language Program is an educational approach in which students learn two languages in an instructional setting that integrates subject content presented in English and Spanish. The program shall use instructional approaches designed to meet the needs of limited English proficient students by promoting bilingualism, biliteracy, cross-cultural awareness, and high academic achievement.The curriculum content of the program is based on the Texas Essential Knowledge and Skills. Bilingual Education is offered at Houston Elementary for grades Pk4 through 5th.
College, Career and Military Readiness
The over-arching mission of the “More Than A Diploma” Initiative is to establish a culture of excellence in the city and schools of Lancaster ISD that sets the expectation that when students graduate from high school they will leave our school system with choices, opportunities, and the ability to make good decisions that will lead them to becoming productive citizens.
Testing InformationLancaster ISD is assisting the Texas Education Agency, TEA, in the responsibility of assessing public school students on what they have learned. TEA provides an array of reports based on the results of student testing and other assessments.
Accessing Student State Assessments
Click here to access the Texas Assessment Data Portal.
Click on the lookup access code link in order to gain your student unique access code and review.
You will need the following information:
- Student's Legal First Name
- Student Social Security Number (PEIMS ID)
- Student Date of Birth
TCMPC - TEKS Resource System
Texas Curriculum Management Program Resources(TCMPC) - TEKS Resource System is a customizable online curriculum management system aligned with the Texas Essential Knowledge and Skills (TEKS). The Resource System includes high quality curriculum and assessment components to assist schools in meeting the high standard of rigor and relevance required in the TEKS and in STAAR assessments.
The TCMPC provides content and support for an online curriculum management system known as the TEKS Resource System. The content includes curriculum and assessment components aligned to the most current versions of the State Board of Education-adopted TEKS for the following subject areas:
- English Language Arts and Reading (grades K-12)
- Mathematics (grades K-12)
- Science (grades K-12)
- Social Studies (grades K-12)
- Spanish Language Arts and Reading (grades K-5)
- Spanish translated versions of Mathematics, Science, and Social Studies (grades K-5)
For further information go to: http://www.tcmpc.org/


The ancient Chinese would be amazed at how much their original tradition- the New Year’s good will event of sending messages to ward off the wild beast called Nien- has evolved into what we now know as e-cards. “Nien” was a monster who attacked and killed villagers at the end of each year and the word “nien” was attributed the meaning “year” in Chinese.
Over the years, the Germans, in the mid 1400s printed expensive New Year greetings and then used paper handmade valentines to exchange Valentine’s Day greetings. In 1843, Sir Henry Cole of the famous British poetry (Ole King Cole), invented the first Christmas greeting card during Victorian times. His purpose was for those who were financially able to spread word of charitable endeavors through the use of Christmas cards, which were at that time painted individually and hand delivered, making them very expensive to acquire.
Cole became a Commissioner of the Victoria & Albert Museum and used a surplus of money for the improvement of art education and science in the UK. With so many contacts to send cards to each year, his Christmas list became unmanageable and it was only helped by the introduction of the postage stamp in 1840 and the advances that were made in the printing press.
Fast forward to today, when Hallmark claims $7 billion annually in retail sales. It seems that most people prefer to send an e-card online rather than resort to the traditional cards, which require time to purchase, time to maintain street addresses, time to stand on line in the post office to mail them if the postage varies, and then factor in enough time for the card to arrive at its destination for the Holiday.
Now that our culture’s emphasis is on immediate gratification, the internet affords us a way to accomplish all of these tasks in a relatively short time, and to bypass this supply chain, creating a quiet retail revolution of the card business. One that allows more customization since personal pictures can be manipulated into computer graphics to produce the images we want or we can choose from a wide selection of choices online.
We have watched as those who haven’t committed to the new media fell behind, either because of illness or the restrictions of age. Whether it is their lack of interest in computers or their love of the sentimentality that accompanied the old tradition, they will tell you that they “hate looking at a greeting card on a screen” and there is some merit to the fact that there was an element of surprise in receiving a card from a loved one in the mail. If that person hadn’t been in touch for some time then the card conveyed happy memories, especially if a photo was enclosed adding context to extended relatives in their new environment.
Of course, the physical card could be used as a decorative item afterwards, hung as a garland on the chimney or the Christmas tree. So these memories lingered where they were visible for a season before they were gone and were not as fleeting as they are now. While the creativity that goes into the design of e-cards defy the senses and improve every year, we only see them when we log on to our computers.
Call me nostalgic! But I will miss those days. Especially the cards that came from my grandkids. Freehand drawings of hearts and first letters saying “I love you Grandma!” Perhaps we’ll be able to one day see a slide show of all the beautiful e-card designs that are now being created, put to music. I bet somewhere, someone is already coding a program that does exactly this.


Many parents want their children to learn an instrument, and why not? Studies have shown that weekly music lessons can increase a child’s IQ. Some don’t know when their child should begin though. At what age is a child ready for such a commitment? I’ve had parents surprised to hear that their child is too young for one instrument, yet they could have started another instrument years before.
Still, it’s not always as simple as reaching a certain age. General guidelines can help you decide if your child is ready to start music lessons. Let’s consider a couple of them here, then we’ll give you approximate ages for when a child is ready to begin lessons for popular instruments.
Learning a skill comes easier to those who want to learn it. Age or subject matter doesn’t change that. So if your child has great interest in learning the piano or guitar, they’re much more likely to meet the other requirements listed here.
Some children focus better than others, and focus is crucial when it comes to music lessons. Your child will need to remain focused for a ½ hour lesson once a week in addition to 15 minute practice sessions daily. Even this can be a long time though. Observe your child to see how well they focus on other activities before scheduling their first lesson.
While physical limitations should not stop a student from enjoying music, some kids are too young to hold an instrument properly or find an instrument in their size. If, for example, your child wants to learn the drums but can’t keep a sturdy grip on the sticks, they’d be better off waiting until they can.
Music lessons for students of any age require a fair amount of time and money. Even if your child wants to start with a low-cost instrument for ½ hour lessons, they will still be expected to practice at home for regular intervals, and purchase sheet music along the way. Also remember that kids will grow out of some instruments, so new ones will need to be rented or purchased as they grow. It’s worth taking the time to decide if you and your child are prepared to use these resources.
If you feel confident your child has the desire, focus, physicality, and resources to start music lessons, then scan the list below to find the instrument they’re interested in and the age we recommend they start. Keep in mind individual teachers may have different age guidelines, so feel free to ask if you are uncertain.
Piano, 5 years old
Violin, Viola, Cello, 4-5 years old
Guitar, 5-6 years old
Ukulele, 4-5 years old
Drums, 5-7 years old
Voice, 8-9 years old
Flute, Clarinet, Saxophone, 7-8 years old
Trumpet, Trombone, 8 years old
And remember: your child will never be too old to start music lessons. If your child doesn’t begin studying an instrument until it’s offered at their school or until they’re in middle or high school, they still can reap the benefits of music education. However, they can be too young for certain instruments. Band and orchestra instruments may need to wait until your child is seven or eight years old, but solo instruments like piano or guitar could start earlier. Plus, no matter what instrument they pursue later in life, your child can still get a head start on their music education! Check out our Philly Music Babies class for more.


