One of the first lessons that girls often learn in elementary school is that boys are better at math.
Although this incorrect lesson is certainly not part of the curriculum, first- and second-grade teachers, who are predominately female and math-averse, communicate that math is not their strong suit to some female students, according to a study published January 25 in Proceedings of the National Academy of Sciences. Researchers found that the girls who got the idea that math ability falls along gender lines had the worst achievement in this subject during the school year.
"We speculate that having a highly math-anxious female teacher pushes girls to confirm the stereotype that they are not as good as boys at math, which, in turn affects girls' math achievement," wrote the authors.
The research team, led by Susan Levine, a psychologist at the University of Chicago, based its study on two key pieces of information. College students majoring in early elementary education in the U.S., of whom 90 percent are female, hold the highest level of math anxiety compared to students majoring in other subjects. And elementary students emulate the behavior of same-gender adults more than opposite-gender adults.
To examine the impact of teachers' math anxiety on students' math achievement, Levine's group gave 65 female and 52 male first- or second-graders in five public schools in one Midwestern school district an arithmetic-based tests at the beginning and end of the school year. In these sessions, Levine's team also asked the students to draw pictures of a student who did well in math or reading and explain if that student was a boy or girl.
At the end of the school year, the researchers also graded the students' teachers, all of whom were female. The teachers were asked to complete a math exam. Levine's group also evaluated the teachers' math anxiety by asking them to rate how anxious they would feel in various situations, such as reading a cash register receipt or studying for a math exam.
Although there was no difference among the girls' and boys' math improvement, the researchers found that the girls, but not the boys, whose achievement did lag were also the students who acquired math gender biases during the school year. In the gender belief test, these girls drew a boy doing well at math and a girl at reading. Moreover, these changes in gender beliefs were found to correlate with the teacher's degree of math anxiety (but not her math ability).
Levine's team points out that these young children are also learning gender-based attitudes from parents, siblings and peers. But because teachers are probably confirming or strengthening sexist ideas about mathematical ability, the researchers suggest that elementary teachers be required to take more than the minimal college math courses. "More care needs to be taken to develop both strong math skills and positive math attitudes in these educators," the authors wrote.
Image courtesy of iStockPhoto/Pears2295


Hearing Instrument | Human Auditory Physiology | Language Learning | Language and Literacy | UT-AACL | Neurocognitive Linguistics | Psychoacoustics | Spatial and Binaural Hearing | Speech Production Laboratory | Stuttering and Speech Science | Voice and Speech Science
Hearing Instrument Laboratory
Dr. Patrick Plyler
- Impact of high Hz amplification on subjective and objective benefit in hearing instrument users
- Effects of expansion on subjective and objective benefit in hearing instrument users
- Effects of expansion time constants on subjective and objective benefit in hearing instrument users.
Human Auditory Physiology Laboratory
Dr. Ashley W. Harkrider
- Neurophysiological correlates for perceptual behavior of normal and impaired populations
- Underlying physiological mechanisms in the cochlea and/or central auditory nervous system responsible for overt behavioral responses to, and perception of, various acoustic stimuli in quiet and in noise
Language Learning & Sensory Processing Lab
Drs. Devin Casenhiser and Elena Patten
- Language learning
- Effect of input on language learning
- Language learning as category learning
- Functional considerations of language learning
- Learning of syntactic constructions (Construction Grammar)
- Facilitating language learning and use through social-interaction therapy
- Importance of language function in approaches to therapy and measurement
- Early vocal development
- Multisensory processing: phenotype and intervention
Language and Literacy Lab (L3)
Drs. Ilsa Schwarz and Jillian McCarthy
- Examining factors related to successful language and literacy skills for children, specifically those who are deaf or hard of hearing or those from poverty
- Investigating and examining the vocabulary use of children and teachers, and relating this information back to language and literacy development for all children
- Examining linguistic factors related to spelling and writing abilities of children
- Developing assessment and interventions for spoken and written language disorders
- Examining factors related to successful language development and literacy skills, specifically reading and writing, with individuals with motor speech impairments who may or may not use augmentative-alternative communication
- Investigating the relationship between production and perception on working memory and literacy skills for individuals with motor speech impairments
- Examining and developing technology to assist in language and literacy learning for individuals with motor speech impairments
Neurocognitive Linguistics Laboratory
Dr. Kristin King
- For individuals both with and without brain injury:
- Modeling the neural processes
- Investigating hemispheric processing and neurocognitive skills utilized for linguistic processes
- Examining the role of cognitive processes on semantic processing
- Communication and swallowing disorders arising secondary to traumatic brain injury, stroke, neurologic disease, and dementias in both children and adults
Dr. Mark Hedrick
- Perceptual abilities of listeners with hearing loss
- Speech perception by listeners with normal hearing and listeners with hearing loss
- Elucidation of frequency and temporal coding mechanisms
- Sound localization ability
- Spatial release from masking
- Aided and prosthetic binaural, bilateral, and spatial hearing
- Hearing loss prevention
- The contribution of sensory feedback to speech production and speech motor learning;
- The effects of contextual and listener factors on speech production;
- Investigations of serial ordering processes for sounds and syllables in healthy speakers and speakers with dysarthria.
Stuttering and Speech Science Laboratory
Dr. Tim Saltuklaroglu
- Investigations into the neural mechanisms responsible for inducing fluent speech in people who stutter.
- Examining the role of mirror neuron systems in speech perception and simulated production tasks via electroencephalograpy (EEG).
- Investigations into clinical efficacy of altered auditory feedback and other treatments for stuttering.
- Listener reactions to stuttering:
- Changes in eye-gaze behaviors and physiological responses. How these reactions may in turn affect people who stutter and their communicative interactions.
- Anticipatory reactions to stuttering in people who stutter. Changes in physiological responses of anxiety in anticipation of stuttered versus fluent speech.
- The effects of stuttering on manual functions.
Voice and Speech Science Laboratory
Dr. Molly Erickson
- Spasmodic dysphoniaAcoustic and physiology of singing
- Acoustics of cultural diversity
- Normative data - vocal physiology
- Experimental phonetics - duration modeling
Celebrate the past, present, and future of ASP with us in the pages of the Audiology & Speech Pathology 2015 Annual Newsletter.
Department Audiology & Speech Pathology
578 South Stadium Hall, UT
Knoxville, TN 37996-0740
Phone: (865) 974-5019
Fax: (865) 974-1539


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Engaging young children in music experiences can have a strongly positive influence on their intellectual development. But you have to be smart about choosing what experiences produce the best result. The key consideration is to make sure the children are actively involved—focused listening, singing, moving rhythmically, playing simple instruments, and forming musical concepts—all with the aim of producing a musical result and knowing that it happened.
The research shows that this multi-sensory and multi-cognitive engagement is what makes you smarter. This means that music programs for young children should actively engage children in musical activities that go beyond passive listening or observing.
Parents can be smart about their young children’s music instruction by choosing instructional materials and programs that are carefully sequenced to provide age-appropriate challenges for music learning and musical skills development. Such experiences provide the foundation for continued intellectual development in music and other cognitive areas.
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What does stress have to do with art is a very interesting question.
A lot of lessons come across this list that are "in the style of." But if
you look at the "stress" that caused those styles.. are you really
teaching the stress that caused the style? And what is the stress today?
and just what thoughts and motivations should we be giving our students to
be engaged in?
Why does thinking cause stress? and do we as visual communicators translate
that thinking into useful relevant stuff?
The university and art school programs are into stuff that we may have a way
to go to catch up with. I have spent the last several months researching
assessment in art education and the research results are slim to say the
most. The advocacy claims are not legitimized. At best, we evaluate
technique and skills but the thinking process has been abrogated to
something too difficult or too time consuming to assess.
Contemporary art, 20th century art is all about thinking process the idea
and the stress that leads to the idea is perhaps more important than the
technique that leads to the product. I'm not saying that traditional
application is not important to conveying the idea, but I am saying that
the idea is more important.
There needs to be some serious thinking to be done in art ed. We have to
let go of some old notions. If in fact, if art is the first language then
we have got to get onto some serious thought of what the language of
tomorrow is and it's very stressful and it's not(maybe) pretty
and it's not standardized.
Art is should be on the fast lane we are not passers-by
if art is about responding to observation then what are the ways and means
we lead our students to respond and lead the tools that will best be
responded to by the consumers of what they have to respond to.
Art is boring because we are boring.
Think about the significance of what you think is relevant to what is
relevant to them. They are in the fast lane and we are still in Renaissance
Who cares about what? That's what I ask myself with each lesson and
then I ask if what I care about causes another stress?
Art can be real boring and stressful if relevance is not a factor in
From: "Lawrence A. Parker" <email@example.com>
Subject: RE: is arts boring?
Tell your student(s) that that is exactly the points of Art - to think, to
create from the stress, and to cause others to think.
Perhaps pursue the point with your students (I would trust that he is not
the only one, and a discussion would give them all a chance to (think) and
express their thoughts.
Why does thinking cause stress?
What does stress have to do with art?


