Steps Of The Scientific Methodology
Results stand in distinction to the political controversy over this concern, significantly within the United States. The mass media face numerous pressures that can stop them from precisely depicting competing scientific claims by way of their credibility throughout the scientific group as a complete. Determining how a lot weight to offer different sides in a scientific debate might require appreciable experience regarding the matter.
Science And Medieval Society
Other motivations embrace recognition by their friends and prestige. The Nobel Prize, a widely regarded prestigious award, is awarded annually to those that have achieved scientific advances in the fields of medication, physics, chemistry, and economics. The disaster has lengthy-standing roots; the phrase was coined in the early 2010s as part of a growing consciousness of the problem. The replication disaster represents an essential physique of research in metascience, which goals to enhance the standard of all scientific analysis while lowering waste. Scientific analysis is printed in an unlimited range of scientific literature. Scientific journals talk and doc the outcomes of analysis carried out in universities and various other analysis establishments, serving as an archival document of science. The first scientific journals, Journal des SÃÂ§avans followed by the Philosophical Transactions, began publication in 1665.
Few journalists have actual scientific information, and even beat reporters who know a great deal about sure scientific points could also be ignorant about different scientific points that theyâre abruptly requested to cowl. In the early a part of the twenty first century, girls within the United States earned 50.3% of bachelorâs levels, forty five.6% of masterâs levels, and 40.7% of PhDs in science and engineering fields.
What Is Science For Kids: Branches Of Science
Voelkel, p. sixty one, notes that Keplerâs experiments produced the first right account of imaginative and prescient and the attention as a result of he realized he could not accurately write about astronomical statement by ignoring the attention. Academic research of scientific settlement on human-brought on global warming amongst local weather specialists ( ) mirror that the level of consensus correlates with experience in climate science.
They earned greater than half of the levels in psychology (about 70%), social sciences (about 50%), and biology (about 50â60%) but earned less than half the degrees in the physical sciences, earth sciences, mathematics, engineering, and pc science. Scientists exhibit a strong curiosity about reality, with some scientists having a need to apply scientific knowledge for the benefit of health, nations, surroundings, or industries.


What do we want to know?
The last few years have seen an increase in research studies on the impact and effectiveness of information and communication technologies in the teaching and learning of English. This review follows five previous systematic reviews on ICT and literacy; the aim of this review is to shed light on whether ICTs are effective in the teaching and learning of writing in English for 5- to 16-year-olds.
Who wants to know?
Policy-makers, practitioners, researchers.
What did we find?
- No conclusive answer was found; the studies reviewed were too varied in their understanding of writing and ICT.
- One study found that ICT made little difference to a group of students with learning disabilities in terms of writing quality, but that improvements in lower-order writing skills happened at a faster rate for such students; there was also an increase in self-esteem.
- Definitions of English, literacy and ICT are still unclear and the relationships between them have still to be fully theorised.
What are the implications?
These are the implications from individual studies, rather than the synthesis:
Policy-makers might think about ICT as a range of technologies that can have particular effects on particular parts of the English syllabus under particular circumstances, rather than as a main tool for literacy development.
The next version of the National Curriculum for England could view ICT as less peripheral, but more limited and specific in its contribution to learning and teaching.
Procurement policies should follow from curricular needs rather than driving them.
ICT is best seen as just one tool available to learners and teachers for expression and communication - there are times when the use of ICT is appropriate for a particular writing task, and other times when different media are more appropriate.
Teachers should evaluate custom-made programs carefully, as some are more attuned to the writing process than others.
How did we get these results?
Nine studies published since 1998 were synthesised.
This summary was prepared by the EPPI Centre
This report should be cited as: Andrews R, Dan H, Freeman A, McGuinn N, Robinson A, Zhu D (2005) The effectiveness of different ICTs in the teaching and learning of English (written composition), 5â16. In: Research Evidence in Education Library. London: EPPI Centre, Social Science Research Unit, Institute of Education, University of London.


The development of fine motor skills are an important part of life for young children. Fine motor activities help them to develop the muscles in their hands and help coordinate these movements with their eyes.
These activities go a long way in setting your child up for good academic skills, independent self-care, and helps them develop their attention span.
The following fine motor activity is a ton of fun for toddlers- and probably preschoolers too! Because whatâs more fun than smashing something with a hammer?!
Hammering Fruit Loops for Fine Motor Skill Development
My boys love to use real tools- especially hammers. And they love to destroy things with them. This fine motor activity is perfect for filling this need to destroy, all while helping build hand eye coordination and developing small hand muscles!
For this activity you will need:
Fruit Loops (or other cereal of your choosing)
A small hammer ( a real one!)
A Tray (for containing the mess, these get a lot of use in our house!)
This takes no time to set up- just throw a handful of cereal out on the tray and hand your toddler or preschooler the hammer.
If theyâve never used a real one before you might want to do a brief safety lesson on how to hold it and remind them to keep their fingers out of the way.
Then just let them whack! And smash! And create a big mess!
Youâll probably have to add more cereal a few times.
Whatâs great about this fine motor activity is that it really helps with coordination. They have to line up the hammer and the piece of cereal in their mind before swinging the hammer.
It also develops muscles in the hands from holding a somewhat heavy hammer and swinging it over and over.
This also doubles as a great sensory activity. Fruit loops engage sense of sight, touch, and smell.
Once my 2 year old was done smashing he recognized that his tray looked a little like a construction zone. The ran to get his dump truck, tractor and snow plow. and spent another long while âcleaning upâ the mess on the tray and making piles of ârocks and dustâ.
All totaled, my toddler spent a good hour on this fine motor activity. He LOVED it.
And, itâs about the best $2 Iâve every spent on a box of cereal!
Check out my post on 13 Different Learning Activities Using Fruit Loops for all the other ways weâve used cereal to learn and explore!


Symbol libraries (or symbol processors) are word processing programs that assist in comprehension and communication when vocabulary or printed text is a barrier. They can be used for both reading and writing, and provide the same functionality of a normal word processor, except with the addition of symbols. The reading function accompanies most words with a representative graphic, and the writing function allows the user to choose their word-symbol pairs from a word bank. Symbols have been found to be most effective in increasing the reading comprehension of those with a lower baseline reading capability (Jones, Long, & Findlay, 2007). However, while the use of symbol libraries with students showed an initial increase in writing competency (both in quality and productivity), there was found to be a decrease in quality after the first year of use (Prest, Mirenda, & Mercier, 2010). There is conflicting evidence over the efficacy of word and symbol pairings to increase literacy, as there is some evidence that graphics can cause a âblocking effectâ when building a visual vocabulary (Sheehy & Howe, 2001). It has been suggested that symbol libraries could be a great tool for accessibility and motivation towards literacy, and could help students build confidence when reading and writing (Pampoulou & Detheridge, 2007).
Research Rating: There is limited research on this topic, though the research that has been completed is experimental in nature.
Helps students to write independently.
Some evidence of increased word comprehension with accompanying symbols.
Students can compose written documents without phonics, spelling or alphabet.
In order to gain maximum benefit from the use of symbol libraries, a third party must develop individualized grids, templates, word banks or topic dictionaries that will support context changes in the curriculum (Prest, Mirenda, & Mercier, 2010).
There is some evidence of a âblocking effectâ, where associations are made between the symbol and the meaning, but not the text itself.
There is no universally agreed upon set of symbols.
It is difficult to graphically represent complex or abstract words (ie. democracy).
Some words have no graphic attached to meaning (ie. if, so, but, the), so a certain baseline vocabulary would be required.
Due to the third party involvement needed to create word banks for writing, this software may be used most effectively in individualized instructional settings.
May be more effective for general literacy development rather than being applicable to other areas of academia.
Some evidence suggests that graphic libraries may be more applicable to reading comprehension rather than writing.
Special Consideration: Workflow
Exact prices change frequently, which is why only approximate ranges are listed.
$ - Under $5
$$ - Between $6 and $50
$$$ - Between $51 and $250
$$$$ - Over $250
Jones, F. W., Long, K., & Finlay, W. M. L. (2007). Symbols can improve the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research, 51, 545â550.
Pampoulou, E., & Detheridge, C. (2007). The role of symbols in the mainstream to access literacy. Journal of Assistive Technologies, 1, 15-21.
Prest, J. M., Mirenda, P., & Mercier, D. (2010). Using Symbol-Supported Writing Software with Students with Down Syndrome: An Exploratory Study. Journal of Special Education Technology, 25, 1-12.
Sheehy, K., & Howe, M. J. A. (2001). Teaching non-readers with severe learning difficulties to recognise words: The effective use of symbols in a new technique. Westminster Studies in Education, 24, 61â71.
Written by Bronwyn Lamond, Last Revision May 2018