Song Discovery is the final course in the "How to Play any song by ear" series. Using the techniques learned in the previous three courses "Rhythm, Melody, and Harmony" I will take you on a step by step process of learning how to play "Hello" by ear. I do not recommend this course unless you are somewhat familiar with the basic techniques of how to learn by ear.
- In this course I will go through a step by step process of how I learned how to play the "Hello" by Adele
- This course is a continuation of "How to Play any Song by Ear - The Basics" and "Chords and Harmony"
- Discover how to find a melody by ear
- Discover how to find chords by ear
- This course is a taken from a section of my course "Play Music by Ear- From Beginner to Fluency"
- This course is the next in a series after "How to play any song by ear - the basics" and "chords and harmony"
- Step by step process to learn a song by ear
- How to Play "Hello" by Adele
Michael Emenau - Is the creator of the award winning children's music education /ear training APP "EASY MUSIC". Since its release in 2016 EASY MUSIC (140,000+ paid downloads) has been selected as:
· “iTunes Editor’s Choice “Best New APP” (iTunes/App Store Worldwide)
· “Top 10 Apps of 2016” (iTunes/App Store Worldwide, all categories)
· "Parents Choice -Silver Award"
· "Tech with Kids - Best APP"
· “Must Buy” - Good APP Guide
Michael has extensive experience as a piano, drum and vibraphone teacher, as well as, a content developer and blogger for NY based electronic music school DubSpot.
He has worked professionally as a musician, composer, producer, and arranger for 25+ years, playing such diverse genres as, Jazz, Rock, Salsa, Electronica, Country, Hindustani, Baroque, Klezmer and Orchestral music. During this time he has recorded on over 150 CD’s, composed music for 7 films, toured internationally, and lived on 3 continents. As a recording artist he has released a series of highly acclaimed solo CD’s on the boutique record labels Hearts of Space, Daikini, Lucky Bear and Six Degree’s records.
Currently Michael is part of the world-touring ensemble “The Triplets of Belleville” with Oscar nominated composer Benôit Charest. He also is leading his own touring group “SUSSEX”, which blends Americana, Roots, and ragtime music.


This adaptation of the Music for Little Mozarts piano curriculum is designed to provide classroom music instruction for 4-, 5- and 6-year-olds in the preschool or kindergarten setting. It is a comprehensive approach to musical learning that develops singing, movement, and listening skills simultaneously with an introduction to musical styles and concepts. Ten detailed lesson plans are included along with reproducible activity pages for the children. The curriculum materials combine to create an exciting and imaginative atmosphere in the classroom. No keyboard instruction is included, but the classroom edition can serve as a recruitment class for the piano course. Perfect for teachers with limited preparation time, and all levels of musical experience. The comb binding creates a lay-flat book that is perfect for study and performance. The CD includes all of the songs, stories, and activities. For music teachers who want to offer this program, piano accompaniments are included as an optional enhancement to the lesson. Assessment materials and correlations to the National Standards for Music Education are also included.


The Word Menders Series, created by Liz Kriston, M.S., CCC-SLP, is designed to target specific phonological processes while fostering language and literacy development. These versatile books can be used in therapy or sent home to reinforce the targeted articulatory process or as a literacy-building activity.
Each book is written around a set of minimal pairs that highlight a specific phonological process so children are provided with numerous opportunities to hear and practice the contrasts in a natural context. Flashcards are included with each book that reinforce the contrasts (and store in a handy pocket in inside the back cover).
Word Menders stories are proving to be extremely popular with our fellow SLPs AND with parents.
We are developing new stories as quickly as we can!


A primary school in Hobart’s northern suburbs has dramatically improved its students’ literacy by blending innovative ways of teaching with tried and true methods.
- Almost half of Tasmanian adults are functionally illiterate, meaning they don’t have the literacy or numeracy skills needed to function in a technology-driven world
- In 2016, Hobart’s Rosetta Primary realised some of its students were not improving as they should
- Since introducing a new method of teaching, some students’ tests show more than a year of learning in just 12 months
In 2016, senior staff at Rosetta Primary realised some students’ results were not improving as they should.
It sparked the curiosity of advanced skills teacher Deb Button — and her research and…


This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.


Clarity by Comparison and Relationship
A Bedtime Reader for Music Educators
© 2008 GIA.
Item #: G-7312
Music Learning Theory (MLT)
In Clarity by Comparison and Relationship, master teacher Edwin E. Gordon, perhaps the world’s foremost thinker and researcher in music education, presents topics of vital interest to music educators in 57 brief, informal essays that will both inspire and provoke.
More than just musings, less than structured presentations, these brief compositions draw comparisons and highlight relationships between creativity and improvisation, memory and memorization, early childhood music and classroom music, and much more.
Along the way, Gordon’s signature style of writing, both incisive and insightful, is peppered with the observations of a lifetime of thinking about music and how we learn it, much as might be heard in a personal conversation with him. This “bedtime reader for music educators” provides an opportunity to “converse” with a master thinker. A must-read for thoughtful music teachers at all levels of education.
Motivational, Skill Building
Number of Pages:


"Music gives soul to the universe, wings to the mind, flight to the imagination and life to everything."
At St Mary’s Catholic Primary School, we provide opportunities for all children to create, play, perform and enjoy music, to develop skills and appreciate a wide variety of musical forms. We embrace the National Curriculum purpose of study which states: “Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement”.
At our school children are given the opportunity to discover, explore and develop technical skills through practical music lessons.
One hour KS2 and forty-five minutes KS1 music lessons are timetabled for each class on a weekly basis. This involves both whole class and small group activities. Pupils’ understanding of music will be developed through activities which bring together the requirements of performing, composing, listening and appraising.
Children are taught to recognise the musical dimensions of:
Children are taught to make music together, to understand musical notation, and to compose pieces. They are also taught to sing and play in time controlling the sound and pace. They are taught different ways to represent sounds graphically and symbolically. One of the main methods employed to help children to access and engage with music in school is singing. Our teaching focuses on developing the children’s ability to sing expressively, in tune and with others. This is achieved through weekly singing assemblies (Hymn Practice) and a Choir for Key Stage 2 pupils.
Our Choir has been developing links in community. In December 2019 they went out to our local Care Home and spend the afternoon with the residents, singing and dancing for them. They also went to our local Sainsbury’s and spent an afternoon singing carols. We have received lovely feedback from the community on both occasions.
To aid the teaching and learning of music at St Mary’s Catholic Primary School the following musical resources are available:
For pupils wanting to learn an instrument, we do offer heavily subsidised instrumental lessons on the instruments listed below, which take place during the school day.
Students have the opportunity to prepare for the ABRSM exams.
Students who participate in the school’s musical life have a number of opportunities throughout the year to demonstrate their instrumental and singing skills. The occasions when we are proud to perform are: School Concerts, Christmas Carol Services, School Masses and Assemblies. Our KS2 Choir also perform outside the school.
At St Mary’s Catholic Primary School, we believe that music is an essential part of every child’s holistic development.


Thanks to the efforts of Drum Corps International strategic partner National Association for Music Education (NAfME), annually March is marked as Music In Our Schools Month in the United States.
Music In Our Schools Month is the perfect opportunity to bring light to music education advocacy and the positive benefits of participation in the arts for students.
NAfME says: "Music programs nationwide are in danger. State and local legislators are attempting to make up for funding shortfalls in this difficult economy by cutting education budgets, which can place school music at risk. Advocacy takes place on many fronts, and advocates for music education need to learn to speak to different audiences, each of whom has a key contribution to make. Music In Our Schools Month—March 2013—is a perfect time to get involved and do your part to ensure that America's students have access to a comprehensive, sequential music education taught by exemplary music educators."
Here are just a few of the ways you can get involved:
Share your storyThrough social media, NAfME is collecting personal experiences from people around the country about how music education has been an important part of their lives.
"NAfME wants to hear from people whose lives have been positively affected by music," Executive Director and CEO Michael A. Butera said. "We are collecting 'stories'—any kind of personal testimony—from teachers, students and parents about why music education is important. We are posting these on our advocacy blog and on a special page on our website. We will use these stories when we visit Capitol Hill later this year to make our case for protecting music in school. The more we can collect from constituents, the better positioned we will be to garner support in Congress for our legislative agenda, which includes supporting the arts as a core subject in the Elementary and Secondary Education Act."
Celebrity Public Service AnnouncementsFrom Harry Connick Jr. to the Backstreet Boys, NAfME has an extensive library of celebrities endorsing the importance of music education. Download the audio files and encourage your local radio stations to play the 60-second messages on air.
Music education fact a dayThroughout March, NAfME is posting a "fact of the day" on its Facebook and Twitter pages to reinforce the benefits of music education. Follow the organization on social media and re-tweet and re-post their messages.
The combined results of 30 studies indicate that music instruction is linked to significantly improved reading skills bit.ly/ViPML1— NAfME (@NAfME) March 4, 2013
…23 points above average in math, and 31 points above average in writing. bit.ly/15WDhId (See table 18.)— NAfME (@NAfME) March 5, 2013
Establish March 4th as National Marching Arts DayDrum Corps International has started a petition with President Obama's administration at the White House, to establish March 4 as "National Marching Arts Day." With the help of other like organizations, we are looking to use this opportunity to spotlight and celebrate the positive effects on young people and our society from lessons learned and life skills acquired through involvement with the unique collection of activities comprising the "marching arts."
In order for this petition to be considered, we need to collect 100,000 signatures by April 2, 2013. Help create this outstanding opportunity for our country to recognize the remarkable achievements of people engaging in the marching arts.