Cloze Passages For 5th Grade
Sample Cloze Passage Directions: Read the following passage. As you read, ask yourself if you need a synonym for good, nice, or bad to fill in each blank.
Creating Cloze Exercises Easily and Effectively Kenji Kitao* and Kenichi Kamiya** *Faculty of Culture and Information Science Doshisha University, ... To get the file, Cloze Generator makes cloze exercises from English @passages you provide, which can then be used @for a test or an exercise.
First, what are the correlations between maze scores obtained from reading-level-controlled passages and literature-based passages in a sample of fifth grade students?
For example, the word grado is a cognate of the word grade when speaking of the school year (such as 7th grade), ... Sample Cloze Passages: Questions, Answers, and Explanations Below are two sample Cloze Passages.
and above the third grade according to the new National English Curriculum Standard. ... - Received detailed explanations with instruction of reading comprehension strategies of the cloze passages. 8.
© 2005 esl-lounge.com Premium Open Cloze. Worksheet 1 For each question, fill the space with one word. 1. She lived _____ the money inherited from an aunt.
The students who attend the lab are reading at varying levels, anywhere from a Primer to 5th grade reading level. ... I then model by reading several short passages showing how I would read without blinders by using the other words and sentences in the passage to help in decoding the unknown word.
The readability of the test is affected by the readability of the stimulus text passages and by the related test questions. ... (5th ed., pp. 1520-1531). NY: The Free Press. 2 Stenne, A. J. ... (based on testing examinees using a cloze technique) ...
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Find videos related to Cloze Passages For 5th Grade


Children with the best maths skills earn the most money, according to government-funded research.
A study by the Institute for Fiscal Studies (IFS), funded by the Department for Education, measured the maths achievements of a group born in 1970 and compared it with the salary they earned once they were in their thirties.
A child in the top 15 per cent of maths scores at age 10 is likely to earn 7.3 per cent more at age 30 than an otherwise identical child who achieves a middle ranking maths score, even after controlling for the qualifications that they go on to obtain.
This was calculated as being able to earn around an extra £2,100 per year.
Claire Crawford, programme director of the skills sector at the IFS, and one of the authors of the report said: “Our research shows that maths skills developed during primary school continue to matter for earnings 20-30 years down the line.
"Moreover, they seem to matter more than reading skills, and over and above the qualifications that young people go on to obtain. This highlights the importance of investing in skills, particularly maths skills, early.”
The report, commissioned via the Centre for the Analysis of Youth Transitions (CAYT), used data from the British Cohort Study, which focused on ability aged 10 and reading and maths achievement at ages 30, 34 and 38.
Being in the top 15 per cent for reading skills, it was found, added around 1.9 per cent or £550 or more per year at age 30 than an otherwise identical child who achieves a middle ranking reading score.
The report concluded that although reading skills earn some return in the labour market, employers "seem to value maths skills more highly and are willing to reward them with higher wages, indicating that there may be a shortage of such skills".
Employers have repeatedly warned that not enough school leavers have the right skills.
The Skills Survey 2012 conducted by the Confederation of British Industry found 30 per cent of employers dissatisfied with the numeracy skills of school leavers, and with 15 per cent of graduates.
Some critics have also pointed out that a lack of basic numeracy and the failure to teach children personal finance skills may have contributed to the consumer debt problems blighting millions of Britons.
However, Government plans for the new national curriculum, unveiled last month, indicated that financial capability would be included in citizenship education. A public consultation on the draft National Curriculum will run until April 16.


Many beginning teachers and parents confuse phonemic awareness and phonics. They often feel that they are one in the same. However, while the two are closely connected, they are different.
When teaching phonics there are many different programs and approaches that can be used. Several of the approaches overlap and intertwine with one another.
During phonics instruction the teacher focuses more on the relationship between written letters and spoken sounds.
Some different approaches include:
Synthetic Phonics: In this approach the students are instructed how to change written terms into sounds to form words.
Analytic Phonics: In this form of phonics children work with words that have already been learned. They analyze the words to gain an understanding of the sounds. This type of phonics typically do not use individual sounds.
Analogy-based Phonics: When using this approach the children use pieces of words that they have learned from instruction on word families. They use these pieces to figure out and read unfamiliar words that contain the same pieces.
Phonics through Spelling: Here students break the words into individual phonemes and write words.
Embedded Phonics: This approached combines phonics within reading. The children learn sound relationships through the text that they are reading.
Onset-rime Phonics: Children learn by identifying the onset (sound before the vowel) and rime (vowel and everything after).
Programs that are systematic seem to have a greater success over nonsystematic approaches of phonics. In systematic approaches students learn a defined letter sound relationship. This set, of course, includes letters of the alphabet but also major vowel and consonant relationships. The systematic approaches also include materials for the student to read or complete. The students are given an opportunity to apply what they have learned.
In addition to aiding students in learning to read, it has also been shown that using a systematic and explicit phonics approach can improve a student’s reading comprehension.


O’Dowd welcomes report on literacy and numeracy achievement
Education Minister, John O’Dowd, today welcomed the publication of a report by the Comptroller and Auditor General which assessed progress in improving literacy and numeracy achievement in schools here.
~ Tuesday, 19 February 2013
The report highlights the recent excellent performance of primary school pupils in international surveys of reading and maths. It points out the importance of literacy and numeracy skills in improving the life chances of our young people and helping them to access further and higher education and fulfilling employment.
The report acknowledges the improvement in the percentage of young people leaving school with at least five good GCSEs or equivalent, including GCSEs at A*-C in English and maths. It also acknowledges, however, the attainment gap that continues to persist among our most and least disadvantaged school leavers.
Speaking, following the report’s publication, the Education Minister said: “This report is an important reminder that, while progress has been made and while we have much to celebrate, there remains considerable work to be done to ensure that all of our young people achieve to their full potential. I welcome the progress but there is no room for complacency. The report confirms that our policies are on the right track and I am determined to ensure that we continue to take action, from the early years through to school leaving age, to support our children and young people on their learning journeys.”
The Minister also pointed to the excellent practice that the report identified in many local schools that serve our most disadvantaged communities. He said: “This report highlights what we already knew from inspection and other evidence: that there is already excellent practice in so many of our schools. Through high quality teaching and learning; effective leadership; and good links with parents and communities they are already making a difference to children’s lives. Our challenge is to become more effective at embedding and sharing this good practice across all schools for the benefit of all our young people.”
The report will now be considered by the Assembly’s Public Accounts Committee.
Notes to editors:
- The Department of Education has launched a new ‘Education Works’ advertising campaign. The campaign encourages families to play, talk, read and count with their child and to ‘Get Involved Because Education Works’. Watch out for the ads on television, radio and outdoor locations. The campaign highlights the vital role families can play in helping children do well at school and improve their life chances. Visit nidirect website for more information or watch the TV ad on the Department’s YouTube channel.
- View photos from the Department of Education in our Flickr collection.
- Media enquiries to the Department of Education’s Communications Team on Tel: 028 9127 9207. Out of office hours, contact the Duty Press Officer via pager number 076 99 715 440, and your call will be returned.


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The Art of Teaching Art to Children: In School and at Home
by Nancy Beal
No current Talk conversations about this book.
References to this work on external resources.
Wikipedia in English
Amazon.com Product Description (ISBN 0374527709, Paperback)
An inspiring and comprehensive guide to art education.
In this accessibly written guide for classroom and art teachers as well as parents, Nancy Beal shows how to release children's marvelous gifts of expression. Beal believes that children must first of all be comfortable with their materials. She focuses on six basic media: collage, drawing, painting, clay, printmaking, and construction. She gives practical consideration to all facets of a teacher's responsibility: how each material should be introduced; what supplies are best; how a classroom may be set up to support children's explorations; and how teachers may ask open-ed questions to stimulate personal and meaningful expression. Beal also discusses how to integrate art into social studies and how to make museum visits productive and fun. Each chapter includes a section specifically for parents on helping their children create art at home.
Beal has taught art to children for twenty-five years and is able to draw on a wealth of examples from her classroom. The Art of Teaching Art to Children is extensively illustrated with her students' art, visual proof of her gifts as an educator and art enthusiast.
(retrieved from Amazon Mon, 30 Sep 2013 13:41:38 -0400)
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Although intelligence is generally thought to play a key role in children's early academic achievement, aspects of children's self-regulation abilities -- including the ability to alternately shift and focus attention and to inhibit impulsive responding -- are uniquely related to early academic success and account for greater variation in early academic progress than do measures of intelligence, according to Penn State researchers.
Therefore, in order to help children from low-income families succeed in school, early school-age programs may need to include curricula designed specifically to promote children's self-regulation skills as a means of enhancing their early academic progress.
The researchers have published their findings in the March-April 2007 issue of the journal Child Development.
Although there is currently a focus on teaching specific content and factual information in pre-kindergarten and early elementary education, these findings indicate that without a simultaneous focus on promoting self-regulation skills, many children are likely to struggle to keep pace with the academic demands of the early elementary classroom.
The study examined the role of self-regulation in emerging academic ability in 141 3- to 5-year-old children from low-income homes who attended Head Start, the federal preschool program for children living in poverty. The researchers sought to determine the extent to which distinct but overlapping aspects of children's developing self-regulation (cognitive, social-emotional, and temperament-based) are associated with emerging math and literacy ability in kindergarten.
The researchers found that all aspects of children's self-regulation are uniquely related to their academic abilities, over and above their intelligence. They also found that one particular aspect of self-regulation-termed the inhibitory control aspect of brain function used in planning, problem solving, and goal-directed activity-is predictive of all academic outcomes but was particularly associated with early ability in math.
"Children's ability to regulate their thinking and behavior develops rapidly in the preschool years," said Clancy Blair, associate professor of human development and family studies at the Penn State and lead author of the study. "By the time children start school, they are expected to be able to sufficiently regulate attention, impulsivity and emotion so as to communicate effectively and to jointly engage in learning experiences with teachers and classmates.
"For some children, however, particularly children from low-income homes or facing early adversity, self-regulation abilities may be slow in developing, leading to problems in the transition to school and increased risk for early school failure. In the attempt to improve educational achievement and decrease inequities in educational progress associated with socioeconomic status, it is important to understand the nature of multiple influences on early progress in school."
Source: Penn State
Explore further: Longer acquaintance levels the romantic playing field