Quack, quack, neigh! These farm color posters are a-dor-a-ble! Did I stress that enough? If you teach a farm animal theme in preschool, these Preschool Farm Animals Color Posters and I Spy Color Game are a must. Just print and go for awesome classroom posters AND an interactive game!
Exploring colors in preschool is obviously crucial. And you can do it in so many ways! These preschool classroom posters feature nine different colors and farm-themed items, labeled in English and Spanish!
The full page printable preschool posters include: Yellow (amarillo) bird, white (blanco) duck, blue (azul) pond, red (rojo) barn, pink (rosado) pig, orange (anaranjado) cat, green (verde) tractor, brown (marron) horse, and a gray (gris) goat.
Iâve also included two versions of the farm animals posters. One displays the English word first, while the other highlights the Spanish color word first.
Wait, thereâs more! Finally, you may enjoy playing I Spy to teach colors with printable cards to hide around the room. This fun learning activity also includes cards and game boards in both English and Spanish.
Color Recognition Activities for Preschoolers
Learning colors is a natural topic for toddlers and preschoolers. We can incorporate it into all learning, from dramatic play to sensory play. Color activities for preschool should be meaningful and hands-on.
Color activities for kids might include:
- Color sorting activities
- Students can find hidden objects (blocks, pom poms, buttons, etc.) in the sensory bin, then sort them into buckets by color. Similarly, you might place different colored objects into a busy bag for children to play with on car rides or while waiting at a restaurant.
- Color code the pretend play area when possible by grouping items of the same color, or asking children to color match as many items as possible.
- Clip cards provide fine motor skill development while working on colors.
- Incorporate colors into virtually any preschool theme by simply pointing out colors, naming them, labeling them, and talking about them!
How to Use the Fun Farm Color Posters
Teaching farm animals to preschoolers, or color recognition for preschoolers, is easy with these printables! Iâve done the work for you, so just print, protect, and go!
Use the posters on a bulletin board, or during circle time.
Place the I Spy cards around the room for students to find when they finish work early. They will need the coloring page to color each space as they find it.
Create sets of farm animal flashcards for preschoolers to take home for extra practice.
Use the posters as an opportunity to teach Spanish words to English-speaking students, or vice versa!
Use the full-page printouts as mats in a color sorting activity.
More Farm Animal Activities for Preschool
Preschool farm-themed activities can extend far and wide! Here are just a few ideas that include multiple curricular areas.
- Create farm animal shapes from pattern blocks
- Make/extend âfenceâ patterns with colored craft sticks
- Use farm-themed shapes/animals as number cards for children to put in sequence
- Practice subtraction by âShearing the Sheep,â ie., removing cotton balls with tweezers
- Build a barn with toothpicks and marshmallows, or straws, or craft sticks
- Read farm-themed stories: âPete the Cat: Old Macdonald Had a Farm,â by James Dean, âPigs,â by Gail Gibbons, or âNo Sleep for the Sheep!â by Karen Beaumont.
Our Favorite Farm Theme Books for Kids:
We canât live without these!
Once your childâs creativity is sparked with this fun activity, take it a step further with these engaging resources:
Night Night FarmThe Cow Said Neigh! (picture book): A Farm StorySheep in a Jeep (board book)World of Eric Carle, Around the Farm Little First Look and Find â PI KidsClick, Clack, Moo Cows That TypeTouch and Feel: Tractor


I have taught a version of this lesson since maybe my second year teaching. It's fun project where students create a full painting and use all of the primary and secondary colors. This is the perfect lesson to review color mixing and painting procedures.
This year, my first and second graders used bingo daubers (thank you Cassie Stephens for the idea!! We love using them!) to draw the fish and the backgrounds. The bingo daubers help my kids to draw BIG and we don't have to draw with pencil first.
On the first day of the lesson, we drew the fish and the backgrounds with the bingo daubers. They made six fish for the six primary and secondary colors. We began with big circles and then I demonstrated a few different ways to approach drawing the fish. On the second and third day, we painted the primary and secondary colors. First grade took two days and second grade took just one. For second grade, I gave them a checklist of the colors they needed to have represented and challenged them to complete the list on their own. On the final day, we made light blue for the water and painted the rest of the background.
I loved all of the details they created, too. Many of my kids are knowledgeable about fishing, so they had a lot to add!
I am an ninth year art teacher with degrees in Art Education from Flagler College and the University of Florida, living and working in northern Florida. Each week, I teach over six hundred students in grades kindergarten through fifth. Here you will find what we are learning virtually and in the art classroom!


Music Educators, like most educators around the world, have been thrust into the world of home learning. Most of use are balancing our own experience of this pandemic, in addition to feeling completely unprepared to teach online.
After listening intently to teachers from China to the United States, I outlined these âPhases of Implementation of Home Learning in Music Educationâ to help music educators and education leaders transition to home learning â keeping mindset and self care at the center.
1. Download now the Phases of Implementation of Home Learning in Music Education:
2. Watch this video is an overview of the 3 Phases of Implementation:
3. Join my new online course:
The platform for this course is Kajabi. You will be directed to their platform for checkout.
Nyssa Brown is an international consultant specializing in professional and curriculum development for arts educators. With strength and experience working with backwards design and standards-based learning and teaching, Nyssa inspires educators to connect best practices in arts education to current practices in the broader field of education. This approach integrates music, as a subject area, and music educators into the broader educational community of the school, strengthening the learning for all involved.


Are you wondering what STEAM based art education is all about? Art teacher Amy Zschaber will shine the light on whatâs possible for art educators.
Quite honestly, I was never a fan of replacing studio arts with anything digital or math related. Now I realize how short sighted I was. Amy describes an art curriculum that is rich in both creativity and discovery.
In this episode, Amy shares her journey as an art educator, how she went from confused to confident and strategies to make the best in a struggling school environment.
IN THIS EPISODE YOUâLL LEARN:
- How Amy designs lesson plans to fit with the environment sheâs teaching in
- How having the proper credentials gives you a new sense of confidence
- How a STEAM project differs from other art projects
- Tips on how art teachers can work with general education teachers in regards to lesson plans
- How overcoming limitations, like lack of supplies, can be the foundation of really great lessons
- The importance of changing your mindset for the children
Subscribe to Art Made Easy and receive new episodes directly on your phone via your podcast App.
Note: If you have an iPhone, subscribe in iTunes. If you have an Android phone, subscribe in Stitcher.
Amyâs blog Artful Arts Amy
Moma Art Lab App for iPad
Digital Art Specialist Tricia Fuglestad
Christopher Sweeney Ultimaker Website
Amy Zschaber is an award-winning Art teacher from California. She began teaching in 2005 after discovering she had a âknackâ for putting steps to elaborate art-based projects as a summer camp instructor.
Her blog, Artful Artsy Amy shares her most popular STEAM based Art Units with teachers.


The Early Childhood Learning Resources Project was developed to assist parents to introduce and develop early literacy and numeracy learning of their young children. The work was undertaken by a consortium comprising Monash University, University of Melbourne, Curriculum Corporation and Early Childhood Australia.
High quality, innovative early childhood resource materials which nurture and support early literacy and numeracy development of children from birth to five years have been developed, including:
Literature Review and Executive Summary
Early Childhood Literacy and Numeracy Cards:
Building Good Practice â a booklet for use by professionals in preschools and childcare centres
The materials will assist educators and parents to develop a deeper knowledge and understanding of early literacy and numeracy, both in the home and early childhood settings.


US $14 billion needed to achieve universal literacy in countries with lowest literacy rates and E-9 countries
The UNESCO Institute for Lifelong Learning calls on donors to close the funding gap
Paris, France: A new UNESCO cost analysis shows that US $14 billion(1) will be needed if the 20 countries with the lowest literacy rates(2) and the E-9 countries(3) are to achieve functional literacy and numeracy skills by 2030. The analysis highlights a funding gap of US $10 billion in the 20 countries with adult literacy rates below 50 per cent and US $4 billion among the E-9 countries, where the majority of the youth and adults with low literacy levels live.
David Atchoarena, Director of the UNESCO Institute for Lifelong Learning, says: âOf the approximately 750 million illiterate adults worldwide, 565 million live in 29 countries. Even if an increase in domestic resources with 5 per cent of the GDP being allocated to education and 3 per cent of the education budget invested in literacy is taken into account, these countries will only achieve universal literacy by 2030 with the support of the international community. This analysis shows how far we still have to go in meeting this target, in line with commitments made by world leaders as part of the Sustainable Development Goals. I call on donors worldwide to contribute to closing the current funding gap of US $14 billion.â
The UNESCO Institute for Lifelong Learning (UIL) will present this new cost analysis to the members of the UNESCO Global Alliance for Literacy at a meeting at UNESCO in Paris, France, on 10 September 2019. The study is authored by UIL, the UNESCO Division for Policies and Lifelong Learning Systems, the UNESCO Institute for Statistics, in collaboration with the Global Education Monitoring Report team.
The study shows that the majority of youth and adults with poor literacy live in the Asia-Pacific region, with approximately 80 per cent of all illiterate youth and adults living in the E-9 countries. However, most non-E-9 countries such as Afghanistan, Haiti, South Sudan and others require significant external funding support since they will not be able to cover the costs from national budgets.
The authors of the study also underline that while basic data on literacy related costs exists there is a strong need for further data collection and research in order to enable well-informed decision-making in regards to the expansion of literacy programmes.
In addition to increased funding from both national governments and international partners, there is a need to enhance the coordination, planning, management and monitoring capacities of literacy management systems. The creation of a well-functioning literacy management system that coordinates all stakeholders will be a major challenge in many countries, the study found.
- The calculated costs above comprise the annual salary for instructors and are based on the estimation of 500 contact hours per learner, as estimated by the expert panel of the study.
- The 20 countries with literacy rates below 50 per cent are Afghanistan, Benin, Burkina Faso, Central African Republic, Chad, Comoros, CÃ´te dâIvoire, Ethiopia, the Gambia, Guinea, Guinea-Bissau, Haiti, Iraq, Liberia, Mali, Mauritania, Niger, Senegal, Sierra Leone, and South Sudan.
- The E-9 countries are Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan.
Background on the Global Alliance for Literacy
UNESCO launched the Global Alliance for Literacy (GAL) in 2016 to advance global literacy efforts as part of the United Nations 2030 Agenda for Sustainable Development. GAL fosters and coordinates a partnership of 29 countries towards concerted action on youth and adult literacy. As Secretariat of GAL, the UNESCO Institute for Lifelong Learning coordinates its work.