Middle School Arts
The Middle School art program challenges students to incorporate increasingly advanced concepts and techniques in their artwork, such as using perspective to create the illusion of depth and learning to use the pottery wheel.
Students can choose to participate in this year-long arts elective. In band, our young musicians learn technical skills such as correct fingering, how to read music, embouchure (mouth position), breath control, articulation (how to begin and end a note), and how to refine their sound. The program includes weekly small group instrumental lessons in addition to full band rehearsals. Band students who are ready to expand their range of skills also have the opportunity to audition for the Middle School jazz improvisation ensemble.
Band students can choose to study a woodwind, brass, or percussion instrument, including:
- Alto Saxophone
- Tenor Saxophone
- Baritone Saxophone
- Baritone Horn
- Bass Guitar*
*Students who choose guitar, bass guitar, or drums are also required to study a woodwind or brass instrument.
Students who choose to participate in this year-long arts elective gain confidence on stage, develop their vocal strength and clarity, and gain experience working as an ensemble. It is an exciting opportunity to be part of a full-scale musical, as well as to perform in the holiday concerts and numerous assemblies throughout the year.
Our performing dance companies are open to all with opportunities for advanced dancers to excel in our top dance companies.
In graphic design, students use key concepts learned in their visual arts classes and apply them to projects in the Graphics Lab. Using editing software from iPhoto, Photoshop, InDesign, and Illustrator, they hone their design thinking through projects such as producing custom labels for products, creating their own comic book characters, and designing storybooks.
In music technology, students learn composing and arranging using applications such as Garageband, Apple’s LogicPro, and Digidesign’s ProTools. This will be a place where a students can learn how to become a sound engineer, a record producer and learn what goes on behind the scenes in the making and recording of music.
Middle School piano students have the opportunity to play in a variety of musical styles from classical to jazz, to expand their sight-reading and ear-training skills, and to practice composing their own pieces. Piano studies culminate in an annual Spring recital.
Each project—from a bean-bag chair to a hand-appliquéd quilt—teaches fundamental skills ranging from embroidery stitches to understanding the three types of fabric grains. Practice with a measuring tape trains students to see dimension, and the opportunity to create their own fabric print deepens their understanding of color. Experienced students have the opportunity to pursue advanced techniques such as draping and fashion illustration, as well as to incorporate wearable technology into their designs.
In shop, Middle Schoolers work with power tools and learn more advanced techniques such as joinery, veneering, and steam-bending wood. The fall and winter projects change in order to introduce students to different aspects of woodworking. The Spring project focuses on Adirondack chairs. In addition to Adirondack chairs, students can also make settees, rocking chairs, footstools, or side tables.
Through class discussion, hands-on practice, and the study of work by professional photographers and photojournalists, students develop both the technical and aesthetic skills of photography. Students explore composition and framing, light control, and shooting techniques for a wide range of subjects from portraiture to landscapes. By the end of the course, students are proficient in taking projects from concept to finished work and have the foundational skills to pursue advanced photography in high school and college.


The Institute of Social Sciences and Humanities – Skopje currently is implementing Readers are Leaders Project, founded by USAID. The project is implemented under the leadership of the Foundation “Step by Step” – Macedonia, in a time frame from May 2013 to November 2015.
The project is working with selected schools from all the regions in the country with the aim to improve early grad students’ reading and numeracy skills; strengthen teachers’ pedagogical skills, and increase community recognition and appreciation of reading and numeracy skills.
The project is offering innovative and creative approaches and activities and will produce a digital repository for age-appropriate learning materials. Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA), USAID-created tools for early grade literacy and numeracy assessment, are being applied in Macedonian and Albanian language for the first time in the country.


Over 65 years of Excellence!
Benefits of Continued Music Lessons
New Evidence that Music affects longevity. Here's a link you should check out!
(If you play the piano or any instrument, you know that it relieves stress)
"It has been my personal observation through 45 years of teaching, that the following advantages are definitely true! .......Tim Townsend
Besides the best benefit of being able to make music, there are a considerable amount of other advantages to continued music study.
Children taking music lessons show an increase in IQ. Children who receive music lessons display increased IQ as young adults and score better on standardized tests.
Year after year, students who take music lessons achieve higher scores on their SATs. The longer the time studied, the greater the difference in scores. This is a fact that has been proven time and time again.
Colleges and Universities view music education highly when considering college applications. Continued dedication and perseverance in music lessons will make the biggest impression. What will set your child apart from all of the others who are applying for a college or for a scholarship to a college? It probably won’t be sports, since so many will have that on their applications. It will be music lessons, which the child had since a young age and which he or she stuck with up until college. That dedication will make an impression.
Success with music lessons takes a lot of discipline, and that discipline transfers to the skills necessary to be successful academically. Study skills, cognitive skills and communication skills are just a few areas which are continually improved with music lessons.
Students involved with music lessons throughout the middle and high school years show significantly higher levels of proficiency in math by grade twelve.
In a Texas Commission on Drug and Alcohol Abuse study, secondary students who participate in music via band or music lessons have the lowest lifetime use of substances including alcohol, tobacco and illicit drugs.
There are many benefits to taking music lessons when you’re young, but music lessons continue to have benefits throughout one’s entire life. There is some thought among the medical community that it adds to ones longevity. It has long been known that music reduces stress.
Music participants receive more academic honors and awards than non-music students, and the percentage of music participants receiving A’s and B’s is higher than the percentage of non-participants.
The U.S. Department of Education lists the arts as subjects that college bound middle and high school students should take.
Because of the advantages of music lessons, we believe that the continued study of music can be more important than many other subjects in your child’s curriculum.
Students who take lessons throughout their grade school, middle school, and high school years show the greatest dedication and perseverance, and will reap the greatest benefits.
It is always a tragedy to let sports or anything else crowd out your child’s music education. Practicing takes very little time, especially compared with the time just one sport takes, and the rewards are incredible.
Again, long term music students will be accepted to better colleges and universities, and get better scholarships. If music were responsible for keeping your child off drugs or decreasing your child’s stress, that alone would be reason enough to take and continue lessons. When your child ends up with a higher IQ because of music lessons, that is certainly reason enough to take and continue lessons. The self esteem that music lessons build is another consideration. And what about the development of better hand-eye coordination? There are so many more benefits that it would take a book to list them all. Let’s just say that with continued music lessons, you’re child is on the right path!
Music lessons pay for themselves many times over.
You are making sure your child will get higher grades in school and will get into the best college or university possible by beginning and continuing music lessons.
With a higher grade point average in school, and the plus of having studied music throughout childhood, your child will be more likely to be accepted to his or her choice of college or university, and much more likely to get scholarships.