Q: We have recently moved and I am thinking of registering my 6 year old in a Montessori Elementary school but I need more information on the differences between a Montessori elementary education and a more traditional approach.
I have personally spent a lot of time in both the Montessori elementary and traditional classrooms and there are many differences between the two; however, the most noticeable difference is that the students in a Montessori environment are all working at their own level, according to their individual strengths and needs.
Most students in a Montessori elementary classroom follow a daily and/or weekly plan that has been self-prepared by the student, with the guidance of their teacher. The student is responsible for accomplishing tasks independently and for seeking help when necessary. It is intriguing to watch the students' independence and confidence flourish in an environment where they are more accountable for their own learning.
Another major difference is the role of the teacher.
As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Wednesday, March 28, 2007.


"In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time."
Beyond the Beginnings
Literacy Interventions for Upper Elementary English Language Learners
The book addresses the curricular, instructional, and assessment needs of upper grade elementary teachers who are struggling to promote literacy development in their English language learners. These students have already been transitioned, yet struggle with the increased literacy demands in the upper grades.


School holidays mean a new routine for busy families. Get organised with our DIY activity planner. more
Science skills for kids: 9-10
This stage of development welcomes the move from a fascination with their personal world to an exploration of germs to galaxies and everything in between. Children of this age commonly develop an interest in science fiction and particularly enjoy excursions which allow them the opportunity to escape their local environment and test predictions in new settings.
Children learn at an individual pace, in their own time. At this developmental age sees a step up in scientific concepts, 9-10 year olds will be attempting to develop several skills.
Analytical thinking is developing
Children at this age still find it difficult to comprehend abstract concepts yet they have progressed from simple categorising to comparing and classifying objects. Children are able to compare by looking at more than one feature and as their confidence grows they will progress to non-living items. As their vocabulary develops their ability to analyse situations will improve. Examples of this are that children will still express confusion as to whether a seed is living or non-living or if leaves on trees are alive.
Reflect on their experiments
Now that children can follow a simple series of steps for an experiment and report on the results they need to be reminded to reflect or think back on the investigation carried out. Children at this age should be able to identify difficulties they experienced and suggest improvements for future experiments. Opportunities should be given to allow students to test revised hypothesises.
Learn about abstract concepts
Children begin to learn about concepts such as energy in this developmental period. They are asked to identify different sources such as electrical, solar, light and heat and to think about why energy can be found in different forms.
Able to apply knowledge
At this stage children not only learn scientific concepts but they begin to apply their knowledge to tasks. An example is a child who is able to use their knowledge of how animals adapt to habitats and how human needs are met on Earth, to make a prediction about life on another planet and explain what items they believe scientists would need in their space ship when exploring.
Refined observational skills
Children at this age are noticing greater details, making simple notes and interpreting increasingly complex diagrams. They are taking increasingly accurate measurements with tools. Children who have been encouraged to explain their thinking during earlier stages of development now begin to justify their thinking process using their observations.
Improved understanding of different kinds of the Earth’s materials
While children will still carry out scientific investigations with plants, children will learn that there are different areas of science. Children begin to learn about the Earth’s natural materials as it combines more abstract thought with the ability to still perform hands on experiments. Geology (the study of rocks and crystals) is appealing to children at this age and children will be able to identify different rocks and minerals as well as plan a scratch test to see which rocks are hardest.
Understand the concept of sound
Children at this age also learn about sounds and how musical instruments produce sounds. Linking scientific skills with the Creative Arts allows students to make connections with new ideas. Students are able to apply their knowledge to design new instruments as well as understand how our ear and brain process sounds. Sound is a great introduction to further scientific concepts that involve the study of processes which the child cannot see.
Now that children have learnt several scientific skills and their development has improved they are keen to try them out with a range of concepts. At this age a child’s spatial skills are improving, as are their numeracy skills and these combine to allow children to pose more complex questions, as well as support their problem solving.
Read more about science:
- Science skills for pre-kinder children
- Science skills for 5-6 year olds
- Science skills for 7-8 year olds
- Science skills for 9-10 year olds
- Science skills for 11-12 year olds


>--Michael B. wrote:
>I am trying to develop short, meaningful sculpture unit involving Aluminum Foil as a means of construction. I was wondering if any teachers posting to this listserv have had experience with leading three-dimensional experiences using Aluminum Foil, and if so, if they had any suggestions or ideas for successful projects.
>I am planning this for a fourth grade class.
What if the students are provided a reduced amount of materials and told to experiment with it first to see what they can invent. Inform them that this is practice material to use for experimentation and playing with ideas. Emphasize creativity by asking them what they would like to make that no other student has already decided to make. Tell them to imagine they are being commissioned to make a larger piece, and this material is for them to practice with an look use to search for an idea. You may want to allow other available materials to be combined with the foil if individuals choose to do so.
After they do some searching, ask them to make it again with the benefit of the preliminary experimentation. Ask if they can use two or three times as much material on the actual piece. Encourage them to think of refinements and improvements as they are working to make it have a certain quality that they like. Qualities can include humor, anger, elegance, action, (have them add to this list). Subject matter might include something that they are personally very interested in, or some abstract idea they want to express. In fourth grade, some students would probably really enjoy combining their materials to make larger collaborative artwork.
What if the critique of their projects is in the form of an awards ceremony. Ask them to decide which pieces show the most boundary pushing, boundary breaking, invention; which pieces show great composition, which show the most motion, which show the most most variety, which show the most unity, which show the most theme with variation, the most realism, the most feeling, etc (allow them to add categories so long as they are positive attributes) until everybody gets some kind of affirmation about what was created. Each piece gets a positive statement attached such as, "One of five that show good motion." You might ask the principle or another art teacher to come and select a best of show and explain why is selected.
Conducting the critiques as an awards ceremony seems to be enjoyed by the students. When I have done this with clay assignments it seemed to help promote a creative studio art classroom culture. When the students to have to name the visual effects and qualities that each work exudes, they are learning to think about the purposes and means used by artists as they materialize their feelings and ideas.
Another variation is to have each student make two different projects with the intention of selecting one of them to enter into the awards ceremony, and trashing the other one. They get to discuss their two pieces with two friends before deciding which one to enter into the main ceremony.
NOTE: The terms boundary pushing, boundary breaking, and invention come from Eisner, Elliot W. "A Typology of Creative Behavior in the Visual Arts" published in Readings in Art Education. 1966. Edited by Elliot W. Eisner and David W. Ecker. Blaisdell Publishing, Waltham, MA. pages 323 - 335.
Marvin Bartel, Ed.D., Professor of Art Emeritus
Adjunct in Art Education
Goshen College, 1700 South Main, Goshen IN 46526
studio phone: 574-533-0171
"Art is me when I am myself." ... a kindergarten girl when asked, "What is art?"
"You can't never know how to do it before you never did it before." ... a kindergarten boy working with clay for the first time.