Evaluation and scientific monitoring of Kunst und Spiele, a project that aims to create and strengthen art education projects for young children.
The Art and Games support programme âKunst und Spieleâ brings together cultural and educational institutions to create projets that allow young children to experience art in a creative way.
Within the first period (2013 â 2015), ten cultural institutions were funded. The second funding period included six additional institutions.
Within the third funding period (2017 to 2019) further institutions enter the program. These are supported by a tandem partner.
At the moment, 18 cultural institutions participate in the programme.
Since 2015, EDUCULT evaluates and consults âKunst und Spieleâ. Constructive criticism aims to support the further development in terms of structure and process of the programme.
Within the third period, EDUCULT evaluates the tandem network. Next to that, an impact analysis of on the example of one project is undertaken. The study aims to explore what impact the programme has on children.
The evaluation of the tandem network is based on a document analysis, interviews and round table discussions with art managers, directors and kindergarten teachers. The research design of the impact analysis includes interviews with kindergarten teachers, art managers, directors and parents. Next to that, participant observations as well as participatory research laboratories with children are carried out.


The English learning area includes the teaching and learning of Language, Literature and Literacy. Students learn about language and how to use it effectively. They develop an understanding of the ways in which language operates as a social process and how to use language in a variety of forms and situations. They learn to speak, listen, view, read, write and create effectively. The teaching of English involves recognising, accepting, valuing and building on children's existing language competence., including the use of non-standard forms of English.
Literacy learning at Willetton Primary School underpins every facet of our school curriculum. Our school has committed to the development of a whole school approach to the learning of English. This encompasses common pedagogical approaches as well as the development of scope and sequence documents that guide staff in planning, pedagogy, targeted outcomes and the measurement of student progress.
All teachers have the goal of encouraging lifelong learners and lovers of literacy. A range of strategies are used in the teaching of writing, including First Steps and the Seven Steps to Writing Success. A stimulating print rich environment is provided by all teachers to further support students' literacy development. The students are encouraged to read, write and speak from Kindergarten. High expectations and structured learning and teaching programs ensure success in this priority learning area. Uninterrupted, sustained literacy teaching occurs daily with teaching and learning programs combining both explicit teaching and time for children to practise and consolidate their learning.


Browse for education resources in the following locations.
370: History and Philosophy of Education
371: Classroom Teaching Skills
372: Early Childhood and Elementary Education
373: Secondary Education
374: Adult Learners
375: Curriculum Development
377: Religion in Education
Browse for curriculum books and resources in the sections listed below in the Jessie C. Eury Library.
Curriculum materials include student textbooks, teacher editions, student workbooks, and other resources produced by the publisher which are used to enhance the lesson.
Juvenile books include all books written and published specifically for children including picture books, beginning readers, and chapter books. Fiction and non-fiction books are included.
Readers are sets of short early and beginning readers designed to be used simultaneously by a group of children. Both fiction and non-fiction resources published to correlate with curricula are included. Readers have the suffix READER in the call number.
Realia includes a variety of hands-on materials which may be used to complement lessons. Items include puppets, costumes, puzzles, games, and many other items.
Resources include a variety of books for teachers which give ready-to-use ideas that may be implemented immediately in a classroom to complement or reinforce a lesson. Some books include worksheets that may be photocopied for classroom use. Others give ideas for bulletin boards or activity centers.
Young Adult includes fiction and non-fiction books for junior high and high school students.


Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
Thatâs the finding of the American Academy of Pediatrics (AAP), whose June 2014 policy statement recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until kindergarten.
Pediatric providers are directed to advise parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills. Theyâre also encouraged to guide parents toward developmentally appropriate shared-reading activities that are enjoyable for children and parents and offer language-rich exposure to books, pictures, and the written word.
p i kids books are designed with parent-child reading experiences in mind. For pre-readers, our sound story books provide a great opportunity for children to follow along while the parent reads and then press the sound buttons when they appear in the story. Our First Look and FindÂ® books feature parent-child activities that focus on counting, matching, rhyming, alphabet, shape identification, spatial relations, and more. And our keepsake treasuries are just right for reading together at naptime, bedtime, or anytime!


Pegasus Primary Curriclum Introduction
We are really excited to share with you the Pegasus Primary School Curriculum, which has been developed to be engaging, relevant and challenging.
We want our pupils to have mastery over the core skills of reading, writing and mathematics as well as have opportunities to enrich and deepen their learning through lessons that are personalised to meet the individual needs of all pupils.
The curriculum at Pegasus Primary aims to prepare children in understanding the world around them and prepare them for the next stage of their education. We want our pupils to be both interesting and interested. The design of our wider curriculum is based on the research findings of cognitive science. By the time learners have left Pegasus Primary, they will have mastered a range of both procedural knowledge (skills) and factual knowledge through repeated low stakes quizzing; oppotunities to deliberately practise and careful planning for progression and depth. Our currciculum is customised to meet the local needs of our learners.
Threaded throughout our curriculum and embedded in every aspect of school life are our school values of Respect, Confidence, Creativity, Determination, Ambition and Enthusiasm; 'The best in everyone' and the Pegasus Motto, Individually we achieve, together we excell.
Our curriculum is based on the following key principles:
Entitlement: All our pupils have the right to learn what is in the Pegasus Primary Curriculum.
Coherence: Taking the National Curriculum as its starting point, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects.
Mastery: We ensure that foundational knowledge, skills, and concepts are secure before moving on. Pupil's revisit prior learning and apply their understanding in new contexts.
Representation: All pupils are able to see themselves reflected positively in our curriculum; we want our curriculum to open up new worlds â to expose children to beliefs, people, places and values that they would not otherwise encounter.
Education with Character: Our Education with Character curriculum teaches our young people about creativity and resilience as well as providing them with opportunities to learn about teamwork, to care and to serve, to overcome difficulties and to manage themselves and their feelings. Pegasus children are taught to have confidence and articulacy so that they can stand up for themselves and for what is right. These personal qualities and skills are the opportunities we provide beyond the classroom; in sport, music, performance, clubs, our enrichment programme, in chances to lead and take responsibility and in opportunities to volunteer and to serve.
Our curriculum is in line with the National Curriculum; it comprises of all learning experiences including enrichment activities, which are planned to meet the needs and interest of our pupils, providing education with character that helps them to find the best in themselves.
The Pegasus curriculum is based on individual subject learning and has been carefully designed to ensure that vertical concepts allow children to link knowledge from one lesson to the next whilst also integrating knowledge across subjects.
The Rosenshine Principles of Instruction flow through the curriculum. Regular recall, a hallmark of Rosenshine, is built into the timetable of activities and the structure of lessons so that knowledge is built progressively and coherently and takes account of pupilsâ ability to retain information effectively.
For each curriculum subject, teachers plan a range of the following:
- A pre learning quiz which takes place the week before the new learning is delivered which identifies gaps in prior knowledge that is needed to fully access the current learning.
- Gap teaching following the outcomes of the pre learning quiz.
- Pre teaching key vocabulary and concepts for SEND pupils.
- A knowledge organiser outlining the substantive and disciplinary knowledge, including vocabulary and the correct definition, that all children must master.
- A cycle of lessons for each subject, which carefully plans for progression and depth.
- A low stakes quiz which is tested regularly to support learnersâ ability to block learning and increase space in the working memory.
- Educational visits, visiting experts and artifacts that will enhance the learning experience.
- Classroom working walls which detail; current, prior and future learning, the substantive and disciplinary knowledge children will learn, key vocabulary with definitions, and the vertical concept the area of learning falls within.
The impact of our curriculum is that children are interested in learning, are always asking questions and are resilient enough not to give up in the face of adversity. They seek challenge, question the world around them, and understand the role they play in shaping the future of their local community and the world in which they live. We track progress and standards across the curriculum, and we listen to feedback from pupils and parents alike. By the end of Year 6, all children, including those with SEND, will be able to know and remember more. They will have developed the skill to articulate their ideas and hold meaningful conversations about their learning.