Do you want your child to have the opportunity to be successful and have fun? Communities In Schools (CIS) of Jacksonville offers enriching afterschool programs for students. The students engage in an hour of academics with certified teachers every afternoon, then participate in fun
and enriching activities. They learn valuable communication and life skills, which positively affects their self confidence and self worth. A feeling of belonging and community is created between the staff and children through the exciting classes.
According to the US Department of Education, the job market for those skilled in robotics and other STEM (Science, Technology, Engineering, Math) subjects is excellent, but only 16 percent of high school seniors are interested in STEM careers and have the necessary skills to pursue
them. STEM skills are incorporated in the CIS Jacksonville robotics club. Students have the opportunity to work on hands on projects that get them thinking and using creativity to engineer their own robots.
Short films and storyboards are the stars of this entertaining program. Students create their own animations using a variety of media. They will be applying their knowledge about cause and effect and sequencing events, and learn about video creation and editing.
Put down the technology and learn about the outdoors in the CIS wilderness class. Nature awareness, orienteering, and wilderness skills build character and make learning fun.
No matter the age, public speaking is a difficult skill. In this class, strategies are learned to become an effective and confident public speaker. Being able to speak effectively in front of peers about a variety of topics gives students amazing self confidence they can apply in other situations.
Training in CPR can literally save a life. Students participate in hands on training and gain valuable skills.
Symphony String Instruments
Most children love music and are quick to pick up a musical instrument, and there’s evidence that music education has positive effects on other aspects of learning and language. The Jump Start Strings program, in partnership with the Jacksonville Symphony Orchestra, provides an opportunity for elementary school students to learn to play stringed instruments under the instruction of the orchestra musicians. Children have fun in these classes, but they also learn valuable subject matter and life skills such as communicating, problem solving, and using creativity. They also learn to trust others and to enjoy mentally stimulating and challenging tasks. All of this builds self confidence. The skills and character qualities learned in these classes can provide a foundation for a successful future in a variety of careers.
Learn more about Communities in Schools Jacksonville .
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From this resource produce by Art.School.Differences:
“For the work of Art.School.Differences, Participatory Action Research (PAR) is fundamental in defining our own work as well as any collaboration with co-researchers or other allies. In our research we aim at a deconstruction of the subject-object relationship to install a joint cooperation with equal participation by everyone. This allows for an effective questioning and reorganizing of the production of knowledge. Moreover, we consider PAR to be helpful in conceptualizing the development of higher art education as more inclusive, democratic and pluralistic and to introduce notions of social change if implemented. .The challenge for PAR researchers who are serious about social change is to think through how to effectively provoke action by research that engages, that reframes social issues theoretically, that nudges those in power, that feeds organizing campaigns, and that motivates audiences to change both the way they think and how they act in the world.
The following text is a compilation of entries to the blog ‹participaction› on WordPress. The site has been created as part of a PhD course into research methods and had the goal to investigate PAR and to assemble resources, both theoretical and practical, for those considering using a PAR approach.”
Please access the resource here.


Main Article Content
We are living in the information age; our teaching and learning must adapt to this shift (Rosen, 2010). There are over 100 million active users posting over 500 million tweets a day which validates Twitter as an authentic and worthwhile place for literacy development. Twitter offers an educator the opportunity to connect a class to the outside world; it connects the students themselves to a diverse community outside the microcosm of the classroom. This study looks at students’ thoughts on the use of social media – namely Twitter – to enhance the learning of a second language in a post-primary French classroom in Ireland. A controlled group of fifth years students took part in the study. They submitted reflective diaries via email and interviews were conducted and recorded. The results of this study suggests that the use of Twitter in language teaching has a future, but has to be implemented properly and gradually.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the Irish Journal of Technology Enhanced Learning retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.


Hubei Preschool Teachers College, Wuhan, , 430223, China
The rapid development of mobile Internet technology has brought education to a new era. This research takes new media and preschool children’s music education as the research objects. Based on the status quo of children’s music education under the new media environment, it studies the innovative application of information technology in children’s music education under the new media environment, and analyzes the influence of new media on music education for preschool children. The positive impact of the coming has already provided an effective basis for the reform of music education for preschool children.
New Media; Children's Music Education; Preschool Teachers
Zhou Hui. Research on the Application of Information Technology in Children's Music Education. Academic Journal of Humanities & Social Sciences (2020) Vol. 3, Issue 10: 147-152. https://doi.org/10.25236/AJHSS.2020.031020.
 Raising Interest with Software Integration in Music Notation Learning[J] . Liow Bee Teen,Affendi bin Haji Ramli,Loo Fung Ying. Procedia - Social and Behavioral Sciences . 2014
 The use of music in establishing communication with an autistic mentally retarded child. B. Saperston. The Journal of Musicology . 1973
 Musical Performance and Music Education. Elliott,David J,Doreen Rao. Design for Arts in Education . 1990
 Music and young children. Aronoff,F.W. Turning Wheel Press . 1979
 ‘Music’s a Family Thing’: Cultural Socialisation and Parental Transference[J] . Reeves Aaron. Cultural Sociology . 2015 (4)
music education investigation. Sigler. Developmental Review . 2010
 The Language of Music: Working with Children on the Autism Spectrum[J] . Stephen M. Shore. The Journal of Education . 2002 (2)


How do people with disabilities access arts education? What are the obstacles that keep them from learning, practicing and developing their own body of work? As society moves from considering art for disabled persons as therapy, towards seeing it as a way for them to become included and autonomous citizens, there is a need for mapping, tools, support systems and legal framework.
CIAE (Creative Inclusion in Adult Education) was a 2-year Erasmus+ project coordinated by the Cope Foundation (Ireland). The working plan included:
- a review of EU framework in inclusive art education for adults
- a collection of best practices in arts and inclusion
- creation of guidelines for educators, art practitioners and cultural centres
- creation of an online website/knowledge centre accessible for people both with and without intellectual disabilities.
The first phase of the project focused on gathering guidelines, practices, stories and recommendations. The partners then developed and tested the Inclusive Arts website that will be used as an "online toolkit" for disabled and not disabled people. They also regularly brainstormed with two groups of disabled participants from Associazione Scuola Viva Onlus (Italy), and the Cope Foundation (Ireland), on identifying best practices and sharing individual artistic experiences from the field. One important topic was discussing what real barriers ((educational, physical, financial, structural, and others) prevent disabled students from accessing high-level artistic schools.
The project concluded with an international conference in Cork, on October 31st 2019. This final event presented an overview of the projects results, a wealth of good practices and information on legal framework, and saw the official launch of the website/online toolkit. The partners, as well as Senator John Dolan and Denise Shanon on behalf of the Erasmus+ programme, also awarded certifications to several 'Promising Practices in Adults Arts Education' - including the ABBA Sign and Sound Theatre project, in which the ENCC is also a partner.
The CIAE project produced many interesting tools, resources and recommendations for both for practitioners working on inclusion and disability, and for disabled people to know the legal framework and stand up for their cultural rights. Find the CIAE resource collection here.
Cope Foundation (Ireland; coordinator)
European Association for Service Provides of Persons with Disabilities (EASPD) (Belgium)
Associazione Scuola Viva Onlus (Italy)
Cork Institute of Technology (Ireland)
European Network of Cultural Centres