On October 20, 2011, after five months as an unemployed college graduate with a music degree, I read the news about Congress rejecting a bill that would have supported education. Republican Mitch McConnell, one of the main advocates for the bank bailouts, called this bill supporting public education a ‘bailout.’
When I had left Chicago for the Cleveland Institute of Music four years before, I was idealistic and confident, with plans to help other young people learn about music and the arts. As I studied, I also listened to my dad, my coauthor here, and followed the news about the state of education in the United States. With regard to funding, the stories became increasingly disturbing. Music programs seemed to be dying a slow death. It struck me, finally, on that otherwise quiet day in October, that Congress cared more about avoiding a .1% tax on millionaires than keeping music programs in schools around the country.
Since that day in October, I’ve learned more about the political disregard for education. While the full impact of the neglect for vital learning skills has yet to be uncovered, it is frightening to consider the implications for our nation. And it is personally devastating for those of us trying to build a career in music and the arts.
These are some of the facts:
- A study by the Center on Budget and Policy Priorities (CBPP) reports that “Elementary and high schools are receiving less state funding than last year in at least 37 states.”
- Nearly 300,000 jobs in our education system have been lost since 2008.
- In the last 5 years the percentage of young students with access to music has been cut in half.
Because of these cuts, schoolteachers are losing their jobs, class sizes are increasing, and school weeks have been shortened. Conservative groups call for a cut in federal funding while their chosen alternatives still rely on federal funding, or on states strapped for funds because corporate state taxes remain unpaid.
It is simply not fair for us, as a nation, to deprive young students of opportunities in music and the arts. It is well understood that such pursuits play a role in the developmental process of a young person. But now we have factual evidence:
- A College Entrance Examination Board study found that students participating in public school music programs scored 107 points higher on average on the SAT.
- According to a 2007 study by the Journal for Research in Music Education, students in high quality music programs scored 19% higher in English and 17% higher in mathematics than those without a music program.
- In 2007, a Northwestern University study found that music training may enhance verbal communication skills more than learning phonics.
If you prefer cultural evidence for the value of music training, consider what Bill Clinton, Adam Sandler, Condoleeza Rice, Meryl Streep, Albert Einstein, and Freddie Mercury have in common. They all have formal music training in their backgrounds. This is not to say that music has been the key to their success, but surely it has played a role.
Our political and business leaders, advocates for individual initiative and independent choices for education, don’t want to pay for it. Tax rates for corporations and wealthy individuals are at their lowest point in half a century. A .1% tax on millionaires on behalf of education is apparently too much for them.
Our country’s economic survival in a globalized world depends on improved skills in technology, math, and science. In the long run, it also depends on the ability of our young people to communicate with the developing world, and to grow as well-rounded individuals.
We need to bring the music back to life.
About the author(s):
- Paul Buchheit is a college teacher and the Founder of several social justice and educational websites such as Us Against Greed, Pay Up Now and Rapping History. He is also the Editor and main author of ‘American Wars: Illusions and Realities’ (Clarity Press).
- Marisa Buchheit is a Chicago native and a recent graduate of the Cleveland Institute of Music. She is currently pursuing her career goal of becoming a professional opera singer in Chicago while serving as Director of Public Relations with Verismo Opera Theater. While in Cleveland, she founded the “Dream, Believe, Achieve!” program to help promote music in the public schools.


Interdepartmental 110. Ponds to Particles
Want to know how science connects to the real world? This interdisciplinary course is totally hands-on, problem-based science, with authentic applications. You’ll work as part of a team in service to a local township to solve real problems for that community. Using “just-in-time” teaching, your instructors will serve you as coaches and partners in your problem-solving endeavors. The course includes many field trips, ranging from short on-campus explorations to daylong expeditions on Boston Harbor, Cape Cod and Quabbin Reservoir.
The first semester will focus on water problems on Cape Cod; the second semester INT 111 will focus on energy problems. Students are encouraged to take both semesters (the experiences you have in the second semester will build on those you have in the first), but enrolling for only one semester is acceptable.
Early childhood/elementary education minors are strongly advised to take this course both semesters to meet their science requirements.


Content matters : a disciplinary literacy approach to improving student learning
- 1st ed.
- San Francisco, CA : Jossey-Bass, c2010.
- Physical description
- xxiv, 248 p. : ill. ; 24 cm.
- Jossey-Bass education series.
LB1576 .C64 2010
- Unknown LB1576 .C64 2010
- Includes bibliographical references (p. 223-239) and index.
- Foreword (Lauren B. Resnick). Preface. Acknowledgments. The Editors. The Authors. 1 Engaging Content Teachers in Literacy Development (Stephanie M. McConachie, Anthony R. Petrosky). 2 Disciplinary Literacy: A Principle-Based Framework (Stephanie M. McConachie). 3 Disciplinary Literacy in the History Classroom (Anita K. Ravi). 4 Disciplinary Literacy in the Mathematics Classroom (Victoria L. Bill, Idorenyin Jamar). 5 Disciplinary Literacy in the Science Classroom (Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes, Deborah L. Jordan). 6 Disciplinary Literacy in the English Language Arts Classroom [SM1] (Anthony R. Petrosky, Stephanie M. McConachie, Vivian Mihalakis). 7 Embedding Disciplinary Literacy: Leadership and Professional Learning (Stephanie M. McConachie, Rosita E. Apodaca). Appendix A: Disciplinary Literacy Design Principles by Core Academic Area. Appendix B: Disciplinary Literacy Lesson Observation Protocol. Appendix C: Selected Disciplinary Literacy Tools. References. Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- An authoritative guide for improving teaching, learning, and literacy in content area classrooms, this book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also: shows how school instructional leaders can support teachers in learning and using this instructional approach; offers an innovative approach for improving literacy, thinking, and content learning in secondary students; includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines; features chapters on each of the content areas-math, science, language arts, and social sciences; and, provides leadership guidance in implementing the method. Foreword is written by internationally acclaimed educator and cognitive scientist Lauren Resnick.
(source: Nielsen Book Data)
- Publication date
- Stephanie M. McConachie, Anthony R. Petrosky, editors ; foreword by Lauren B. Resnick.
- The Jossey-Bass education series


Learn to Play Flamenco Guitar with Step-by-Step Lessons and Authentic Pieces to Study and Play. Guitar Method. Softcover with CD. Guitar tablature. 64 pages. Published by Hal Leonard (HL.697363).
Item Number: HL.697363
ISBN 0634088157. With guitar tablature. 9x12 inches.
Here's your complete guide to learning flamenco guitar! This method uses traditional Spanish flamenco song forms and classical pieces to teach you the basics of this style and technique. You'll learn to play in the style of Paco de Lucia, Sabicas, Niño Ricardo and Ramón Montoya. Lessons cover: strumming, picking and percussive techniques; arpeggios; improvisation; fingernail tips; capos; and much more. Includes flamenco history and a glossary, and both standard notation and tab. The CD features 58 tracks for demonstration and play-along.
About Hal Leonard Guitar Method
The world-famous Hal Leonard Guitar Method is preferred by teachers because it makes them more effective while making their job easier. Students enjoy its easy-to-follow format that gives them a solid music education while letting them play songs right away. The Hal Leonard Guitar Method provides a complete system to playing success which includes three levels of instruction and a myriad of play-along supplemental songbooks that let students play great songs while they're still learning to play.


Empowering Andrea to help year 5 students construct fraction understanding
Baturo, Annette R. (2004) Empowering Andrea to help year 5 students construct fraction understanding. In Hoines, Marit J. & Fugelstad, Anne B. (Eds.) 28th Annual Conference of the International Group for the Psychology of Mathematics Education, July 14-18, 2004, Bergen, Norway.
This paper provides a glimpse into the positive effect on student learning as a result of empowering a classroom teacher of 20 years (Andrea) with subject matter knowledge relevant to developing fraction understanding. Having a facility with fractions is essential for life skills in any society, whether metricated or non-metricated, and yet students the world over are failing in this aspect of mathematics (Queensland Studies Authority, 2002; TIMSS, 1997). Understanding fractions requires comprehension and coordination of several powerful mathematical processes (e.g., unitising, reunitising, and multiplicative relationships) (Baturo, 1997, 2000). While this paper will report on student learning outcomes, its major focus is to tell Andrea’s story and from this to draw implications for pre-service education and teaching.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||mathematics, fraction, elementary education, primary, teaching, unitising, reunitising, part, whole understanding, partitioning, teacher knowledge|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 (please consult author)|
|Deposited On:||07 Feb 2006|
|Last Modified:||29 Feb 2012 13:08|
Repository Staff Only: item control page


Learning Cultural Identity through Sculpture
An artwork is the manifestation of artists utilizing a variety of approaches which are closely related to the idea of an artist, media and technique. The manipulation of an artwork is based on the relationship of the creator, idea, media through formalistic approaches and the surrounding community. Understanding of sculpture is related to other fine art disciplines such as painting, printing and drawing and new media because of the nature of its context based on the physical form and space.
The aim of the present research is to generate knowledge on learning of cultural identity through sculpture appreciation. The research explores the form and the symbolic meaning based on influence of local community and social system. This study employs cultural concept as a system to create an understanding framework to the process of creating artwork. The qualitative approach is used as the methodology framework, which is deemed as suitable to the problem in investigating the meaning of sculpture in cultural context.
The findings uncover that Malaysian sculpture synergizes harmoniously the value system with modern expression through belief, surroundings, needs and social requirement. These findings contribute to the knowledge of art generally that can be used in other field of art in the process of making and appreciation.
Keywords: Art Education, Cultural Identity, Sculpture
Dr. Abdul Halim Husain
Lecturer, Art Department


Nov 13, 2014— read in full
Career profile: Teaching Assistant
What is a teaching assistant?
Teaching assistants, also known as classroom assistants or learning support assistants, work in classrooms to support teachers and pupils.
Experience as a teaching assistant can be a good step towards qualifications such as Nursery Assistant and Early Years Assistant, or even training as a teacher if you have the right qualifications.
What does a teaching assistant do all day?
Teaching assistants have a range of tasks, which will vary depending on the school you are working in and the age of the children. Things you might do include:
- Preparing for lessons and tidying away materials afterwards
- Helping to supervise activities and make sure pupils are well-behaved
- Help with school trips
- Helping children who are struggling or upset
You could also become a Higher Level Training Assistant (HLTA), which could mean planning and leading lessons, supervising other assistants and specializing in particular subjects.
Finally, you can also specialize in areas like special educational needs (SEN), numeracy or literacy.
How much do teaching assistants get paid?
There's no national pay scale for teaching assistants, so how much you earn will depend on where you work, but you can expect to earn from £12,000 to £17,000, or £16,000 to £21,000 as a Higher Level Teaching Assistant.
How do I become a teaching assistant?
The qualifications and experience you need will depend on the school you are working in, but wherever you work you'll need some experience of working with children and good literacy and numeracy skills. Any relevant qualifications in childcare, nursing or youth work will also be useful.
An Apprenticeship in Supporting Teaching and Learning in Schools can provide you with extra training to become a teaching assistant.
Before you can become a teaching assistant, you will also need to be checked by the Disclosure and Barring Service. They will check whether you have a criminal record and pass details on to your potential employer.