What if a large number of scientific studies found there was one activity that could improve our cognitive function, help our memory systems work effectively, help us learn language, help us moderate our emotional states, help us solve complex problems and help our brains be healthier into later life? What if that activity was also enjoyable for everyone involved?
There is one such activity: music education.
I am a music educator who has become fascinated by the research done by neuroscientists and psychologists about the impact of music learning on brain development, especially in school-aged children.
A question I frequently get asked is: how can one activity have so many positive impacts on the brain? The list in my opening statement is just the tip of the iceberg. Full story.
Dr Anita Collins (ABC Education) / October 10, 2018


Ritu Khoda released Art1st Foundation a decade ago with a social dedication to making art extra motion-orientated and applicable. A psychology graduate from Lady Shri Ram College for Women, New Delhi, and an MBA from the Indian Institute of Management, Calcutta, Khoda believes that artwork is a language that ignites ardor in kids and adults. She has worked with leading psychologists and famed artists to increase an artwork-incorporated model of schooling, which includes superior tool kits and engaging books on the artwork for younger readers. Khoda talks to Faizal Khan about the novel adjustments required in art training within the united states of America. Excerpts from an interview:
What are the most important challenges facing art training in India today?
Art schooling has a large opportunity to expand innovative and vibrant mastering environments in colleges. But we are killing this by using our lack of vision. There is a massive hole within the way art training guidelines, curriculum tips, and coaching techniques are framed and carried out. Art training has already been relegated to a marginal position in India, whereas it ought to be occupying an extensive role in the present-day curriculum. We deny any opportunity to encourage imagination, innovation, creativity, expand curiosity, criticality, and experimentation within the child. The curriculum and regulations have to replicate our instancesâ requirements and anticipate the academic and existential necessities of destiny. This is wherein I find every other vital hole, that the already present frameworks are heavily rooted in an old version of coaching and expected outcomes.
Do you favor curriculum adjustments in art schools so that they could circulate far away from the colonial era approach of coaching? An alternate in the curriculum is required to dispel the colonial framing of artwork training in India. Some of the impacts of the colonial art training guidelines are so dominant that weâve normalized it as part of our best art education gadget and how we understand and respect art. For instance, society nevertheless favors an artwork with the aid of an infant thatâs imitative. Instead of appreciating the experiments, the ideas, and the mind behind the paintings, we emphasize simply the perfection of competencies. The colonial schooling machine changed into an eagerness to produce a non-reflective mechanical workforce that could simply layout and bring. We must alternate this attitude.
How can artwork schools help convey vital thinking in students?
Art permits mirrored images. Like a whole lot, it allows you to widen your horizon and look outwards; it also helps you peek internally. I suppose there are hardly a few disciplines that do that. However, art does this greater engagingly. Art schooling lets the student comprehend that there are diverse methods of understanding that there are various methods to specific and no one way is higher than the opposite. It allows interest; it allows to think out of the container, query, experiment, introspects, and do all this thru play and a laugh. Are the establishments and teachers equipped to deal with the unconventional modifications required in artwork training?
The new vision for art schooling must apprehend its community better and begin constructing its foundations from the roots, the teachers, and the students. Teachers who come out of present art training want to do several unlearning to be a part of this journey. The way they train, investigate, mentor the student will affect the destiny of artwork schooling. Our focus should be appreciably redefining these center regions of involvement. Moreover, we also want to empower academics by supplying them with significantly in-depth schooling programs, exposure to art and cultural assets, time to research, and planning.
How is era going to assist?
Since the arrival of the net and ICT, quite a few studies and access to assets have shifted to the net space. A trainer nowadays is in a better position in phrases of the supply of sources than their friends 10-twenty years ago. We need to educate them to use these assets and clear out the records they access that will benefit from nice content. Across the sector, museums have unfolded their assets and collections, provide virtual walkthroughs and advanced educational kits for college students. We want to make those assets to be had to our artwork instructors and college students. Also, era lets in artwork teachers and college students more recent methods of making art, teaching techniques, interactivity, and create immersive studies. Technology has also created a digital barrier or divide due to infrastructural problems. We need to conquer that to reap its benefits.


17 Feb How To Prepare Your Child For Their First Musical Performance
As a parent, providing your child with a well-rounded and quality education should be a top priority. A well-rounded education should feature musical training. Studies show that schools with music education programs have a 90% graduation rate. Schools without these music training programs have a 73% graduation rate.
If your child is taking online or in-person music lessons, it is only a matter of time before they get the desire to perform. The organizations that provide musical training to young people generally give them a chance to shine in a recital. If you are looking for tips on how to prepare your child for their first musical performance, consider these great tips.
Make Sure Your Child Gets Plenty Of Practice Before The Performance
Allowing your child to go to their first musical performance unprepared can be disastrous. Without lots of practice, your child will be at risk of making noticeable mistakes during their performance. If you want to help your child avoid the negative consequences of a bad performance, then you need to encourage them to practice their instrument.
Instead of being pushy about practicing, you need to find a way to make this process fun for your child. The best way to do this is by allowing your child to participate in online musical games. You also need to make sure your child has a dedicated space in your home to practice. Allowing your child to design their own music room is a fantastic way to motivate them to practice and master their instrument before performing in front of others.
Donât Add Unnecessary Pressure
Performing in front of strangers for the first time can be extremely stressful for a child or young adult. The worst mistake you can make when trying to prepare your child for their first performance is adding undue pressure to the situation. For instance, donât spend the days leading up to the performance constantly asking your child about how nervous they are. Doing this can add more stress to an already worrisome event, which is why you need to avoid making this mistake.
You also need to avoid giving your child a rundown of which friends and family members will be attending their recital or performance. Actively trying to reduce the pressure involved in performing live can help you keep your child grounded and positive.
Do Your Part To Keep Things Organized
If you want to calm your childâs nerves in the days and weeks leading up to their live performance, you need to work on staying organized. Developing and following a detailed daily schedule can help you comfort your child and take their mind off of the jitters they feel. Making sure your child is at the venue they will perform at well before showtime is also important. Staying organized can help to make this experience enjoyable for everyone involved.
We Offer Music Lessons!
If you want to provide youâre a great musical education, contact the Rochester Conservatory of Music to find out more about the lessons we offer.


Why Group Piano?
KeyNotes Music is a collaborative (whole class) piano programme. This means that students learn and play the same music but are allocated different parts according to ability. To learn more about how this works in practice, click on the blog post "Six Beginners, One Class: How Group Lessons Work".
Starting your child's piano learning like this will help them develop a wide range of foundational skills and will ignite their love of playing:
Making music together is the most impactful way for students to engage with piano learning. KeyNotes' emphasis on ensemble-playing enables students to develop confident performance skills.
When students learn together and have a common aim, they work as a team and every individual is motivated and invested. Groupwork, in the form of games, songs and creative tasks is a feature of every KeyNotes lesson.
In group classes, we can incorporate creative learning opportunities such as improvisation and composition. KeyNotes topics inspire and bring relevance to piano playing and musical elements.
Variety of Activities
KeyNotes' lesson structures include the pace and variety that is suited to our learners. From moving to music with scarves and bubbles, to singing and drawing using a musical prompt, we use all sorts of activities to embed learning and reach different learner styles.
Regular review of skills and concepts, in addition to KeyNotes' unique cyclical approach help students consolidate learning and deepen their understanding. The careful building blocks and scaffolding of concepts ensure that students have secure foundations.
Keynotes students have fun! They love their classes and this enjoyment enables them to access and apply their learning more successfully.


Montessori Education for Preschoolers
Montessori education has been around over 100 years. It is an innovative educational method. It is focused on individual learning and allows children to learn at their own pace. Montessori education encourages independence, creativity and exploration from an early age. This type of education is especially helpful for preschoolers because it gives them the opportunity to learn skills and knowledge in an environment that is supportive and safe.
Montessori education is a self-directed learning environment that has the most obvious benefits for preschoolers. Instead of traditional classrooms, where teachers lecture or assign work to students to complete, Montessori classrooms let children choose the activities they want to engage in on their own. They can explore the subjects they are interested in while still being guided by teachers and their peers. These activities are hands-on, which encourages young learners to be engaged and helps them develop important motor skills.
Montessori education is a great option for preschoolers because it emphasizes socialization. Students learn how to work together in groups and develop respect for others. Top Montessori is designed for children to develop a love of exploration and learning.
Preparing Montessori Environments for Preschoolers
Montessori education is a popular way to prepare preschoolers in preparation for academic pursuits. A Montessori environment is a safe, structured, stimulating and secure place where children can learn, explore and build foundational skills. To create such an environment in your classroom or home, there are several things you should consider.
The space should be divided into areas that are dedicated to particular activities. Every activity should have its own materials that are easily accessible by students. A reading corner could include bookshelves that contain age-appropriate books and comfortable seating for storytime. Math manipulatives such as counting blocks and tangrams can be used to help children better understand math concepts. Ample space should be provided so that students can freely move without being impeded by obstacles or objects.
It is important that there are physical materials available in the room. However, the environment should encourage exploration and learning through play and interaction with peers and adults who can facilitate learning. Teachers should create an environment that encourages children to express themselves freely while maintaining appropriate boundaries. They learn to respect others and how to interact with them while also exploring their surroundings independently.
Learning Areas in Montessori Classroom
Montessori classrooms are a unique learning environment that encourages exploration and discovery. This kind of education is based upon the principles of child-centered, or self-directed learning. It also emphasizes hands-on learning. There are many activities and areas in the Montessori classroom that children can explore. Each activity is designed to help them learn skills in different areas.
Language arts is one of the most important areas of learning in a Montessori classroom. Language arts include reading, writing and listening. The teachers will encourage children to read aloud from selected books or explore other types of literature. Children can also take part in writing activities like dictation and journaling, which allows them to practice their handwriting skills and develop their creativity.
The Montessori classroom also teaches math concepts like counting, sorting shapes into groups, and recognising patterns with numbers or symbols. Children can practice basic math concepts using hands-on materials like beads or blocks strung together with laces. They also develop problem-solving skills through the use of real-world materials, such as beads or blocks.
Final Thoughts about Preschool Montessori
Preschool Montessori is an innovative educational method that has gained popularity in recent years. It was inspired by the teachings and philosophy of Maria Montessori, an Italian physician and educator. She developed a child-centric education approach that encourages independence and self-regulation. Montessori allows children to explore the world at their own pace and focuses on hands-on learning.
Montessori education encourages creativity and problem-solving at the preschool level. It also encourages interaction between students in small groups and individually to improve social skills. To help students improve their fine motor skills and explore concepts like math or language arts, teachers use manipulatives such as puzzles, blocks, blocks, beads, and others. Students are encouraged to take control of their learning by setting goals and keeping track of progress throughout the year.
Preschool Montessori has many benefits. It allows children to learn at their own pace, without being pushed by teachers or peers; it encourages independence and creativity; it also fosters a sense community in classrooms, where students can seek support from one another.
Parents who desire their children to be educated in a nurturing environment and to grow as individuals will find the Wharton Montessori preschool a great option. Highly qualified teachers provide a curriculum that is tailored to each childâs needs. A Wharton Montessori preschool provides the foundation your child needs to be successful in school and beyond. It emphasizes independence, self-esteem and problem-solving.