Using Distillation to Purify Water
(Earth Science for ages 5+)
So how do we find enough freshwater on a planet with so much saltwater? Well, there are a few different ways to “purify” water to make it fresh and clean, one of which is called distillation.
In the video above, you can see how distillation occurs with just a bit of heat. Here’s what you’ll need:
Small plastic cup
Plastic cling wrap
Rocks (or other weighted object)
- Start by adding some saltwater to your large bowl. Mix 2 tablespoons of salt per cup of water. There should be about 2 inches of saltwater in your bowl, or enough to allow the cup to float on top of it.
- Set your bowl in a sunny spot, either outside or near a window, where it can stay for several hours undisturbed. Set your plastic cup on top of the water in your bowl like a small boat. Do not let any water get into the cup.
- Using the plastic cling wrap, cover the bowl completely and tape the edges down to keep it secure.
- Finally, add the rocks or other weighted object to the top of the plastic cling wrap so the plastic slopes down toward the cup. Leave your bowl undisturbed for several hours, even up to a day.
- After several hours, check the plastic cup. What happened? Do you see water in the cup? Taste a small bit of the water. Is there salt in it?
When the heat from the sun warms the saltwater, it creates a small amount of water vapor gases under the plastic wrap. The salt is left behind in the bigger pool of saltwater, and the water vapor is made of freshwater.
When the sun is no longer shining directly on the bowl, this water vapor cools and condenses on the inside of the plastic wrap. Because the plastic wrap is sloped down toward the empty plastic cup, the water condensation drips slowly down into the cup, leaving you with freshwater in the cup and saltwater in the bowl.
This whole process is called distillation because the freshwater is distilled and purified from the saltwater.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Using Distillation to Purify Water (School experiment for kids) ." Easy Science for Kids, Nov 2020. Web. 30 Nov 2020. < https://easyscienceforkids.com/using-distillation-purify-water/ >.
APA Style Citation
Tobin, Declan. (2020). Using Distillation to Purify Water (School experiment for kids). Easy Science for Kids. Retrieved from https://easyscienceforkids.com/using-distillation-purify-water/
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Resources › For Educators 5 Classroom Activities That Demonstrate the Theory of Evolution Share Flipboard Email Print Nicholas Veasey/Getty Images For Educators Elementary Education Classroom Organization Reading Strategies Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Heather Scoville Science Expert M.A., Technological Teaching and Learning, Ashford University B.A., Biochemistry and Molecular Biology, Cornell University Heather Scoville is a former medical researcher and current high school science teacher who writes science curriculum for online science courses. our editorial process Heather Scoville Updated July 01, 2019 Students often struggle with understanding the theory of evolution. Since the process takes a long time, evolution is sometimes too abstract for students to grasp. Many learn concepts better through hands-on activities to supplement lectures or discussions. These activities can be stand-alone lab work, illustrations of topics, or stations in a group of activities occurring at the same time: 01 of 05 Evolution 'Telephone' A fun way to help students understand DNA mutations in evolution is the childhood game of Telephone—with an evolution-related twist. This game has several parallels to aspects of evolution. Students will enjoy modeling how microevolution can change a species over time. The message sent through the "telephone" changes as it passes between the students because small mistakes by students accumulate, much like small mutations happen in DNA. In evolution, after enough time passes, mistakes add up to adaptations and can create new species that don't resemble the originals. 02 of 05 The Ideal Species Adaptations allow species to survive environments, and the way these adaptations add up is an important concept of evolution. In this activity, students are assigned environmental conditions and must decide which adaptations would create "ideal" species. Natural selection occurs when members of a species that make favorable adaptations live long enough to pass the genes for those traits to their offspring. Members with unfavorable adaptations don't live long enough to reproduce, so those traits eventually disappear from the gene pool. By "creating" creatures with favorable adaptations, students can demonstrate which adaptations would ensure their species evolve, illustrating the theory of evolution. 03 of 05 Geologic Time Scale For this activity students, in groups or individually, draw the geologic time scale and highlight important events along the timeline. Understanding the appearance of life and the process of evolution through history helps to show how evolution changes species. For perspective on how long life has been evolving, students measure the distance from the point where life first appeared to the appearance of humans or the present day and calculate how many years that has taken. 04 of 05 Imprint Fossils The fossil record provides a glimpse of what life once was like. Imprint fossils are made when organisms leave impressions in mud, clay, or other soft material that hardens over time. These fossils can be examined to learn how the organism lived. The fossil record is a historical catalog of life on Earth. By examining fossils, scientists can determine how life has changed through evolution. Making imprint fossils in class, students see how these fossils outline the history of life. 05 of 05 Understanding Half-Life Half-life, a way of determining the age of substances, is the time it takes for half the atoms in a radioactive sample to decay. For this lesson about half-life, the teacher collects pennies and small covered boxes and has the students place 50 pennies in each box, shake the boxes for 15 seconds, and dump the pennies onto a table. Roughly half the pennies will show tails. Remove those pennies to illustrate that a new substance, "headsium," has been created in 15 seconds, the "half-life." Using half-life allows scientists to date fossils, adding to the fossil record and illustrating how life has changed over time.


(StatePoint) In the remote-learning environment of the 2020-21 academic year, certain types of classes have been deprioritized and the school day has lost some of the structure and sociability that in-person learning affords.
In the face of these challenges, how can you make remote-learning more rewarding and fun for your child? Consider the following tips and ideas:
• Encourage video study sessions: Socializing is an invaluable aspect of a traditional school day. Unfortunately, remote-learning can be a lot more isolating. Have your child invite classmates to form a remote study group. Doing so will help reinforce lessons, make learning the material more interactive and provide a much-needed opportunity for students to socialize.
• Reincorporate music education: Have music classes been cancelled this year? Your child can still reap the benefits of a music education by playing an instrument like a Casiotone Keyboard. The Casiotone series of keyboards are great for beginners. Not only do they have a built-in learning system, they have a 3/4 jack for headphones so the rest of the house doesn’t have to be distracted during practice sessions. Learning to play a keyboard is not only fun, it can help with science, math and cognitive learning. Studies have shown that children and adults with musical training have heightened skills in an area called executive functioning.
• Schedule midday movement: Physical education may no longer be part of your child’s curriculum, but you can still make time for movement. Schedule a screen-free block of time each day to replace gym class or recess. Encourage kids to move around and if possible, get some fresh air. They’ll return to their next class refreshed and focused.
• Master math at home: Math can be an especially tricky subject to master remotely. But new tools can help students grasp complex concepts. For example, ClassPad.net is a tool geared toward K-12 and beyond that exceeds the functionality of a calculator. Among its many features are a virtual protractor and compass, and a math-based text editor that provides a rich assortment of mathematical templates. This web-based calculator also gives users the ability to create folders, organize and share work. These tools are free to educators and students and can eliminate the need for an expensive graphing calculator. To register or learn more, visit ClassPad.net.
• Create digital masterpieces: Art is still an important subject for kids, even if it isn’t being offered this year. However, you don’t need to install a full-fledged art studio in your home for kids to be able to create artwork in a range of mediums. Digital apps mimic the act of drawing, painting, illustration, collage and more, helping to build a foundation of skills and lay the groundwork for further exploration.
While some of the challenges of remote-learning are inevitable, there are many ways families can make the experience more positive for students.
Photo Credit: Courtesy of Deb Sierchio


MENTORING RELATIONSHIPS IN DEVELOPMENT OF TEACHING PRACTICESJournal: Journal Association 1901 SEPIKE (Vol.1, No. 13)
Publication Date: 2016-06-30
Authors : Beatrice Gani;
Page : 15-19
Keywords : teacher mentors; mentoring relations; student-teacher; teaching practice;
Professional practice in the classroom is a key component in the preparation and training of teachers, as it allows them to practice teaching in an authentic environment. Despite this, the experiences of student teachers encounter significant fluctuations and these experiences can be directly related to the teacher mentor and their placement in the school. This article is created in the context of improving teaching practices used with student that prepare as teachers in Elementary Education. Although in many cases it is assumed that if a teacher is successful in teaching the classroom, he or she will be able to pass the knowledge and skills to a student intern, it has to be admitted that this is not a natural skill but it can be developed through preparation and training. The focus of this study has been the mentoring relationships between teacher mentor and student teacher during a short paired teaching placement and how this supports professional preparation of student teachers. Findings on the effectiveness of mentoring have yet to be final and more areas need to be studied and further investigated, particularly focusing on the readiness of teacher mentors for their mentoring roles and relations.
Other Latest Articles
Last modified: 2018-02-07 02:16:54


Level 3: Unit 3: Weather Activities & Project
* EBOOK/PDF digital download will be emailed to the customer immediately upon purchase. No taxes or additional delivery costs are added at checkout.
The 3rd Unit of the Pre-K YOUR Way Level 3 Series. This unit includes:
Pre-K YOUR Way: Level 3: Unit 3: Weather Theme
Perfect for children ages 3-6 years old, this play based unit encourages hands-on play activities to instill a love of learning. Items needed to complete the activities are materials typically found around the home or inexpensively purchased at a local convenience store. This two-part, 57 page, digital download includes:
Part 1: "Weather" Themed Academic Activities address math, science, literacy, art, health/safety, gross motor skills, fine motor skills, music and movement and literacy development. Activities include "Lightening Balance", "Ice Cube Dunk", "Hot ABCs", "Wet Words", "Thunder Rolls" and so much more!
The 15 Activities are divided into 3 Academic areas:
- 5 Math/Science
- 5 Language/Literacy
- 5 Gross Motor/Fine Motor
Part 2: "Project: Discovering the Elements" is a multiple-step activity, all-inclusive project that can span over multiple days. It walks your child through how to develop a hypothesis which is then tested and researched through discussions and activities.
The objective of this Project is to find out: "How does rain water gets from the clouds into our home?"
This section also includes:
Weather themed Sensory Activities
Weather themed Cooking Activities
Find Out More
Staying indoors with young children for days at a time...
It is now summertime. The outdoors is calling your name...
“Every child is an artist. The problem is how to...
If you are starting to think about sending your child...