Every Child Ready to Read® @ your library® is a parent education initiative
Traditionally, early literacy programs at libraries have focused on children. Storytimes and other programs might model strategies that parents can use to develop early literacy skills, but parent education is not typically the primary intent.
The Public Library Association (PLA) and Association for Library Service to Children (ALSC) concluded that public libraries could have an even greater impact on early literacy through an approach that focused on educating parents and caregivers. If the primary adults in a child's life can learn more about the importance of early literacy and how to nurture pre-reading skills at home, the effect of library efforts can be multiplied many times.
Teaching parents and other caregivers how to support the early literacy development of their children is the basis of Every Child Ready to Read® @ your library®. When the first edition of ECRR was introduced in 2004, the focus on educating parents and caregivers was a significantly different approach for many libraries; one that certainly has proven its value.
This updated and expanded second edition of Every Child Ready to Read® @ your library® provides a new curriculum and materials to continue the effort, supporting parents and caregivers with the early literacy development of their children birth to age five.


Online Curriculum Design Degree Programs
The classroom is constantly changing, and the success of students today depends on their teachers' ability to keep up with the latest advancements in learning.
Curriculum design degree programs teach students how to create course curricula that reflect emergent changes in education programs and the best practices for reaching students today. With the knowledge gained through this degree program, educators may be able to improve their performance in the classroom, as well as the outcomes for their students.
Overview of Curriculum Design Programs
Students in curriculum design programs typically gain in-depth knowledge on how to craft a course curriculum that meets students' needs and an institution's educational goals. Subjects covered in these programs often include multicultural education, technology in the classroom and pedagogical theories that guide the field.
Examples of potential courses include:
- Early childhood education: This course focuses on how young children learn and the ways in which cognitive, social, emotional and physical development influences their classroom needs. Topics addressed in this course typically include how to develop, supervise and assess early education programs; how to work with children from different socioeconomic backgrounds and be sensitive to cultural differences; and the societal and political influences that affect early childhood education.
- Technology and teaching: Students in this course can expect to get an overview of how different kinds of media affect classroom instruction. Topics generally include the use of electronic texts in the classroom, how to deliver classroom content via distance learning, the best ways to design a website to augment classroom content, and theories on technology in the classroom. This course may also cover the use of mass media in the classroom and the importance of applying critical thinking skills to information disseminated by the media.
- Curriculum development and implementation: This course covers theories of curriculum design and how those theories can be used to develop course content for a diverse group of learners. In addition, students are taught how to implement a curriculum, the issues that can arise when introducing a curriculum into the classroom and how to assess its effectiveness
Depending on the program, students in curriculum design degree programs may be required to choose a concentration to focus their studies on such as elementary education, English as a second language, secondary education or reading education.
Potential Careers for Curriculum Design Majors
Students who earn curriculum design degrees can work in public or private schools, nonprofit organizations, military bases, adult education programs, charter schools, community colleges or alternative schools. Some of the jobs available to these professionals include:
- Instructional coordinator: Instructional coordinators are responsible for ensuring that the teaching standards and curriculum of an institution are effective. To that end, they help develop and implement course curriculum, organize training for teachers, assess teachers' performance and help them make improvements, and create teaching standards for educators to follow. According to the Bureau of Labor Statistics (BLS), instructional designers, who are required to earn at least a master's degree, made an median annual wage of $60,610 in 2013. Employment in this profession is expected to increase by 13 percent nationwide between 2012 and 2022.
- Postsecondary teacher: Postsecondary teachers, who generally earn a Ph.D. to enter the field, instruct students at the college level, as well as contribute to their field through scholarly research. The job duties of these professionals include designing and teaching courses, planning and grading assignments and tests, keeping abreast of developments in their field, conducting research and presenting the findings to other professionals and participating in school committees. The BLS predicts a 19 percent increase in demand for postsecondary school teachers from 2012 to 2022, with median annual wages at $60,170 (as of May 2013).
In addition, curriculum design graduates might also pursue careers as corporate trainers, curriculum specialists or curriculum coordinators.
"Education Teachers, Postsecondary," Bureau of Labor Statistics, Occupational Employment Statistics, May 2013, http://www.bls.gov/oes/CURRENT/oes251081.htm
"Instructional Coordinators," Bureau of Labor Statistics, Occupational Employment Statistics, May 2013, http://www.bls.gov/oes/current/oes259031.htm
"Instructional Coordinators," Bureau of Labor Statistics, Occupational Outlook Handbook (2013-15 Edition), http://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm
"Postsecondary Teachers," Bureau of Labor Statistics, Occupational Outlook Handbook (2014-15 Edition), http://www.bls.gov/ooh/Education-Training-and-Library/Postsecondary-teachers.htm


Resources and Programs
The Museum offers a variety of Educator programs and resources, from the annual Educators’ Art Fair and Educators’ Open House, to the bi-annual Young Art exhibition, and docent-led programs including Children’s Workshops, and In-School PowerPoint Presentations. Contact us for more information, and read more about featured educator Christina Thurston here.
Educators' Art Fair: Young Art 2015
Saturday, November 15, 2014
$15 for Educators | Registration Required | Register Online Now!
This day-long art-making workshop offers K-12 educators who have little or no art training on several California-standards-based art projects related to the Museum's Permanent Collection to assist their teaching in the classroom. The Educators’ Art Fair is especially designed for elementary, middle, and high school educators. During the event, participants rotate through four art project demonstrations designed and led by Museum and school educators, and create their own samples for use in their classrooms. The Educators’ Art Fair is held in the spring and fall on alternating years.
Participants receive a How-To binder with project descriptions and detailed lesson plans, materials, and applicable resources, so that they can immediately and more easily incorporate art education into their curricula and classrooms.
The Museum holds the Educators’ Art Fair in the fall on the years that are Young Art years to encourage teachers to create student work in their classrooms, under the Young Art theme, which can be submitted for consideration in the Young Art exhibition the following spring. During Young Art years, the lessons presented to teachers are designed to match the Young Art theme.
Educators' Fall Preview: Gauguin to Warhol October 15, 2014
RSVP by Tuesday, October 14, 2014, with your full name and school/educational institution
Free for Educators | Pre-registration requested
The Educators’ Open House targets area educators and teachers in public and private schools and the homeschooling community, from kindergarten to college level. The annual event invites educators to visit the Museum for free while it is closed to the public, to fully experience new exhibitions, and to learn how to integrate museum content into the classroom.
Tours, lectures, California-standards-based sample lesson plans, and classroom materials are provided, as are light refreshments. Educators gain ideas for incorporating art education into the required curriculum as well as how art can be used to extend lessons in other subject areas. Contact us for more information.
Young Art 2015
A Museum tradition for more than 80 years, Young Art 2015 is a biennial exhibition of art by students grades K-12 from throughout San Diego County. Young Art is presented at The San Diego Museum of Art, and various satellite sites. View guidelines...


Kandinsky Circles: Free Lesson Plan Download
Level: K-2 Art Education Lesson Plan
Art Elements: Shape
Art Skills: Cutting, Gluing
Art History: Kandinsky
* Get more free lessons like this, on our Lessons Page
Depending on time, you may want to have students only make 4 circles or 6 circles total on their paper. I have shown you how one finished circle looks, but these works of art can be time consuming. it’s such a great attic for students to evaluate sizes, and adjust their drawing and cutting to make sure the sizes are correct. You will find during this lesson students are very engaged and the room will be very busy and on-task! Black paper really makes these pop!


The award honors free, user-friendly websites that encourage educational creativity, active participation, innovation and collaboration. Science NetLinks was recognized in the award's content resources category.
Donna Baratta, chair of the AASL committee that chose this year's winners, said the wining sites "will support inquiry and project based learning while immersing students in learning."
"We are honored to have been recognized by AASL and proud to develop innovative teaching resources that engage the 21st-century learner, and encourage the budding scientist," said Suzanne Thurston, the AAAS project director for Science NetLinks.
Content from Science NetLinks, which debuted in 1997, is also featured on the Verizon Foundation's Thinkfinity.org  site, which provides free, Internet-based educational resources and an online community for educators. Science NetLinks receives more than 250,000 visits each month.
The site was revamped in 2011 to provide new options for exploring its hundreds of lesson plans, online tools, special resource collections and after-school activities for K-12 teachers, students and families. Science NetLinks also features two AAAS news feeds: Science for Kids , which offers student-friendly stories based on reports from the journal Science, and ScienceNOW , the journal's daily online news section.