'Love, Courage and Fellowship'
As mathematicians, our INTENT is:
to provide pupils with the numeracy skills that they will need in their future lives, developing a mathematical curiosity.
We want pupils to make meaningful connections across mathematical ideas to develop fluency, reasoning and competence in solving increasingly sophisticated problems. We will foster confidence and perseverance in mathematical enquiry so that pupils are determined to seek solutions to a range of challenges and ensure that they have the necessary vocabulary to reason and explain their mathematical thinking. Through enquiry and creative problem solving, children will learn to love challenge and build skills in collaboration, reasoning and thinking.
Our mathematics curriculum is underpinned by the National Curriculum, following the Hampshire Phase Model which is cyclical, allows for interweaving and reflection which enables us to return to concepts to further embed knowledge and understanding across many different contexts.
In Early Years, our pupils develop a strong grounding in number so that all pupils develop the necessary building blocks to excel mathematically. Pupils should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
We IMPLEMENT this through:
The National Curriculum for mathematics aims to ensure that all pupils:
At Chawton, we:
The impact of our mathematics curriculum is that all pupils are confident mathematicians who can confidently speak, think, calculate and reason about the subject.
Pupils are engaged with their mathematical learning and naturally make connections within the subject and to the wider world. When tackling problems, pupils can select from a range of strategies to enable them to accurately and efficiently solve problems.
At the end of each year, the majority of the pupils will be working at Age Related Expectations and some will have progressed further and achieved greater depth.
Pupils secure long-term, deep and adaptable understanding of maths which they can apply in different contexts. Children are well prepared for the next step in their mathematical learning journey.
Our attainment at the end of EYFS, KS1 and KS2 is above that of both Hampshire (LA) and above national average.
Governors, through the Governor Monitoring Plan and Subject Leader Reports, evaluate the work of subject leaders in ensuring that the quality of teaching and learning across the school is at least good. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.


Students are given a practice chart at each lesson, which includes specific assignments to be worked on each week. It is important to keep a daily practice routine and to follow assignments that are given. This includes their current working pieces, review pieces, reading, theory, and rhythm work.
Parents must understand their childrenâs music education. At the lesson, they are encouraged to take notes, ask questions, and learn along with the student. At home, they can guide the student by scheduling a practice routine and keeping track of assignments on the practice chart.
Students perform in several group lessons and two recitals each year and are encouraged to perform in various performance opportunities in the Joliet and Shorewood community, from nursing home gigs to competitions.
Listening to music is extremely beneficial, and I encourage active listening by offering field trips to students and their families. Past concerts weâve attended were at the Rialto, Ravinia, and Millenium Park.
What method to you teach? I primarily teach Suzuki method, but I also use supplementary material and other method books for reading and theory.
What's the difference between Traditional and Suzuki method? An important part of Suzuki is the Suzuki Triangle-student, teacher, parent. Parents play a bigger role in the child's learning. Also, there's more ear training, and much more focus on technique and musicality from the beginning. Reading is not a focus from the beginning, however students use a rhythm book after the first few lessons to learn basics of reading. We also use a staff magnet board to learn note names and intervals. Suzuki believes that music is like a language- We learn to speak before we read, therefore, we learn to listen and play before we read music. Once I feel the student is developing his ear, is progressing in the rhythm book, and is developing a solid technique, then reading books are introduced. Suzuki students can begin as early as 3. Check out the website: www.suzukiassociation.org.
Where do you teach? At my home studio in Shorewood.
How long are lessons? Beginners start at 30 minutes, but I may later suggest 45 minutes or 1-hour
What else do you offer in your curriculum? We do monthly group lessons which consist of students performing for each other and music theory activities and games. I also have a music lab in which students can do music computer games prior to or after their lesson, listen to CD's, read music books, or do color-by-notes. Students can earn points for their accomplishments on the computer and at lesson, which ultimately go towards prizes!! I'm also becoming more involved in Dalcroze technique, which involves music and movement:
Do my kids need prior requirements to start? My only requirement is to have an open mind and that both student and parent agree to set aside time everyday to practice.
I do not expect my students to become virtuosos. But I do expect them to practice and work hard as they should anything, so that they will develop a love for music and for playing piano and ultimately have fun making music!!
How many students do you have? About 25.
How long have you been teaching? I've been teaching full-time for about 17 years, but I began in high school.
How long should my child be practicing? You will get out of it what you put into it. I recommend 15-20 minutes for at least 5 days for early beginners, later beginners at least 30 min, Intermediate and advanced at least 45 min-1.5 hr. Schedules can get busy, so sometimes a lot can be accomplished in only a few minutes with the proper practice habits and goals.
What credentials do you have? B.M. in Piano Performance from Southwestern Oklahoma State University, intense Suzuki and Taubman-based technique training from Marilyn Taggart, and attend yearly pedagogy conferences.
What else do you do besides teach? I am staff accompanist at Joliet West High School--accompany the choirs, direct small ensembles, accompany band and choir students for solo contests and auditions, play for Spring musicals and Opera Scenes, am principle accompanist for the Naperville Men's Glee Club, and play at churches and for weddings, banquets, corporate events, etc.
How early do you start your kids? As early as 3, depending on the child
Do you accept adult students? Yes. Parents find it beneficial to learn because they can help their child at home. I also teach adults with no formal training and also adults who haven't played in several years.
What performances requirements do you have? Students are required to perform in 2 recitals per year and are highly encouraged to perform in various performances at nursing and retirement homes, etc., festivals, and competitions. They also perform pieces they are working on at group lessons.


As our thoughts turn toward back to school, the subject of extracurricular programs undoubtedly pops up among parents. What are the benefits of extra classes, on top of school, for kids? We chatted with neuroscientist and psychologist Dr. Sean Hutchins to learn more. âNoa Nichol
Hi Dr. Hutchins! Please tell us a bit about yourself to start.
Iâm the director of research for the Royal Conservatory of Music (RCM), one of the largest and most respected music education institutions in the world, providing the definitive standard of excellence in curriculum design, assessment, performance training, teacher certification and arts-based social programs. I run the RCM research centre, focusing on experimental studies of music education, development, performance and cognition. I received my Ph.D. from McGill University and Iâm trained in experimental psychology and neuroscience, with a specialization in the field of music cognition.
Why are extracurricular activities a good idea?
Extracurricular activities can provide a lot of overall benefits that can follow them into adulthood. For instance, extracurriculars promote social skills, self-esteem and help develop positive habits. Students who participate in extracurricular activities tend to have higher grades, more positive attitudes toward school and higher academic aspirations. One decades-long study has even shown that children who participate in extracurricular arts activities are four times as likely to be recognized for their academic achievement.
Speaking of music lessons specifically, what benefits do these offer to children in the long term?
Over the last 20 years, there have been numerous psychological and neuroscientific studies investigating the link between music and the mind. This research has shown that those who studied music have better cognitive skills than their non-musical counterparts. Music lessons can help to sharpen cognitive skills, develop social connections and achieve academic success. Studies have shown that music lessons can even lead to an increase in IQ itself. There is a rich body of evidence to support the notion that music training can lead to enhanced cognitive benefits. The scientific research shows that cognitive abilities gained through music training can transfer to other domains and practices, making music a valuable addition to any path in life.
Are some music lessons greater than others, in terms of offering such benefits?
The quality of the music lessons and therefore the benefits that students can receive will depend on the strength of the program. The RCM offers an internationally renowned program of music study and assessment through The RCM Certificate Program. Today, The RCM Certificate Program is considered one of the finest music education systems in Canada and around the world. The program provides students with well-rounded musical training, from elementary through to advanced levels. With the completion of each level, students further hone their skills and develop their ability to play music independently while nurturing a lifelong appreciation for music making. The RCM is built on research and the neuroscience behind music education. Since The RCM inception over 135 years ago, weâve learned that the value of music education founded in an environment of kindness, passion and motivation, leads to the development of skill sets in kids that follow students into adulthood.
What would you say to parents who feel their kids are already busy/stressed enough with school, without tacking on more activities? Any advice around balance?
My first piece of advice for parents is to check in with your child and see how they feel about starting an extracurricular. Most kids find their limits and know when theyâre overextended, itâs important to check in with them and see how they feel about their school-life balance. From there, you can determine whether or not enrolling them in another activity will be beneficial to them.
Did you take extra-curricular lessons as a child and, if so, how did they impact your life?
Yes, I took 10 years of piano lessons and two more of voice lessons. And even though I wasnât always completely enthusiastic about it as a child, I ended up so passionate about it that I chose the neuroscience of music as a career path. Not only that, but I met my wife through extra-curricular music activities, so those early lessons have had a pretty big impact on me! If youâre interested in exploring music lessons for your child, the RCM has a directory on its website to help locate a teacher near you.