The Turnbull Government has announced an expert group of principals, teachers, speech specialists, academics and researchers will progress the staged implementation of a nation-wide phonics assessment and the development of a numeracy check.
Minister for education and training Simon Birmingham said the short assessments of year one students’ literacy and numeracy skills are backed by evidence and will provide early identification of those students who are behind so they can be targeted with interventions before the achievement gap grows.
Minister Birmingham said following three significant national and international reports in 2016 that showed Australia’s education performance at best plateauing and at worst declining and the gap between our brightest and struggling students widening, this reform was deliberately targeted at those students who start school “behind the pack”.
“The time to act is now if we’re going to turn around our declining national and international education results. We can’t afford to wait any longer,” Minister Birmingham said.
“These highly regarded academic, health and education experts will drive these reforms, establish an implementation plan including an initial pilot to be scaled up to an early years’ skills check for all Australian students. They will consider the frequency, timing and core skills to be assessed prior to reporting by mid-2017.
“This panel will also consider existing examples from Australia and overseas, such as the year one phonics check used in England that involves children verbally identifying letters and sounds in both real words and made up words to show a child’s understanding of how language works.
“Similar numeracy checks see children undertake tasks such as simple counting, recognising numbers, naming shapes and demonstrating basic measurement knowledge.”
“Importantly, these skills check are not expected to be a confronting test but rather a light touch assessment that ensures teachers, parents and schools know at the earliest possible stage if children aren’t picking up reading or counting skills as quickly as they should, enabling them to intervene rapidly,” the minister advised.
“In England, the improvement in the first five years of students taking part in the Year 1 Phonics Screening Check has been significant and includes the number of children meeting the expected standard from just over half in the first year to more than eight in 10 this year. The results are even more promising in the year following a student completing the initial assessment.
“It is important to identify if a child is not learning to read effectively, because then you can intervene and you can fix that problem, while evidence indicates that once a child reaches the age of eight there are enormous challenges to turning that around and the learning gap only blows out further.”
Minister Birmingham said the panel that would report back to Education Council in mid-2017 would consist of:
• Ms Mandy Nayton OAM – Chief Executive Officer, Dyslexia-SPELD Foundation, Western Australian President AUSPELD
• Professor Pamela Snow – Head of the La Trobe Rural Health School, registered psychologist, having qualified originally in speech pathology
• Dr Jennifer Buckingham – Education Research Fellow the Centre for Independent Studies
• Mr Steven Capp – Principal, Bentleigh West Primary School Victoria
• Professor Geoff Prince – Director, Australian Mathematical Sciences Institute
• Ms Allason McNamara – Maths Teacher at Trinity Grammar, Kew, Vic, President Australian Association of Mathematics Teachers (AAMT
Not all responses have been favourable. In her November 2016 article titled, ‘A new phonics test pointless: a waste of precious money buying it from England’, Misty Adoniou, ssociate professor in language, literacy and TESL, University of Canberra wrote: “Identifying the children who are struggling with phonics isn’t hard. It is very evident to teachers, and we already test for it. We don’t need another test to tell us what the problems are. We need solutions.”
The terms of reference for an early years’ assessment expert panel can be found at http://docs.education.gov.au/documents/terms-reference-expert-advisory-panel-national-literacy-and-numeracy-check-year-1-check


Music and Movement for Early Years
Childrens Music suitable for Babies, Toddlers and Preschool Children with links to EYFS
Our cross EYFS-curriculum music and movement activities are FUN, SAFE, and INSPIRE meaningful movement which support the ‘essentials’ of: physical and emotional well-being, creativity and social skills building on language, literacy and numeracy skills preparing young children for formal learning and helping them to reach their full potential. Children’s music that inspires movement, access kids music online all linked to EYFS. Enjoy movement learning through play. free kids music available too.
Includes 20 songs to fire the imagination where learning through play is key.
Draw with your Magic Finger over the Colours of the Rainbow, singing the Days of the Week, stop off to help Mick the Mechanic to fix an aeroplane, go spinning, flying and Dancing with Clowns as well as sing along to traditional favourites. Learning through play makes learning fun.
1. Welcome (Greeting and Movement)
2. Nursery Rhyme Medley (Baa Baa, Hickory Dickory, Mary Mary, 12345)
3. Colours of the rainbow (Colours, Sequencing, Echo Singing)
4. Pirates Life for Me (Pirate Song, Role Play and Counting)
Uses number 1 to 5. The first language requirement for number work is to learn the sequence of number words. Understanding will develop as more number activities are experienced. Nye and Bird (1996)
5. Elephants have wrinkles (World Music, Body Awareness, Sequencing)
6. Bean bag song (Balance, Body Awareness, Handling Objects)
7. Days of the Week (Movement, Sequencing and Alliteration)
According to MacLean et al. (1987), Numerous empirical studies provide evidence that rhyme and alliteration sensitivity contribute to reading. For example, they reported that the rhyme and alliteration scores of 3-year-old preschoolers were related to beginning word reading over the next year. Bryant, MacLean, and Bradley (1990) found that children’s rhyme and alliteration scores at ages 3 and 4 were significantly related to reading 2 years later.
MacLean, L., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33 (3), 255-28
8. Mick the Mechanic (Role Play, People who help us)
9. Jump, Jump, Jump (Gross Motor Movement, Echo Singing) See video clip
10. This Big! How Big! (Humorous, Contrasting Size, Gross Motor) See video Clip
Supports mathematical vocabulary, real objects, pictures or gestures should be used to draw attention to size to aid understanding
11. Time to spin (Balance and directional language)
12. Driving a Police Car (Role Play, Positional Language)
13. Help One Another (Helping with the jobs around the house)
14. Legato Staccato (Instrumental) (Contrasting Movement, Parachute & Scarves)
15. Wibble Wobble (Circle Dance, Directional Language)
16. Dancing Clown (Reacting to Sound, Role Play, Contrasting Music)
17. Learning Through Play (Bungee Dancing, Positional Language)
18. Oh, When the Band (Instrumental Playing, Contrasting Loud and Quiet)
19. Funky Groove (Echo Singing, Gross Motor)
20. Magic Finger (Mark Making, Positive Touch and Relaxation)
For personal use only. You MUST have a licence giving you permission to use our material for business or in groups. We are not members of the PRS or any other licensing authority, so a PRS or PPL Licence will not give you relevant permissions.