What stirs the soul, uplifts, inspires, and speaks in ways that words alone cannot do? People have enjoyed it since the beginning of time in celebrations, ceremonies, in solitude, and for just pure enjoyment. This is the gift of music of course.
Indeed, it might be said that we can't live a full life without music. It enriches our lives each and every day. Whimsical humming and whistling, background melodies in television and movies, comforting lullabies sung to a sick or sleepy child, singing with the radio, holiday carols, stories told through song in the theatre, and hymns of worship all have the capacity to bring us comfort and joy whether they are somber or upbeat. What a better time to reflect on the language of music during "Music in our Schools" month?
Schools are not just about readin,' writin,' and 'rithmetic. As important as those are, the fine arts help students to develop into more well-rounded individuals. A designated time to call attention to the importance of music education in schools began in New York State in 1973. After the idea gained popularity and support, in 1985 the National Association for Music Education declared the month of March as "Music in Our Schools Month" throughout the United States. Celebrated every year, its goal is to put emphasis on the benefits of music education and to showcase young talent.
OBSERVER Photos by Mary Deas
Fourth-grade students at Fredonia Elementary School work in cooperative groups to figure out a song “by ear,” perform it on bell sets, and then transcribe it into musical notation. Top: Pictured left to right: Matthew Linder and Jack Fortna.
Bottom: Pictured left to right: Bethany Bulera, Kylie Stanton, and Emma Willebrandt.
Music education is much more than a sing-along. Students can learn and acquire many skills in a comprehensive program.
At the elementary level they create, perform, and participate in music through singing and playing instruments. In singing, they learn how to control their voice, enunciate, and harmonize.
They perform rhythm patterns and songs on such instruments as the recorder and bell sets. Students also create sound compositions using instruments, vocal, and environmental sounds. Music notation and reading are part of the curriculum, as well knowing the characteristics of each instrument family and its members. Comparing and contrasting various musical styles and a general appreciation of music from around the world are also part of an extensive program.
Opportunities for students to participate in music at more advanced levels beyond basic readiness and appreciation are available in many schools. At Fredonia Central School, students may begin string lessons at grade four and band at grade five. As their skills increase, they may continue through middle school and high school in orchestra, band, and chorus. When music education is present, it provides an avenue for those with inherent musical talents to be discovered and developed; another dimension of "being smart" or intelligence that is sometimes overlooked in the world of testing with emphasis on reading and mathematics.
Creative problem solving is just one of the added benefits, or "side effects" of music and music education that can transfer to other areas of the school's curriculum and in life. In social studies, students have a greater understanding of history and cultures from the music they have studied. They make connections in science and mathematics from the organization and types of notes. Language is enriched in both vocabulary and genre. Students gain confidence in themselves as they perform to an audience and express themselves. Perseverance and discipline are honed as they spend much time in learning and perfecting a piece of music; a skill that is certainly necessary in other walks of life as new things need to be learned.
Albert Einstein, certainly a genius, said, "If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music."
Not everyone becomes a Mozart, but everyone can enjoy music. It is a world-wide language that inspires and comforts us. It expresses love, hope, and joy. It stirs the soul. Indeed, such sentiments expressed by one high school student in an essay about the role of music also said, "We can't live a full life without music."
Make it a good week and enjoy your own music.
Mary Burns Deas writes weekly for the OBSERVER. Comments on this article can be sent to email@example.com


A Little Jazz
by Beverly S. Krueger
Jazz, it's been called the only truly American music and the classical music of America. However you want to define it, no music education is complete without an excursion into jazz. Fortunately for homeschoolers, there is an abundance of great jazz resources designed for kids.
PBS Kids Jazz
Interactive Timeline - When you click on a date you can journey back in time to discover how jazz became America's music. Explore the different places jazz was played, and discover people that created it.
Join the Jazz Band -- learn about the styles of jazz music and pick your jazz instrument.
Meet a Musician -- videos of jazz musicians explaining aspects of becoming a jazz musician.
Bandleader -- fun interactive band that lets you pick the instruments and make your own blend of jazz sound play the alphabet song.
Jazz for Young People
This site provides additional resource for those using the Jazz for Young People curriculum. The curriculum is not required to get enjoy the online lessons which include a variety of music clips, slideshows, and text.
Can You Hear a Story?
Students will explore creating moods with music. Students will assimilate this new knowledge through the analysis of a story and the creation of a musical composition that reflects and enhances it. This activity will culminate with the recording of their musical accompaniment and story to produce a book on tape.
More jazz lessons
Jazz in America
Lesson plans for grades 5, 8, and 11.
Teens and Adult Websites
What is Jazz? Four Lectures
In a four part Artsedge lecture series, recorded live at the John F. Kennedy Center for the Performing Arts in Washington, D.C., Dr. Billy Taylor, noted jazz pianist, historian, and educator, shares glimpses of his extensive knowledge of jazz music from its roots in the African-American slavery experience, through the early days of ragtime, and onward through swing, bop, and progressive jazz. Dr. Taylor combines academic research with a wealth of personal knowledge of the music and shares many fascinating anecdotes about the great artists of jazz.
A Passion for Jazz
This site is packed with resources for exploring jazz music and becoming a jazz musician.
Continental Harmony Project
The Continental Harmony Project brings composers and communities together to create new music that reflects their history, culture and hopes for the future. This is not a jazz site, but offers a background in how jazz relates to other musical styles.
Copyright © 2006 Eclectic Homeschool Association


Young mothers who sit home with their new infants often wonder what they will do to stimulate their child. From day one it is important that infants are spoken to. This will help the child learn language and the sound of the mother and father’s voice for child education.
Nursery rhymes or Mother Goose rhymes are a wonderful way to interact with your infant and also a fun way for them to begin learning language skills.
Mother Goose rhymes can be said or sung. They should be repeated everyday so your child will learn to recognize the rhymes and/or the melodies. Over time, even very young children will remember the rhymes and get used to the repertoire they know.
Mother Goose rhymes can also be exaggerated in certain spots to add humor or anticipation to the rhyme. Songs or action rhymes can be incorporated to create some play acting. This can act as a tactile element to the learning process.
If you are unfamiliar with Mother Goose or Nursery Rhymes, a good place to begin is with a book. Try Tomie dePaola’s Mother Goose which is attractively illustrated and contains over 200 rhymes both known and not-so-known. You can sit your child on your lap and read some of the rhymes as your little one looks at the pictures.
Another way to become familiar with Mother Goose rhymes is to enroll your child in a program at the local public library. Many libraries have a “Mother Goose Time” designed for children ages 1 – 2 and their caregivers. Different libraries will call it something different such as “lap sit,” but the concept is the same. In addition, some libraries offer the program for babies younger than 1. Check your local branch.
If you are a new mother or a grandmother with care of a grandchild, you may want to think about getting a library card, if you don’t already have one. Besides programs, the library also has CDs you can borrow that have songs for children. Nursery rhymes set to music are a good way to go.
As a school librarian at an elementary school, I am often surprised how many Kindergarten students begin school not knowing any Mother Goose rhymes. To compensate, I often begin Kindergarten library class with Mother Goose. They love the rhymes and memorize them quickly. One of the first things students are taught to recognize by their classroom teachers is a rhyming text. Rhyming also has a calming influence on young children.
Another huge benefit of teaching nursery rhymes with young children is that it teaches them the rhythm of the language they will use later on when they start reading. For Kindergarten students, later will translate into the current school year. In many schools,Kindergarten is the time when students begin reading “sight words” and reading simple sentences.
By teaching young children nursery rhymes, they learn where to naturally put stresses in words and sentences. Researchers have linked children’s experience with nursery rhymes to the development of sensitivity to the sounds within words, an ability they call “phonemic awareness.” This is a necessary foundation for understanding relationships between letters and sounds and contributes to their emergent literacy development.
So show your child how to have fun with Mother Goose by using rhymes, books and songs. Sing them, say them, play them, and use them. You will be setting your child up to be a good reader and having fun at the same time!
Article Source: http://EzineArticles.com/6871589


Graduates of the Master of Education in Literacy Program will...
Know the Literacy Learner:
Graduates will broaden their understanding of the process of literacy development and the impact of motivation, language, and culture on the individual learner.
Make Informed Instructional Decisions:
Graduates will expand working knowledge of current research and their ability to interpret student assessments in order to differentiate instruction to meet the needs of all learners.
Select a Variety of Literature to Enhance Instruction:
Graduates will expand their working knowledge of a broad range of literature and of its role in supporting meaningful instruction, developing accomplished literacy learners, and fostering a lifelong love of reading and writing.
Apply Effective Literacy Practices:
Graduates will enhance their knowledge of language literacy which includes strategies for the teaching of reading, writing, speaking, listening, and viewing as well as the use of technology to enhance instruction.
Engage in Professional Development as a Career-Long Effort and Responsibility:
Graduates will cultivate a deeper understanding and appreciation for the need to continually refine instruction through professional development that challenges personal ideology and teaching practice.