|R & D|
|The Emperor of Music|
The Three Basic Mechanisms for Creating Music
Coordinating the Diversity
The Decision-Making Faculty of the Musical Creator
The Perfect Basic Vibration
Fundamental Musical Education
Developing the Harmonizing Basic Vibration
Consciously Creating Music by Means of the Feeling
The Heat-Giving Device of Creating Music
The Cold-Producing Device of Creating Music
Controlling the Diversity of Music
Cultivation of the Creative Understanding
Manifold, Harmonious, Meaningful Music
Hereby the entire field of creating music is governed by three basic mechanisms:
by the mechanism of toning-up the composition in which the self-awareness only stimulates the intellect;
by the mechanism of controlling the music-formative powers in which the self-awareness by means of the intellect defines the form with its faculty of understanding, and the inner life of the musical unity with its faculty of feeling, and through its sense of hearing listens to the musical result on the level of the mind;
by the mechanism of toning-down the composition in which the self-awareness calms down the excited intellect which is active creating music.
However, this threefold mastership of creating music not only covers the composition as a whole, but every single element, as well as the groups of elements of the composition even every single overtone and the complete mastery of it by the self- awareness of the musical poet.
The intellect of the musical creator is that decision-making faculty which serves his self-awareness to achieve twofold fulfilment, and which therefore directs the entire process of composing.
This decision-making faculty stimulates the mind to resound (that is, to become active), and it corrects its process of reverberation.
Thus, the self-awareness, through the feeling, delivers a perfect lively basic vibration to the mind and enlivens it as the absolute sound-substance. This live, all-embracing basic vibration is a gift from the self, through its inherent feeling, to the mind; it breathes life into the mind that inner life which music requires.
Therefore it is a fundamental step in practical music education to develop that lively, comprehensive, basic vibration on the level of the mind, that vibration which holds the musical work together as a whole, and which prevents the elements of the composition from falling apart.
Developing the perfect, harmonizing sound-substance on the level of the mind is based on the systematic, scientifically founded cultivation of our human feeling.
Without the component of feeling, and without its purposeful application under the direct guidance of the self-awareness, the composer is not able to consciously compose. Holistic, harmonious, pleasing, and meaningful music would never be stimulated to sound within him let alone be heard inside or even conveyed outside.
The ability of the
intellect to discriminate emotionally may also be called "the heat-producing
device." It is responsible for dissolving the reverberating form (the structure)
of a thought, and it causes the substance (the material aspect) of a thought
the potential of cosmic thinking to dominate.
The rational ability of the intellect to discriminate may also be called the "cold-producing device"; it gives the thought its definite form of sound. The substance of the thought becomes less dominant and the outer, sounding shape of the thought the surface of the mind predominates. To the composer, this outer form of the thought, which structures itself on the surface of the mind, is the diversity of his musical creation, which he hears inside with his sense of hearing.
The power of our
human understanding generates the firework of music in its latent form, and
also produces our musical ideas in the form of individual flashes of thought
just as the spectral colours are generated from light and interwoven
in manifold ways.
Therefore it is a further fundamental step in practical music education to develop, on the level of the mind, that comprehensive basic vibration which determines the multiplicity of the musical work right from the beginning, and which simultaneously prevents its elements from collapsing and the composition from becoming monotonous.
This development of the perfect, multi-structured sound- substance on the level of the mind is based on the systematic, scientifically founded cultivation of our human understanding.
Without this component of understanding and without its well-directed application under the direct guidance of the self-awareness, the composer is not able to consciously compose; and holistic, harmonious, manifold, meaningful music would never be stimulated within him let alone be heard inside or even conveyed outside.
Â© AAR EDITION INTERNATIONAL 1982


Introduction: Preschoolers are at a critical stage of development, where their curiosity and eagerness to learn are at their peak. Educational toys play a vital role in fostering early learning experiences that support cognitive, motor, and social development. In this blog, weâll explore the significance of educational toys for preschoolers and provide a guide for parents to choose the most effective toys for their little learners.
- Early Literacy and Numeracy: Educational toys that introduce letters, numbers, and basic concepts in a playful manner lay the foundation for early literacy and numeracy skills.
- Fine and Gross Motor Development: Toys such as building blocks, art supplies, and ride-on vehicles promote fine and gross motor skills, aiding in physical coordination and dexterity.
- Imaginative Play: Pretend play toys, such as dollhouses and play kitchens, stimulate creativity and imagination, allowing preschoolers to explore different roles and scenarios.
- Social and Emotional Learning: Educational toys that encourage cooperative play, like board games and group activities, teach preschoolers valuable social skills and emotional regulation.
- Multi-Sensory Exploration: Toys with diverse textures, colors, and sounds offer multi-sensory exploration, enhancing preschoolersâ sensory awareness and cognitive development.
Conclusion: Educational toys for preschoolers are instrumental in nurturing early learning experiences that support literacy, numeracy, motor skills, imaginative play, social and emotional learning, and multi-sensory exploration. By selecting appropriate educational toys, parents can create an enriching and playful environment that lays the groundwork for their preschoolersâ lifelong love for learning.


Art, Education and Training
Art, Education and Training
The methods and materials used to educate artists changed considerably during the Renaissance. Throughout the period, most young artists received their early training as apprentices*. However, during the 1400s learning about art theory gradually became as important as mastering practical skills. By the 1600s, art had evolved from a craft to a course of academic study.
Apprenticeship. During the Renaissance, art apprentices studied under the guidance of a master artist. They usually began their training between the ages of 12 and 14, and served for a period of between 1 and 8 years. Parents of apprentices signed a contract with the master that set out the terms of the training. A typical contract required the master to provide food, housing, and clothing as well as instruction. In some cases the parents paid the master a fee, while in others the apprentice received a salary from the master.
At first, local craft unions, or guilds, set standards for apprenticeship. The guilds decided matters such the length of contracts and the number of students a master could train. Some guilds would not allow pupils to switch masters during their apprenticeship or to sell their works independently. At the end of the apprenticeship students often had to show a piece of work to the guild to demonstrate that they had mastered their craft. This is the origin of the term masterpiece.
Artistic training varied from one master to another. In Italy, drawing was emphasized. A pupil might start by copying or tracing drawings and paintings before moving on to sketching live models. Students also learned to mix paints and to prepare walls and panels for painting. In addition, many apprentices studied techniques such as perspective* and proportion.
Art Texts. The first art textbooks appeared in the 1400s. They differed from the practical handbooks about painting that artists had used during the Middle Ages. The early Renaissance texts discussed the theory of art and basic principles for art instruction. In On Painting (1435), the architect Leon Battista Alberti explained the use of geometry and optics (the study of the properties of light) in painting. He also discussed composition* and the qualities of the ideal painter. Books such as Alberti's instructed amateurs as well as professional artists, signaling a change in the public image of art. By the 1500s, most educated people received some artistic instruction.
Art texts originated in Italy, but they soon spread to northern Europe. The German painter and printmaker Albrecht Durer published two works on the subject in the 1520s. As books about art increased in number and popularity, they focused increasingly on theory. Many emphasized the Italian idea of disegno, which referred to the importance of design in painting. Others showed the relationship between fields such as mathematics or philosophy and art. Over time, knowledge of these other subjects became a necessary part of a serious artist's education.
Art Academies. Another important development in art education was the rise of art schools, or academies. The earliest academies were not formal schools but groups of apprentices who met at the end of the workday to practice drawing and other skills. Eventually such meetings grew into academies with an organized curriculum and regular classes. Over time the academies introduced new areas of study such as anatomy. They also began to set standards for training artists, a function previously performed by the guilds. For example, by 1571 artists in Florence no longer had to join a guild.
Italy led the way in founding art academies. Some of the early ones included the Compagnia e Accademia del Disegno in Florence, the Accademia del Disegno in Perugia, and the Accademia di San Luca in Rome. By the 1600s other European cities, such as Paris, Vienna, Madrid, and St. Petersburg, had academies devoted to educating artists.
- * apprentice
person bound by legal agreement to work for another for a specified period of time in return for instruction in a trade or craft
- * perspective
artistic technique for creating the illusion of three-dimensional space on a flat surface
- * composition
arrangement of objects in a work of art