2002．第17卷第2期（Vol. 17 No. 2）．pp. 197217
Musical Behavior of Young Hong Kong Students
This paper investigates the musical behavior of young Hong Kong students in terms of their musical influences, their habits of singing and listening, and their musical preferences. Data from a sample of 647 Hong Kong Chinese junior secondary school students supports the hypothesis that the most important determinants on young people’s musical tastes and behavior are they themselves, their peers and the mass media. 557 students chose CDs as their favorite media for listening, followed by 478 for television and 425 for radio. Although students loved listening to music at home, they did not like to sing there. Outside the school environment, 293 and 160 said that home karaoke and public karaoke were their preferred musical activities. Cantonese pop was the most well-liked style and Chinese classical vocal music was the least welcomed. These findings demonstrate a challenge to music educators to broaden young people’s musical tastes to include more different styles of music that might not be typically favored by youth culture. The development of such an openness must be a goal of school music education.
Keywords: musical behavior; musical taste; musical preference; musical habit; musical learning; Hong Kong


Early Literacy Development
In the words of writer Emilie Buchwald, “Children are made readers on the laps of their parents.” Being held by a parent during storytime promotes bonding and helps babies connect the sounds of words with pictures. This time provides a natural time to engage in conversations and vocal play. It also models for little ones how to read a book. Yet early literacy development for babies encompasses so much more than snuggling with your baby after a bath and reading Goodnight Moon (no matter how much we love that book!).
At Kindermusik, we understand that early literacy extends beyond a parent’s lap. It involves the development of key skills. These include cross-lateral movement, spatial awareness, eye-hand coordination, and eye tracking. Each week in class we intentionally provide music-and-movement activities to support all the areas of your baby’s early literacy development. For example, we move in a variety of cross-lateral ways during “Wash the Dishes,”. We label the movements in “I Like to Sing,”. Whilst also developing spatial awareness during “Water Come a Me Eye.” All of these seemingly unrelated skills combine to help your little one eventually read the words on the page of a favourite book—a moment in which you might find water come a your eye!
Mr. Brown Can Mooove. Throughout the day, support your baby’s early literacy development by adding in some of your favourite movement activities from class. Have fun with a little cross-lateral movement after a nappy change, or try labelling a movement as you rock your baby before naptime.


Children's Book Corner Archives | SuperKids NutritionMoreover, we adults often struggle with the right ways to convey the importance of things like safety and health to children without scaring the living daylights out of them. Eat More Colors has interesting facts on every page to help kids learn about asparagus, grapes, and other healthy foods. Eating the Alphabet features lovely illustrations, teaching small children about fruits and vegetables of all colors, shapes, and names. For little ones afraid of adding unfamiliar things to their plates, this book is a fun, persuasive introduction to new fruits. Choose Good Food! Right This Very Minute is a fun, informative book that helps kids trace the food on their plate back to where it grows.
Food and Nutrition Books for Little Learners
Jack discovers where the ingredients come nnutrition to make a pancake when he has to locate fresh wheat to make flour, I had forgotten the title and author all I remembered was that there was a child named Gunhilde, get an egg from a hen. This book is part of a great series on how veggies grow in the garden. The power of books. I had to search this book out.An apple pie is easy to make…if untrition market is open. Peanut Butter and Jelly. This silly book will bring curiosity and giggles to the table for any kiddo. Amazon Description.
Eat More Colors has interesting facts on every page to help kids learn about asparagus, grapes. The power of books. To return to her normal self she needs to eat her vegetables? Here are a few storytime tips to make reading aloud a positive and engaging experience for your little one?
What type of fruit or vegetable is that. Sign up for your free trial today. Throughout the pages there are hints to where the carrots might be, Brush? Brush, your child may be able to figure it out before Bloks does.
Luckily the Duchess finds a solution and things are fixed in the end. Also, while studying elementary education I chose this book as the literary inspiration for a cross-curricular unit study for grade 1. Use this book to teach or remind students about green choices at the lunch and snack nutrotion too! In university, Bee Bim Bop that the previous commenter left as a suggestion is a super favorite of my 2 year-old.
Lola is adorable and she and her mommy are planting a garden. To me, this book is! Web Site Search. My son loves these books.
The book explains in a zippy text all about Boo,s Sum. On a vine of course. A simple recipe for apple pie is included. Pinkalicious by Victoria and Elizabeth Kann.
Larry goes to Cohen's Cones, the ice-cream shop, language. Dessert is mentioned as well and physical activity walking. If You Give a Pig a Pancake? Thank goodness for Google. Studi.
Food and nutrition books for little learners are so important to read to students. Eating a balanced diet can be such a difficult task for young kids. Most kids can be picky eaters. A great way to breakthrough this hurdle is to make trying new foods fun. Now, with the help of these books, you can do just that!
The joy of growing a garden and creating a delicious meal is the focus of this food and nutrition book. Press pause. With more than recipes, from yummy interpretations of classics to brand-new ideas--this book can help turn eating into a delicious treat. Bringing nitrition to life with quirky voices and dramatic expressions is part of the fun - even when you mess up.
Like this post. The illustrations are fantastic as they show just how the roots look and work. Do you know authors of ahd writing about health and wellness for children. This book does that in a colorful fun way.


- This course has passed.
Kids’ College – Hip-Hop Basics
Your child will need a room with space for dancing and movement.
Hip-hop dance refers to street dance styles primarily performed to hip-hop music or that have evolved as part of hip-hop culture. It includes a wide range of styles primarily breaking, locking, and popping which were created in the 1970s and made popular by dance crews in the United States.
In this hip-hop basics dance class, students will learn foundational skills of popping, locking, break-dance, and freestyle.
A class session requires at least 5 students to make and may have a maximum of 15.
Hip Hop Basics will meet on Mondays at 3:30 p.m., July 6-27.
Required Parental Consent
All online courses for children require a submitted consent form for each registered child. Submit a parental permission form for internet use form.


BSBITU202 Create and use spreadsheets - Language, Literacy and Numeracy activities
This file contains LLN activities tailored to the language, literacy and numeracy (LLN) embedded in this unit. These activities will suit students with additional needs for English language, literacy and numeracy skills development specific to this unit.
In this file you will find:
- Word cloud summary of key words
- Glossary of terms
- Spelling practise activity based on the glossary
- Find a word
- Crossword using the glossary
- Cloze activity (fill in the gaps) with answers
- Suggestions for the teacher/trainer on how you might use the activities
All products are provided as electronic files for immediate download and are fully editable files. This occurs once purchase is completed and is also provided by email if you provide this information during purchase.


Tools and Resources to Support Development & Implementation of a High-Quality Art Curriculum
- List of Diverse Artists: A list, maintained by Doodles, of diverse and women artists with brief descriptions. A collaborative, growing list.
- Social Justice Books: A selection of multicultural and social justice books for children, YA, and educators, including more than 60 carefully selected lists.
- Anti-Racist Art Teachers: A collective that is “Working towards removing biases, stereotypes, and false narratives in art education.” Website has a number of resources to develop a quality curricula.
- Teaching Tolerance: A program of the Southern Poverty Law Center. Its core goals are to “foster inclusiveness, reduce bias, and promote educational equity” for K-12 students in the United States.a program of the Southern Poverty Law Center. Its core goals are to “foster inclusiveness, reduce bias, and promote educational equity” for K-12 students in the United States.
- Visual Thinking Strategies: A method of facilitating conversation around artworks that encourages critical thinking.
Cultural Institutions with Resources & Online Collections:
- Museum of Indian Arts & Culture: The mission of the Museum of Indian Arts and Culture/Laboratory of Anthropology is to serve as a center of stewardship, knowledge, and understanding of the artistic, cultural, and intellectual achievements of the diverse peoples of the Native Southwest.
- National Museum of Puerto Rican Arts & Culture: NMPRAC is the only national museum focused on Puerto Rican arts and culture.
- Japanese American National Museum: The mission of the Japanese American National Museum is to promote understanding and appreciation of America’s ethnic and cultural diversity by sharing the Japanese American experience.
- Museum of Natural History: Virtual Tours of the Museum of Natural History
- The Kansas African American Museum: Series of online learning (geared towards adults)
- IAIA Museum of Contemporary Native Arts (MoCNA) : Online collection of works
- National Museum of African American History and Culture: Online resources, including resources for talking about race, and online exhibiitions
- Tokyo Metropolitan Art Museum: Online Collection
- Museum of the African Diaspora (MoAD): MoAD offers programs that showcase the art, history, and cultural richness of the African Diaspora. Our goal is to explore and celebrate the beliefs, practices, traditions, and customs connected to these movements.
- The Mexican Museum: The mission of The Mexican Museum is to voice the complexity and richness of Latino art and culture throughout the Americas, and to engage and facilitate dialogue among the broadest public.
- The Contemporary Jewish Museum: The Contemporary Jewish Museum (The CJM) has distinguished itself as a welcoming place where visitors can connect with one another through dialogue and shared experiences with the arts.
- La Plaza Museum: LA Plaza de Cultura y Artes—LA Plaza—is an institution of stories that makes known the role of Mexicans, Mexican Americans, and all Latinos in shaping the past, present, and future of Los Angeles. We share these stories through permanent and changing exhibits, educational initiatives, and a diverse range of public programming.