Science for Kids
>> Chemistry for Kids
What are crystals?
Crystals are a special kind of solid material where the molecules fit together in a repeating pattern. This pattern causes the material to form all sorts of unique shapes.
How do they form?
The process of crystal forming is called crystallization. Crystals often form in nature when liquids cool and start to harden. Certain molecules in the liquid gather together as they attempt to become stable. They do this in a uniform and repeating pattern that forms the crystal.
In nature, crystals can form when liquid rock, called magma, cools. If it cools slowly, then crystals may form. Many valuable crystals such as diamonds, rubies, and emeralds form this way.
Another way crystals form is when water evaporates from a mixture
. Salt crystals often form as salt water evaporates.
What unique properties do crystals have?
Crystals can have very flat surfaces called facets. They can form geometric shapes such as triangles, rectangles, and squares. The shapes are a direct result of the type of molecules and atoms that make up the crystal. Smaller crystals and larger crystals that were formed of the same molecules and in the same method should have similar shapes.
There are seven basic crystal shapes, also called lattices. They are Cubic, Trigonal, Triclinic, Orthorhombic, Hexagonal, Tetragonal, and Monoclinic.
Interesting Types of Crystals
- Snowflakes are ice crystals that are formed high in the clouds
when water freezes. They always have six sides or arms, but every one of them is unique.
- When an electric current is sent through some crystals they vibrate at a very precise frequency. Quartz crystals are used in watches and other electronics to keep an accurate time.
- Quartz is a common mineral and crystal. It is one of the hardest common minerals. The gemstone amethyst is a purple type of quartz.
- Diamonds are one of the most valuable minerals
on Earth. Not only for jewelry, but diamond is also the hardest substance on earth and is used for special tools such as diamond saws. Diamond is a form of the element carbon
Fun facts About Crystals
More Chemistry Subjects
Elements and the Periodic Table
- Crystallography is the science of studying crystals and how they form.
- Some crystals, like diamonds, are really just one giant molecule made from lots of atoms of a single element.
- A lot of computer screens use liquid crystals for their display.
- They are very popular in jewelry because they can sparkle and come in many different colors.
- Some living organisms are able to produce crystals.
>> Chemistry for Kids


Published August 4, 2014
More than 50 music educators from across the world traveled to UB this summer to learn how to teach the language of music.
Their first students: a curious group of toddlers and preschoolers in UB’s Early Childhood Research Center.
The teachers, who came from schools as close as Rochester and as far as New Zealand, made up the 2014 class of the Summer Music Education Institute in the Graduate School of Education.
Through the program, they improved their musicianship and learned principles of music learning theory, a concept developed at UB in 1976 by former professor Edwin Gordon that explains how people understand music.
In the UB classes, teachers fostered students’ tonal and rhythm skills by leading the children in songs using melodies instead of words. They also included creative movement to help improve the groups’ familiarity with flow, weight, space and time.
“UB is considered the birthplace of music learning theory, and we are proud to continue a rich tradition of providing practical courses to help teachers shape their students’ musical education,” said Elisabeth Etopio, summer coordinator and clinical assistant professor in the Department of Learning and Instruction.
The institute, created in 1998, partners with the Gordon Institute of Music Learning to welcome a community of learners to participate in four courses: Elementary General Music, Instrumental Music, Piano and Early Childhood Music.
Courses focused on improving the teachers’ musicianship, developing audiation — the musical form of imagination — and refining performance skill and educational content knowledge for classroom activities.
The Early Childhood Music course, which began July 21 and ran through Aug. 1, placed the instructors in classrooms where they engaged children in song, chants and movement. Teachers also guided the students through the stages of audiation using such techniques such echoing, movement, breathing and improvisation with tones and rhythms.
For more information about the Summer Music Education Institute, visit its website.


The following information is in reference to Chapter 17, page 203 of the revised 2nd edition of The Power Of Sound.
The Tree of Sound Enhancement Therapy ® evolved as the developmental flow chart for the correct administration of any sound-based therapy. While there are many different sound-based therapies that can be administered individually with some level of success, the best outcomes are evidenced when The Tree analogy is used.
The Tree has 6 basic parts:
1. The “Root System” addresses one’s sense of hearing. The therapy(ies) offered at this level are a form of Auditory Integration Training, which repatterns how the acoustic reflex muscle in the middle ear responds to sound, and subsequently supports the reception of sound in the cochlea.
2. The “Seed” is the foundation for all sound response in the body as it addresses our basal body rhythms, such as the heartbeat or breath stream. The therapies at this level of The Tree can be utilized at any time in the person’s protocol of sound therapies because these skills bring the person back into focus and keep them feeling positive at their core level.
3. The “Trunk” addresses all responses of the ear for general sound processing stimulation, not hearing. The programs at this level are called Listening Training Programs and are modeled after the work of Dr. Alfred Tomatis who established the Tomatis® Method.
4. The “Lower Leaves and Branches” address specific auditory processing skills such as memory, sequencing, and discrimination. These skills are inherent in how the brain receives information from the auditory pathway to the brain, specifically from the cochlea to the auditory reception centers in the brain.
5. The “Upper Leaves and Branches” address the academic areas such as reading, spelling, and handwriting skills, which can only be maximally achieved when the foundation of The Tree is in place. People can have these skills as splinter skills but not always process them in their entirety. The programs suggested at this level must include an auditory, visual, and language combination of instructional skills, thereby allowing for full integration of the foundational skills.
6. The “Overall Maintenance of The Tree” addresses one’s wellness or body support for maintaining the learning and developmental changes obtained with the therapies at the various parts of The Tree.
JL: Also find and include DAVIS Otoemissions. (text was never in book)


Squish, Splash, Splat!
based on The Umbrella
by Jan Brett
View and print the student activity sheet (PDF)
About the Book
Little Carlos takes a trip into the “cloud forest” with his umbrella. He has his sights set on seeing a few animal friends. What he doesn’t expect is while he laid the umbrella down to climb up a fig tree for a better look, his umbrella becomes the favorite resting place for those friends. Monkey, without thinking, flings the umbrella into the river. As they float downstream, it becomes apparent to the animals that they are taking on water. The umbrella becomes too crowded and full and it tumbles over releasing all the animals to go on their way. Carlos has no idea this all happens, retrieves his umbrella, and decides he will try to come back tomorrow.
Set the Stage
Try some of these items to get students ready to read:
- Show students the cover of the book and have them make predictions of what they think the story will be about.
- Bring an umbrella from home to compare with the one on the cover. Ask them to guess what they think the umbrella is made from. Ask why they think it is not like the umbrella you have.
- Talk about the animals shown-you may have to name some of them. Gather ideas from the students where they may think those types of animals live. They inhabit a rain forest. Record their responses on a piece of chart paper.
- Begin a picture walk and point out the things you see on each page. Go back and read the book to the students.
After enjoying the story and pictures, lead a discussion using these questions:
- Why do you think Carlos called the forest a “cloud forest” in the beginning of the story?
- How do you know that Carlos has been in the forest before?
- Why do you think all the animals want to be in the umbrella?
- How does the author use the smaller illustrations on each page?
- Do you think if you could not read any of the words, you still may understand what is happening in the story? Why or Why not?
- Go back to check the students’ recorded predictions.
This activity introduces students to onomatopoeia and how it can be used in writing.
To extend students’ enjoyment of the book, try these:
- Bring Story to Life: Gather pictures of the animals from the story and also have a picture of a boy who would be Carlos. Put a green sheet or large piece of paper on the floor. This will be the umbrella. Giving each child a chance to be one of the characters in the story, read the book to the class and have them re-enact the story as you read.
- Figgy Fun: Carlos climbs a fig tree to get a better view. On his way up the tree, a few figs fall to the ground. Buy some figs from the store or your local market and allow the students to taste them. You can also have other food items on hand such as fig-filled cookies to show the children different uses for figs.
- Comparing Brett Favorites: Compare and contrast The Umbrella with another Jan Brett book such as The Mitten. Record their responses using a Venn diagram, Double bubble map or another graphic organizer. Discuss the results.
- Art Exhibit: The Umbrella is beautifully illustrated. The art was done in watercolors and gouache. Allow the children to draw an animal from the story. Have them paint their animal and the setting using watercolors. After the paintings have dried, hang them up and create an art exhibit in the room.
- Foreign Language Fun: In this book, there are a few phrases in Spanish that are interpreted within the text. Read the phrases and the words that follow to share some Spanish language with the students. It may be fun to continue to use a few phrases such as “adios” or “hola” if the students don’t usually speak another language.
Lesson Developed by Kelley Raybon
Kelley Raybon has been teaching elementary school for 20 years. She is currently a curriculum resource teacher at an elementary school. She earned a Bachelor’s and Master’s degree in Elementary Education from the University of Central Florida in Orlando.
View and print using Adobe Acrobat Reader version 4.0 or higher.
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Resnick Art Education Training Center A national and international center for teacher training functions within the Youth Wing. Its task is to educate, to offer advice and direction, to nurture, and to provide inspiration under ideal study conditions. Teachers and other educators, school principals and coordinators, Education Ministry supervisors, students, and museum educators from other institutions attend year-long courses, study days, and conferences, where they participate in discussions about art education. The collective learning experience at the Museum refines their skills and expands their repertoire of teaching methods.
Further information in Hebrew>>>
Israeli writer Eshkol Nevo leading discussion in the Sands of Time: The Work of Micha Ullman exhibition
Artist-teacher leads self-portraiture-drawing workshop in Summer Course for Art Educators
Resnick Art Education Training Center Curator Lihi Sapir speaks with Art Educators about works, which examined their professional identities
Art Educators visiting the European Art storeroom