Image by Kim Werker courtesy of Creative Commons
Irech Colon / Staff Writer
Tia DeCerbo, sophomore special education major, does not worry about the taking sloppy notes, instead just rushes to assure she gets all the information a professor is spitting out.
âEinstein didnât have the best handwriting, but he was still a genius,â she said.
One University professor focused on a study intended to show proof of a correlation between penmanship and grades.
Laura Dinehart, assistant professor in childhood education, composed a study consisting of about 3,000 students from low-income households in Miami-Dade County at a Pre-K level, whose assessments were compared to their test scores when they first entered public school.
One of the assessments done was a fine motor skills test, which included manipulating objects such as playing with Play-Doh or utilizing building blocks.
The other portion of the assessment involved writing numbers, letters, shapes and drawing pictures.
Of the students that better completed these fine motor assessments, they were also the group resulting to have better test scores in both reading and math in the second grade.
âIf we donât test it, we donât teach it,â Dinehart said.
However, she believes now that fine motor skills should be taught as a foundation early on because it will have an impact on how a student develops academically in the future.
Dinehart also made a convenient yet important choice by selecting low-income household students as the sample group.
Because a large amount of students in Miami-Dade County are low-income, it is understood that these children are less likely to have access to resources that would promote strong educational outcomes.
Associate professor, Charles Bleiker, who focuses on school readiness, agreed with Dinehartâs idea that although it is important for all kids, it is especially important for lower income students.
âAt risk children are the first ones that are affected by school practices because a lot of times their parents are not able to fill in the gaps at home,â he said.
Another factor of this study also shed light on the decline of handwriting which in turn has followed a strain on academic development.
Because of todayâs digital era, fine motor and handwriting have been pushed to the back seat to make room for more technological guidelines in Common Core standards of elementary education.
DeCerbo, who has chosen to dedicate her future career in helping special needs children develop successfully, believes fine motor skills hold therapeutic values that can especially aim for progress in physical strength.
Although elementary education holds a great gap to college education, handwriting versus technology based guidelines affect post institutions today.
Most professors now lean on technology for submitting assignments.
Joseph Lichter, undergraduate instructor, assigns written work when asking students to solve problems, but when it comes to essays will always opt for the computer-based assignments.
âThe reason I do so is not just because of legibility, but also because it is the way we think today,â he said.
According to Dinehart, we depend on technology for so much, that we lose sight of why it is essential to learn grammar, spelling and having well-controlled handwriting.
Nevertheless, she agrees technology can be utilized to promote better fine motor skills.
âWe have to stop thinking about these things [technology and traditional handwriting] as being against each other,â said Dinehart.


Our program uses the time tested, research based method of phonics and sight words to teach children to read
Multiple reading experts throughout the country have approved our reading program.
"Dash into Reading is a parent friendly, simple approach to early reading instructions. The instruction is steeped in research-based principles and appropriately dependent on early childhood literacy development. If a parent or teacher uses the suggestions, steps, and practice activities as prescribed, a child should progress in his or her reading skill effectively.
....For these reasons and more, I highly endorse Amelia Murdock's Dash into Learning program for young novice readers."
Ann C. Sharp, PhD
Literacy Methods Professor and Researcher
Utah Valley University
The (Parent Guide) teaches in very good detail, how to proceed through the lessons and the 10 books. The pairing of the five-step lesson with the story provides for successful interactions with the sight words, letters, sounds, and sound blending. Parents who are motivated to work with their children, would find this program easy to work with and fun! I would recommend this series to a parent who wants to work with their child."
Christi Pilon, M.S. SPED


Why is training so necessary because it is part of our life. The colonial governments exerted actual effort solely on behalf of faculties that educated subaltern cadres for administration and commerce (largely colleges for the youngsters of chiefs and outstanding persons and the universities at Makerere and Achimota).
Some of these instruments rely on instructor reviews of relationships, others are observationally-primarily based measures of teacher-pupil interactions in the classroom, and yet others rely on studentsâ experiences of their relationships with lecturers.
Several new universities had been based throughout the 19th century, and the latter half of it noticed the founding of a lot of womenâ high schools and boarding faculties offering an education that was corresponding to that out there in boysâ public colleges and grammar schools.
Vico asserted that the influential Cartesian treatise The Port-Royal Logic, by the Jansenists Antoine Arnauld and Pierre Nicole, inverted the natural course by which children study by insisting on a training in logic at the beginning of the tutorial course of.
The Importance Of Music Education
All my life, as far as I can recall, there was one factor my mom always made certain I understood â to be impartial. A few of the notable improvements included the availability of preschool classes in most simple schools or methods; the use in early elementary grades of recent instructional methods developed on the preschool degree; a concentrated attempt to decrease newly found functional illiteracy at all levels, including the grownup stage; the rapid introduction of electronic studying applications and instructional assistance; and direct concern with values instruction, often secular and oriented to each private and social points.
Elementary and secondary schooling have been distinct varieties, and only a minority of the elementary faculty pupils handed on to the secondary colleges, generally only if they had been vivid and could win scholarships via a competitive examination.
Schooling types an necessary part of a personâs life because it permits them to gain the skills that are needed to face life situations. Interest in the work of Sigmund Freud and the psychoanalytic image of the child within the Nineteen Twenties, in addition to attempts to apply psychology to nationwide coaching and education tasks within the 1940s and â50s, stimulated the development of academic psychology, and the sphere turned recognized as a major source for academic theory.


As a teaching assistant in the United Kingdom, investing in your professional development is crucial for personal growth, career advancement, and providing the best support to students and teachers alike. Continuing Professional Development (CPD) courses offer valuable opportunities to expand your skills, knowledge, and expertise. In this blog, we will explore some of the top CPD courses available for teaching assistants in the UK, empowering you to take your career to new heights.
- Level 2 and Level 3 Supporting Teaching and Learning Courses:
Ideal for teaching assistants who are relatively new to the profession or wish to formalize their skills, Level 2 and Level 3 Supporting Teaching and Learning courses provide a solid foundation in educational theory and practice. These courses cover topics such as child development, safeguarding, behaviour management, and supporting special educational needs (SEN) students. They are widely recognized and can boost your employability and confidence as a teaching assistant.
- Autism Awareness and Strategies Courses:
Given the increasing prevalence of autism in classrooms, it is essential for teaching assistants to develop a deeper understanding of autism spectrum disorders (ASD). Autism Awareness and Strategies courses equip you with the knowledge and practical strategies needed to support students with ASD effectively. These courses cover topics like communication techniques, sensory considerations, behaviour support, and creating inclusive environments.
- Literacy and Numeracy Intervention Courses:
Enhancing your skills in supporting studentsâ literacy and numeracy development is crucial for a teaching assistant. Literacy and Numeracy Intervention courses provide specialized training in identifying and addressing gaps in studentsâ literacy and numeracy skills. These courses focus on evidence-based intervention strategies, assessment techniques, and differentiated instruction to support struggling learners. They can greatly enhance your ability to facilitate targeted interventions and contribute to improved student outcomes.
- Mental Health and Wellbeing Awareness Courses:
Promoting mental health and wellbeing in the classroom is a vital aspect of a teaching assistantâs role. Mental Health and Wellbeing Awareness courses help you develop a better understanding of mental health issues, resilience-building strategies, and how to support studentsâ emotional well-being. These courses cover topics like stress management, recognizing signs of mental health difficulties, and implementing effective support strategies. Such knowledge equips you to create a nurturing and inclusive learning environment for all students.
- Special Educational Needs and Disabilities (SEND) Courses:
For teaching assistants working with students with special educational needs and disabilities (SEND), specialized training is invaluable. SEND courses provide insights into various learning difficulties and disabilities, including dyslexia, ADHD, speech and language disorders, and physical disabilities. These courses equip you with practical strategies to adapt teaching methods, differentiate instruction, and promote inclusive practice. They enable you to provide effective support to students with diverse learning needs.
- Team Management and Leadership Courses:
As your experience as a teaching assistant grows, you may aspire to take on additional responsibilities or progress to a leadership role. Team Management and Leadership courses provide essential skills for effective communication, time management, problem-solving, and teamwork. These courses empower you to collaborate with colleagues, take on leadership responsibilities within the classroom or school, and contribute to the development of an inclusive and high-performing learning environment.
Investing in your continuing professional development as a teaching assistant is an investment in your career and the success of the students you support. The UK offers a wide range of CPD courses tailored to the needs of teaching assistants. Whether you are looking to enhance your skills in supporting specific student populations, develop subject-specific expertise, or advance your leadership abilities, there is a course to meet your needs. By embracing CPD opportunities, you are taking an important step towards personal and professional growth in the field of education.