· We welcome fair use of this content. Please credit the Leo Baeck Institute in your citation.
Hermann Fechenbach was born on January 1, 1897 in Bad Mergentheim (Wurttemberg) into a Jewish family. In August 1917 he was involved in a grenade attack which led to the loss of his left leg. His formal art education started in 1918 with training at a Stuttgart handcraft school for invalids. He attended the Academies in Stuttgart and Munich to learn painting and restoration for 3 years. He was influenced at this time by Max Liebermann. Every spring and autumn since 1924, he exhibited at the Kunstgebäude (art building) in Stuttgart which served as the showcase for all serious artists of the Neue Sachlichkeit (New Objectivity). In 1930 he married the photographer Greta Batze and they taught art to students in their studio until Nazi pressure forced them to take refuge in England. Fechenbach was interned in the Isle of Man, where he produced a powerful series of anti-Nazi lino-cuts. Settled in Oxford in 1941 he came under the sponsorship of Dr. Bela Horovitz, the Austrian art publisher. Fechenbach had his first London exhibition at the Anglo-Palestinian Club in 1944. In the mid-1940s he exhibited at Ben Uri Gallery, which holds examples in its collection. In 1969 he published “Genesis”, illustrated with 137 prints, and in 1972 the partly autobiographical work “The last Jews of Mergentheim” appeared. He died in 1986 in Denham, Buckinghamshire (United Kingdom).
Reproductions and Permissions
We welcome fair use of this content. Please credit the Leo Baeck Institute in your citation. For usage policies and to request higher resolution images, see Reproductions and Permissions.
Fechenbach, Hermann, 1897-1986: Moses breaking the tablets of the law, Leo Baeck Institute Art and Objects Collection, 78.612.
Search for Artist in DigiBaeck
DigiBaeck is the Leo Baeck Institute's online repository of digital collections. It contains all of LBI's digitized materials, including art works (with everything in the Griffinger Art Catalog and more), archival collections, photographs, rare books, and periodicals.


Classroom Teacher Magic 300 Words Pack
Everything you need to teach your class the Magic 300 Words!
Classroom Teacher Magic 300 Words Pack contains:
Magic 300 Words Literacy Resource Manual (201-300 Words) $78
Magic 300 Words Playing Cards (201-300 Words) $47
Magic 300 Words Learning Boards Pack x 3 $105
RRP $230 Classroom Teacher Magic 300 Words Pack $199.00
M100W - Magic 300 Words (201-300 Words) includes 20 Ruby Words, 20 Sapphire Words, 20 Jade Words, 20 Amber Words and 20 Pearl Words.
* Magic Words Placemats, Wordlists and Certificates
* Magic Words Recognition Test
* Magic Words Recognition Test - Student Record Form
* Magic Words Spelling
* Magic Words - Onset and Rime
* Magic Words - Sorting Activities, Words in Words, Opposites, Wordshape Templates, Dictionary, Compound Words and many more activities.
The Classroom Teacher Magic 300 Words Pack is the ideal resource to rapidly improve the literacy development of every child in the classroom. Children everywhere are playing Magic Words to master the most frequently used words in reading and writing. The Magic 300 Words (201-300 Words) Literacy Resource Manual together with the Magic 300 Words Playing Cards, and the Magic 300 Words Learning Centre Pack dramatically reduces a teacher's planning and preparation time whilst greatly improving each child's literacy outcomes through targeted, explicit, systematic teaching of the most important words.
The Magic 300 Words (201-300) together with the Magic 100 Words (1-100) and the Magic 200 Words (101-200) make up on average 70% of all the words used in reading.
M100W Magic 300 Words Teacher Pack features the 2018 (New Edition) Literacy Resource Manual, Playing Cards with Instruction Booklet and Learning Centre Placemats Pack .
The Magic 300 Words Placemats are perfect for a group of children to use in a Learning Centre - to play bingo (for word recognition), to practice rapid automatic naming of the words (for fluency in reading), to learn how to spell the Magic 300 Words (spelling) and to practice writing the words (fluency in writing).
This is the ideal Learning Centre to master the most important words in reading and writing.
These Magic 300 Words Placemat Sheets support the activities contained in the Magic 300 Words Literacy Resource Manual.
When reading across the rainbow of words, children are exposed to words above and beyond what they may have been taught and will often know more words than expected. The number of words a child knows is far more important than what colour or level they are on.


This online professional learning provides K-2 teachers with an opportunity to explore the practical application of evidence based teaching of reading.
As a companion to the literature review 'Effective Reading Instruction in the Early Years of School' (2016), the focus is exploring how phonological awareness, phonics, vocabulary, fluency, comprehension and oral language are all necessary for effective reading instruction.
Who should participate?
The modules are designed for K-2 teachers.
Mode of delivery
Online learning modules.
This online course includes six modules:
- Module 1: Introduction
- Module 2: The Big Six with Deslea Konza
- Module 3: Planning for learning
- Module 4: Quality Phonics Instruction
- Module 5: Text selection
- Module 6: Summary
Completing this course will help you to:
- reflect and implement evidence based reading practices, with an understanding of the necessary components of effective instruction
- plan, assess and differentiate effective systematic and explicit phonics instruction, within a reading program
- explore how systematic and explicit phonics instruction looks in the classroom and the resources needed for success.
Register for ‘Effective reading: Phonics' via MyPL (Course code RG04902)


difficult to name
Ensemble – means the joint performance of a piece of music by several participants or a piece of music for a small number of performers; A favorite type of music since ancient times. In accordance with the number of performers (from two to ten), the ensemble is called a duet, trio (tertset), quartet, quintet, sextet, septet, octet, nonet or decimet – by the Latin name of the numbers. As independent works, ensembles belong to the field of chamber music, but also belong to operas, oratorios and cantatas. VIA (vocal – instrumental ensembles) were common in Russia in the seventies.
The story tells us one of the possible ways to form an ensemble: another instrumental “voice” joins the poetic tune of the shepherd’s horn, he timidly searches for his way and finds it, wrapping the melody of the first performer with expressive ornament of sound lace that does not interfere with listening to this tune , as if emphasizing inventive finds. Continue reading
“Good quality” – this, for example, included the modern song of Madonna, and then his song. If you do not lose or practically do not lose – then the quality is good. That is, compare with the model standard so to speak. Although sometimes people have weak ears or increased self-esteem. Then bad quality seems good. And sometimes the opposite: so self-critical person that any quality seems bad to him. Here, rather, he does not like the way he plays or sings, even after a studio correction and treatments. Here is the way out – go and improve your technique of performance.
You can often find slogans like: “good quality is not necessary for a demo”, “this is an underground (garage) album and it does not require good quality”, “this is a low-budget advertisement, it will come down in any capacity” and so on. Continue reading
Music education in kindergarten is designed to contribute to the development of a multifaceted and harmoniously developed personality. On the one hand, it aims to promote the aesthetic, moral, mental and physical education of children and, on the other hand, gives children the necessary age-appropriate musical knowledge and skills of listening and perceiving music, skills of performing songs and movement to music. kindergarten
The tasks of music education for preschoolers are realized through practical activities. Continue reading