Study reveals musical aptitude depends on combination of genes
A new study has revealed that musical aptitude in an individual is affected by a combination of genes.
According to the study, the function of the candidate genes ranges from inner-ear development to auditory neurocognitive processes and are involved in the auditory pathway.
The study showed that the perception of music starts with specialized hair cells in the inner ear, which transmit sounds as electronic signals through the auditory pathway to the auditory cortex.
The researchers also revealed that the processing of music has been shown to affect multiple other regions of the brain that play a role in emotion, learning and memory.
It was also found that musical aptitude is a complex behavioral trait and environmental factors, such as culture and music education, play an important role in it.
The study was published in Molecular Psychiatry.
(Posted on 13-03-2014)
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The Musical Lives of Young Children / Edition 1by John W. Flohr Ed.D.
This book uses an innovative approach to music for young children, using research findings to determine and substantiate good practice and emphasizing the belief that the nurturing of children's musical interest is of great import to their development and emotional lives. This comprehensive overview of music for young children demonstrates that/b>/b>… See more details below
This book uses an innovative approach to music for young children, using research findings to determine and substantiate good practice and emphasizing the belief that the nurturing of children's musical interest is of great import to their development and emotional lives. This comprehensive overview of music for young children demonstrates that the more a teacher knows and understands young children, they better they will be able to judge what is best for their group. Some topics covered are foundations of music learning, planning the environment, singing, creating, moving, playing, reading and writing, and listening. It is designed to be valuable to parents, music teachers, early childhood and elementary teachers.
Meet the Author
More from this Author
Table of Contents(NOTE: Each chapter ends with a Summary or Summary and key points.)
PART I. FOUNDATIONS.
I. Foundations: The Context for Musical Lives of Young Children.
Philosophy: How Does Music Function in People's Lives? A Brief Look at the History of Music in Childhood. 21st Century Music for Young Children. How To Use This Book.
II. Foundations: Theories and Approaches Relevant to Education of Young Children.
Learning Theories. Approaches for Young Children.
III. Foundations: Music Learning and Development.
Issues. General Music Development. Overview of Music Development Theory.
IV. Foundations: Music Perception in Infancy.
Why Study Music in Infancy? Music Listening Skills in Infancy. Caregivers' Music for Infants. Summary and Music Education for Infants and Parents.
V. Foundations: Developmentally Appropriate Practice.
Developmentally Appropriate Practice. Principles of Child Development and Learning That Inform Developmentally Appropriate Practice.
PART II. DELIVERY: METHODS AND ORGANIZATION.
VI. Methods and Organization: Methods.
Traditional Methods. Contemporary Methods. Choosing A Method.
VII. Methods and Organization: Organizing Instruction.
Standards. Objectives. Taxonomies. Curriculum Design. Evaluation of Student Learning. Planning the Environment for Learning. Lesson Planning. How to Plan: Preparing for the Children.
PART III. DELIVERY: EXPERIENCE.
VIII. Experiences: Listening.
Research. Application. Steps to Successful Listening Experiences. Examples of Listening Experiences.
IX. Experiences: Singing.
The Vocal Mechanism in Adults and Children. Research and Theories. Application. Steps to Successful Signing Experiences. Examples of Singing Experiences.
X. Experiences: Moving.
Research. Application. Steps to Successful Moving Experiences. Examples of Moving Experiences.
XI. Experiences: Creating.
Research. Application. Steps to Successful Creating Experiences. Examples of Experiences with Creating Music.
XII. Experiences: Playing Instruments.
Instruments. Application. Steps to Successful Playing Experiences. Examples of Experiences with Playing Music.
XIII. Experiences: Reading and Writing.
Research. Applicaton. Steps to Successful Reading/Writing Experiences. Examples of Reading and Writing Experiences.
XIV. Experiences: Integration of Music With Other Subjects.
Background. Common Links Among the Arts: Shared Curriculum. Experiences: Using Music to Successfully Enrich Instructional Strategies.
A. Glossary of Musical Terms.
B. Sample Timetable.
C. Summary of Young Children's Music Development and Guide to Exercises.
Books. Singing Resources. Computer Technology. Musical Assessment Tools. Recordings and Instruments. Professional Organizations.
Figures and Tables For Appendices.
Figures and Tables for Chapters.
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Teaching Landmarks - Middle School Curriculum Unit
The Education Institute and the Getty Conservation Institute are proud to present an interdisciplinary curriculum unit that encourages students to explore and celebrate local, national, and global communities. Each of the three lesson plans include activities and worksheets for students and can be easily integrated into art, social studies, and language arts classes. Web links and a reading list also accompany the unit.
Learning in and Through Art
Learning In and Through Art, the latest Education Institute publication, introduces and provides a basic background and understanding of discipline-based art education. This book, now available online in its entirety, traces the evolution of DBAE and includes an extensive bibliography of books, articles, dissertations, and videos.
Trajan's Rome: the Man, the City, the Empire: An Interdisciplinary Middle School Curriculum Unit
This unit contains six lesson plans focused on Trajan's Empire. Created by the Education Institute and the National Center for History in the Schools at UCLA, Trajan's Rome offers an interdisciplinary approach to teaching ancient art and history. Each lesson includes activities and worksheets for students to explore aspects of life in the Roman Empire during the reign of Trajan. This unit also includes additional Web resources, image galleries, and a glossary.
Art and Ecology Image Galleries
Check out the new and improved image galleries for Art and Ecology, an online exhibition of contemporary ecological art with online resources for teachers. The redesigned galleries include thumbnail images of each artwork for easy access to the images.
Arts Education for Life and Work
The online version of the proceedings from Educating for the Workplace Through the Arts, a national conference sponsored by the Education Institute in cooperation with Business Week, is now available on ArtsEdNet. Find excerpts from presentations by leaders and experts in the field of education and art education.


With budgets cut to the bone, music education programs in many districts have been trimmed and even eliminated. Student interest in them, however, has never been higher. A new study released by the National String Project Consortium (NSPC) indicates that, just prior to the economic meltdown, the number of students playing string instruments had increased from 18 percent in 1997 to 29 percent in 2009. While the study confirms promising news for interest in music education, it also predicts a national shortage of string teachers for 2010 through 2013—a loss of 1,000 teachers each year. Other music programs showed no significant increase or decrease.
"The Status of String and Orchestra Programs in United States Schools," released in February 2010, is the result of a May 2009 survey of almost 9,000 string and orchestra teachers. According to the study, between 2002 and 2009, racial minority enrollment increased to 35 percent, a 7 percent increase from 2001.
The future of string programs remains to be seen. Although string programs have generally been growing, 66 percent of programs had reduced funding between the 2003 and 2008 academic years.
"The general trend has been up. As expectations around the country are going up, playing a string instrument has been helpful," says Robert Jesselson, executive director of NSPC and distinguished professor at the University of South Carolina. "With the economy the way it is, it's going to be a whole new ballgame. The odds are up on the chopping block."
Jesselson cautions administrators not to cut music programs—in particular string programs—during these difficult financial times. String instruments, he says, lead to a number of benefits, including higher SAT scores, increased selfdiscipline, reduced absentee rates, and improved math skills. According to the study, over 95 percent of string programs are taught during school hours. Jesselson notes that eliminating the programs would only create a demand for other teachers during those periods.
"Building a string program takes a number of years and would be difficult to rebuild," says Jesselson. "It's easy to chop down a tree, but the tree takes a long time to grow."
To read the full NSPC report, visit www.stringprojects.org.


Your instructor will often assume that you remember skills from prerequisite coursework. For example, if you are taking Math 1314, College Algebra, we expect that you know the material taught in Math 0408, Intermediate Algebra.
But let’s get real for a moment. We all know that the human brain leaks a little from time to time and your memory may not be as sharp as you would like. It’s not that you have forgotten everything, but you’ll need to clean the rust and cobwebs off material you learned in the past. The following resources will help!
- Brazosport College Algebra Learning Modules: These modules address all the major foundational skills taught in Prealgebra, Beginning Algebra, and Intermediate Algebra. Each module, organized by course and topic, contains a short video and a handful of practice problems (solutions included). You are welcome to discuss your work with any BC tutor or faculty member.
- Khan Academy: The Khan Academy is an online resource created with funding from the Bill and Melinda Gates Foundation for Education. It is a huge library of video instruction from a variety of disciplines. In addition to reviewing prerequisite skills, these videos may also help you in the course you are currently taking. Click on the links below to view available videos:
- Mathematics Faculty: Each faculty member in the math department has an office equipped with a door for you to knock on! We are happy to meet with you and help you with whatever you might be struggling with. Don't be bashful. Our contact information is to the right.