For most people, no matter what new skill they want to acquire, learning consists of hard work that is repeated daily for many hours until the skill is mastered. The same principle is applied to learning to play the piano, for example, or learning a new language. Hard and constant work plays an important part in mastering any skill, yet, as one study finds, our success in learning can be much faster if we vary our practice slightly.
The varying practice approach
Together with his fellow researchers, Pablo A. Celnik, M.D., professor of physical medicine and rehabilitation at the Johns Hopkins University School of Medicine, conducted research among 68 people on the effects of modified practice when learning computer-based motor skills. The conclusions they came to speak in favor of the varying practice approach, since the performance level of the group using this approach almost doubled the performance level of the group that used the regular learning approach. Celnik explains how a process called reconsolidation, in which new information and knowledge help recall existing memories, can now help motor skill development. He emphasizes the importance of the findings for helping patients with neurological conditions to recover lost motor function. âThe goal is to develop novel behavioral interventions and training schedules that give people more improvement for the same amount of practice time.â
How it works
In the fast paced modern world we live in, it seems like time is our most valuable resource, and most of us seem to lack it. With the developments in technology happening rapidly, most of us are forced into learning new skills constantly and quickly. The varying practice approach is so effective, simply because it actually saves our precious time and helps us cope with demanding tasks in a more productive way. Based on the reconsolidation process, the approach provides faster learning that requires:
- Practicing the activity
- Taking a 6 hour break (which is the time needed for the reconsolidation of memories)
- Repeating the activity with minor modifications
It is very important not to alter the practice entirely, as it wonât have any effect on the performance. As Celnik suggests: âIf you make the altered task too different, people do not get the gain we observed during reconsolidation. The modification between sessions needs to be subtle.â Based on our ability to reconsolidate memories, the approach works in a way that helps our learned skills be remembered much quicker, and upgraded. When we slightly alter the practicing activity, it triggers our existing memories and helps imprint the new ones faster than during a regular approach consisting of repetition of the same activity.
Additionally, changing things up as we learn a new skill can enhance our creativity. As earlier studies have shown, our creativity levels become stale if we keep repeating the same process over and over. Instead, we can see the benefits to our creativity, even from making the slightest alteration, such as changing our every day route to work.
How to implement the varying practice approach
As most of us struggle with time management when it comes to learning new skills, applying the varying practice approach will most certainly prove beneficial to many people. The implementation principle is quite simple, actually. Similar to the regular practice approach, it requires hard work and dedication, yet the rewards of the learned skill wonât take that long to be achieved.
If we take learning how to play tennis as an example, our practice should follow the mentioned pattern with two practicing sessions, with a 6-hour break in between. Minor alteration in this case would be, as Celnik suggests, changing the size or weight of a tennis racket in between practice sessions. With subtle variations, our practicing sessions become twice as effective.
Featured photo credit: Eric Bailey via pexels.com
|||^||Science Daily: Want to learn a new skill? Faster? Change up your practice sessions.|


As the owner of Columbia Arts Academy and the Lexington School of Music, parents often ask Marty Fort whether their soon-to-be college student should major in music.
With both a bachelorâs degree and a masterâs degree in guitar performance, Fort is well versed in the academic side of music education. But that doesnât mean he automatically recommends that talented students pursue a music degree. He cautions students to think about their future plans and long-term career goals to determine whether a music degree will be beneficial.
Fort suggests parents and students review 4 key questions:
Is your teen looking for an âeasyâ major?
Maybe he isnât sure what he wants to do yet, but does love playing music. Your student may be thinking that majoring in music would be a fun way to get through college versus taking a lot of math or science classes.
This is an unrealistic expectation. Music studies at the college level are intense. They are also rather traditional with a focus on classical music (or, at best, a jazz program). So, if your child loves to rock Metallica riffs on the guitar, she wonât be doing that in any college courses.
Any student planning to major in music must be able to pass classical or jazz audition requirements. If your student is committed, now is time to start working on such a goal.
Does your student want a career as a music teacher?
If so, then by all means a music degree is an excellent fit. Anyone who wants to teach at the college level must have a degree in music performance or music education. If you want to teach in a high school, middle or elementary school, you must have a degree in music education and pass a state-mandated exam to become certified to teach music.
If this is the route you want to take, you must be proficient in either classical or jazz as there is no ârock or popâ program at the University of South Carolina â or any college in South Carolina, for that matter.
Is your student interested in being a librarian?
There is a job market for students with music undergraduate degrees who go on to get a masterâs degree in library science. So this is a way for a student who is passionate about music to earn a music degree but work in a different career field.
Does your student want improved music skills, but isnât interested in a career in music?
A great solution for these students is to minor in music. They are able to take a lot of music classes and, it paves the way should they want to pursue a music major down the road.
Music minors still need to work with their music teacher to tackle those classical or jazz audition requirements. Make sure your student works on sight reading and knows some basic music theory.
If your student is very passionate about music and feels that studying, performing and teaching music is the only thing that will make them happy, then a music major is likely a good choice. Others who love music but donât intend to make a career of it can certainly pursue a music minor.
Is your student looking to hone skills for that classical or jazz audition? Consider the Columbia Arts Academy and Lexington School of Music. The award-winning music school is the largest music school in South Carolina with more than 1,275 students. Lessons are open to students ages 4 and up, including adults.
The school employs a unique teaching style created by owner Marty Fort, which uses a tiered rewards system to encourage students. The Musical Ladder System adapts to each studentâs skill level and needs, and is a proven method to help kids meet their full music potential.
To learn more about Columbia Arts Academy, visit ColumbiaArtsAcademy.com or call (803) 787-0931. For students interested in the Lexington School of Music, visit LexingtonSchoolofMusic.com or call (803) 996-0623.


School of Music
Doctor of Music Education (DME)
music, band, recruiting, retention, build, small college, recruit
Buckrucker, Joshua Benjamin, "Strategies for Creating and Building College Band Programs within Institutions Under a 5000-Student Population" (2023). Doctoral Dissertations and Projects. 4310.
Higher education institutions regularly cultivate recruitment and retention plans to attract potential students to their programs. Small college band programs are identified as institutions under a 5,000-student enrollment and often develop recruiting strategies that employ a smaller applicant pool. This qualitative study observes small college recruitment practices and justifies successful and non-successful techniques within small college band programs. The research within this project examined insights into college admissions practices, administration roles in student recruitment and retention, and the role of the music faculty in recruiting and retaining current students. Furthermore, this study evaluates the effects of college exposure, marketing, communication, and incentives on student decision-making. This document also evaluates and defines the importance of the professional relationships between the college program director and surrounding high school programs. In addition, this research assesses the impact of the Covid-19 pandemic and how it changed how small college band programs recruit and retain students. Discoveries of this study include enrollment data from multiple small school band programs in central Texas. The data collected emphasizes retention rates as well. This research also weighs the effects of geographic location on student enrollment. This qualitative study has reviewed multiple marketing and social media avenues directly related to student enrollment. While this research suggests that certain recruitment practices have a higher success rate, specialized recruitment strategies based on geographical location, economic support, and equipment availability generate differing success rates per location. Thus, this research assessed the best practices for general recruitment, specialized recruitment, general retention, and specialized retention. Keywords: recruitment; retention; student; influencer; opportunities; obligation


100% of all 3rd graders will read on grade level in their language of instruction
EXPAND partnerships with families, pre-schools, childcare providers, caregivers and community organizations to ensure early literacy learning opportunities.
IMPLEMENT instruction aligned to the state learning standards using materials and frameworks focused on foundational skills for grades K-2.
IDENTIFY the needs of students early and accelerate learning through targeted intervention.
INVEST in continuing education to ensure all teachers and staff are highly skilled.
100% of students will pass Algebra by the end of 9th grade
DEVELOP a strong early math foundation through partnerships with families, preschools, childcare providers, caregivers and community organizations.
DELIVER state learning standards using materials and frameworks focused on vertical alignment.
PROVIDE timely intervention to accelerate student learning.
TRANSFORM student engagement and performance in math by facilitating teachersâ and leadersâ mastery of instructional practices and concepts.
100% of 9th graders will end the school year on track for graduation
ENSURE mastery of priority standards in reading and math through partnerships with families, childcare providers, and community organizations starting prior to kindergarten.
ENGAGE students in a foundational experience aligned with the state learning standards using core materials and curriculum framework.
CREATE an early warning system and interventions to help students get on and stay on track.
CONNECT teachers, leaders and staff to effective strategies and professional development for facilitating achievement for high school students.
100% of students will graduate with a career path
IMPLEMENT interest-based programs, personalized learning, timely feedback, and comprehensive High School and Beyond plans to support K-12 students to envision their successes.
DEVELOP a high school master schedule that is student-centered and creates pathways for meeting graduation requirements.
EXPAND partnerships with higher education institutions, community partners and industry by aligning courses with current standards for industry and post secondary degrees.
100% of students will experience meaningful connections and hope for their future
IMPLEMENT a robust and sustainable multi-tiered system of support that attends to the social, emotional, and behavioral needs of all students.
PROVIDE all students a safe and positive learning environment that fosters community while embracing diversity, equity and inclusive practices.
UTILIZE trauma-informed practices and culturally relevant pedagogy to support student success.
ENGAGE students, staff, and community in opportunities that support the whole child.


Elementary Education Program
Elementary school teachers play a pivotal role in society by helping to shape and educate youth. The Elementary Education program prepares students for a career teaching students in grades Kindergarten through six. Courses develop students' skills in lesson planning, teaching, classroom management, technology use, and other areas necessary for effective teaching. Students complete practicum experiences in local public schools where they receive hands-on training working with primary school children. There are over 1.5 million primary school educators in the United States, and employment is projected to grow at an average rate of 7% from 2016-2026, according to the United States Bureau of Labor Statistics.